Professional Documents
Culture Documents
Republic of The Philippines Department of Education City of San Jose Del Monte Bulacan Sapang Palay National Senior High School
Republic of The Philippines Department of Education City of San Jose Del Monte Bulacan Sapang Palay National Senior High School
Republic of The Philippines Department of Education City of San Jose Del Monte Bulacan Sapang Palay National Senior High School
Department of Education
City of San Jose Del Monte Bulacan
Sapang Palay National Senior High School
Front Back
Name: Section: What do you I expect from
Age: Birthday: this class?
Phone Number:
Address:
B. Self Introduction
- What’s your name?
- What object can best represent me? Why?
Prepared by:
--- ----
I. LEARNING COMPETENCIES/OBJECTIVE:
A. Define and Understand the meaning of EAPP
B. Understand its the importance of taking this Course Subject
II. SUBJECT MATTER
Topic: English for Academic and Professional Purposes Course Information
Academic Text Reading and Nature of Academic Text
References:
http://hurtado.addu.edu.ph/course/info.php?id=170
A. Preliminaries
Task 1: Self Introduction
- What’s your name?
- What object can best represent me? Why?
(Finishing the Set of students who are not yet finished with their
introduction)
B. Motivation
Task 2: Sharing of Experiences
- How many times have you written an essay about your summer
vacation,
your Christmas Break?
- What is your favorite Writing Activity? Why?
C. In-Depth Discussion
- Introduction and Summary of the Task to Accomplish for the Whole
semester.
Prepared by:
I. LEARNING COMPETENCIES/OBJECTIVE:
CS_EN11/12A - EAPP-Ia-c-1: determines the structure of a specific academic
text
A. Motivation
a. Students will be group per row.
b. Teacher will read 5 passages from different texts
c. Students will identify if the text came from a publication article or a
fictional story. Students will have to write P for publication and F
for
fictional
Academic texts are typically formal. They have clearly structured introduction,
body and conclusion. They include information from credible sources which are,
in turn, properly cited. They also include list of references used in developing
the academic paper.
Why is academic reading beneficial?
Information comes from reputable sources
Learn how to form arguments
Exposure to different viewpoints
Reading Strategies for Academic Texts
Preview
Read
Summarize
Review
IV. Evaluation
Student will identify each information if the following article is an excerpt
from academic text or from a non-academic text.
(Teacher will read the following passages)
V. Homework
Research and print, cut and paste from materials an example of an
Academic Text. This material will be vitally used for in the next meeting. On a
separate paper, write down the reason why your chosen material can be
considered as an academic text. Write down at least two paragraphs.
EAPP Homework#1
Name:
Section:
Date:
Prepared by:
I. LEARNING COMPETENCIES/OBJECTIVE:
CS_EN11/12A - EAPP-Ia-c-1: determines the structure of a specific academic
text
CS_EN11/12A - EAPP-Ia-c-2: differentiates language used in academic texts
from various discipline
A. Review
Student will identify if the following title and excerpt are academic or non
academic text.
(Items 1 - 10; to be answered in 1/4 sheet of paper)
B. Motivation
IV. Evaluation
Student will list the evidence that vocal language was a development in
communication that came later than gesture or signed language.
The complex adjustments necessary to produce speech as we know it
today would have taken some time to evolve, and may not have been
complete until some 170,000 years ago, or even later, when
Homosapiens emerged to grace, but more often disgrace, the planet.
V. Homework
Complete the table by writing down the Advantages and Disadvantages of
speech (vocal language), and of gesture (signed language).
Speech Gesture
(vocal language) (signed language)
Advantages Disadvantages Advantages Disadvantages
Prepared by:
To be submitted on June 14
(50 items test)
I. LEARNING COMPETENCIES/OBJECTIVE:
CS_EN11/12A - EAPP-Ia-c-2: differentiates language used in academic texts from
various discipline
CS_EN11/12A - EAPP-Ia-c-3: explains the specific ideas contained in various
academic texts
II. SUBJECT MATTER
Topic: A Brief History of English
References: (English for Academic and Professional Purposes (DepEd Copy);
9 Words With Totally Unexpected Origins
https://www.businessinsider.com/words-with-interesting-etymologies-2013-10
Materials: visual aids, handouts and EAPP (DepEd Copy) textbook
A. Motivation
Teacher will share Interesting and Unexpected Word Origins.
What is Etymology?
Etymology is not a rhetorical or literary device. “Etymology
is the investigation of word histories.” Every word in every
language has a unique origin and history; words can be
born in many ways, and often their histories are quite
adventurous and informative. Etymology investigates and
documents the lives (mainly the origins) of words.
The word "clue" didn't even exist until the mid-1500s when people
started to vary the spelling of "clew."
Assassi (noun): a person who murders an important person for political or
n religious reasons
Members of a fanatical Muslim sect during the Crusades used to
smoke hashish and then murder leaders on the opposing side. They
started going by the name "hashishiyyin," meaning hashish-users in
Arabic.
Robot (noun): a machine capable of carrying out a complex series of actions
automatically, especially one programmable by a computer
The word "robot" comes from the Czech word "robota," meaning
"forced labor" — which sounds strangely like slavery.
