Republic of the Philippines

Department of Education
City of San Jose Del Monte Bulacan
Sapang Palay National Science High School

Lesson Plan in EAPP

(Day 21 - Week 6 )

Semester First Semester

Theme Reading Academic Text
Sub-Theme DifferentiatingPrécis, Abstract, and Summary

Content Standard Performance Standard

acquires knowledge of appropriate reading The learners produces a detailed abstract of

strategies for a better understanding of information gathered from the various
academic text. academic text read.

I. LEARNING COMPETENCIES/OBJECTIVE:
CS_EN11/12A - EAPP-Ia-c-10: writes a précis/abstract/summary of texts in the
various disciplines
Sub-Objectives:
a. Define the meaning of Precis, Abstract, and Summary
b. Recognize the difference Precis, Abstract, and Summary
c. Differentiate descriptive abstracts and summative Abstract

II. SUBJECT MATTER

Topic: Precis, Abstract, and Summary

References:
https://www.youtube.com/watch?v=cc2R7qaApLg
TV Patrol: Ilan sa itinuturong sanhi ng 'water shortage' sa Metro Manila
ABS-CBN News; Published on Mar 13, 2019
https://www.quora.com/What-is-the-difference-between-a-summary-abstract-precis-overview-paraphrase-and-synopsis-in-
academic-writing

What is the difference between a summary, abstract, precis, overview,

paraphraseand synopsis in academic writing?

Materials: videoclip, teacher made visual aids, and EAPP textbook

III. LEARNING ACTIVITIES (PROCEDURES)

A. Motivation
a. Teacher will ask if the students have experience problem with water
supply
in their area
b. Video Clip
A videoclip will be shown regarding our current issue about water
shortage
“TV Patrol: Ilan sa itinuturong sanhi ng 'water shortage' sa Metro
Manila”
https://www.youtube.com/watch?v=cc2R7qaApLg
a) Teacher will ask some students to give the gist of the News Report
that
they have watched
b) Teacher will relate the students answer to the lesson

B. In-Depth Discussion and Analysis

 When writing an academic writing we usually encounter these words,
summary, abstract, precis, overview, paraphrase and synopsis. What are
the difference of these words? How are they similar with each other? They
will often ask by the professor for us student to do.

Précis is a concise summary of an article or other work. It is a French

word that literally means to cut short. It is not an essay or re-writing. It
shouldn’t tell but summarize a core essence of the original document and
provide readers with the information about its significance and worth.

Summary in an essay is telling the main ideas of the article in your own
words. So that others can understand the source or evaluate your
comprehension of it.

Abstract is simply a short, standalone summary of the work or paper

that others can use as an overview. It is often used to help the reader
quickly ascertain the paper's purpose.

Publishing companies, libraries and movie catalogs do not give away

the actual content of the material when they write summaries of
materials. Their purpose is simply to pique the interest of the target
audience. These kinds of abstracts are called descriptive abstracts.

Research papers on the other hand readily present the key ideas and
major findings of the study. This kind of abstract is known as summative
abstract. A summative abstract is more preferred in an academic setting.

IV. Evaluation
Teacher will give a five-item summary quiz to check the students’
comprehension.
Complete the statement by writing the letter that corresponds to your answer

A. Academic text W. Summative Abstract S. Summary

H. Précis E. Descripted Abstract R. Abstract

I am…
______ an essay that tells the main idea of an article so readers can evaluate the
text
______ consisely summarize the core essense of a document
______ a standalone summary that readers can use to ascertain the paper’s
purpose
______ its purpse os to pique the interest of the target audience
______ presents the key ideas and major findings of the study
______ typically formal writing that includes information from credible sources

Answer Key:
I am SHREWD (wise; having or showing sharp powers of judgment; astute)
We have to be SHREWD in differentiating the Precis, Abstract, and Summary, and
their purpose when reading and writing an Academic Text.

V. Homework
Make sure to have a copy of the pregiven handout for tomorrow’s
discussion.

Prepared by:

Ms. Mary Grace L. Sagun

 Republic of the Philippines
Department of Education
City of San Jose Del Monte Bulacan
Sapang Palay National Science High School

Lesson Plan in EAPP

(Day 22 - Week 6 )

Semester First Semester

Theme Reading Academic Text
Sub-Theme Writing Précis, Abstract, and Summary

Content Standard Performance Standard

acquires knowledge of appropriate reading The learners produces a detailed abstract of

strategies for a better understanding of information gathered from the various
academic text. academic text read.

