Republic of the Philippines
Department of Education
Region VII-Central Visyas
SCHOOLS DIVISION OF BOHOL
WEEKLY LESSON PLAN
(DepEd Order 42, s 2016)
Teachers Name: ____________________________
Subject and Grade Level: ENGLISH FOR ACADEMIC AND PROFESSIONAL PURPOSES
Most
Essential
Learning
Competency
- (MELC)
Content
Learning
Resources
Procedures
Quarter: 3
Week: 10
General Objective: Present a novel concept or project with accompanying visuals or
graphic organizer. (CS_EN11/12A-EAPP-Ig-j-24)
Specific Objectives: At the end the lesson the learners are expected to;
A. Knowledge: Determine the parts of a concept and its guidelines in writing.
B. Psychomotor:
1. Produce a novel concept or project paper through presenting it with
accompanying visuals or graphic aids.
2. Critique one’s novel concept or project paper for proposal.
C. Affective: 1. Open to collaboration in making a concept paper.
2. Display oneness in a group activity.
Writing Concept Paper
(P. D. Jessie Saraza Barrot and Philippe John Fresnillo Sipacio 2016)
Communication Today English for Academic & Professional Purposes for Senior
High School, Quezon, C & E Publishing, Inc., pp. 173-183
https://www.edhelper.com/teachers/graphic_organizers.htm
https://www.pinterest.ph/pin/576249714792224633/
Activity Sheets, Laptop, Projector, Projection Screen
A. Preparation
● Opening Prayer.
● Setting the classroom environment (arranging the chairs, checking if the
classroom is clean and orderly).
● Ensuring a safe learning environment for everyone. Giving of New Normal
classroom rules.
● Checking of attendance and uniform.
● Stating the objectives of the lesson.
● Activating Prior Knowledge:
What are your learning insights in writing a concept paper based
from the previous lesson?
B.Presentation
1. Drills/Activity: Group Critiquing
Directions:
1. Prepare your concept paper. (Given as an assignment.)
2. Present and critique with your own group.
2. Analysis: Probing Questions/ Guide Questions
Ask:
1. What have you observed in the concept or project paper
presented by your group mates?
2. What are your bases for critiquing?
3. Are you following the guide questions in concept paper?
Note: See Attachment No. 1 – Guide Questions for Critiquing
C.Lesson Proper
Concept Paper is a summary document which discusses the general details and
provides an overview of a project.
Parts of a Concept or Project Paper
1.Cover Page
 State the name of the proponents and their affiliations.
 State the addresses, contact numbers, and email addresses of the
proponents.
 State the head of the agency and his/her contact information.
 State the date of submission.
2.Introduction
 State the information about the funding agency to show that you
understand its mission.
 State the mission of the agency that the proponents represent and align
it to the funding agency’s mission. Also, state the year the proponents’
agency was established, its major accomplishments, and other details
that demonstrate its capability to undertake the proposed project.
 Present and describe other partner agencies and why they are qualified
as such.
 Provide reasons why the funding agency should support the project.
3.Rationale or Background
 State the gap in knowledge to be addressed by the project.
 State the problems to be solved.
 State the project’s significance.
4.Project Description
 State the goals and objectives of the project.
 Present the methodology (sometimes termed as Action Plan, Project
Activities, or Approach).
 Present the timeline expressed in months and year.
 State the benefits or anticipated outcomes.
 State how success of outcomes will be evaluated.
5.Project Needs and Cost
 Outline the main budget; include the item description and amount.
 Explain or justify how the budget will be used.
 List the personnel or equipment needed for the project.
6. Contact Information
Guidelines in Writing a Concept or Project Paper
1.
2.
3.
4.
5.
6.
7.
8.
9.
Cost and methodology should be reasonable.
The budget, methodology, and timeline should be clearly aligned.
Use statistics and figures when discussing the rationale for the project.
Use no more than five pages (single-spaced) excluding the cover page. Do
not overwhelm the readers with details.
Never request funding for planning the proposal.
Adjust your language to the intended readers. You may use technical
terms if readers are scholars and scientists. However, refrain from using
jargon when
your target readers are lay persons.
Include the overview of the budget, if it is required. If not, then skip the
budget section. In place of this, you may simply include the type of
support you may need such as personnel, travel and communication, and
equipment.
Be sure that basic format details, such as page numbers, are
incorporated,
Cite your references.