B. In-Depth
The history Discussion
of the English and really
language Analysis
started with the arrival of three
Germanic tribes who invaded Britain during the 5th century AD. These tribes,
TEXT the
the Angles, READING
SaxonsSUMMARY
and the Jutes, crossed the North Sea from what today
is Denmark and northern Germany. At that time the inhabitants of Britain
spoke a Celtic language. But most of the Celtic speakers were pushed west
and north by the invaders – mainly into what is now Wales, Scotland and
Ireland. The Angles came from “Englaland” [sic] and their language was
called “Englisc” – from which the words “England” and “English”
are derived.The invading Germanic tribes spoke similar languages, which in
Britain developed into what we now call Old English. Old English did not
sound or look like English today. Native English speakers now would have
great difficulty understanding Old English. Nevertheless, about half of the
most commonly used words in Modern English have Old English roots. The
words be, strong and water, for example, derive from Old English. Old English
was spoken until around 1100.n 1066 William the Conqueror, the Duke of
Normandy (part of modern France), invaded and conquered England. The new
conquerors (called the Normans) brought with them a kind of French, which
became the language of the Royal Court, and the ruling and business classes.
For a period there was a kind of linguistic class division, where the lower
classes spoke English and the upper classes spoke French. In the 14th
century English became dominant in Britain again, but with many French
words added. This language is called Middle English. It was the language of
the great poet Chaucer (c1340-1400), but it would still be difficult for native
IV. Homework
Based on the text read, write a three paragraph to four paragraph essay on
how a language changes because of the influence of other languages.
Prepared by:
I. LEARNING COMPETENCIES/OBJECTIVE:
CS_EN11/12A - EAPP-Ia-c-2: differentiates language used in academic texts from
various discipline
CS_EN11/12A - EAPP-Ia-c-3: explains the specific ideas contained in various
academic texts
II. SUBJECT MATTER
Topic: A Brief History of English
References: (English for Academic and Professional Purposes (DepEd Copy);
9 Words With Totally Unexpected Origins
https://www.businessinsider.com/words-with-interesting-etymologies-2013-10
Materials: visual aids, handouts and EAPP (DepEd Copy) textbook
A. Review / Motivation
Students will watch a video
clip as a review of the Text, A Brief
History of English.
https://www.youtube.com/watch? v=SfKhlJIAhew
Homework:
Next meeting will be used for meeting and visual aids preparation for the class
group report.
Prepared by:
1. Introductor e.g. seem, tend, look like, appear to be, think, believe, doubt, be sure, indicate,
y verbs: suggest
2. Certain e.g. believe, assume, suggest
lexical
verbs
1. It may be said that the commitment to some of the social and economic concepts wasless
strong than it is now.
The commitment to some of the social and economic concepts was less strong than it is
now.
2. The lives they chose may seem overly ascetic and self-denying to most women today.
The lives they chose seem overly ascetic and self-denying to most women today.
3. Weismann suggested that animals become old because, if they did not, there could be no
successive replacement of individuals and hence no evolution.
Weismann proved that animals become old because, if they did not, there could be no
successive replacement of individuals and hence no evolution.
4. Yet often it cannot have been the case that a recalcitrant trustee remained in possession
of the property entrusted to him.
Yet a recalcitrant trustee did not remain in possession of the property entrusted to him.
5. Recent work on the religious demography of Northern Ireland indicates a separating out of
protestant and catholic, with the catholic population drifting westwards and vice versa.
Recent work on the religious demography of Northern Ireland shows a separating out of
protestant and catholic, with the catholic population drifting westwards and vice versa.
6. By analogy, it may be possible to walk from one point in hilly country to another by a path
which is always level or uphill, and yet a straight line between the points would cross a
valley.
By analogy, one can walk from one point in hilly country to another by a path which is
always level or uphill, and yet a straight line between the points would cross a valley.
7. There are certainly cases where this would seem to have been the only possible method of
transmission.
There are cases where this would have been the only possible method of transmission.
of the Philippines
Department of Education
City of San Jose Del Monte Bulacan
Sapang Palay National Senior High School
Activity:
Groupings of Students for Report:
GROUP 1 Reports and Discussion
1 Understanding Calories
- Interpret the nutritional information shown on the labels of food
items
Wrigley’s Chewing Gum
- Writing a Chronological Outline
3 The Golden Age of Comics
- Identify the Thesis Statement
4 Competition and Cooperation
- Defining Contradicting Concept in an Academic Text
5 From the Autopsy Surgeon’s Report
- Reading and interpreting an Autopsy Report (sample)
6 Legal Indictment
- Parts of the Letter and the language used (interpretation)
7 News Paper Account: Local Girl Found Slain by Rejected Lover
- Parts of News and Headline Writing
8 The Sob Sister’s Story
- Comparison of Text to the News Paper Report and Autopsy
Report
9 Porphria’s Lover
- Detailed Comparison News Paper Report Autopsy Report, & Sob’s
Sister’s Story
10 Quiapo: The Procession of the Black Nazarene
- Poem Analysis
11 Black Nazarene Procession Awes American Tourist
- Compare literary based interpretation and factual news
interpenetration
Prepared by:
Ms. Mary Grace L. Sagun
of the Philippines
Department of Education
City of San Jose Del Monte Bulacan
Sapang Palay National Senior High School
ORAL
PRESENTATI
ON
50 points
VISUAL AIDS
15 points
ONE STUDENT: ONE
COPY
PRESENCE 5 4 3 2 1 0
-body language & eye contact
-contact with the public
-poise
-physical organization
LANGUAGE SKILLS 5 4 3 2 1 0
-correct usage
-appropriate vocabulary and grammar
-understandable (rhythm, intonation, accent)
-spoken loud enough to hear easily
ORGANIZATION 5 4 3 2 1 0
-clear objectives
-logical structure
-signposting
VISUAL AIDS 5 4 3 2 1 0
-transparencies, slides
-handouts
-audio, video, etc.
