Week 7 To 10 (Writing The Concept Paper)

Republic of the Philippines
Department of Education
Region III-Central Luzon
DMGC, City of San Fernando, Pampanga
SEMI-DETAILED LESSON PLANS IN

ENGLISH FOR ACADEMIC AND
PROFESSIONAL PURPOSES (EAPP)
Authors:
Carmela G. Reyes- Science City of Muňoz

Ann Christian A. Francisco- Science City of Muňoz
Myla B. Reyes- Pampanga
Redemption C. Guinto- Pampanga
Rolando C. Estabillo- Angeles City
Daniel A. Gamit- Balanga
Mar Chan N. Manguera- Tarlac Province
Rowella S. Basa
Merlene D. Palanog
Michelle Grace Delgado
Maricar Interior De Guzman-Nueva Ecija
Catherine D. Ambrosio-Balanga
Perfecto S. Gumatay- Meycauayan
Maria Kristina G. Espiritu- Nueva Ecija
English for Academic and Professional Purposes
Semi-Detailed Lesson Plan
Rolando C. Estabillo
I. Objective (Based on the LC) unpacked

Learning Competency (Week 7-Day 1)
The learner defines a concept paper (CS_EN11/12A-EAPP-Ig-j-19)
A. Instructional Objective:
At the end of the lesson, the students will be able to
a. Define a concept paper
b. Identify the use of a concept paper
II. Subject Matter:
Topic: Writing a Concept Paper
A. References: 1. Diwa Learning Systems Inc., University Press of First
Asia 2016
2. English for Academic and Professional Purposes,
Reader First Edition 2016
Department of Education Republic of the
Philippines
3. Barrot J., Sipacio, PJ. Communication Today.
English For Academic and Professional Purposes
for Senior High School. C& E Publishing, Inc.
Quezon city. 2016
B. Teaching Materials: Book, Video, Picture
III. Procedure:
A. Activity: Let students define a concept paper from their own
insights. After formally defining a concept paper, a discussion of
its use (Barrot, 2016, p. 156/ Diwa Learning Systems, 2016) will
follow. Sample topics are to be given to them for brief readings,
and they will be asked later to define concept paper according
to its use.
Suggested Readings:
1. Boondocks p.85
2. Months of the Year p.87
3. Days of the Week p.91
4. Ketchup p.93
5. Mercury Pollution p.95
6. Hormones in the Body p.97
7. Paleolithic Art p.99
8. Extracts from Words to the Intellectuals p.101
9. Why Sinigang? P.104
10. The Sentiments of Kundiman p.109
11. Our Very Own Arnis p.115
12. Fusion vs. Fission p.117
13. Things: The Throw-Away Society p.120
(English for Academic and Professional Purposes, Reader First Edition
2016, Department of Education Republic of the Philippines)
Definition of concept paper may be presented through:
Writing, Students’ Discussion, Topic presentation.
B. Analysis: The students will present an analysis on the important

use of a concept paper. Topics may be chosen from the
selection above.
C. Abstraction: Ask students to summarize the topic or generalize
what they have learned from the topic
A. Application: Let students write a simple concept paper from a
topic of their own choice.
IV. Evaluation: The students will have a quiz on the definition and uses
of a concept paper.
V. Assignment (Optional)
VI. Remark_________________________
VII. Reflection
CONCEPT-BASED LESSON

Learning Competency (Week 7-day 2 and 3)
The learner determines the ways a writer can elucidate on a
concept by definition, explication and clarification
(CS_EN11/12A-EAPP-Ig-j-20)
A. Instructional Objective
At the end of the lesson, the students will be able to:
a. determine the way a writer can expound a concept
paper by means of definition
b. make their own definition of a concept paper
II. Subject Matter:

