Las Eapp 1stq Ramos

Republic of the Philippines
Department of Education
REGION IV-A CALABARZON
SCHOOLS DIVISION OF BATANGAS
LEARNING ACTIVITY SHEET IN ENGLISH FOR ACADEMIC AND PROFESSIONAL

PURPOSES
Fundamentals of Academic Texts
Name of Learner: ___________________________________
Grade Level: 12
Strand/Track:
Section:
Date: Quarter 1/ Week 1/ 2 Days
A. Background Information for Learners

The texts that you read in school are different from the texts you read during your leisure time.
While the texts you read for pleasure such as graphic novels or magazines, can be likened to
the appeal of sweet desserts, academic texts are more like the heavy main course. More often
than not they need to be chewed and savored for a long time before their meanings can be fully
digested.
Below are some examples of academic texts

Academic Texts Description
Articles Published in scholarly journals, this type of academic text offers

results of research and development that can either impact the
academic community or provide relevance to nation-building.
Conference papers These are papers presented in scholastic conferences, and may
be revised as articles for possible publication in scholarly
journals.
Reviews These provide evaluation or reviews of works published in

scholarly journals.
Theses, These are personal researchers written by a candidate for a

Dissertations college or university degree.
Aside from the fundamental differences in content and form, the difference between academic
and non-academic texts lies in the approach you take when reading them.
Reading Goals
It is important that you know your purpose for reading early on, so you can save time and
improve your comprehension.
Before you read an academic text, ask yourself the following questions:
1. Why am I reading this text?
2. What information or pieces of information do I need?
3. What do I want to learn?
Below are some general purposes for reading an academic text.
 to better understand an existing idea
 to get ideas that can support a particular writing assignment
 to gain more information
 to identify gaps in existing studies
 to connect new ideas to existing ones
Structure of Academic Texts
Address: Provincial Sports Complex, Bolbok, 4200 Batangas City

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deped.batangas@deped.gov.ph
www.depedbatangas.org
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Academic Texts are typically formal. They have a clearly structured, body, and conclusion. They
also include information from credible sources which are, in turn, properly cited. They also
include a list of references used in developing the academic paper.
Content and Style of Academic Texts
Academic texts include concepts and theories that are related to the specific discipline they
explore. They usually exhibit all the properties of a well-written text i.e., organization, unity,
coherence and cohesion, as well as strict adherence to rules of language use and mechanics.
In general, authors observe the following when writing academic texts.
 They state critical questions and issues.
 They provide facts and evidence from credible sources.
 They use precise and accurate words while avoiding jargon and colloquial expressions.
 They list references.
 They use hedging or cautious language to tone down their claims.
B. Learning Competency with code

The learner differentiates language used in academic texts from various disciplines.
CS_EN11/12A-EAPP-Ia-c-2
C. Directions/ Instructions
After going through with this unit, you are expected to:
1. Read and follow each direction carefully.
2. Accomplish each activity for the mastery of competency.
3. Use the Learning Activity Sheets with care.
4. Record your points for each activity
5. Always aim to get at least 80% of the total number of given items.
6. If you have any questions, contact, or see your teacher through messenger or
text
D. Exercises / Activities
DAY 1
D.1 INTRODUCTION
a. What I need to Know
1. determine academic texts through language used,
2. differentiate academic texts from other kinds of texts; and
3. analyze academic texts.
b. What’s New?
Activity 1
Directions: Tick the column that determines how often you practice what the following
statements say. Do this as objectively as possible.
Always Sometimes Seldom Never
1. I can differentiate academic texts from non-

academic texts.
2. I can establish my purpose when reading

academic texts.