OVERALL IMPRESSION 5 4 3 2 1 0
-very interesting / very boring
-pleasant / unpleasant to listen to
-very good / poor communication
Prepared by:
TOTAL SCORE _______ /
30Ms. Mary Grace L. Sagun
Republic of the Philippines
Department of Education
City of San Jose Del Monte Bulacan
Sapang Palay National Senior High School
I. LEARNING COMPETENCIES/OBJECTIVE:
CS_EN11/12A - EAPP-Ia-c-4 : uses knowledge of text structure to glean the
information
he/she needs
CS_EN11/12A - EAPP-Ia-c-5: uses various techniques in summarizing a variety of
academic texts
SUBOJECTIVES:
A. Relate information through group reporting
B. Participate in group effort to successfully deliver and relay information
C. Subdivide the responsibilities and topics to be discussed to members
A. Group 1: Understanding
Calories
B. In-Depth Discussion and Analysis
Evaluation:
Each group will prepare a 5 item quiz to be answered in student’s notebook. All the
quizzes from 11reporters will be accumulated to 55 items and recorded as a test.
Homework:
Group 3 and four should prepare for their report.
visuals aids
5 item quiz
Prepared by:
I. LEARNING COMPETENCIES/OBJECTIVE:
CS_EN11/12A - EAPP-Ia-c-4 : uses knowledge of text structure to glean the
information
he/she needs
CS_EN11/12A - EAPP-Ia-c-5: uses various techniques in summarizing a variety of
academic texts
SUBOJECTIVES:
D. Relate information through group reporting
E. Participate in group effort to successfully deliver and relay information
F. Subdivide the responsibilities and topics to be discussed to members
Evaluation:
Each group will prepare a 5 item quiz to be answered in student’s notebook. All the
quizzes from 11reporters will be accumulated to 55 items and recorded as a test.
Homework:
Group 3 and four should prepare for their report.
visuals aids
5 item quiz
Prepared by:
I. LEARNING COMPETENCIES/OBJECTIVE:
CS_EN11/12A - EAPP-Ia-c-4 : uses knowledge of text structure to glean the
information
he/she needs
CS_EN11/12A - EAPP-Ia-c-5: uses various techniques in summarizing a variety of
academic texts
SUBOJECTIVES:
G. Relate information through group reporting
H. Participate in group effort to successfully deliver and relay information
I. Subdivide the responsibilities and topics to be discussed to members
C. Group 6: Legal
Indictment
D. In-Depth Discussion and Analysis
Evaluation:
Each group will prepare a 5 item quiz to be answered in student’s notebook. All the
quizzes from 11reporters will be accumulated to 55 items and recorded as a test.
Homework:
Group 3 and four should prepare for their report.
visuals aids
5 item quiz
Prepared by:
I. LEARNING COMPETENCIES/OBJECTIVE:
CS_EN11/12A - EAPP-Ia-c-4 : uses knowledge of text structure to glean the
information
he/she needs
CS_EN11/12A - EAPP-Ia-c-5: uses various techniques in summarizing a variety of
academic texts
SUBOJECTIVES:
J. Relate information through group reporting
K. Participate in group effort to successfully deliver and relay information
L. Subdivide the responsibilities and topics to be discussed to members
Hints
A. Your News Report should be easy to understand; every news story should be able to
be read by a twelve year old!
B. Try to be fair – include both sides of the story and don’t let your personal opinion get
in the way of reporting the ‘facts’.
Evaluation:
Each group will prepare a 5 item quiz to be answered in student’s notebook. All the
quizzes from 11reporters will be accumulated to 55 items and recorded as a test.
Homework:
Group 3 and four should prepare for their report.
visuals aids
5 item quiz
Prepared by:
Ms. Mary Grace L. Sagun
Lesson Competencies
Introduction to Academic Text CS_EN11/12A - EAPP-Ia-c-1: determines the
structure of a specific academic text
From Hand to Mouth CS_EN11/12A - EAPP-Ia-c-2: differentiates language
(Advantages and Disadnvantage used in academic texts from
of Vocal and Gerstural Comm.) various discipline
Brief History of the English CS_EN11/12A - EAPP-Ia-c-3: explains the specific
Language (Hedge Words) ideas contained in various academic texts
Understanding Calories CS_EN11/12A - EAPP-Ia-c-4 : uses knowledge of
(Interpretation of Nutritional text structure to glean the information he/she needs
Facts)
Wringley’s Chewing Gum CS_EN11/12A - EAPP-Ia-c-5: uses various
(Chronological Outlining) techniques in summarizing a variety of academic s
Wringley’s Chewing Gum CS_EN11/12A - EAPP-Ia-c-6: states the thesis
(Identifying the Thesis statement of an academic text
Statement)
Competition and Cooperation CS_EN11/12A - EAPP-Ia-c-7: paraphrases/ explains
(Interrelation) a text using one’s own words
From the Autopsy Surgeon’s
Report
(Interpretation of the Report)
Legal Indictment
(Interpretation of the Letter)
Local Girl Found Slain by CS_EN11/12A - EAPP-Ia-c-8: outlines reading texts
Rejected Lover (Newspaper in various disciplines
Account)
The Sob Sister’s Story
(Element of a Story)
Prepared by:
I. LEARNING COMPETENCIES/OBJECTIVE:
CS_EN11/12A - EAPP-Ia-c-8: outlines reading texts in various disciplines
SUBOJECTIVES:
A. Relate information through group reporting
B. Participate in group effort to successfully deliver and relay information
C. Subdivide the responsibilities and topics to be discussed to members
Hints
C. Your News Report should be easy to
understand; every news story should be
able to be read by a twelve year old!