Asia 2016
Philippines
3. Barrot J., Sipacio, PJ. Communication Today.
Quezon city. 2016
4. Enhanced Teacher’s Manual
Barrot J., Sipacio, PJ. Communication Today.
Quezon city. 2016
B. Teaching Materials: Books, Videos, Pictures
III. Procedure
Topic: Ways in Explaining a Concept. (Barrot, 2016. p. 157). A short
discussion preconditions the class to the topic/s.
A. Activity: Divide the group into three groups and assign each
group to do the following activities:
Topic 1. Definition.
a. Defining Definition: informal, formal,
extended (Barrot, p.157)
b. Selecting a topic for reading or a
presentation of a sample video for concept
formulation. Here, students are tasked to formulate a
concept then let them elucidate or explain their
formulated concept by definition.
Suggested Activity:
The first group will take this part then let them come up
with a definition of a phenomenon or idea using any of the
suggested topics below. (Barrot, 2016. Enhanced Teacher’s
Manual, p. 96)
a. Portrait of Monalisa
(https://google.com.monalisa)
b. A phenomenon of something (any related video
available)
c. Choose from the selection above (text)
Topic 2. Explication.
a. Defining Explication (Barrot, p.157)
b .By analyzing and breaking down ideas in detail
from a text or from a video, students will be able to unfold
the specific meaning of a concept.
Suggested Activity:
The second group will be asked to come up with an
explication of a literary work using one of the suggested topics
below. (Barrot, 2016. Enhanced Teacher’s Manual, p. 96)
a. The Road Not Taken by Robert Frost (Barrot,
p.159)
b. Choose from the Selections above
Topic 3. Clarification. The students obtain an informal
feedback on the ideas as a preliminary for a project proposal
(p.159). In this part of the lesson, students will analyze a concept
by looking or understanding of an example by specifying its
characteristics to arrive at one working definition. (Barrot, p.159)
Suggested Activity:
Create a third group for this part then let them present a
clarification of a concept using one on the suggested topics
below. (Barrot, 2016. Enhanced Teacher’s Manual, p. 96)
a. Sample Clarification Text (Barrot, p.159)
b. Choose from the selection above
At the end of these activities, the students will be asked to

share their output. Correct misconceptions if any.
For Suggested Writing Activity: The students may use the

following suggested structures/formats in writing their concept
paper.
A. Concept paper for a Project
1. Cover Page
2. Introduction
3. Rationale/ Background
4. Project Description
5. Project Needs and Cost
(Barrot, p.161)
B. Concept Paper for Academic Research
1. Title Page
2. Background of the Study
3. Preliminary Literary Review
4. Statement of the Problems/Objectives
5. Abridged Methodology
6. Timeline
7. References
(Barrot, p.161)
B. Analysis: Let the students analyze the selected topics and from
the lessons and activities, let them enumerate varieties of ways in
elucidating a concept by definition, explication and clarification.
C. Abstraction: Ask students to generalize what they have learned
from the topic.
D. Application: Lay down various topics from various fields and let
students choose and write their own simple concept paper.
IV. Evaluation: The students will have a quiz on the definition and uses
of a concept paper.
VI. Remark_________________________
VII. Reflection
CONCEPT-BASED LESSON

Learning Competency (Week 8-Day 1)
The learner identifies in which a concept paper may be
effectively used to improve our society (CS_EN11/12A-EAPP-Ig-j-
21)
A. Instructional Objective
At the end of the lesson, the students will be able to:
a. Identify situations which a concept paper may be
effectively used to improve society
b. Write a concept paper that deals with how to help
improve our society.
II. Subject Matter:
Asia 2016
Philippines
3. Aspiras, L. English for Academic and Professional
Purposes. 2016
B. Teaching Materials: Video, Picture, Textbook
III. Procedure
A. Activity: Divide the group into groups and assign each group to
do the following activities: A brief discussion on the two concept
paper discourse, Concept-Driven and Data-Driven concept
paper, will be done prior to the classroom activity. Concept-
Driven
Topic 1. Concept-Driven Discourse
This discourse often begins with the presentation of a
concept, such as term, hypothesis, or theory, and then applies
the concept to the data being analyzed. (Aspiras, 2016)
Example. A sociologist may hypothesize that poverty has

an “X” effect on children in urban areas. The sociologist will then
go out and study and collect data to support or refute his
hypothesis. (Aspiras, p.298)
Topic 2. Data-Driven Discourse

