Grade Level: Grade 11
Learning Area: EAPP
Date:
Quarter: I
August 22- Sept 1, 2017
OBJECTIVES: 1. define what is a concept paper 2. react to the point of view of the selection; 3. use definition and the different techniques of defining through differentiated activities; 4. write a persuasive letter using definition and the different techniques of defining. 5. identifies situations in which a concept paper may be effectively used to improve our society A. CONTENT STANDARDS: The learner understands the principles and uses of a concept paper. B. PERFORMAN CE The learner produces a well-balanced concept paper in a specific discipline. STANDARDS: C. LEARNING COMPETENC IES/ Objectives
The learner is able to: 19. Define what a concept paper is 20. Determine the ways a writer can elucidate on a concept by definition, explication and clarification 21. Identify situations in which a concept paper may be effectively used to improve our society 22. Comprehend various kinds of concept papers 23. Explain and clarify concepts in fields such as: Art Business Law Philosophy Politics Religion Science Sports TechVoc Home Economics Agri. fishery I.A ICT 24. Present a novel concept or project with accompanying visuals/ graphic aids
D. LC Code
E. CONTENT:
CS_EN11/12A-EAPP-Ig-j-19 CS_EN11/12A-EAPP-Ig-j-20 CS_EN11/12A-EAPP-Ig-j-21 CS_EN11/12A-EAPP-Ig-j-22 CS_EN11/12A-EAPP-Ig-j-23 CS_EN11/12A-EAPP-Ig-j-24 Writing Concept Paper
F. LEARNING RESOURCES: A. References 1. Teacher’s guide pages 2. Learner’s material pages 3. Textbook Pages 4. Additional Materials for Learning Resource (LR portal) B. Other Chalk and board, Manila Paper Learning Resources G. PROCEDURE Teacher’s Activity S: A. Reviewing previous lesson or presenting new lesson Preliminaries (5mins) Before you take your seats, please pick up the pieces of paper and arrange your chairs.
Student’s Activity
Okay, that’s enough. You may now take your seats. Prayer Everybody stand up. Let us pray. Please lead the prayer (call a student) Greetings Good Morning class! Attendance Checking
Reading of the House Rules Reviewing of the previous lesson
Teacher will call the class who is assigned for the Modes of Learning (MOL) (Teacher will call the class monitor to report who are absent and teacher will verify)
In the name of the Father, of the Son, and of the Holy Spirit. Amen. ……… Good Morning, Ma’am Calderon!
HOUSE RULES (Students will read the rules) Class, I want everybody to bear in mind our house rules every day in class.
Reading of the Objective
Call one (1) student as part of the Modes of Learning group
Student 1:
At the end of this day class, we will all be able to: 1. Read a specific academic text 2. Know the structures of an academic text
(Students will listen)
3. Determine the structure of a specific academic text B. Establishing a Purpose for the Lesson Motivation
Today you will watch a video clip. List down at least 5 words in your notebook which is related to the video that you are going to watch. Then after watching the video, in two minutes, you will discuss the words that you listed among your group to come up with one word. After doing the consensus, select one member from the group to explain why you choose that word and why it is significant to you.
(Students will watch the video.) (Students will down words.)
list
(Students will discuss the words they listed by group.)
C. Presenting examples/ instances of the new lesson Activity
(Every group will choose one significant word based from the video.) (10mins) Time is up….. Let us proceed now to your explanation by group. Reporter from group 1 Reporter from group 2 Reporter from group 3 Reporter from group 4 (The teacher will process the answers by group)
Analysis D. Discussing new concepts and practicing new skills #1
I told you last meeting to read in advance the reading selection written by Ronald C. Israel. Before we discuss the selection, let us be familiarize first with the difficult words found in the selection. In your hands are five different words printed in the meta cards. I will read and show you the definitions of the words. You are going to identify which of those words are being defined. Then, raise the word that you have selected as your answer. Do I make the instructions clear? Okay good! Let us begin. 1. Beginning to exist; recently formed or developed. 2. A place where objects are made by heating or shaping metal. 3. A person who works to make other people lives better. 4. Loyalty to a person, country, group, etc.
(5mins)
5. To make (something) cover, involve, world.
E. Discussing new concepts and practicing new skills #2
TEXT
or affect the entire
DEFINITION EXPLICATIO N
CLASSIFICATIO N
Sample Text 1 Sample Text 2 Sample Text 3 DIFFERENT WAYS IN WRITING A CONCEPT PAPER: Definition, Explication, and Classification (2 HOURS) The class is divided into small groups and the teacher gives 3 sample concept papers (excerpts) to each group. Sample Chart: DIRECTION: Write your reasons or specify the feature/part of the sample text that makes it a definition, explication, or classification KINDS OF CONCEPT PAPERS (2 HOURS) The teacher divides the class into small groups. Each group is given 2 sample texts/concept papers that represent the Informal and Formal kinds of a Concept Paper. Each group is asked to compare and contrast the given texts through a Venn diagram, focusing on the following features: Content Organization and Style Grammar and Word Choice Then, each group presents their outputs to the class proceeded with a group feedbacking. The teacher processes their outputs through a mini-lecture.
The teacher presents the individual phases/parts in writing a concept paper through a lecture-presentation: 1st Phase: Project Title 2nd Phase: Project Rationale 3rd Phase: Project Description (Implementation/Methodology, Management, and Budget and Resource) 4th Phase: Abstract 5th Phase: Paper Presentation For the discussion of each phase, students are expected to bring/present their own sample. Critiquing of the samples using guide questions is done. After presenting all the phases, the class is divided into groups. The groups are asked to brainstorm and plan for a topic to propose for their
The topics of the concept paper should only be in a school/classroom context. Suggested topics for the school/classroom based concept paper: Absenteeism
concept paper. Topics should be about the problems/needs in the classroom or school. The groups’ topics are submitted and critiqued by the teacher before proceeding to the next task. Then, each group is asked to fill-up the following worksheet that serves as an outline for their initial plan of their concept paper.