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3. I use graphic organizers to see the

relationships of the ideas in the text.
4. I read the title first then ask myself essential

questions about the topic.
5. I make inferences based in the title.
6. I check the evidence and arguments

presented to prove the main idea or thesis
statement.
7. I annotate a text to identify essential

information, comment on the author’s
arguments, or relate new ideas to existing
ones.
8. I read to answer my own questions posed

before reading a text.
9. I make a summary or synthesis of what I read
10. I read and re-read the text until my questions

have been answered or until I understand its
arguments.
Total
Grand Total
/30
Scoring Score Level of Proficiency

Always – 3 points 28 – 30 Advanced
Sometimes – 2 points 25 – 27 Proficient
Seldom - 1 point 23 – 25 Approaching Proficiency MY SCORE:
Never – 0 21-22 Developing Proficiency
20 and below Beginning Proficiency __________
____
D.2 DEVELOPMENT
a. What I Know?
Activity 2
Directions: For this part you are going to watch an informative video, prepare a
sheet of paper and pen. Make sure to jot down some important notes from the video
on your sheet of paper as you watch and understand the video in the link that
follows:
http://www.screencast.com/users/UnRdg_Library/folders/Study%20Advice/media/
898c4360-f86d-4808-812a-758d4ef4ac02..

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MY SCORE:
b. What’s In
Activity 3
Directions: From the notes you’ve gathered in Activity 2 accomplish the Venn
diagram below. Use the back portion of the paper for the diagram.
Non-Academic
Academic Texts
Texts
MY SCORE:
__________
____
c. What is It
Activity 4
Directions: Write a short explanation or justification of your answer in Activity 3.
___________________________________________________________________
__________________________________________________________________
__________________________________________________________________
MY SCORE:
DAY 2
D.3 ENGAGEMENT
a. What is more?
Activity 5:
Directions: Write TRUE if the statement is correct and FALSE if it is not.
1. Academic reading requires concentration and comprehension.
2. Academic texts are completely different from non-academic texts in
terms of structure and content.
3. Authors of academic texts usually present facts to support their main
argument.
4. Completing academic readings appears to be a challenge in which
students fail.
5. Critical reading strategies lead the readers to a partial understanding of
the text.
6. Essentially, the language of academic texts is precise and accurate.

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7. One has to determine his/her purpose before reading.
8. Reading strategies differ from one person to another.

9. Successful readers of academic texts generally integrate valuable
information or ideas from one source to another.
10. Through writing, readers are guided on ideas presented in the text.
b. What I can Do? MY SCORE:

Activity 6
Directions: Given the details in the Venn diagram for academic and non-academic
texts, look for two examples of text that belongs to Academic and Non-Academic and highlight
the identified characteristics among them which categorized them accordingly.
MY SCORE:
c. What other enrichment activities can I engage in?
Activity 7
Directions: After doing activity 6, come up with a five to ten sentences justification on
why the texts you have chosen is classified as academic and non-academic. Make sure
to mention the identified characteristics among them to prove your point. MY SCORE:
D.4 ASSIMILATION
a. What I have Learned?
Activity 8
Directions: Come up with a simple outline for an informative text highlighting the
difference between academic and non-academic texts. Focus on the structure, content and style
of academic texts. MY SCORE:
b. Assessment / What I can show

Activity 9:
Directions: Based on your outline write a 300 word informative text about the difference
between academic and non-academic texts. Be mindful of the structure, content and style of
your writing.

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MY SCORE:
____________
Activity 10:
Directions: Get one example of academic text used in your other classes. Whether from
a journal or newspaper or other resources that is related to your strand. Examine the text
and highlight ideas that you found useful for your understanding of the text.
MY SCORE:
E. Guide Questions
Activity 11
Directions: Make an analysis of the writing style and organization of the text. Let the
following question guide you into writing your analysis of the academic text.
1. What is the topic of the text?
2. What is the purpose of the text?
3. Did the text accomplish its purpose? Why? Or Why not?
4. Was the writer’s style in writing the text effective in understanding the text? Why? Or Why
not?
5. Did the text’s organization help you in understanding the text better? Why? Or Why not?
Encode your analysis on a short bond paper using the following format.
 Arial, font size: 12 MY SCORE:

 1.5 spacing
 1” margin on all sides
F. Rubrics
5 pts – Effectivity of Analysis
5 pts – Originality of analysis
20 pts – Content and Analysis of text
G. Reflection
Learners will write in their notebooks or journals their insights about the lesson.
I understand that_____________________.
I realized that _______________________.
H. References
I. Books
Saqueton, Grace M., and Uychoco, Marikit Tara A. (2016). English for Academic and
Professional Purposes. REX Book Store, Inc. Sampaloc Manila.
Mondez, Remilyn G. (2016). English for Academic and Professional Purposes. DIWA
Learning Systems Inc. Makati City.
Barrot, Dr. Jessie., and Sipacio, Philippe John. (2016). Communicate Today: English for
Academic and Professional Purposes for Senior High School. C & E Publishing
Inc. Quezon City.
Laurel, Ma. Milagros C. PhD., Lucero, Adelaida, F. PhD., and Bumatay-Cruz, Rosalina
T. PhD. (2016). English for Academic and Professional Purposes Teacher’s