I. LEARNING COMPETENCIES/OBJECTIVE:
CS_EN11/12A - EAPP-Ia-c-10: writes a précis/abstract/summary of texts in the
various disciplines
Sub-Objectives:
a. Recall the previous lesson through giving a complete summary
b. Recognize the Structure of an Abstract, Précis, or Summary
c. Judge whether the read summary is effective or not
d. Complete a chart that will serve as a guideline in writing a Precis,
Abstract, and
Summary

II. SUBJECT MATTER

Topic: Precis, Abstract, and Summary
Structure of an Abstract, Précis, or Summary

References:
Barrot J. and Sipacio P. (2016) Communicate Today English for Academic
and Professional Purposes for Senior High School. pp 86-103
https://www.bcit.cc/cms/lib04/NJ03000372/Centricity/Domain/141/Response%20Writing%20
Rubric.pdf

Materials: handouts, teacher made visual aids, and EAPP textbook

III. LEARNING ACTIVITIES (PROCEDURES)

A. Review/Motivation
Teacher will ask three volunteers to give a summary of the lesson from
the previous meeting. Since the previous lesson is all about Precis,
Abstract, and Summary, the teacher will give a small prize to student who
will be able to give the best summary.

B. In-Depth Discussion and Analysis

 Since an abstract, précis, or summary aim to present the key ideas of
the text, the general rule is to condense the information into around 15
percent of the original length of the text. However, this is not a hard and
fast rule. In most cases, a 6,000-word research article for an academic
journal may require only 200 to 250 words for its abstract.
Structure of an Abstract, Précis, or Summary
The structure of abstract, précis, or summary depends on how it will be used.
For instance, the abstract of a research paper usually contains 150-300 words. It
does not use any citation, does not include specific result statistics and is last to
be written. In terms of structure, a research abstract generally follows the given
allocation of words:

Rationale
 Research Problems (around 10%)
 Methodology (around 20%)
 Major findings (around 40%)
 Conclusion and Implications (around 10%)

Guidelines in Writing an Abstract, Précis, or Summary

1. Read the text at least twice
2. 2. Highlight the key ideas and phrases.
3. Annotate the text.
4. State the author’s name, the title, and the main idea at the beginning
sentence.
5. Use words or phrases indicating that you are presenting an abstract, précis, or
summary.
6. Write the main idea of each paragraph using your own words.
7. Never copy in verbatim a single sentence from the original text.
8. Combine the main ideas to form one paragraph.
9. Refrain from adding comments about the text.
10. Compare your output with the original text to ensure accuracy.

C. Guided Practice
Evaluate the following Summary, Precis, and Abstract Carefully. Use the
rubric after the text to evaluate the summary.
SUMMARY

PRÉCIS
According to Barrot (2013), reading is a complex cognitive process of
decoding written symbols. It is complex because it involves interactive and
problem-solving processes. Reading can be developed through constant
practice. It is a two-way communication between readers and texts. It
involves the transmission of messages using optic nerves. It has purpose. It is
the foundation of good writing and speaking. You learn vocabulary through
 ABSTRACT
This article reports some of the compelling concerns in using various
approaches to teaching writing. On this note, this paper provides an
alternative teaching framework for the teaching of ESL writing to address
these concerns. This sociocognitive-transformative framework incorporates
the cognitive, social, cultural, and transformative components of learning.
Sub-Instruction: As a class, evaluate the following Abstract, Précis, or Summary
Specifically, the discussion covers three sections that shed light on the
using the rubric below
theoretical underpinning, the design, and procedure on how the proposed
Rubriccan
approach forbean Abstract,
realized Précis,
in ESL writing or Summary
classrooms. It is also hoped that
through this approach, the teaching and learning VGE writing
of GE would
SE lead
LE to N
producing 21st century learners capable of surviving 5 this4highly 3globalized
2 and1
knowledge-based society.
CONTENT (35%)
Paper accurately reflects the content of the
original text while incorporating only the key
ideas.
Key ideas from the original text are reworded
without compromising accuracy or content.
Proper incorporates the name of the author and
title of the text at the start of the summary.
Specific examples are excluded in the abstract,
précis, or summary
This paper is free from personal comments or
opinions.
Proper uses appropriate length.
ORGANIZATION (25%)
Paper employs an organizational pattern and
structure appropriate for the genre.
Cohesive devices are effectively used.
Ideas are correctly placed which improves the
paper’s organization.
Flow of ideas is smooth and easy to read.
STYLE (20%)
Paper showcases the writer’s voice
Proper uses a variety of sentence structures
Paper eliminates sexist language
Paper uses language appropriate to context
Paper eliminates wordiness.
GRAMMAR AND MECHANICS (10%)
Grammar is accurate.
Spelling, capitalization, and punctuations are
correctly used.
Word Choice is appropriate.
Sentences are well-structured.