D. Try to be fair – include both sides of
the story and don’t let your personal
opinion get in the way of reporting the
‘facts’.
Homework:
Group 3 and four should prepare for their report.
visuals aids
5 item quiz
Prepared by:
Prepared by:
I. LEARNING COMPETENCIES/OBJECTIVE:
CS_EN11/12A - EAPP-Ia-c-8: outlines reading texts in various disciplines
CS_EN11/12A - EAPP-Ia-c-9: summarizes the content of an academic text
SUBOJECTIVES:
D. Relate information through group reporting
E. Participate in group effort to successfully deliver and relay information
F. Subdivide the responsibilities and topics to be discussed to members
Evaluation:
Each group will prepare a 5 item quiz to be answered in student’s notebook. All the
quizzes from 11reporters will be accumulated to 55 items and recorded as a test.
Homework:
Group 3 and four should prepare for their report.
visuals aids
5 item quiz
Prepared by:
I. LEARNING COMPETENCIES/OBJECTIVE:
CS_EN11/12A - EAPP-Ia-c-8: outlines reading texts in various disciplines
CS_EN11/12A - EAPP-Ia-c-9: summarizes the content of an academic text
SUBOJECTIVES:
G. Relate information through group reporting
H. Participate in group effort to successfully deliver and relay information
I. Subdivide the responsibilities and topics to be discussed to members
Evaluation:
Each group will prepare a 5 item quiz to be answered in student’s notebook. All the
quizzes from 11reporters will be accumulated to 55 items and recorded as a test.
Homework:
Group 3 and four should prepare for their report.
visuals aids
5 item quiz Prepared by:
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
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?
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
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.
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
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
V. Homework
Make sure to have a copy of the pregiven handout for tomorrow’s discussion.
Prepared by:
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
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%20Rubric.pdf
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.
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 reading. Reading also includes reading fluency. Fluency means
the number of words that you can read in a certain period of time. The
average reading speech is 200 words per minute. However, there are
people who can read higher that 280 words per minute.
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. Specifically, the discussion covers three sections
that shed light on the theoretical underpinning, the design, and procedure
on how the proposed approach can be realized in ESL writing classrooms.
Sub-Instruction: As a class, evaluate the following Abstract, Précis, or
Summary using the rubric below
Rubric for an Abstract, Précis, or Summary
VG GE SE LE N
E 4 3 2 1
5
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.
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.
Prepared by:
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 reading. Reading also includes reading fluency. Fluency means the number of
words that you can read in a certain period of time. The average reading speech is 200
words per minute. However, there are people who can read higher that 280 words per
minute.
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. Specifically, the discussion covers three
sections that shed light on the theoretical underpinning, the design, and procedure on
how the proposed approach can be realized in ESL writing classrooms. It is also hoped
that through this approach, the teaching and learning of writing would lead to
producing 21st century learners capable of surviving this highly globalized and
knowledge-based society.
VG GE SE LE N
E 4 3 2 1
5
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.
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.
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
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.
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.
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…
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
Name: ______________________________________
Description: _________________________________
Fact: ________________________________________
Opinion: _____________________________________
Example:
V. Homework
Choose two representative and prepare for group presentation for the next
class.
(All visuals should be posted on the when the teacher arrive.)
Prepared by:
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
A. Motivation/Review
Group reprentative will present their output while classmates will evaluate if
they agree with the following facts and opinion.
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:
I. LEARNING COMPETENCIES/OBJECTIVE:
CS_EN11/12A - EAPP-Ia-c-12: cites specific sources to support claims
CS_EN11/12A - EAPP-Ia-c-13: presents ideas convincingly
Sub-Objectives:
a. Present Factual Statement based on cited source
b. Categorize different format of citation base on the source of information
c. Use citation in crediting a a researcher and writer when using their work in their
own
written text and studies
Materials: student prepared visual aids, teacher made visual aid, and EAPP
textbook
A. Motivation/Review
Group reprentatives, from the previous lesson (Fact and Opinion), will present
their output while classmates will evaluate if they agree with the following facts
and opinion.
At the end of the presentation, the teacher will point out that the following
Factual Statements were regarded as Factual through the use of signal words and
indicating the source of the said statement. e.g. “According to Worldometers
North Korea population is equivalent to 0.33% of the total world population.” The
teacher will discuss that indicating the source of an information will make the
statment more reliable.
In any research paper, you draw on the work of other researchers and
writers, and you must document their contributions by citing your sources, say
Diana Hacker and Nancy Sommers in "A Pocket Style Manual, Eighth Edition."
Citations, then, are the means by which you credit other researchers and writers
when you use their work in your papers.
Understanding how to cite sources can be tricky, particularly since there are
different styles for writing papers, including the American Psychological
Association, Modern Language Association, and Electronic sources. It's
important to learn proper citation styles to avoid plagiarism in your research papers.