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Guide – Academic. Department of Education – Bureau of Learning Resources

(DepEd-BLR). Pasig City.
II. Electronic Sources

http://www.screencast.com/users/UnRdg_Library/folders/Study%20Advice/media/
898c4360-f86d-4808-812a-758d4ef4ac02. Accessed last September 7, 2020.
DepEd Regional Memorandum No. 306 series 2020. MELC PIVOT 4A Budget of Work.
Page 358.
Department of Education. Curriculum and Instruction Strand. Most Essential Learning
Competencies Matrix K to 12 Curriculum. Pages 462 – 464.
PURPOSES
Nature of Academic Texts
Name of Learner: ___________________________________
Grade Level: 12
Strand/Track:
Section:

Academic writing is a process that starts with posing a question, problematizing a
concept, evaluating an opinion and ends in answering the question or questions posed,
clarifying the problem, and/or arguing for a stand.
Academic writing has a specific purpose: (1) to inform; (2) to argue a specific point; and
(3) to persuade. It also addresses a specific audience; the assumption is that your
audience is composed of people who are knowledgeable on the subject that you are
writing about; thus, you have to demonstrate a thorough understanding of your subject at
hand. This makes academic writing different from other form of writing, in which the
knowledge of the writer is assumed to be greater than that of the readers.
Academic writing is thinking; you cannot just write anything that comes to your mind.
You have to abide by the set of rules and practices in writing. You have to write in a
language that is appropriate and formal but not too pretentious. You also have to
consider the knowledge and background of your audience. You have to make sure that
you can back up your statement with strong and valid evidence. Writing academic
papers requires deliberate, thorough, and careful thought and that is why it involves
research.
Your audience will determine the language of your paper. For example, your audience is
a group of experts on language policies, it is acceptable to use jargon such as
vernacular, mother tongue, or first language. If your audience, however, are your fellow
students, you have to make sure that the words you use are explained in layman’s
terms.

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The learner uses knowledge of text structure to glean the information he/she needs.
text
DAY 1
D.1 INTRODUCTION
1. determine enriching information from text through a structure analysis,
2. develop deep understanding of texts; and
3. point out information that is essential in the text.
b. What’s New?
Activity 1
Directions: Answer the following questions as honestly as possible.
1. What is the easiest writing assignment you have done so far?
________________________________________________________________________
____________________________________________________________________
2. How about the most difficult writing assignment you have done?
________________________________________________________________________
____________________________________________________________________
3. What do you think made the writing assignment difficult or easy?

________________________________________________________________________
____________________________________________________________________
4. What do you understand about academic writing and its difference from other forms of
writing?
________________________________________________________________________
____________________________________________________________________
MY SCORE:
D.2 DEVELOPMENT __________

a. What I Know? ____
Activity 2

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Directions: Based on your answer in Activity 1, enumerate the ways on how you
would be encouraged to read, understand and write academically inclined
assignments.
MY SCORE:
b. What’s In __________
____
Activity 3
Directions: Based on the earlier discussion, answer the following questions using
your own words.
1. What is academic writing? What are its features?

_________________________________________________________________________
___________________________________________________________________
2. What is the importance of academic writing?

_________________________________________________________________________
___________________________________________________________________
3. How is academic writing different from other forms of writing?

_________________________________________________________________________
___________________________________________________________________
4. Why is academic writing equated to thinking?

_________________________________________________________________________
___________________________________________________________________
5. If you use the first person point of view in writing academic papers, is it still considered
academic? Explain your answer.
_________________________________________________________________________
___________________________________________________________________
MY SCORE:
c. What is It
Activity 4
Directions: From your answer on numbers 3-5 in Activity 3, search for information
from the internet that could back up your answers for the said numbers and write it
in your notebook.
MY SCORE:
DAY 2
D.3 ENGAGEMENT
a. What is more?
Activity 5
Directions: From your search in activity 4, come up with an illustration or drawing
showing your understanding of academic writing and its value to you as a Senior High
School student. MY SCORE:
b. What I can Do?