Legend: VGE – To a very great extent

GE – To a great extent
LE – To a little extent
N- Not at all

V. Homework
 Make your own version. Write an Abstract. Assume the persona is a
professor who is writing an abstract for a recently completed research paper.
Complete the given information to come up with a writing situation for your
abstract.

Title of text: ________________________________________________________________

Author of the text: _________________________________________________________
Purpose: __________________________________________________________________
Target Outputs: ___________________________________________________________
Audience: ________________________________________________________________
Writer’s Persona: __________________________________________________________

Prepared by:

Ms. Mary Grace L. Sagun

EAPP Handout #3:

Name: _____________________________ Section:
___________

SUMMARY

PRÉCIS
According to Barrot (2013), reading is a complex cognitive process of decoding written
symbols. It is complex because it involves interactive and problem-solving processes.
Reading can be developed through constant practice. It is a two-way communication
between readers and texts. It involves the transmission of messages using optic nerves. It has
 ABSTRACT
This article reports some of the compelling concerns in using various approaches to
teaching writing. On this note, this paper provides an alternative teaching framework for
the teaching of ESL writing to address these concerns. This sociocognitive-transformative
framework incorporates the cognitive, social, cultural, and transformative components of
Rubric the
learning. Specifically, fordiscussion
an Abstract, Précis,
covers three or Summary
sections that shed light on the theoretical
underpinning, the design, and procedure on how the proposed VGE approach
GE SE canLEbe realized
N
in ESL writing classrooms. It is also hoped that through this approach, the teaching and
5 4 3 2 1
learning of writing would lead to producing 21st century learners capable of surviving this
CONTENT (35%)
highly globalized and knowledge-based society.
Paper accurately reflects the content of the original
text while incorporating only the key ideas.
Key ideas from the original text are reworded
without compromising accuracy or content.
Proper incorporates the name of the author and title
of the text at the start of the summary.
Specific examples are excluded in the abstract,
précis, or summary
This paper is free from personal comments or
opinions.
Proper uses appropriate length.
ORGANIZATION (25%)
Paper employs an organizational pattern and
structure appropriate for the genre.
Cohesive devices are effectively used.
Ideas are correctly placed which improves the
paper’s organization.
Flow of ideas is smooth and easy to read.
STYLE (20%)
Paper showcases the writer’s voice
Proper uses a variety of sentence structures
Paper eliminates sexist language
Paper uses language appropriate to context
Paper eliminates wordiness.
GRAMMAR AND MECHANICS (10%)
Grammar is accurate.
Spelling, capitalization, and punctuations are
correctly used.
Word Choice is appropriate.
Sentences are well-structured.

Legend: VGE – To a very great extent

GE – To a great extent
LE – To a little extent
O- Not at all

Homework
Make your own version. Write an Abstract. Assume the persona is a
professor who is writing an abstract for a recently completed research paper.
Complete the given information to come up with a writing situation for your
abstract.

Title of text: ________________________________________________________________

Author of the text: _________________________________________________________
Purpose: __________________________________________________________________
Target Outputs: ___________________________________________________________
Audience: ________________________________________________________________
Writer’s Persona: __________________________________________________________

Write your Output at the back of this paper.

Republic of the Philippines

Department of Education
City of San Jose Del Monte Bulacan
Sapang Palay National Science High School

Lesson Plan in EAPP

(Day 23 - Week 6 )

Semester First Semester

Theme Writing the Reaction Paper/Review/ Critique
Sub-Theme Facts and Opinion

Content Standard Performance Standard

understands the principles and uses of a produces an objective assessment of an

reaction paper/ review/ critique event, a person, a place or a thing.

I. LEARNING COMPETENCIES/OBJECTIVE:
CS_EN11/12A - EAPP-Ia-c-11: forms opinions based on facts

Sub-Objectives:
a. Recognize the difference between Facts and Opinion
b. Distinguish Facts and Opinion using Signal Words
c. Prepare a group presentation on given topics using the learned
information

II. SUBJECT MATTER

Topic: Facts and Opinion
 References:
https://www.literacyideas.com/teaching-fact-and-opinion
Distinguishing Between Fact and Opinion
Materials: teacher made visual aids, and EAPP textbook

III. LEARNING ACTIVITIES (PROCEDURES)

A. Motivation/Review
Teacher will prepare a short quiz wherein students will tell if the
following statement is a fact or opinion. The names of the students were
randomly picked to make the short quiz more interesting.

Identify whether each statement below is a FACT or OPINION. Write

your answer on the space provided before each number.