1.
Chapter
Book
ENTIRE SITE
SPECIFIC PAGE
1. Gordin, Michael D. The Pseudoscience Wars: Immanuel Velikovsky and the Birth of the
Modern Fringe. Chicago: U Chicago P, 2012. Print.
2. Gordin, M. D. (2012). The pseudoscience wars: Immanuel Velikovsky and the birth of
the modern fringe. Chicago, IL: University of Chicago Press.
3. Cain, K. (2012, June 29). The Negative effects of Facebook on communication. Social
Media Today RSS. Retrieved from http://socialmediatoday.com
4. Shafron, G. R., & Karno, M. P. (2013). Heavy metal music and emotional dysphoria
among listeners. Psychology of Popular Media Culture, 2, 74–85.
doi:10.1037/a0031722
5. Shafron, Gavin Ryan, and Mitchell P. Karno. “Heavy Metal Music and Emotional
Dysphoria Among Listeners.” Psychology of Popular Media Culture 2.2 (2013): 74-85.
PsycNET. Web. 11 Feb. 2014.
V. Homework
Prepare an oslo paper and coloring materials to be used for the next meeting.
I. LEARNING COMPETENCIES/OBJECTIVE:
CS_EN11/12A - EAPP-Ia-c-12: cites specific sources to support claims
CS_EN11/12A - EAPP-Ia-c-14: uses the appropriate language for a
specific discipline
Sub-Objectives:
a. Give an Annotation on a watched videoclip about Plagiarism
b. Distinguish In-Text Citation that uses Direct Quotation and Rewording
c. Draw a Poster that shows the importance of Citation to avoid Plagiarism
A. Motivation/Review
Students will watch a video clip entitled Plagiarism Video for School and ask
a student to give an annotation of what he/she unsderstood from the videoclip.
Defining Plagiarism
The Merriam Webster dictionary defines the act of plagiarism as; “to steal and
pass off ideas or words of another as one’s own”. Simply put, plagiarism is the
process of taking other people’s words and/or ideas and pretending that they are
your own. An alternative definition of plagiarism is forwarded by the Collins
Dictionary which explains that plagiarism is the practice of using someone
else’s work and pretending that it is your own. Plagiarism can also be defined
as the act of deliberately trying to deceive your academic tutor by submitting
content which is not your own work.
Include an in-text citation when you refer to, summarize, paraphrase, or quote
from another source. For every in-text citation in your paper, there must be a
corresponding entry in your reference list.
APA in-text citation style uses the author's last name and the year of
publication, for example: (Field, 2005). For direct quotations, include the
page number as well, for example: (Field, 2005, p. 14).
Take Note: Although you didn’t copy the words verbatively, you still copy the
Role-play can help children learn techniques for coping with bullying (Kraiser, 2011).
Reference entry
Reference entry
http://www.psu.edu/ur/about/nittanymascot.html
Reference entry
Using the materials that were asked you to bring from yesterday, draw a
slogan/poster that shows the importance of Citation in order to avoid
Plagiarism
V. Homework
Review on the discussion about Citation and different kinds of Citation
Prepare for a long quiz for the next meeting
I. LEARNING COMPETENCIES/OBJECTIVE:
CS_EN11/12A - EAPP-Ia-c-12: cites specific sources to support claims
CS_EN11/12A - EAPP-Ia-c-14: uses the appropriate language for a
specific discipline
Sub-Objectives:
a. Define Plagiarism in one’s owon words
b. Recall the discussion through a summative test
c. Reword an In-Text Citation into Paraphrased Citation
A. Motivation/Review
The teacher will present the top 3 best Poster (poster that shows the
importance of Citation in order to avoid Plagiarism)submitted from the
previous meeting to appreciate students effort and deep understanding of the
lesson
A. Plagiarism (5 points)
In your own words, define plagiarism.
1. Mark Twain said, “It’s better to keep your mouth shut and appear stupid than to open
it and remove all doubt” (43).
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
2. "With rates of childhood obesity climbing over the last decade, some parents and
policy-makers have thought to consider whether the availability of endless soda and junk
food in school vending machines might be contributing to the problem—and if banning
those foods in schools might help solve it" (Price, 2012).
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
V. Homework
A. Plagiarism
The Merriam Webster dictionary defines the act of plagiarism as; “to steal and pass off ideas
or words of another as one’s own”. Simply put, plagiarism is the process of taking other
people’s words and/or ideas and pretending that they are your own. An alternative definition of
plagiarism is forwarded by the Collins Dictionary which explains that plagiarism is the practice
of using someone else’s work and pretending that it is your own. Plagiarism can also be
defined as the act of deliberately trying to deceive your academic tutor by submitting content
which is not your own work.
1. In-Text:
“… out of every five students feels unprepared for writing classes”
Jameison, A.,& Plette, S. ,2013, p.80-85)
Citation
Ackran, 2013. Statistics of Insurance Coverage of Elderly. Retrieved fromURL:
http://www.medreform.org/statistics/insurance/elderly-coverage/233
Mark Twain said that it was better to keep one’s mouth shut and look ignorant than to open it and
prove that you are (43)
Price discusses the possibility that the availability of unhealthy, sugary snacks and drinks in
school vending machines has contributed to the rising epidemic of obesity in children. In an
effort to eliminate the source of the problem, some of have proposed implementing a ban (2012).