Activity 6

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Directions: Assign the students to a text by giving them their allotted letters ranging
from A-D, then give them the text they need to read, understand and analyze. You can
take notes in your notebook that is necessary in understanding the text assigned to you.
A: Why do they Say our English is Bad (An Excerpt) by Grace M. Saqueton
B: Mother Tongue (An Excerpt) by Amy Tan
C: Congratulatory Letter
MY SCORE:
D: Legal Document
Activity 7
Directions: Read and evaluate the text assigned to you and answer the following questions
after reading.
Assigned text
What is the text about? (Subject/ Focus)
What is the writer’s goal in writing the text? (Purpose)
Who is the target reader of the text? (Audience)
What is the point of view used in the text? (first

person, second person, third person)
How much does the writer know of the subject matter?

(writer’s knowledge)
How did the writer organize the text? (style)
Did the writer write in a formal or informal manner?

(tone)
How did the writer choose the words and organize the
sentences?
Was the language formal, informal, or casual?
MY SCORE:
D.4 ASSIMILATION
Activity 8
Directions: Accomplish the table for the other texts that was given in Activity 6.
Text A Text B Text C Text D
What is the text about? (Subject/

Focus)
What is the writer’s goal in writing

the text? (Purpose)
Who is the target reader of the

text? (Audience)

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What is the point of view used in

the text? (first person, second
person, third person)
How much does the writer know of

the subject matter? (writer’s
knowledge)
How did the writer organize the

text? (style)
Did the writer write in a formal or

informal manner? (tone)
How did the writer choose the

words and organize the
sentences?
Was the language formal,
informal, or casual?
MY SCORE:
c. Assessment / What I can show
Activity 9
Directions: After analyzing the texts above in groups and as a class answer the following
questions again based on your own understanding of the lecture and the activities.
1. How is academic writing different from other forms of writing?
_________________________________________________________________________
_________________________________________________________________________
2. Why is academic writing equated to thinking?
_________________________________________________________________________
_________________________________________________________________________
3. If you use the first person point of view in writing academic papers, is it still considered
academic? Explain your answer.
_________________________________________________________________________
_________________________________________________________________________
MY SCORE:
____________
Activity 10
Directions: It was mentioned in Text A (Why Do They Say That Our English Is Bad?)
that Filipino college students encounter problems in grammar when they write papers. It would
be interesting to find out if the same scenario applies to you and to your classmates, so do a
quick random survey on how your classmates write their essays. Use the following questions as
your guide.
1. What do you think are some problems that you and or/your classmates encounter when
you write academic papers?
2. What language do they use at home? Is it English or Filipino or any other language
(Chinese, Cebuano, Bikolano, etc.)?
3. Do you think they find it difficult to express their ideas in English if they don’t speak the
English language at home? How does this affect their language and style?

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4. Can you identify some words that are direct translation from Filipino which may affect the
meaning of the sentences? For example, saying “result to” instead of “result in” or saying
“open the lights” instead of “turn on the lights”.
MY SCORE:
.
E. Guide Questions
Activity 11
Directions: Based on the result of your survey and on your discussion of the features,
standards and requirements of academic writing, write a two-to-three-page essay on what you
think is the state of academic writing in the Philippine context. Use your personal knowledge,
what you hear from your teachers and on the news, and what you have read from books to
substantiate your opinion.
Consider the following areas as you write:
 Content: clarity of the purpose and thesis statement, relevance of the supporting points
to the thesis statement, knowledge on the subject matter.
 Structure: coherence and logical sequence of the ideas
 Language and style: word choice, sentence construction
 Mechanics: grammar, punctuation, capitalization, formatting, documentation.
Format:
 Arial, font size: 12
 1.5 spacing
MY SCORE:
F. Rubrics
5 pts – Language
5 pts – Mechanics
10 pts – Content
10 pts – Structure
G. Reflection
I realized that _______________________.
H. References
I. Books
Inc. Quezon City.

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Page 358.