This is a discourse that begins with data that are used to
build a theory or support an interpretation.
Example. A data-driven writing product is the literary

analysis paper. When writing a literary analysis, students begin
with the data (the text) and then use the text to develop a
theory or an interpretation of the text. For instance, a student
may read a novel (short story preferred) and notice some kind of
pattern in the text (imagery, word choice, etc.) and then use this
pattern to offer an interpretation of what the pattern means or
suggests about the text as a whole. (Aspiras, p.298)
Videos and images may be used in the discussion of the

topics as supplements. After the discussions of the texts, let the
students in group to work their own simple concept paper using
Concept-Driven or Data-Driven. Suggested topics can be any of
the following:
1. Curfew for Minors (ORDINANCE NO. 002 OF 2017)
masnewspaper.wordpress.com/2016/07/17/ordinance)
2. Proper Garbage Disposal-Barangay Ordinance
No.2011-24
(https://www.google.com.ph/amp/s/delmontenaming
mahal.wordpress.com/2011/11/28)
3. The Tree (poem by Robert Frost
(http://google.com.the,tree.robert.frost)
B. Analysis: Let students analyze that social order and cleanliness in

the environment are vital issues and essential in utopian society.
C. Abstraction: Ask students to summarize the topic or generalize
what they have learned from the topic
D. Application: Let students write their own concept paper.
IV. Evaluation: Presentation of their concept papers will be the
assessment for the day.
VI. Remark_________________________
VII. Reflection
English for Academic and Professional Purposes
Daniel A. Gamit
I. Objectives
Learning Competency: The learner comprehends various kinds of concept

papers.
LC Code: CS_EN11/12A-EAPP-Ig-j-22
A. Instructional Objective:
By the end of the lesson, the students will have been able to
1. distinguish definition, explication, and clarification as exposition
techniques used in writing a concept paper
2. understand thoroughly a particular kind of concept paper read
through the exposition techniques used
II. Subject Matter
A. Topic
Kinds of Concept Paper through Exposition Techniques Used
B. References
Barrot, Jessie S. English for Academic and Professional Purposes for
Senior High School. C & E Publishing, Inc. 2016
Mondez, Remelyn G. English for Academic and Professional Purposes.
Diwa Learning Systems Inc. 2016
Saqueton, Grace M. English for Academic and Professional Purposes.
Rex Bookstore. 2016
C. Teaching Materials
Handouts, tablet, laptop, projector, pocket Wi-Fi
III. Procedure
A. Activity
Motivation:
Think about this question: Who do you think is more masculine, your
class nerd or your basketball star. Explain your answer.
Before Reading:
Pair up with a classmate and identify a male celebrity whom you think
exudes manhood/manliness. On a sheet of paper, list down five
reasons to support your choice. Be ready to discuss your answers in
class. You may draw or sketch your celebrity or use your gadgets
(smartphones, tablets, laptops) to show the picture of the celebrity as
visual aid.
Answer the following questions based on your answers or descriptions:
1. What are your ideas about manhood/manliness?

2. What are the dominant notions about manhood/manliness. Why?
Hold on your thoughts on manhood/manliness as you read our

sample essay. Find out how your ideas match Paul Theroux’s. Annotate
the text as you read. Circle the words or concepts that are not familiar
to you, especially those that have references to American culture. You
may also write your questions about the essay.
Reading Text (handouts): Being A Man by Paul Theroux
B. Analysis
About the Structure:
1. What is the essay about? What is its thesis?
2. How did the author develop his thesis?
3. What is the purpose of the writer?
4. What are the words you found difficult to understand?
5. Are there concepts mentioned in the text that you are not familiar
with?
6. Based on the language and style of the writer, who do you think is
the target audience of this essay?
About the Content:

1. Why does the author dislike being a man?
2. Based on his definitions, what is his concept of being a man?
3. Does your concept of manhood/manliness match to the author’s
concept of manhood? What accounts for the similarities or
differences? What/Who has influenced your concept?
4. What do you think are the issues in the author’s definitions of
manhood?
After-Reading:
Were you able to identify the different exposition techniques
used in the essay? Give the statement or that part of the essay where a
particular exposition technique is used.
Ponder on this:
This article was written in 1985 in American context. What does
the article say about gender differences in 1985 and in the earlier
years? Do the author’s claims still hold true up to now? Are his ideas
also applicable in the Philippine setting? Cite instances that support
your answer. What are the gender-related issues that are still prevalent
in our country nowadays?
C. Abstraction
What you have just discussed is an example of a definition of concept.
The author used other exposition techniques, but the emphasis is
definition of concept.
D. Application
Based on Theroux’s essay, infer what a concept paper is – it’s nature,
purpose, and characteristics. Write your observations on this table. How
would these help you comprehend a particular concept paper?
Purpose Content Qualities
IV. Evaluation
Evaluation is simultaneously done through the activities during the
students’ presentations.
VI. Remarks
VII. Reflection
English for Academic and Professional Purposes (EAPP)
Mar Chan N. Manguera, M.A.Ed.-English
I. Objectives
Learning Competency: Explains and clarifies concepts in fields such as:
a. Art
b. Business
LC Code: CS_EN11/12A-EAPP-Ig-j-23
CS_EN11/12A-EAPP-Ig-j-23.1
Week 8 Day 4
A. Instructional Objectives
At the end of the lesson, the students are expected to:
• Identify the concepts used in the field of Art and Business.
• Discuss the first draft of concept paper about Art or Business.
II. Subject Matter
A. Topic: Explaining and Clarifying Concepts in the fields of Arts

and Business
B. References: Cruz, R.T. et.al. (2013). Cross-Currents English for the

Professions. Quezon City: C & E Publishing, Inc.
Department of Education (2016). English for Academic

and Professional Purposes (Reader). Quezon City: Sunshine
Interlinks Publishing House, Inc.
Saqueton, G.M and Uychoco M.T.A. (2016). English for

Academic and Professional Purposes. Manila: REX Book Store.
C. Teaching Materials: Curriculum Guide, Textbooks, LCD Projector,

Samples of Arts or Business concept papers
III. Procedure
A. Activity
• Group students into four members each, and they will identify
the problems that teenagers face brought about by social-cultural,
economic, or political issues. Dramatize the scenario which depicts the
identified problem.
• Through a discussion, think of possible solutions to address the

problems. Process students responses.
• Present some samples of concept papers, which are Art and

Business in nature. Then, use them as springboards for discussing the
three ways of explaining a concept paper: Definition, Explication,
and Clarification.
B. Analysis
• Divide the class into three groups. Ask the first group to come
up with a definition of a phenomenon or idea, the second to make an
explication of a short literary work, and the third to present a
clarification of a concept.
C. Abstraction
• Show samples of art and business concept papers, and

through thorough discussion, they are going to identify the reasons why
they are called art or business concept papers.
• Discuss the format in writing an art or business concept papers

and also the things that they need to consider in writing such kinds.
Format
1. Paper size 8.5” x 11”
2. Spacing: Double-spaced
3. Font: Times New Roman
4. Font size: 12
5. Margins: 1 inch on all sides
6. Footer: Page number (Page__ of__)
7. Header: School logo (left side), your name (right side)

D. Application
• Tell students to go to the library, search the Internet, or do a

simple field research to add substance to the content of their concept
papers. They may be encouraged to go to art museums or visit business
establishments to have a close encounter. They will be given ample
time to finish their concept papers in the succeeding days.
IV. Evaluation
• The teacher will group students by pair. Each pair will brainstorm
regarding the topic of the concept paper they will write on.
• To evaluate the concept paper, the criteria below will be used.
Content (30%)
Organization (30%)
Style (15%)
Grammar and Mechanics (15%)
Documentation and Sources (10%)
Total (100%)
• Look up to the definitions of the following legal terms:
1. concur 5. impute
2. redoubtable 6. extortionate
3. nefarious 7. supra
4. denunciation 8. Reclusion perpetua
VI. Remarks
I. Objectives
c. Law
d. Philosophy
LC Code: CS_EN11/12A-EAPP-Ig-j-23.3
Week 9 Day 1
• Discover jargons in the field of law and Philosophy.
• Show appreciation of the essence of the sample quotes.
II. Subject Matter
A. Topic: Explaining and Clarifying Concepts in the fields such as Law

and Philosophy.