I. LEARNING COMPETENCIES/OBJECTIVE:
CS_EN11/12A - EAPP-Ia-c-14: uses the appropriate language for a specific discipline
CS_EN11/12A - EAPP-Ia-c-15: raises legitimate, contrary views in an appropriate manner
Sub-Objectives:
a. Give a thoughtful reaction after watching a video-clip
b. Name the four parts of a reaction paper
c. Complete a Sandwich Diagram that will serve as an initial guideline in writing a reaction
paper
References:
Video clip
https://www.youtube.com/watch?v=ualOF-Ew1HM&t=46s
https://www.youtube.com/watch?v=7kAOvTFA5rs
Tips for Writing a Reaction Paper
https://www.aresearchguide.com/write-reaction-paper.html
Materials: video clip, teacher made visual aid, and sandwich diagram
III. PROCEDURE
A. Learning Activities
1. Prayer
Good afternoon, Ms. Grace
Good afternoon, Engineering
(One student will lead the Prayer)
Let’s start our class with a Prayer
(Students will look around )
Before we sit down, look around you and check
if there are clutters under your chair.
2. Attendance
Let’s start our CPP (Creative Present Students will pre sent their CPP instead of the
Performance) with the Boys common “present”
(The whole class have agreed to create their
unique and original way of saying present as our
intervention for attendance checking. Their
performance will be graded everyday as part of
their recitation)
3. Review
Last time, we discussed Citation. Who would to We discussed the different formats such as the
give a summary of what we have discussed about APA, MLA, and Web Source Format. We also
this topic? discussed about In Text Citation and Plagiarism.
And who would like to discuss the importance of Using Citations is imperative to avoid
Citation in dealing with Academic Text and Plagiarism or stealing the works of others.
writing your own study?
B. Motivation
Teacher will show the students a local and an international commercial. The students will be
asked to give their reaction on the two video clip that were presented.
C. Lesson Proper
Indicator 1: Applies knowledge of content within and across curriculum teaching areas
Indicator 2: Uses a range of teaching strategies that enhance learner achievement in literacy and
numeracy skills
Correct!
2. Discussion
Indicator 7:Plans, manages and implements developmentally sequenced teaching and learning
processes to meet curriculum requirements and varied teaching contexts
Indicator 9:Designs, selects, organizes, and uses diagnostic, formative and summative assessment
strategies consistent with curriculum requirements
Teacher’s Activity Student’s Activity
Each group will present a reaction paper using the sandwich diagram. The students will have to
provide one thesis statement, two points for the body to support the thesis statement, a sentence
conclusion, and a citation.
Concept leader:
Writers:
Illustrators:
Presenters:
V. HOMEWORK
Prepared by:
I. LEARNING COMPETENCIES/OBJECTIVE:
CS_EN11/12A - EAPP-Ia-c-15: raises legitimate, contrary views in an appropriate
manner
Sub-Objectives:
a. Make use of collected information and collaborate ideas to create a diagram
b. Present a reaction paper diagram with confidence and deep knowledge about
their work
c. React and critique classmates work using using proper language and with respect
References:
Student gathered facts via online and offline source
English for Academic and Professional Purposes Teacher’s Guide p. 27
Materials: student’s visual aids
Teacher made rubric with consensus of the class
A. Motivation
In order to make the students motivated and energized, teacher will first give
their certificates of Best Group Reporters from the previous reporting.
B. Presentation
Students will present their Reaction Paper - Sandwich Diagram about President
Rodrigo Roa Duterte and his Administration while the teacher will use the Rubric
below to grade the students performance
Responsibility
Sheet
Concept Leader -
Writers -
STANDAR 10 8 6 4
IV.
DS
Each section of Each section of
Concept Each section of Each section of
the diagram the diagram
the diagram the diagram
Arrangemen contains two contains very
contains four contains three
t information that few information
information information
(diagram) are somewhat that are not
easily identified. easily identified.
identified. easily identified.
Student displays
Student
Presenters a limited
illustrates a
Primary exhibits mastery
firmer
understanding
Student shows
Source of the details as with some
understanding little or no
evidenced by details pertinent
Content reporting
of most of the
to the subject
understanding
(presentatio details as of topic. There
completely and matter
evidenced by are few details.
n) with full evidenced by
their
knowledge their
presentation
presentation
Linking Most of the Reflects some Contains non
Content Reflects factual information is factual factual
together information that factual and information and information that
corresponds seemingly attempts to put does not
(overall with appropriate corresponds it in correspond to
content section of with appropriate corresponding the appropriate
and diagram. section of section of section of
concept) diagram. diagram. diagram
ASSIGNMENT:
Bring one to two pieces of yellow paper for tomorrow’s writing activity.
V. Remarks:
Due to the fact that the whole class reacted and critique their classmates
work extensively, the whole period is going to be use for the reporting.
I. LEARNING COMPETENCIES/OBJECTIVE:
CS_EN11/12A - EAPP-Ia-c-15: raises legitimate, contrary views in an appropriate
manner
Sub-Objectives:
a. Dissect the parts of a reaction paper in order to create a sensible composition
b. Give a thoughtful reaction on a watched video clip in written form
c. Submit a reaction paper about the watched video clip
References:
Marta, R. Ph.D. (2015) Thank You Philippines Retrieved from
https://keepvid.pro/download?video=https%3A%2F%2Fwww.youtube.com
%2Fw atc h%3Fv%3DxFy-zqWzrrw (3.33 minutes)
English for Academic and Professional Purposes Teacher’s Guide p. 27
A. Motivation
Example Questions
B. Discussion
Teacher will discuss how to put the student’s ideas in the diagram into a complete
reaction paper.