PURPOSES
Reading Texts Critically
Name of Learner: ___________________________________
Grade Level: 12
Strand/Track:
Section:
Date: Quarter 1/ Week 2/ 1 Day

Critical reading involves scrutinizing any information that you read or hear. Critical reading
means not easily believing information offered to you by a text. “Read not to contradict and
confute; nor to believe and take for granted; nor to find talk and disclosure; but to weigh and
consider” as Francis Bacon stated on The Essays.
Critical reading is an active process of discovery because when you read critically, you are not
just receiving information but also making an interaction with the writer. The interaction happens
when you question the writer’s claims and assertions and when you comment on the writer’s
ideas.
Critical Reading Strategies

Reading academic texts requires focus and understanding. You have to interact with the text by
questioning its assumptions, responding to its arguments, and connecting it to real-life
experiences and applications. Critical or reflective reading helps you identify the key arguments
presented by the author and analyze concepts presented in the text.
 Determine which type of academic texts (article, review, thesis, etc.) you are reading.
 Determine and establish your purpose for reading
 Identify the author’s purpose for writing
 Predict or infer the main ideas or argument of the text based on its title.
 Identify your attitude towards the author and the text.
 State what you already know and what you want to learn about the topic.
 Determine the target audience.
 Check the publication date for relevance. It should have been published at most five
years earlier than the current year.

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 Check the reference list while making sure to consider the correctness of the formatting
style.
 Use a concept map or a graphic organizer to note your existing ideas and knowledge on
the topic.
Suggested ways to become a critical reader

 Annotate. One of the ways to interact with the writer is to write the text. You can
underline, circle, or highlight words, phrases, or sentences that contain important details,
or you can write marginal notes asking questions or connecting on the ideas of the
writer.
 Outline. In order to fully engage in a dialogue with the text or with the writer of the text,
you need to identify the main points of the writer and list them down so you can also
identify the ideas that the writer has raised to support his/her stand.
 Summarize. You can also get the main points of the text you are reading and write its
gist on your own words. A summary is usually one paragraph long.
 Evaluate. This is the point where the other three techniques – annotating, outlining, and
summarizing – will be helpful as well. When you evaluate a text, you question the
author’s purpose and intentions, as well as his/her assumptions in the claim.
Reading Strategies
a. SQ3R Method. Stands for Survey (or Skim), Question, Read, Recite (or Recall),
Review.
Stage Guidelines
 Skim the target task.
 Check the headings and tables, diagrams, or figures presented in the text.
Survey
 Read the first few and last sentences of the text to determine key information.
 Get a feel of the text
 Annotate the headings with your questions
Question
 Develop questions on the type of information you expect from the text
 Look for answers to your questions as you read the text.
Read  Stop and slow down if the passage is not clear
 Make sure to proceed reading only when you already understand the previous texts.
 Recount the main points of the text
Recite  Recall by writing a summary or synthesis based on what you understand of the text
 Highlight or underline the important points you read
 After finishing the text, go back and re-read the questions you wrote and see if you
can answer them ; if not, refresh your memory.
Review
 Evaluate what you learned to ensure that you are convinced and satisfied with the
information presented in the text.
b. KWL Method. Guides you in reading and understanding a text. To apply the KWL
method, simply make a table with three columns. In the first column, write what you
know about the topic (K); in the second, list down what you want to learn (W); and in the
last column, write down what you learned (L).

The learner uses various techniques in summarizing a variety of academic texts.

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text
DAY 1
D.1 INTRODUCTION
1. determine the different summarizing techniques, and
2. use the different summarizing techniques in understanding a text.
b. What’s New?
Activity 1
Directions: Ponder on this statement of Gary Goshgarian “Critical reading is an
active process of discovery.”, and answer the following questions.
 What does it mean to read critically?
 Why did Goshgarian say that critical reading is an active process of discovery?
MY SCORE:

a. What I Know?
Activity 2
Directions: Map out your answers by writing words/phrases that you associate with
critical reading, active, and process of discovery. Write as many words as you can.
Process
Critical
Active of
Reading
Discovery
MY SCORE:
__________
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c. What’s In
Activity 3
Directions: Using your own words write in your notebook your explanation on the
statement of Gary Goshgarian, “Critical reading is an active process of discovery.”.
MY SCORE:
c. What is It __________
Activity 4
Directions: Based on what you learned from the discussion, answer the following
questions using your own words.
1. What does it mean and take to be a critical reader?
_________________________________________________________________________
_________________________________________________________________________
2. Why is critical reading considered an active process of discovery?
_________________________________________________________________________
_________________________________________________________________________
3. Why is critical reading important? In what way is critical reading related to critical
writing?
_________________________________________________________________________
_________________________________________________________________________
4. What are the different ways to become a critical reader? Do you agree with them? Why
or why not?
_________________________________________________________________________
_________________________________________________________________________
MY SCORE:
D.3 ENGAGEMENT
a. What is more?
Activity 5
Directions: Go back to the text Why Do They Say that our English is Bad? (An
Excerpt) by Grace M. Saqueton. While reading the text, use annotation by encircling or
highlighting or underlining unfamiliar words or ideas that you think are questionable. Use
callouts to express ideas and feeling about certain information in the text.
MY SCORE:
b. What I can Do?
Activity 6
Directions: Using the KWL method, express what you know, what you want to know
and what you have learned from the text Why Do they Say that our English is Bad?
K W L
What I Know What I Want to Know What I Have Learned
MY SCORE:

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Activity 7
Directions: Use outlining to write a structured sentence or topic based on the text Why Do They
Say that our English is Bad?
Thesis Statement:
__________________________________________________________________________
__________________________________________________________________________
Supporting details:
Point1:_____________________________________________________________________
__________________________________________________________________________
Point2:_____________________________________________________________________
__________________________________________________________________________
Point3:_____________________________________________________________________
__________________________________________________________________________
MY SCORE:
D.4 ASSIMILATION
Activity 8
Directions: Among the three summarizing techniques (annotating, KWL chart and
outlining) you just have used in the activities, categorize the three among easiest, moderate and
hard to use. Then explain or justify your reason.
MY SCORE:
d. Assessment / What I can show
Activity 9
Directions: Read any academic text from any of your other classes show your
understanding of the text by using either KWL chart or SQ3R strategy.
MY SCORE:
Activity 10 ____________
Directions: Search for another reading strategy aside from the two discussed and use it
to read the same text you used in Activity 9.
MY SCORE:
.
E. Guide Questions
Activity 11
Directions: Submit a comparison of the strategies you used. Answer the following
questions.
 Which did you find more effective?
 Why do you think it is more effective?
Format:
 1.5 spacing MY SCORE:
F. Rubrics
5 pts – Mechanics
15 pts – Content

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5 pts – Structure
G. Reflection
Learners will write on their notebooks or journals their insights about the lesson.
I realized that _______________________.
H. References
I. Books
Inc. Quezon City.

Page 358.

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PURPOSES
Writing Academic Texts
Name of Learner: ___________________________________
Grade Level: 12
Strand/Track:
Section:
Date: Quarter 1/ Week 2/ 1 Day

The Writing Process
The Pre-Writing Stage
Did you realize that you have already followed the steps in pre-writing?
The first two steps are choosing a topic. Those steps include brainstorming, freewriting and
clustering; they are all steps in choosing a topic.
 Brainstorming. When you responded with ideas and concepts related to the broad concept
that your teaching gave you, you were already generating possible topics for your paper.
 Freewriting. It is similar to brainstorming in that you just write any idea that comes to your
mind. The idea is to put down into writing the ideas that you think of so that later in you will
be able to generate ideas and narrow them down into a single topic for your paper.
 Clustering. This technique provides a graphic representation of your ideas, allowing you to
visualize the connections and/or relationships of your ideas. Write your main topic at the
center of your paper then circle or box it. Think of subtopics and place them around the
center circle until you feel that you have developed all the subtopics fully.
The next step is to make sure that you focus on one idea that you are going to discuss
thoroughly in your paper. For example, the topic, gender stereotypes and bias is a broad
topic since there are a lot of issues that can be subsumed in that topic since there are lot of
issues that can be subsumed in that topic.
Once narrowed down, you ponder on the reason why you are writing, or you understand
what the writing assignment is for since most of the writing assignments that you do in high
school are assigned by your teachers. Understanding the assignment is important because
it will help you focus your ideas on the assigned tasks.
The last step in pre-writing is one of the most crucial steps, knowing your purpose and
identifying your reader or audience. Determining your purpose will help you communicate