Common Visuals/Graphic Organizers to Support a Concept or Project
Paper
100
Problem
50
Solution 1
Electric Bill
Solution 2
Water Bill
0
1st
Qtr
2nd
Qtr
3rd
Qtr
Solution 3
4th
Qtr
https://www.edhelper.com/teachers/graphic_organizers.htm
Year
Find
Spend
Quarter 1
Quarter 2
Quarter 3
Quarter4
2016
2017
2018
Earn
2019
pinterest.com
D. Problem
Present your group’s best concept paper to the class. Make sure
to incorporate appropriate visuals or graphics to be able to
communicate the concept well.
Whole class critiquing.
(See Attachment N0. 2 for the Rubric)
E. Generalization
1. What are the parts of a concept paper?
2. Describe each part of a concept paper?
3. What are the guidelines in writing a concept paper?
4. Why is it important to follow the parts and guidelines in writing a concept paper?
F. Evaluation
Read the sample concept paper “Towards the Development and Validation of a
SocioCognitive-Transformative Materials Design Model for ESL Learners
(English for Academic and Professional Purposes pp. 173-177)
See Attachment No. 3
Write 2-3 paragraphs about your observations in a whole sheet of paper.
G. Closing
“Be open to collaboration. Other people’s ideas are often better than your own.”
Remarks
Reflection
Prepared by:
JANICE FE D. UTBO
Subject Teacher
Attachment No. 1- Guide Questions for Concept Paper Critiquing
1.1. Content
1.1.1. Does the paper clearly provide an overview of the project or research?
1.1.2. Does the introduction provide a brief background on the project?
1.1.3. Does the paper state the significance of the project?
1.1.4. Are the project/research goals and objectives clear?
1.1.5. Are the project/research goals and objectives clear?
1.1.6. Is the methodology logically presented?
1.1.7. Is the timeline accurate and aligned to methodology?
1.1.8. Are the budget details complete and aligned to methodology and timeline?
1.1.9. Are the claims supported by facts and statistics?
1.1.10. Are references properly cited and listed?
1.1.11. Is the length appropriate?
1.2. Organization
1.2.1. Does the paper use organizational pattern and structure appropriate for the genre?
1.2.2. Are cohesive devices effectively used?
1.2.3. Are the ideas correctly placed which improves the paper’s organization?
1.2.4. Is the flow of ideas smooth and easy to read?
1.3. Language and Style
1.3.1. Does the paper showcase the writer’s voice?
1.3.2. Does the paper use a variety of sentence structures?
1.3.3. Does the paper eliminate sexist language?
1.3.4. Does the paper use language appropriate to context?
1.3.5. Does the paper eliminate word expressions?
Attachment No. 2- Rubric for Concept Paper Presentation
CRITERIA
Content (20%)
Paper clearly provides on overview of the project or research.
Introduction provides a brief background on the project.
Paper states the gap in knowledge that the project will
address.
Paper states the significance of the project.
Project/research goals and objectives are clear.
Methodology is logically and accurately presented.
Timeline is accurate and aligned to methodology.
Budget details are complete and aligned to methodology and
timeline.
Claims are supported by facts and statistics.
Length is appropriate.
ORGANIZATION (20%)
Paper uses an organizational pattern and structure appropriate
for the genre.
Cohesive devices are effectively used to maintain cohesion
and coherence.
Ideas are logically arranged.
The flow of ideas is smooth and easy to read.
STYLE (15%)
Paper showcases the writer’s voice.
Paper uses a variety of sentence structures.
Paper is free from sexist language.
Paper uses language appropriate to context.
Paper is free from verbose expressions and colloquial or slang
words.
GRAMMAR AND MECHANICS (15%)
VGE
(5)
GE
(4)
SE
(3)
LE
(2)
N
(1)
Grammar is accurate.
Spelling, capitalization, and punctuations are correctly used.
Word choice is appropriate.
Sentences are well-structured.
DOCUMENTATION AND SOURCES (10%)
Paper uses correct citation and reference format.
Sources used are reliable.
Sources used are relevant to the topic.
GRAPHICS OR VISUALS (10%)
Have graphics/visuals to support all information.
Explain and reinforce key points during the presentation.
Smoothly brings the graphics or visuals into presentation
Use well-produced graphics or visuals to enhance
understanding of findings, reasoning, and evidence, and to
add interest.
