W1

Learning Area English Grade Level 7

Quarter Fourth Quarter Date
I. LESSON TITLE Using Graphic Organizers in Academic Writing
II. MOST ESSENTIAL LEARNING MELC 22. Distinguish features of academic writing
COMPETENCIES (MELCs) Enabling Competencies:
 Organize information about a chosen subject using a graphic organizer
 Organize information about a chosen subject using a one-step outline
III. CONTENT/CORE CONTENT Academic Writing
IV. LEARNING PHASES AND LEARNING ACTIVITIES

I. Introduction (Time Frame: 35 minutes)

Have you ever felt overwhelmed when the teacher asks you to write an essay
on your chosen topic? You wanted to write, but you did not know where to
start? You might be asking yourself:
 What will be the topic of my essay?
 What sources will be relevant to my topic?
 How will I develop and organize my essay?

This lesson will inform you about academic writing, which is often used in school
to complete a writing task for a specific subject. In higher levels, it is used as a
requirement for a track or a course. Some examples of this are essays and
research papers. This lesson will also guide you on how to use graphic
organizers in academic writing.

A. FEATURES
As a writer, you need to remember that academic writing uses words which are formal and objective.

1. Formal
It is important to be formal in writing an essay, which means your tone should not sound casual or conversational.
To make your writing more formal, try to:

a. avoid using colloquial, idiomatic, or slang b. use full words instead of contractions

Once the research is The information gathered can’t can not

completed, the is expected to be highly don’t do not
information will be top- valuable for future they’ve they have
notch. researchers. it’s it is
we’ll we will
Some people will find colloquial language (ex: top- A contraction is when two words are combined
notch) difficult to understand which can lead to into one. Use it only when you are using a direct
misinterpretation. Instead, find a formal equivalent of
quote from someone.
the word or just drop/remove it.

2. Objective
In general, academic writing is based on facts and evidence and is not affected by personal emotions. Therefore, to
make your essay or research paper convincing, you must use an unbiased style of writing.

To maintain an objective tone in your writing, avoid the following:

a. personal statement and judgement b. emotional language

I performed an The experiment was It is unfortunate that Based on the Philippine

experiment. performed.
I believe that fast food In this paper, the effects of
contributes to obesity. fast food consumption on
obesity were presented in
various studies.
many Filipinos do not Statistics Authority
have work these days. (PSA) data, about half
or 48.2% of
unemployed Filipinos
are from ages 18-24.

In writing a research report, for you to avoid Instead of emotional language, include facts or
personal pronoun like 'I', use the passive voice. evidence to prove your point.

Avoid phrases like "I believe", "I think", or “I feel”

because it may indicate bias.
IV. LEARNING PHASES AND LEARNING ACTIVITIES

B. ORGANIZATION

The structure of academic writing is similar to that of a simple

paragraph, with an introduction, body, and conclusion. These
three parts will be used in writing a short paragraph, an essay,
or a full-length report or research paper.

The hamburger is an example of a graphic organizer in writing

a paragraph or an essay. It allows you to see facts, concepts,
or ideas in a visual format. Like an essay, it has several layers –
the top bun, the filling, and the bottom bun.

Other graphic organizers that you can use in organizing your

ideas are Venn diagram, T-chart, concept map, sequence
chart, and main idea web.

When there are so many ideas about a topic for a report that
you do not know where to begin, the best thing to do is to
organize your ideas through an outline. It is also a graphic
organizer which helps you to identify the main ideas and
highlight the important facts.

When you make an outline, you can use the following format:

Here is an example of an outline on an informative essay on causes and effects of energy crisis:

What are the causes and effects of the energy crisis? Some of the
causes are increased use of energy, waste of energy, growing population,
and the shortage of the common fuels like coal, oil, and natural gas.
There is an increased use of energy because of more electrical
appliances used in homes. The need for more appliances also creates a
need for more electrical energy to make these appliances. Another
reason for the increased use of energy is the need for more transportation.
There is a waste of energy because people are careless and
leave their lights and appliances on. There are, today, also more instant-
on appliances for the convenience of users.
The growing population creates a demand for more energy as
more people use lights and other things that require fuel.
The most common fuels like coal, oil, and natural gas are used up
rapidly and cannot be replaced immediately for it takes time to build
these fuels.
As a result of the energy crisis, there are power shortages and
increase of prices.