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clearly your ideas to your readers, which is the goal of all writing. Once you have determined
your purpose, knowing your audience comes next. The knowledge, interests, attitudes, and
needs of your reader will give you an idea as to how you will organize your points and
claims in such a way that you can establish a common ground with your readers.
Some questions for audience analysis:
 Who are your readers? Are they familiar with the topic or subject? How much do they
know about your topic? How much background do you need to provide? Are they
experts, knowledgeable on the subject or have a vague idea of what the topic is about?
 What are their interests and how could you relate your topic to their interests?
 What is their general attitude towards your topic? Are they against, for, or neutral about
your topic?
 Do they have beliefs (cultural, religious, political) that you may have to consider in writing
your paper?
 Do they have misconceptions and biases that you have to address?
 What are your readers’ expectations from you?
The result of the audience analysis will help you dictate the tone of the paper. Tone refers to
the general mood of the essay. If you are writing for an audience who are experts, you have to
be careful and use a formal tone – one that will convey your knowledge and expertise – in
order to set the tone that is appropriate to your audience. If you are addressing an audience
whose knowledge is not that vast, on the other hand, you have to be informative and avoid
language that will sound intimidating to your readers.
Writing Stage
Developing Your Thesis
A thesis statement is the claim or stand that you will develop in your paper. It is the controlling
idea of your essay. A strong thesis statement usually contains an element of uncertainty, risk,
or challenge (Ramage, Bean, and Johnson 2006:34). The thesis statement should offer a
debatable claim that you can prove or disapprove in your essay. The claim should be
debatable enough to let your readers agree or disagree with you.
Thesis statement should not merely announce something or state fact. For example, ‘Women
and men are born to perform specific roles.’ This is not a good thesis statement because there
is nothing to contest in that statement; it is just stating that women and men have specific
roles to perform. You should give your thesis tension by introducing ideas that may challenge
your reader’s views.
Organizing Your Paper

Organizing your ideas means finding the connection of one point to another and establishing a
link from one idea to another.
Outlining. An effective way to ensuing the logical flow of your ideas. You can use the standard
outline complete with roman numerals and indentations or you may use lists, diagrams, or
maps.

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Introduction. An academic essay provides a background of your topic, poses a question

regarding the topic, explains how the question is problematic and significant, and gives the
writer’s thesis statement.
Body. The bulk of the essay is found here and where you develop an answer or propose a
solution to the thesis statement that you have given in the introduction. You must support your
main points and include the other details that would support your thesis statement.
Conclusion. This should bring together the points made in your paper and emphasize your final
point. This also provides an opportunity to provoke a final thought you wish your audience to
consider. Make sure that you synthesize your main points and emphasize your thesis
statement.
Understanding and Locating the Thesis Statement
Thesis statement presents or describes the point of an essay. In an academic text, the thesis is
usually presented in the abstract or executive summary or found at the last part of the
introduction. It is written in a declarative sentence.
Sample Abstract
Previous studies revealed that meaning -focused instruction (MFI) and form-focused
instruction (FFI) are two of the most effective approaches in developing the overall language
skills of second language learners, separately. However, no experimental studies have been
conducted to prove their effectiveness when integrated. This study, therefore, aims to fill in this
gap by investigating the effects of combining MFI and FFI in developing the speaking, writing,
and grammar skills of selected secondary ESL students in public high schools in the Philippines.
The participants involved in this study are 480 third year high school students. These students
were divided into four groups: group A (n=120) received both the MFI and FFI, Group B (n=120)
received MMI only, Group C (n=120) received FFI only, and Group D (n=120) received the
standard English programme for secondary ESL students. Findings revealed that students from
Group A, B, and C significantly improved their speaking, writing, and grammar skills but not
Group D. Based on ANOVA findings further showed that students from Group A have
outperformed students from Group B, C, D. From these findings, it is concluded that combining
MFI and FFI is an effective way to significantly improving the language skills of students. Future
directions and implications for teaching are also discussed.
Strategies in Locating the Thesis Statement

The following strategies are also useful in helping you locate the thesis statement of a text.
 Read the title of the text and make inferences on its purpose.
 If the text has no abstract or executive summary, read the first few paragraphs as the
thesis statement is usually located there.
 In other cases, you may also check the conclusion where the authors sum up and review
their main points.
Understanding and Locating Topic Sentence

Topic Sentence presents or describes the point of the paragraph; in other words, it is the main
idea of a paragraph. It can be located in the beginning, middle, or last part of a paragraph.