Guideline:
Introduction: a little
information about the topic,
author, video + thesis
statement
C. Application
Student will watch the video clip about the rescue of the 1300 Jewish refugees
through the Philippines and its former President, Manuel L. Quezon.
IV. EVALUATION:
Write a reaction paper draft using based on the watched video-clip. Use your yellow
paper in writing your draft. Leave a space in each line for correction and for re editing.
V. ASSIGNMENT:
Submit your type written work on Monday.
Attached the draft that you have accomplished today.
VI. Remarks:
I. LEARNING COMPETENCIES/OBJECTIVE:
CS_EN11/12A - EAPP-Ia-c-15: raises legitimate, contrary views in an appropriate
manner
Sub-Objectives:
a. Tell the purpose of the a Review Paper
b. Name the different kinds of Review Paper
c. Differentiate a Reaction and Review Paper
References:
English for Academic and Professional Purposes p.63
Components of Review Paper.(n.d.)Slideshare.Retrieved from
https://www.slideshare.net/Wangkig/components-of-a-review-paper
Elements of a review paper (n.d.) Writing @ CSU Retrieved from
https://writing.colostate.edu/guides/page.cfm?pageid=1534&guideid=79
Materials: teacher-made visual aids and textbook
A. Motivation
B. Discussion
The review paper has content that is slightly on the next level of
critical thinking. It is usually a term used for the write up of journalists or
columnists expressing their personal opinions. Aside from this, a review
paper balances opinions with facts, thus giving a paper a more matured
outlook.
Kinds of Review
- Critical review
- Literature review
- Mapping review/systematic map
- Meta-analysis
- Mixed studies review/mixed methods review
- Overview
- Qualitative systematic review/qualitative evidence synthesis
IV. EVALUATION:
Base on your understanding and in your own word, what is the difference of a
reaction paper and review paper
V. ASSIGNMENT:
Research on the meaning of Literature review (to be written on your notebook)
VI. Remarks:
I. LEARNING COMPETENCIES/OBJECTIVE:
CS_EN11/12A - EAPP-Ia-c-15: raises legitimate, contrary views in an appropriate
manner
Sub-Objectives:
a. Define if what is Literature Review
b. Name the parts of a review paper
c. Inspect whether certain literature could be used for one’s own writing
References:
Pacific Northwest University Library.(2017). Research Education: Literature
Review. Retrieved from https://www.youtube.com/watch?v=EkioYgfgYLQ
Elements of a review paper (n.d.) Writing @ CSU Retrieved from
https://writing.colostate.edu/guides/page.cfm?pageid=1534&guideid=79
Materials: teacher-made visual aids and textbook
A. Motivation
Teacher and student will check their homework about the meaning of Literature
Review
Teacher will show two video clips about Literature Review
B. Discussion
Title Page
On the title page include the title, your name, and the date. Your instructor may have
additional requirements (such as the course number, etc.) so be sure to follow the guidelines
on the assignment sheet. Professional journals may also have more specific requirements for
the title page.
Abstract
An abstract is a brief summary of your review. The abstract should include only the main
points of your review. Think of the abstract as a chance for the reader to preview your paper
and decide if they want to read on for the details.
Introduction
The introduction of your review should accomplish three things:
Discussion (BODY)
The discussion section is the body of your paper. The discussion section contains information
that develops and supports your thesis. While there is no particular form that a discussion
section must take there are several considerations that a writer must follow when building a
discussion.
Don't summarize!
A review paper is not simply a summary of literature you have reviewed. Be
careful not to leave out your own analysis of the ideas presented in the literature.
Synthesize the material from all the works—what are the connections you see, or the
connections you are trying to illustrate, among your readings.
Stay focused.
Keep your discussion focused on your topic and more importantly your
thesis. Don't let tangents or extraneous material get in the way of a concise,
coherent discussion. A well focused paper is crucial in getting your message across
to your reader.
Conclusions
Because the conclusions section often gets left for last it is often the weakest part of a
student review paper. It is as crucial a part of the paper as any and should be treated as
such.
A good conclusion should illustrate the key connections between your major points and your
thesis as well as they key connections between your thesis and the broader discussion—what
is the significance of your paper in a larger context? Make some conclusions—where have
you arrived as a result of writing this paper?
References
Here you report all the works you have cited in your paper. The format for a references page
varies by discipline as does how you should cite your references within the paper.
IV. EVALUATION:
Tell which related literature should I write a review paper on if my topic is about:
A. Effects of Online Game: A study on Online Game Addiction among UNISEL’s Shah Alam
Campus Students
B. THE EFFECTS OF ONLINE GAMING TOWARDS THE ACADEMIC PERFORMANCE OF
SELECTED GRADE 10 STUDENTS
C. Mobile Legends is the first confirmed esports title for the 2019 SEA Games
D. Students Who Play Online Games Actually Get Better Academic Results
V. ASSIGNMENT:
Search on 5 literature titles that could be used as review paper for the topic “Cyber
Bullying”
VI. Remarks:
I. LEARNING COMPETENCIES/OBJECTIVE:
CS_EN11/12A - EAPP-Ia-c-15: raises legitimate, contrary views in an appropriate
manner
Sub-Objectives:
a. Collaborate ideas with group mates.
b. Participate and contribute ideas in order to achieve best output
c. Write a conclusion that will complete their reaction paper
References:
English for Academic and Professional Purposes p.63
Side by Side 4 page 34 (for Motivation Activity)
Materials: teacher-made visual aids and textbook
A. Motivation
Teacher will post this open ended situation on the board and ask the students to
make a conclusion after reading text.