As a student, it is important that you know how to distinguish the features of academic writing from other types of writing.
Keep in mind that using language that are formal and objective will present your ideas in a convincing and professional
manner. Finally, using a graphic organizer like an outline will help you plan and organize your thoughts before writing.
D. Development (Time Frame: 1 hour and 30 minutes)
Learning Task 1:
A. Identify and copy the words/phrases you would use to describe academic writing.
Biased language Creative Impersonal Objective Personal
Conversational Formal Informal Organized Unbiased language

B. Copy the table on your paper. Then, find the informal words and their formal equivalents below. The first one is done
for you as your guide.
a lot of cheap children don’t do not inexpensive internet kids net many

Informal Formal
a lot of many

Learning Task 2: Organize the following words/phrases into an outline. The main topics are provided for you as your guide.
Types of Texts
bar graph I. Linear texts
educational texts A. ____________________
letters B. ____________________
line graph C. ____________________
poems D. ____________________
pie chart II. Non-linear texts
short stories A. ____________________
Venn diagram B. ____________________
C. ____________________
D. ____________________

Learning Task 3: Read an excerpt of an informative essay that presents an environmental problem that we must address
with urgency because it affects the whole planet. After reading the text, copy the graphic organizer below in your paper
and supply the missing items.
Global warming is one of the major
environmental issues facing the world today. It
refers to the dramatic increase in the annual
average global surface temperature of the
earth. Many scientists predict that this rapid
change in temperature will most likely bring
changes to our climate. The rainfall distribution
will change and the frequency of severe
weather events like typhoons will increase. Our
weather patterns will undergo a profound
change. It will also cause sea levels to rise and
low-lying coastal areas to experience heavy
floods. It is also predicted to affect the crops
we grow and may even lead to decrease in
crop production.

E. Engagement (Time Frame: 1 hour and 30 minutes)

Learning Task 4:
1. For your final task, you will create an outline. First, choose one (1) from the topics listed below:
A. Date of Birth Events B. Hometown C. Your Interest
 events which took place on  information about your  information about your
the day you were born hometown or birthplace chosen topic
Example Outline: Example Outline: Example 1:
I. History Topic: Plastic
I. International Events II. Geography I. Advantages
II. National Events A. Cities II. Disadvantages
III. Local Events B. Municipalities
III. Culture Example 2:
A. Delicacies Topic: Space Exploration
B. Festivals I. Positive Effects
C. Tourist Spots II. Negative Effects
I.
IV. LEARNING PHASES AND LEARNING ACTIVITIES
2. Find out the various details about your chosen topic.
3. Interview your parent, grandparent, another close relative, or a friend to gather information.
4. If internet is available, you can search for information to find out more about your topic. Then, create an outline like
the examples provided. You can change the parts, add or remove main topics, subtopics, or details depending on
the information you have gathered.
5. Remember to follow the format in creating an outline and use the rubric below as your guide:
Rubric for Rating
Criteria 5 4 3 2 1
Format (correct and appropriate)
Accuracy (use of facts or evidence)
Organization (arrangement of information)
Mechanics (spelling and grammar)
A. Assimilation (Time Frame: 10 minutes)

This lesson emphasized that Academic writing in

English has a distinct style: it is formal and objective.
These features presented in the graphic organizer
make it possible to express ideas in a clear,
convincing, and professional manner. In addition, the
lesson discussed how you can utilize graphic
organizers in organizing your ideas or the information
you have gathered in a visual format.

Ponder on this and write your answers on

your paper:

 How will your knowledge in academic writing

help you as a student?
 How do you think you will use it in the future
(college, job, or business)?

V. ASSESSMENT (Time Frame: 10 minutes)

(Learning Activity Sheets for Enrichment, Remediation, or Assessment to be given on Weeks 3 and 6)
Instructions: Decide whether each statement is TRUE or FALSE.
1. Academic writing uses words which are formal and objective.
2. Idioms and slangs are acceptable in academic writing.
3. Instead of the words “is not”, I will use “isn’t” in academic writing.
4. I can use the phrase “a piece of cake” in academic writing.
5. The structure of academic writing consists of an introduction, body, and conclusion.
VI. REFLECTION (Time Frame: 5 minutes)
 Communicate your personal assessment as indicated in the Learner’s Assessment Card.
Personal Assessment on Learner’s Level of Performance
Using the symbols below, choose one which best describes your experience in working on each given task. Draw it in the column
for Level of Performance (LP). Be guided by the descriptions below:
 - I was able to do/perform the task without any difficulty. The task helped me in understanding the target content/ lesson.
 - I was able to do/perform the task. It was quite challenging, but it still helped me in understanding the target content/lesson.
? – I was not able to do/perform the task. It was extremely difficult. I need additional enrichment activities to be able to do/perform this
task.
Learning Task LP Learning Task LP Learning Task LP Learning Task LP
Number 1 Number 3 Number 5 Number 7
Number 2 Number 4 Number 6 Number 8

VII. REFERENCES Alabastro, Susana T., and Teresa G. Panelo. Bridges to Better Communication. Marikina City: J.C.
Palabay Enterprises, Inc., 2006.
Alcober, Edna M., Carlos A. Cortez, Linda D. Reyes, and Lourdes M. Ribo. English Arts I Textbook
for First Year. Quezon City: JTW Corporation, 2000.
Department of Education. English Grade 7 Learner's Material. Philippines: FEP Printing Corp, 2017.
Prepared by: Tesalonica C. Abesamis Checked by: Maria Madel C. Rubia
Teacher III, Luis Palad Integrated High School Luzviminda Cynthia Richelle F. Quintero
Rempson P. Sumilang