TOTAL
Legend:
VGE – To a very great extent
GE
- To a great extent
SE
- To some extent
LE
- To a little extent
N
- Not at all
Range:
VGE: 4.01-5.00
GE : 3.01-4.00
SE
: 2.01-3.00
LE
: 1.01-2.00
N
: 1.00
Attachment No. 3 – Sample Concept Paper 1
Information and Communication Technology and Academic Achievement in Southeast
Asian Context: A Meta-analytic Review with Recommendations for Policy and Practice
Proponents
Peter Adrinalia, PhD
Director
Institute of Educational Research
1242 Rizal Ave., Manila, Philippines
padrinalia@ier.edu.ph
Marco Bugis, PhD
Research Associate
Institute of Educational Research
1242 Rizal Ave., Manila, Philippines
Terry Clarina
Research Associate
Institute of Educational Research
1242 Rizal Ave., Manila, Philippines
tclarina@ier.edu.ph
July 15, 2015
AIMS AND OBJECTIVES IN LINE WITH AERA’S OBJECTIVES
The project is in response to the objectives of the Asian Education Research
Association (AERA) which IMA TO ESTABLISH International Research Networks (IRNs)
whose purpose is to advance education research worldwide on specific scholarly topics. The
study will promote collaboration among the scholars in the Southeast Asian region through
virtual communication particularly in the context of ICT use in education. Specifically, it
will bring collaborators together to synthesize available literature and studies and examine
the status and trends in ICT educational research gearing towards future research directions.
Upon completion of this project. It is intended to be presented in AERA symposia for
research dissemination and intellectual discussion.
DESCRIPTION AND PURPOSE
Significance and Purpose of the Proposed Research
The proposed study is a meta-analysis of published research studies and dissertations
(from 2007-2012) conducted in Southeast Asia about the impact of Information and
Communication Technology (ICT) on students’ academic performance. The purpose of this
research project is to draw out status and trends on the use of ICT in classroom setting and
its impact on students’ learning in various disciplines. Mapping these trends will help
establish the effect of ICT on learning that will provide research directions for future
researchers. Furthermore, this study will guide policy makers in their quest for a more
efficient use of ICT in pedagogy. Specifically, the proper aims to establish how extensive is
the empirical evidence on the impact of ICT on academic performance; determine the current
directions in research about ICT vis-à-vis academic characteristics of technology and
instructional features that affect the relationship between ICT and students’ academic
performance; and provide research directions for future researchers.
The project is deemed significant in terms of its scholarly contributions in global
knowledge production and potential implications that may be of interest among researchers
and practitioners. An obvious consequence of globalization is the existing unequal structures
of knowledge production in the world (Blommaert, 2010). For instance, the privileging of
frameworks and theories in educational research can be attributed to the economic, political,
and ideological power of largely western, developed nations (Man, Weinkauf, Tsang, & Sin,
2004). Moreover, the material consequences of ICT integration in educational contexts in
WORKPLAN AND EXPECTED OUTCOMES
Activities
Year 1-Research Writing
PLANNING
1.Brainstorm and narrow down
the topic for project proposal.
2.Assign tasks among
proponents.
3.Establish collaboration with
international correspondents
(emerging scholars) in the
Southeast Asian region
(Singapore, Hong Kong,
Malaysia, the Philippines,
Vietnam and Cambodia).
4.Write the project proposal
RESEARCH PROPER
5. Gather, collect and classify
data from published studies and
dissertation on the impact of
ICT on students’ academic
achievement conducted in
Southeast Asian region
(Singapore, Hong Kong,
Malaysia, Vietnam and
Cambodia) from 2007-2012.
6.Analyze and synthesize the
data on the impact of ICT on
academic achievement.
7. Classify best ICT
instructional practices that
facilitate academic
achievement.
8. Provide recommendations for
policy-making and
implementation.
9. Conduct the pilot test.
10.Evaluate the effectiveness of
ICT on students’ learning across
disciplines.
Year 3 – Full Implementation
M1
M2
M3
M4
M5
M6
M7
M8
M9
M10
M11
M12
Sample Concept Paper 2 on pages 173-180 in Com. Today, English for
Academic & Professional Purposes for SHS by Jessie Saraza Barrot , Ph.D. and Philippe John
Fresnillo Sipacio