B. Discussion
Review
Conclusion: A more
elaborate thesis statement
+ final conclusive
statement
V. ASSIGNMENT:
1. Write down your Citations. Use the proper format (APA or Web Source)
2. Submission of Final Output will be on Thursday, August 1.
3. Take note of the following format given you.
VI. Remarks:
I. LEARNING COMPETENCIES/OBJECTIVE:
CS_EN11/12A - EAPP-Ia-c-15: raises legitimate, contrary views in an appropriate
manner
Sub-Objectives:
a. Infer concepts and ideas using KWL Chart after watching a
Product Review video clip
b. Define the meaning of a Review Paper
c. Determine the useful steps in writing a Review paper
References:
English for Academic and Professional Purposes p. 63
Components of Review Paper.(n.d.)Slideshare.Retrieved from
https://www.slideshare.net/Wangkig/components-of-a-review-paper
Materials: KWL CHART teacher-made visual aids, video clip, and textbook
A. Engage
The teacher will show a video clip of a product review via downloaded
YouTube video and let the students react and share their prior knowledge
about it afterwards.
B. Enlist
Teacher group the students per row and give them 3 post-it-notes. They will
use those post-it-notes to fill up the KWL (Know What Learned) Chart on the
board regarding what is Making a Review is all about.
B. Explore
The class will discuss if what they have posted on the chart to
check their familiarity, prior knowledge, and known concept about
the topic.
C. Explain
The teacher will answer the questions written in What I want to know
part through
discussing the lesson
The review paper has content that is slightly on the next level of
critical thinking. It is usually a term used for the write up of journalists or
columnists expressing their personal opinions. Aside from this, a review
paper balances opinions with facts, thus giving a paper a more matured
outlook.
D. Elaborate
III. EVALUATION:
E. Evaluate
As a class, we will answer this NEW
KWL
Concept Chart on the board.
F. Extend
V. ASSIGNMENT:
Bring 1/4 manila paper and marker per row for activity the next class.
VI. Remarks:
I want to try the 7es Lesson Plan Template that I discovered and
learned online. I saw that it was commonly used for high school and
senior high school lesson planing.
I. LEARNING COMPETENCIES/OBJECTIVE:
CS_EN11/12A - EAPP-Ia-c-15: raises legitimate, contrary views in an appropriate
manner
Sub-Objectives:
a. Differentiate a Movie Review and a Product Review using a Venn Diagram
b. Enumerate the parts in outlining a Movie Review
c. Create a Pre-Movie Review Worksheet that they can use in actual movie review
d. Critique other group’s work through Peer Assessment Tool in order to discover
views and ideas that one’s own group may have missed
References:
English for Academic and Professional Purposes p. 63
How To Make a Movie Analysis Essay (n.d.) Writing @ CSU Retrieved from
https://customessayorder.com/blog/how-to-make-a-movie-analysis-essay
Essay Basics (2017)How To Make Great Movie Review Essay Retrieved from
https://www.youtube.com/watch?v=lGqXBlfY6-E
Materials: teacher-made visual aids, video clip, PPT presentation and textbook
A. Engage
The teacher will show an example of an informal video clip of a movie
review via downloaded YouTube video and let the students react and share
their prior knowledge about it afterwards.
B. Enlist
REVIEW
The class will discuss if what they have posted on the Venn
Diagram to check their familiarity, prior knowledge, and known
concept about the topic.
C. Explain
The teacher will discuss further the concept they already know
through
discussing the lesson
Introduction
Background information about the movie
The movie director and main characters
Thesis statement and the reason for analysis
Plot Synopsis
Brief plot summary of the movie
Present competent knowledge about the movie.
Themes
Highlight the main theme of the movie
The significance of the themes
Visual element
Describe the visual appearance, impressive camera work, the angles, the
shot the set designs like costumes, location, and lighting
Conclusion
Review of opinion about the movie
Rate the movie and present your recommendations.
Citation
Source of the movies
Information reference if you have used some statements and quotes
D. Elaborate
IV. EVALUATION:
E. Evaluate
Students will be grouped according their previews grouping in Reaction
Paper Project and be asked to draw their own worksheet that can be used as
tool
and guideline in writing their own Review Paper. In this way, the teacher can
assess if students have clearly understood the important parts that they
should
keenly observe and take note during their movie review.
Examples:
D. Extend
Peer Assessment
This peer assessment will
be used to evaluate
classmates output.
Through this, they may
discover other concept
and information that
they may have missed in
making their own movie
review worksheets.
V. ASSIGNMENT:
VI. Remarks:
I. LEARNING COMPETENCIES/OBJECTIVE:
CS_EN11/12A - EAPP-Ia-c-15: raises legitimate, contrary views in an appropriate
manner
Sub-Objectives:
a. Watch and observe keenly the important people and scene in the movie
b. Appreciate the movie and the lesson it shares to the audience
c. Write down important information using student-made worksheet
References:
Materials: student made tools, LCD monitor and speaker for the movie