C. Teaching Materials: Curriculum Guide, Textbooks, Quote samples

III. Procedure
A. Activity
• Flash some hash tag samples and asks students what might
have prompted someone to write the hash tags?
#Equalrights; #NotoCapitalPunishment; #iloveGod; #dogoodtothers;

#dountoothersasyouwoldlikethemdotoyou; #Feminism
B. Analysis
• Show quote samples related to Philosophy and Law, and let

students read and comprehend each one. Process the elicited
responses.
“The Law is a “Language is the

profession of words.” marrow of the Law.”
- David Melinkoff - Anonymous
“The unexamined life is not “He who has a why to live can
worth living.” bear almost anyhow.”
- Socrates - Nietzsche
C. Abstraction
• Give more samples of quotes, and ask students to form groups

with five members each and work on explaining and clarifying the
meaning of the quotes as samples, which reflect one’s views in the
fields of law and philosophy.
D. Application
• Arrange the following jumbled sentences to form a coherent

text for an affidavit of loss.
Affidavit of Loss
A. On January 10, 1999, I lost the original of the above Certificate of

Participation when we moved to our new house in Makati City, during
which we relocated a number of personal possessions.
B. I am executing this affidavit to comply with the requirements of
Security Bank for the reconstitutions of the said document.
C. Affiant further sayeth naught.
D. I, WILHELMINA A. POBRE, of legal age, married, Filipino citizen, with

residence address at 51-G Yakal Street, Makati City under oath,
depose and state:
E. Together with my husband, own a Certificate of Participation No.

0044335 issued by Security Bank in the principal amount of P100,000.00.
F. Diligent search of said document among our personal effects

provided futile and unavailing.
(1)__________________________________________________________________
____________________________________________________________________.
(2)__________________________________________________________________
____________________________________________________________________.
(3)__________________________________________________________________
____________________________________________________________________.
(4)__________________________________________________________________
____________________________________________________________________.
(5)__________________________________________________________________
____________________________________________________________________.
(6)__________________________________________________________________
____________________________________________________________________.
IV. Evaluation
• Provide students more samples of sayings/quotes, and let students

explain how they have understood them. They will have to write
their answers using three to five sentences for each explanation.
• The following are the other commonly used Latin words and phrases.
Look up their definitions. You may use a legal dictionary or glossary.
1. quo warranto 6. certiorari
2. ex post facto 7. subpoena

3. ex parte 8. prima facie
4. habeas corpus 9. in personam
5. bona fide 10. functus officio
VI. Remarks
I. Objectives
e. Politics
f. Religion
Week 9 Day 2
• Discover concepts in the field of Politics and Religion.
• Debate on important issues concerning the Church and the

State.
II. Subject Matter
A. Topic: Explaining and Clarifying Concepts in the fields such as Politics

and Religion



C. Teaching Materials: Curriculum Guide, Textbooks, LCD Projector

III. Procedure
A. Activity
• Politics or Religion
Write P if the statement relates to Politics and R if it relates to

Religion.
________________ 1. Hinduism includes the worship of many gods

and the belief that after you die you return to life in a different
form.
________________ 2. Marxism depicts the belief that the struggle

between social classes is a major force in history, and that there
should eventually be a society in which there are no classes.
________________ 3. Catholicism comprises the faith, practice, or

system of Catholic Christianity.
________________ 4. The Bible is a sacred scripture of Christians

comprising the Old Testament and New Testament.
________________ 5. The legislative branch of the government is

responsible to the making of laws.
________________ 6. The martial law imposed by the government

throughout the city stopped the riots.
________________ 7. A Salesian is a member of the Society of St.

