LESSON PLAN

(With inclusion of the provisions of D.O. No. 8, s. 2015 and D.O. 42, s. 2016)

School/School ID No. Taft NHS - 303529 Grade Level: Grade 11 School Year: 2020-2021
English for Academic &
Teacher: LOU B. BALDOMAR – TEACHER II Section: Subject:
Professional Purposes
Date & Time: Quarter: 1st Quarter Semester: 1st Semester

DLP NO: 1-4

The learner
Content Standard:
 acquires knowledge of appropriate reading strategies for a better understanding of academic texts
The learner
Performance Standard:
 produces a detailed abstract of information gathered from the various academic texts read
The learner Code
Learning Competencies:
1. determines the structure of a specific academic text
(Taken from the Curriculum Guide)
2. differentiates language used in academic texts from various disciplines
Difference between the Differentiating language CS_EN11/12A-EAPP-Ia-c-1
Key Concepts / Understanding to Structure of a specific Structure of a specific CS_EN11/12A-EAPP-Ia-c-2
language used in academic used in academic texts from
be Developed: academic text academic text
texts and various disciplines various disciplines
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
Cognitive Define 'academic text Compares two academic Explain the language used Explain the language used
Domain structure' text in academic texts in academic texts
Demonstrate understanding
Compare and contrast the
of analyzing text structures Describe the language used
Psychomotor Differentiate academic text language used in academic
in academic texts and other
Domain according to construction texts from various
Explain different types of text texts presented
disciplines
structures
Lesson Objectives Demonstrate the sense of
Appreciate the use of the Discuss within the group the camaraderie/teamwork
Affective Demonstrate cooperation in
academic text for professional way academic text provided through cooperating with
Domain doing group tasks
purposes were constructed each other to achieve better
output/performance
Internalizing Makatao: Influence others Makatao: Demonstrate Makatao: Work well with
Makatao: Respect each
DepEd Core why identifying academic respect of classmate’s idea others in performing the
Values other’s opinion
structure is important within the group given tasks
STRUCTURE OF THE STRUCTURE OF THE READING ACADEMIC READING ACADEMIC
Content/Topics:
ACADEMIC TEXT ACADEMIC TEXT TEXTS TEXTS
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Curriculum Guide Pages:
Teacher’s Guide Pages:
Learner’s Material Pages:
Textbook Pages:
Additional Materials from
Learning Resource (LR) Portal:
Other Learning Resources:
Preliminary Activity:
Activity:
Page 1
 Copies of the text lesson
How to Identify & Analyze
Text Structure, one for
each student
 A wide variety of text
samples with the structures
listed in this lesson
 Sticky notes
 Slips of paper
 Copies of the lesson quiz,
one for each student
"Introduce and engage
students with the topic by
dividing them into small
groups and having them view
samples of text, noting
characteristics of each.”
"*Have students create a t-
chart labeled 'Type of Text'
and 'Characteristic'.
*Do an example to ensure
understanding. For example,
Learning Resources
Page 1
 CG, multimedia, video
clips
Procedures
Routine Activities
-prayer
-arranging of chairs
-checking of attendance
-Showing of a video clip
about a trending showbiz
issue
Group Activity:
(provide written text about
the video presented, ex.
Newspaper, printed blog)
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Page 1
 Book, LCD Projector,
Laptop
Routine activities for
classroom management
-prayer
-physical arrangement
-checking of attendance
-recapitulation
Random students are asked
to pick strips of papers
containing sentences. They
have to decide if the
sentence is formal or
informal based on the
words being used.
Two different paragraphs
are presented. Students are
tasked to compare and
contrast the two texts.
Page 1
Copies of different Text
from different disciplines,
Projector
- Prayer
- Attendance Checking
- Recap of yesterday’s
lesson
The teacher asks
students to choose a color.
Each color corresponds a
statement which they need
to decide if it’s formal or
non-formal. They will also
explain their answer.
Students are grouped into
five members. Each group
will be given two sets of
texts which they need to
read. While reading, they
are to note on the language
 show how a cookbook has
directions. On the chart, list
'cookbook' and 'directions.'
*As students work, walk
around to support and guide
learning."
*Review students' work
together, discussing and
guiding their answers but not
pre-teaching specific words.
Record on the board or chart
paper.
Analysis:
Abstraction: *Tell students that these
characteristics show that
different texts have different
structures and, therefore,
purposes. Preview
vocabulary, then distribute
copies of the lesson How to
Focused group discussion