Tardiness No Internet Connection Proper Disposal of Garbage
The teacher instructs the class to gather pertinent sources to help justify their plan. Then, the group presents their initial plan to the whole class in a form of a graphic organizer for critiquing before writing the first draft. Suggested Guide Questions for the Critiquing: Is the topic timely and relevant? Does the proposed plan address possible solutions to the identified school-concerns? Is the plan feasible? Are there readily accessible sources for information and budget?
F. Developing Mastery (Leads to formative assessment 3) G. Finding practical applications of concepts and skills in daily living H. Making generalizatio ns about the lesson
(2 mins.)
Why do we need to define a word? It is important because it clarifies the meaning of a word or concept and it also limit the scope of that particular word or concept.
(2 mins.)
1. Evaluate Learning
Since you are done reading, you will be answering an activity by group. (15 mins.) You are group into four and each group has a question/ activity to be answered/performed. You are only given 2 minutes to answer. Materials will be provided each group. GROUP 1 DEFINE ME and ENUMERATE ME! What does global citizenship mean? What are its basic assumptions? GROUP 2 UNDERSTAND ME! What are the foremost challenges that we face in the new millennium? GROUP 3 APPLY ME through CONCEPT MAPPING What are the things that you need to do to promote globalization? GROUP 4 INTERPRET ME through Venn Diagram What are the advocacies of the world leaders for the past 70 years and the advocacies in the 20th century?
2. Additional for application or renovation 3. Assignment/ Agreement 4. REMARKS: 5. REFLECTION
Prepared by: KRYSTEL GRACE L. CALDERON SST- II Checked by: EMELIA G. REAMBONANZA Master Teacher
Noted by:
NERISSA E. GUMAPAC SHS- Assistant Principal II
What Does it Mean to be a Global Citizen? By Ronald C. Israel
At The Global Citizens’ Initiative we say that a “global citizen is someone who identifies with being part of an emerging world community and whose actions contribute to building this community’s values and practices.” To test the validity of this definition we examine its basic assumptions: (a) that there is such a thing as an emerging world community with which people can identify; and (b) that such a community has a nascent set of values and practices. Historically, human beings have always formed communities based on shared identity. Such identity gets forged in response to a variety of human needs— economic, political, religious and social. As group identities grow stronger, those who hold them organize into communities, articulate their shared values, and build governance structures to support their beliefs. Today, the forces of global engagement are helping some people identify as global citizens who have a sense of belonging to a world community. This growing global identity in large part is made possible by the forces of modern information, communications and transportation technologies. In increasing ways these technologies are strengthening our ability to connect to the rest of the world—through the Internet; through participation in the global economy; through the ways in which world-wide environmental factors play havoc with our lives; through the empathy we feel when we see pictures of humanitarian disasters in other countries; or through the ease with which we can travel and visit other parts of the world. Those of us who see ourselves as global citizens are not abandoning other identities, such as allegiances to our countries, ethnicities and political beliefs. These traditional identities give meaning to our lives and will continue to help shape who we are. However, as a result of living in a globalized world, we understand that we have an added layer of responsibility; we also are responsible for being members of a world-wide community of people who share the same global identity that we have. We may not yet be fully awakened to this new layer of responsibility, but it is there waiting to be grasped. The major challenge that we face in the new millennium is to embrace our global way of being and build a sustainable values-based world community. What might our community’s values be? They are the values that world leaders have been advocating for the past 70 years and include human rights, environmental protection, religious pluralism, gender equity, sustainable worldwide economic growth, poverty alleviation, prevention of conflicts between countries, elimination of weapons of mass destruction, humanitarian assistance and preservation of cultural diversity. Since World War II, efforts have been undertaken to develop global policies and institutional structures that can support these enduring values. These efforts have been made by international organizations, sovereign states, transnational
corporations, international professional associations and others. They have resulted in a growing body of international agreements, treaties, legal statutes and technical standards. Yet despite these efforts we have a long way to go before there is a global policy and institutional infrastructure that can support the emerging world community and the values it stands for. There are significant gaps of policy in many domains, large questions about how to get countries and organizations to comply with existing policy frameworks, issues of accountability and transparency and, most important of all from a global citizenship perspective, an absence of mechanisms that enable greater citizen participation in the institutions of global governance. The Global Citizens’ Initiative sees the need for a cadre of citizen leaders who can play activist roles in efforts to build our emerging world community. Such global citizenship activism can take many forms, including advocating, at the local and global level for policy and programmatic solutions that address global problems; participating in the decisionmaking processes of global governance organizations; adopting and promoting changes in behavior that help protect the earth’s environment; contributing to world-wide humanitarian relief efforts; and organizing events that celebrate the diversity in world music and art, culture and spiritual traditions. Most of us on the path to global citizenship are still some whereat the beginning of our journey. Our eyes have been opened and our consciousness raised. Instinctively, we feel a connection with others around the world yet we lack the adequate tools, resources, and support to act on our vision. Our ways of thinking and being are still colored by the trapping of old allegiances and ways of seeing things that no longer are as valid as they used to be. There is a longing to pull back the veil that keeps us from more clearly seeing the world as a whole and finding more sustainable ways of connecting with those who share our common humanity.