Francis de Sales founded by St. John Bosco in Turin, Italy in the
19th century and devoted chiefly to education.
B. Analysis
• Through the use of PowerPoint Presentation, discuss the

different concepts identified in the first activity. Use still pictures to
motivate and add interest to the learners.
C. Abstraction
• Ask the question below to gauge student’s comprehension:
“What is the importance of understanding the concepts in the

field of Politics and Religion in appreciating the Filipino culture?”
D. Application
• Divide the class into small groups, and ask them regarding
certain issues in the Philippines wherein conflicts arise between the
Church and the State. Encourage debate among the students for
interactive learning to happen. Process the students’ responses.
IV. Evaluation
• Tell students to give their own concepts in the fields of politics

and religion. Then, ask them about their knowledge on those different
concepts, and how their day to day living is affected by these
notions.
VI. Remarks
I. Objectives
g. Science
h. Sports
Week 9 Day 3
• Describe concepts in the field of Science and Sports.
• Reflect on the important aspects of the passage.
II. Subject Matter
A. Topic: Explaining and Clarifying Concepts in the fields such as

Science and Sports

Professions. Quezon City: C & E Publishing, Ic.
Department of Education (2016). English for

Academic and Professional Purposes (Reader). Quezon City:
Sunshine Interlinks Publishing House, Inc.


III. Procedure
A. Activity
• Think about these questions:
1. What recent major breakthrough in the field of Science in

which the students are knowledgeable about?
2. What kind of self-defense techniques do the students know?
B. Analysis
• Tell students to underline the concepts in the following

passages that relate to science and sports. Then, fill in the table
below.
A. Iris (An Excerpt)
The iris is the coloured part of the human eye.
That is, the anterior of the iris has different colours in different
individuals and is also marked by lines that converge toward the pupil
(as studied in iridology). However, the posterior (back) surface of the iris
has a deep purple tint due to two layers of pigmented columnar
epithethelium. This pigmented epithelium is usually referred to as the
“pars iridica retinae” but is sometimes called simply “uvea” due to the
similarity of its colour to that of a ripe purple grape.
The iris is composed of a series of layers, including:
1. Flattened endothelial cells on a hyaline basement-membrane.
2. Stroma- consisting of fibres and cells.
3. Muscular fibre- consisting of circular and radiating fibres
4. Pigment- the location of pigment cells differing in different irides
5. Arteries of the iris
6. Nerves of the choroid and iris

B. Our Very Own Arnis (An Excerpt)
Pepper Marcelo
When it comes to martial arts, there are several styles of fighting

which are recognized all over the world. From Asia, these include
Japan’s Karate, Korea’s Taekwando, China’s Wushu and Thailand’s
Muay Thai.
Filipino martial arts have been growing steadily in popularity in
recent years. Starting with a minor, underground cult appeal, it is
poised to break out as a sports phenomenon not just in its full-contact
incarnation, but as an exhibition and display of Pinoy culture as well.
Known by many names, styles and formats,
including eskrima (as it’s known in Cebu and parts of the Visayas) or
the more controversial moniker of kali, its official practitioners have
preferred the name arnis, short for “arnis de mano,” which is derived
from the Spanish phrase “harness of the hand.” Arnis has become the
de facto umbrella term.
Concepts Meanings
C. Abstraction
• Pose these questions for the students to answer:
Iris (An Excerpt)
1. What is the primary function of iris in the human eye?
_____________________________________________________________________
____________________________________________________________________.
2. Why is the pigmented epithelium of the iris called “uvea”?
_____________________________________________________________________
____________________________________________________________________.
3. What would be the effect if human beings do not have iris?
_____________________________________________________________________
____________________________________________________________________.
Our very own Arnis (An Excerpt)
by Pepper Marcelo
1. What makes arnis diiferent from other forms of martial arts

around the world?
_____________________________________________________________________
____________________________________________________________________.
2. How did arnis become a sports phenomenon?
_____________________________________________________________________
____________________________________________________________________.
3. Does Arnis deserve to be proclaimed as country’s official

martial art and sport?
_____________________________________________________________________
____________________________________________________________________.
D. Application
1. Draw an original diagram of the human eye or cut out a picture.