on the manner of
construction on the written
text provided.
Using of a graphic organizer
to show comparison on the
structure of the written text
provided
Giving of feedback on
student’s group output
Giving of teacher’s input on
the structure of academic
text
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used of the two sample
texts.
EFFECTIVE DISCUSSION Using “Effective Discussion”
the teacher asks the
1. What have you observed following to the students:
with the two texts? 1. What can you say
2. What are their about the two texts?
similarities? Differences? 2. Are they the same or
3. What kind of language not? Why have you
did the first text use? Did said so?
they exhibit strict 3. What are their
adherence to rules of similarities?
language use and 4. What are their
mechanics. Differences?
4. Are there some jargons, 5. What can you say
colloquial expressions about the language
and idioms used by the used in the first text?
writer in the second text? 6. What about the
language used in the
second text?
7. Which one do you think
is the academic text?
What about the other
text, what do you think
is it?
8. What kind of language
are used in the second
text?
EFFECTIVE DISCUSSION At this point, the teacher
uses the Brain-Based
Academic texts are typically Strategy. She will be
formal. They exhibit strict engaging the students in
adherence to rules of discussing the language
language use and used in Academic Writing
mechanics and use hedging taken from the book entitled
 Identify & Analyze Text
Structure.
* Read the sections 'Text
Structure' and 'Analyzing Text
Structure' with students, then
discuss:
1. How does a clear text
structure help reader?
2. Why should readers
analyze text structure?
Create a chart titled 'Text
Structure' with columns
labeled 'Text Structure,'
'Characteristics,' 'Example,'
and 'Purpose.' Ask students
to reproduce the chart in their
own notebooks.
Application:
As you read through the next
sections with students, fill in
the chart. Use a few of your
samples to demonstrate
structures if necessary.
Analysis of Learner’s Product:
Divide students into partner
pairs and give each group two
or three text samples. Instruct
Evaluation them to analyze the text,
(Formative Assessment) determining characteristics
and labeling which type it is
with sticky notes.
Assignment Enhancing / Improving the
day’s lesson:
Identifying the structure of
another academic text
Giving a short quiz on the
structure of academic text
Bring an article about your
field of interest (sports,
showbiz, current events,
Page 4 of 5
or cautious language to
tone down their claims.
They have a clearly
structured introduction,
body and conclusion. They
also include information
from credible sources which
are, in turn, properly cited.
Additionally, they include a
list of references used in
developing the academic
paper.
Students are asked to
present a Venn Diagram
comparing and contrasting
the two texts given to them.
Students are given five
reading texts. They have to
decide if the text is
academic or not. Then, they
have to justify their
answers.
Present a sample academic
text.
Communicate Today:
English for Academic and
Professional Purposes for
Senior High School by
Jessie Saraza Barrot and
Philippe John Fresnil
Sipacio.
(Group Activity)
With the same group, using
another two sample texts,
students will create a “T –
Chart” labelled “Text Title”
and “Language Used.” They
will present it in front of the
class and students from
other groups comment on
their work.
Possible Activity/ies:
Essay Writing
The teacher will show slides
one by one with short texts.
Student will identify if it’s
academic text or not. Then
they will justify their answer.
Reinforcing:
Read any academic text
 Make a reflection on the day's
topic.
Define the word academic.
Concluding Activity
general information, etc.)
from newspaper, blog,
magazine, book, etc.
Let the students give a
hashtag (#) of their insight
on the day’s discussion.
A language which we do not
know is a fortress sealed –
Marcel Proust.
from any of your classes.
Share to the class on the
next day your observation
on the language used of the
text.
To wrap up the days’
lesson, the teacher will give
the following line to ponder:
“A language which we do
not know is a fortress
sealed” – Marcel Proust.

-
Remarks:

Reflection
A. No. of learners who earned 80% in the
evaluation.
B. No. of learners who require additional activities for
remediation who scored below 80%.
C. Did the remedial lessons work? No. of learners
who have caught up with the lesson
D. No. of learners who continue to require
remediation
E. Which of my teaching strategies worked well?
Why did these work?
F. What difficulties did I encounter which my principal
or supervisor can help me solve?
G. What innovation or localized materials did I
use/discover which I wish to share with other
teachers?

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