__________1. Grade 11 STEM students are divided into five sections.

__________2. It is tiring to go to Sports and Arts and Designs class as it is
located in
the fourth floor of building ___
__________3. Diana Alvear is an energetic student from Allied Health
and Science.
__________4. John Patrick Reas belongs to the Engineering class.
__________5. Joana Sierte is delighted being part of the Aviation class.
__________6. James Ivan David is a transferred student from a private
school.
__________7. Daniella Gavina will be happier if she has Php200
allwance
everyday.
__________8. Dreb Tobias enjoys reporting infront of the class.
__________9. Nelmar and Nielor Araneta are twins.
__________10. EAPP is a boring and strenuous subject

B. In-Depth Discussion and Analysis

Fact - A fact generally refers to something that is true and can be

verified as such. That is, a fact is something that can be proven to be true.

Opinion - An opinion refers to a personal belief. It relates to how

someone feels about something. Others may agree or disagree with an
opinion, but they cannot prove or disprove it. This is what defines it as opinion.

Why Are Fact and Opinion So Important?

The ability to distinguish between fact and opinion helps us develop to

our critical and analytical skills in both their reading and their listening. Fact
and opinion are often woven together in texts and speeches. It is therefore
imperative that students are able to unravel the threads of what is true from
what is mere belief if they are to successfully navigate the deluge of media
they will encounter in their lifetimes.

The Language of Fact and Opinion: Signal Words and Phrases

As we mentioned above, often writers will liven up their facts with a

sprinkling of opinion. Unfortunately, it can at times be difficult to extract the
 verifiable truths from the author’s preferences and biases. Luckily the language
used itself often throws up helpful clues in the forms of words and phrases that
assist us in identifying statements as fact-based or opinion-based.

Signal Words and phrases being used in the sentence fragments that often
precede a statement of fact or opinion:
Fact Opinion
The annual report confirms… He claimed that…
Scientists have recently discovered… It is the officer’s view that…
According to the results of the tests… The report argues that…
The investigation demonstrated… Many scientists suspect that…

IV. Application and Evaluation

A. Students will be grouped into six. Each group will be given a specific topic
to discuss.
- fastfood chain - prominent politician
- local movie - university in the Philippines
- city in the Philippines - sports personality

B. Fill in this short data sheet using 1/8 Manila Paper to be presented the next
meeting.
Use signal words in writing your Fact and Opinion Statement

LOGO / Illustration that represents chosen Topic

Name: ______________________________________
Description: _________________________________
Fact: ________________________________________
Opinion: _____________________________________
Example:

Name: North Korea

Description: A country is Asia
Fact: The current population of North Korea is 25,728,420 as of Friday, July 5,
2019, based on the latest United Nations estimates. According to
Worldometers North Korea population is equivalent to 0.33% of the
V. Homeworktotal world population.
Opinion:
Choose twoCritiques around the
representative andworld, view
prepare forNorth
groupKorea as a monstrous
presentation for the next
class. empire that has no respect for human rights and equality
(All visuals should be posted on the when the teacher arrive.)

Prepared by:
Ms. Mary Grace L. Sagun

Republic of the Philippines

Department of Education
City of San Jose Del Monte Bulacan
Sapang Palay National Science High School

Lesson Plan in EAPP

(Day 24 - Week 6 )

Semester First Semester

Theme Writing the Reaction Paper/Review/ Critique
Sub-Theme Facts and Opinion

Content Standard Performance Standard

understands the principles and uses of a produces an objective assessment of an

reaction paper/ review/ critique event, a person, a place or a thing.

I. LEARNING COMPETENCIES/OBJECTIVE:
CS_EN11/12A - EAPP-Ia-c-11: forms opinions based on facts

Sub-Objectives:
a. Present the group output with confidence and certainty
b. Write an essay with good number of factual information personal
opinion.
c. Underline the sentences that are based on facts and opinion based on
ones own
written output

II. SUBJECT MATTER

Topic: Facts and Opinion
References:
Materials: student prepared visual aids, and EAPP textbook

III. LEARNING ACTIVITIES (PROCEDURES)

A. Motivation/Review
Group reprentative will present their output while classmates will
evaluate if they agree with the following facts and opinion.

B. In-Depth Discussion and Analysis

IV.
Application and Evaluation
Write a short narrative/composition (atleast 3 paragraphs) of
the recent remarkable place you have just been to. Underline
the sentences that contain facts and box the opinions.

V. Homework
Prepare yellow paper or pad as the following discussion will be
require students to submit written output.

Prepared by:

Ms. Mary Grace L. Sagun