Label it and ensure that it has all the parts of a good illustration.
2. Make a research on the possible success rate of arnis as a form

of self-defense.
IV. Evaluation
• Read the excerpt below, and write in the learning log your significant
insights regarding the passage.
Healing Power of Thinking

by Renee Batti
One researcher Ms. Bray cites often when she speaks about the
benefits of writing is James W. Pennebaker, a professor of psychology
at the University of Texas who says he accidentally discovered the
power of a certain type of writing through experiments he conducted
as a research psychologist in the mid-1980s.
In the earliest study, “people were asked about either a

traumatic experience or a superficial event for four consecutive days,
15 minutes a day,” he writes in his book, Writing to heal.
“To my surprise, those who wrote about their traumas needed

less medical attention in the following months than they had previously;
and many said the writing had changed their lives.”
Research done since that time indicates that “writing is a far

more powerful tool for healing than anyone had ever imagined,” Mr.
Pennebaker writes.
One example given is the effects of expressive writing on the

immune system. “The body’s immune system can function more or less
effectively depending on the person’s stress level,” he writes, citing
studies that have concluded that “emotional writing is associated with
general enhancement in immune function.”
-Excerpt from “The Write Medicine: Women living with Cancer”
MY LEARNING LOG
VI. Remarks
I. Objectives
i. Tech Voc
Home Economics
Agri-Fishery
Week 9 Day 4
• Gather initial data through collaboration in implementing a

program.
• Write a short reflection regarding the collaboration.
II. Subject Matter

Home Economics and Agri-Fishery

Professions. Quezon City: C & E Publishing, Ic.



III. Procedure
A. Activity
• Fill in the circles with any words that they can associate with
the terminology found in the middle.
HOME
ECONOMICS
AGRI-FISHERY
B. Analysis
• Categorize the terminologies found in the word pool to where

they belong.
Food and Beverage Culinary Arts

Housekeeping Aquaculture
Agritourism Bread and Pastry
Biodiversity Commercial Cooking
Commercial Fishing Municipal Fishing
Home Economics Agri-Fishery
C. Abstraction
• Ask the question below to uncover the importance of knowing

the relevant terms and concepts in the two fields of Home Economics
and Agri-Fishery.
“What are the significant contributions of Home Economics and

Agri-Fishery in the development of our society?”
_______________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
D. Application
• Your school just launched a program called “Soar High! Senior

High!.” This program is specifically for senior high school students. This
program aims to encourage students to develop appreciation and
become more familiar with the fields of Home Economics and
Agri-Fishery. This is done by transferring to younger students the
things they learned in school and through observations, experiences,
and researches.
• Your section is assigned to teach Grade 7 students. Your

teacher has divided the class into two groups, and each group is
designated a specific field to talk about.
Group 1: Home Economics
Group 2: Agri-Fisher
IV. Evaluation
• Write a short reflection regarding the initial plan that the students
have prepared in launching the school program dubbed “Soar High!
Senior High!”
MY REFLECTION
VI. Remarks
I. Objectives
i. Tech Voc
I.A.
ICT
Week 10 Day 1
• Clarify concepts in the field of Industrial Arts and ICT.
• Develop understanding of the language of Arts and ICT.
II. Subject Matter

Industrial Arts and ICT.




III. Procedure
A. Activity
• Imagine the world without gadgets. On a piece of paper, write

a reaction about how one would feel when he/she does not have any
gadgets at home.
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B. Analysis
• Classify the following items as either hardware or software.
Computer speakers Keyboard Touch Pad
Windows Media Player Photoshop Keyboard
Mouse Adobe Reader Microsoft Office
Hardware Software
C. Abstraction
• Read the following excerpt, and keep the following questions

in mind while reading:
1. What is the purpose of the text?
2. Who is the target reader?
3. Has the writer achieved his/her purpose?
Hackers, Heroes of the Computer Revolution
by Steven Levy
The programs they ran were statistical analyses, cross

correlations, simulations of an interior of the nucleus of a cell,
applications. That was fine for users, but it was sort of a waste in the
minds of the hackers. What hackers had in mind was getting behind
the console of the TX-0 much in the same way as getting in behind the
throttle of a plane, or, as Peter Samson, a classical music fan, put it,
computing with the TX-0 was like playing a musical instrument: an
absurdly expensive musical instrument upon which you could
improvise, compose, and, like the beatniks in Harvard Square a mile
away, wail like a banshee with total creative abandon.
One thing that enabled them to do this was the programming

