Name: ______________________________________ Grade & Section: __11/12________ Score _______

School: _____________ Teacher: ___________ Subject: English for Academic and Professional Purpose
LAS Writer: KAREN ADAJAR-ZAMBRA_______________________________________________________
Content Editors: ZYNAFE V. CAIJO ___ _ ROMEL V. MAT-AN RAFFY G. HERRERA____
Lesson Topic: Field Report_________________________________________ QUARTER 4 WEEK 4 LAS 3
Learning Target: Determine the objectives and structures of field report. (CS_EN11/12A-EAPP-IIe-j-6)
Reference(s): Sarmiento, D., 2020. English for Academic Professional Purposes Quarter 2 Module 4:
Determines the Objectives and Structures of Various Kinds of Reports. Region V Bicol:
Department of Education, pp. 5-8.
Field Report
Field reports are a form of academic writing that focuses on observation and research writing
assignments. Field reports are often strand-specific, with terminology and themes unique to a particular
discipline. Regardless of the subject matter or intended academic discipline, the aim of all field reports is to
educate readers about the outcome and effect of an observed individual, location, or event. Through actual
observation you will be immersed in concepts, thereby allowing you to experience authentic life and career
situations.

Field reports enable you to better understand important concepts through examining, evaluating, and
reflecting on how they are applied in real-world contexts outside of the classroom or workplace; collect data more
effectively by immersion in real-world situations; and improve your ability to describe people, places, and events.
Parts of a Field Report
Field reports, just like all forms of academic writing, have the basic parts: introduction, body, and conclusion.
 The introduction explains the rationale or objectives why the writing project is being carried out. The
reader must be informed as to why the occurrence is important. This segment includes a summary of the
program's history or synopsis. This section contains a brief history or outline of the program. This
resembles the introductory section of most writing assignments, including the research paper, in which
the whys and whats of the research subject are discussed.
 In the body of the field report can be found the highlights of the event including who were involved, what
and why the events happened. Since a field report is about a specific event, it must provide a detailed
description of that event. Significant people, comments, or events are often illustrated in the body of a
field study. The writer's account must contain dates. This is done to verify or confirm the accuracy of the
event being identified.
 The conclusion is required to complete the analysis. The conclusion usually describes how the incident
contributed to the writer's understanding of life-changing lessons.

Example: Refer to the attached Sample Field Report

Activity 1: Directions: Write DEAL if the item given is essential in writing field report and NO DEAL if
otherwise.
____________ 1. Describing the particular event through observation and analysis.
____________ 2. Documenting your observations in the field in a systematic way manner.
____________ 3. Gathering data through stories you have heard is the best and easiest way to make a field
report.
____________ 4. Including dates in the writer’s account to validate or prove the authenticity of the event being
described.
____________ 5. Highlighting about different persons, remarks, or activities is applicable even the unifying
theme has been left out as long as you have a long-written field report.

____________ 6. Report writing, references and evidence are the three purposes of field report notes.

____________ 7. Labeling and marking who said the recorded opinions in your field report notebooks are
necessary.

____________ 8. After writing a field report, field report notes are not anymore needed.

____________ 9. Identifying the officers, locations, times, events, sketches, results of interviews including direct
quotes, leads, weather conditions, contact information and descriptions of people and
surroundings are the needed information in a field report.

_____________ 10. Writing a field report does not essentially strand-specific, with language and themes that
are specific to a given discipline.
QUARTER 4 WEEK 4 LAS 3 ATTACHMENT: SAMPLE FIELD REPORT

SPJ Peer-Learning Activity

Melissa Gilbuena

Every December, students from the Polomolok National High School- Special Program
in Journalism (PNHS-SPJ) would team up with their partner-schools to implement the peer-
learning activity. This is an activity anchored on the concept that students learn through their
peers. It aims to share knowledge with other learners from the partner-schools as the PNHS-
SPJ learners teach student-participants what they know best.
The partner-school for School Year 2019-2020 was the Amgu-o Elementary School at
Brgy. Landan, Polomolok, South Cotabato. A pure B’laan community school. It can be reached
only after hours of travel through a steep road.
Spearheaded by their SPJ Coordinator, Madonna L. Sua, the peer-learning activity aims
at motivating the participants to hone their writing skills and come up with articles for their school
paper.
My classmates and I prepared a three-day seminar-workshop that would allow us to
review our knowledge on Journalism, as we engaged the participants in the challenges of writing
articles for their school paper.
Today is December 13, 2019; from Polomolok National High School, my classmates and
I met at the agreed place which is the Barangay Cannery Site Gymnasium for the early-morning
jeep-ride. We were at the gymnasium as early as six o’clock in the morning but the jeepney left
at eight o’clock in the morning.
The ride to Amgu-o, Landan proved to be an ordeal through a steep road with cliffs on
both sides. The entire time we were inside the jeepney, we were excited and nervous if the
jeepney can make it through the steep road.
We arrived in Amgu-o Elementary School past nine in the morning. Mr. Delfin Sua, the
Teacher-in-Charge of the school welcomed us. Our class brought snacks for the participants.
This was the time that we were able to mingle with the learners of the said school.
It is almost 10 o’clock, the actual implementation of the service-learning task. I had amply
prepared for the activity, but I was unsure just who the participants would be. Although Mrs.
Karen Zambra, School Paper Adviser; had earlier informed us about the participants, we did not
expect to have fourth to sixth graders participants. We had been informed that some fourth
graders would be in attendance. As a result, we made some revisions to the activities to make it
more appropriate to the learners’ level. We have the modified module activities which included
more fun activities and games, more icebreakers and more age-appropriate peer-learning
strategies. Although we kept much of what we had previously included in the module, we
modified it a bit so the fourth-grader participants would not feel left out.