system devised by Jack Dennis and another professor, Tom Stockman.
When the TX-0 arrived at MIT, it had been stripped down since its days
at Lincoln Lab: the memory had been reduced considerably, to 4, 096
“words” of eighteen bits each. (A “bit” is a Binary digit, either one or
zero. These binary numbers are the only thing computers understand. A
series of binary numbers is called a “word”) And the TX-0 had almost no
software. So Jack Dennis, even before he introduced the TMRC people
to the TX-0, had been writing “systems programs”—the software to help
users utilize the machine.
D. Application
• Using the diagram below, identify the advantages and

disadvantages of computers in today’s world.
COMPUTERS IN
TODAY’S WORLD
ADVANTAGES DISADVANTAGES
IV. Evaluation
• In a sheet of paper, share insights regarding the words of Alan Turing,

The Father of Modern Computer Science regarding the language of
computers.
“I believe that at the end of the century, the use of

words and general educated opinion will have altered
so much that one will be able to speak of machined
thinking without expecting to be contradicted.”
• Compare and contrast a desktop computer with a laptop. Discuss

the advantages and disadvantages of each.
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VI. Remarks

Week 7 To 10 (Writing The Concept Paper)

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Republic of the Philippines

SEMI-DETAILED LESSON PLANS IN

Carmela G. Reyes- Science City of Muňoz

I. Objective (Based on the LC) unpacked

B. Analysis: The students will present an analysis on the important

I. Objective (Based on the LC) unpacked

II. Subject Matter:

At the end of these activities, the students will be asked to

For Suggested Writing Activity: The students may use the

I. Objective (Based on the LC) unpacked

Example. A sociologist may hypothesize that poverty has

Topic 2. Data-Driven Discourse

Example. A data-driven writing product is the literary

Videos and images may be used in the discussion of the

B. Analysis: Let students analyze that social order and cleanliness in

Learning Competency: The learner comprehends various kinds of concept

II. Subject Matter

Answer the following questions based on your answers or descriptions:

1. What are your ideas about manhood/manliness?

Hold on your thoughts on manhood/manliness as you read our

Reading Text (handouts): Being A Man by Paul Theroux

About the Content:

Purpose Content Qualities

Semi-Detailed Lesson Plan

Mar Chan N. Manguera, M.A.Ed.-English

Learning Competency: Explains and clarifies concepts in fields such as:

At the end of the lesson, the students are expected to:

• Identify the concepts used in the field of Art and Business.

• Discuss the first draft of concept paper about Art or Business.

II. Subject Matter

A. Topic: Explaining and Clarifying Concepts in the fields of Arts

B. References: Cruz, R.T. et.al. (2013). Cross-Currents English for the

Department of Education (2016). English for Academic

Saqueton, G.M and Uychoco M.T.A. (2016). English for

C. Teaching Materials: Curriculum Guide, Textbooks, LCD Projector,

• Through a discussion, think of possible solutions to address the

• Present some samples of concept papers, which are Art and

• Show samples of art and business concept papers, and

• Discuss the format in writing an art or business concept papers

1. Paper size 8.5” x 11”

3. Font: Times New Roman

5. Margins: 1 inch on all sides

6. Footer: Page number (Page__ of__)

7. Header: School logo (left side), your name (right side)

• Tell students to go to the library, search the Internet, or do a

• To evaluate the concept paper, the criteria below will be used.

Grammar and Mechanics (15%)

Documentation and Sources (10%)

• Look up to the definitions of the following legal terms:

4. denunciation 8. Reclusion perpetua

Semi-Detailed Lesson Plan

Mar Chan N. Manguera, M.A.Ed.-English

Learning Competency: Explains and clarifies concepts in fields such as:

At the end of the lesson, the students are expected to:

• Discover jargons in the field of law and Philosophy.

• Show appreciation of the essence of the sample quotes.

II. Subject Matter

A. Topic: Explaining and Clarifying Concepts in the fields such as Law

B. References: Cruz, R.T. et.al. (2013). Cross-Currents English for the

Department of Education (2016). English for Academic

Saqueton, G.M and Uychoco M.T.A. (2016). English for

C. Teaching Materials: Curriculum Guide, Textbooks, Quote samples

#Equalrights; #NotoCapitalPunishment; #iloveGod; #dogoodtothers;

6. Footer: Page number (Page of)