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Example
The Department of Social Welfare and Development (DSWD) is the agency responsible for
human development concerns such as the provision of social services such as those provided
in day care centers. For instance, DSWD is implementing the Supplementary Feeding Program
(SFP) nationwide. This is in addition to the regular meals served to Day Care Center children as
part of DSWD’s program to ensure that day care children are well-nourished as they attend
classes.
Source: “Education for All, 2015 National Review Report: Philippines” (2015)
Early Childhood Care and Development (ECCD) plays a crucial role in ensuring that children
are taught the skills and knowledge essential in building a learner’s interest to acquire education
in life. Recognizing the benefits of ECCD to a person’s well-being and the country, RA No. 8980
or the ECCD Act was legislated to institutionalize a national ECCD system. Through the ECCD
ACT a comprehensive, integrative and sustainable ECCD framework of the country was
developed. This ECCD Act promotes multisectoral and inter-agency collaboration under the
coordination of a national ECCD Council.
Source: “Education for All, 2015 National Review Report: Philippines” (2015)
Strategies in Locating the Topic Sentence

The following strategies are useful in helping you locate the topic sentence in a paragraph.
 Read the first sentence of the paragraph very carefully because most authors state their
topic sentence in the beginning of the paragraph.
 Browse the sentences in the paragraph to identify what they describe. The sentence that
best describes the topic of the paragraph is the topic sentence.
 Find the concept or idea being tackled, which in colloquial terms is the “big word” in the
paragraph. The sentence that defines the big word is usually the topic sentence.
 Identify the purpose of the paragraph. The sentence that presents or describes the
purpose is the topic sentence.
 Observe the writing style of the author. Focus specifically on where he/she usually
places his/her topic sentence.

The learner states the thesis statement of an academic text. CS_EN11/12A-EAPP-Ia-c-6
text
DAY 1
D.1 INTRODUCTION

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1. define thesis statement,
2. determine thesis statement in a paragraph, and
3. write a good thesis statement.
b. What’s New?
Activity 1
Directions: Jot down the different terms or ideas that you can think of about
‘Gender Issues’. Write two paragraphs using those ideas. Do not worry about
coherence and clarity for now. Just write anything that you can think of.
MY SCORE:
__________
D.2 DEVELOPMENT
a. What I Know?
Activity 2
Directions: Reread what you have written in Activity 1, and decide which of the
ideas are connected to each other. Group the similar ideas in one category. You may
use a graphic organizers (chart, map, arrows, table) to show the relationships of the
ideas.
MY SCORE:
d. What’s In __________
Activity 3
Directions: Examine the ideas that you mapped out and identify which ideas are
broad and/or general and which ideas are specific. Separate the broad topics from the
specific ones.
MY SCORE:
c. What is It
Activity 4 __________
Directions: Understand why you are writing the paper. In other words, pinpoint your
goal for writing the paper. Are you writing to inform, to describe, to persuade, or to
entertain? Think of the people who will possibly read your paper. Try to envision who
they are, what they know about your topic, what they need to know about your topic,
how they feel about your topic, what their attitudes are toward your topic, and what
would be the reasons they would read your paper.
MY SCORE:
D.3 ENGAGEMENT
a. What is more?
Activity 5
Directions: Allow three to four students to share their answers on activity 1 to 4. Then
proceed to the lecture. MY SCORE:
b. What I can Do?

Activity 6
Directions: Write T if the statement is true. Otherwise, write F.
1. A paragraph can consist of two or more topic sentences.

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2. The abstract presents the thesis of the text.

3. By observing the writing style of the author, you can determine the location of
the topic sentence.
4. Locating the thesis statement or topic sentence while reading a text can save
time.
5. Most of the time, the author begins the paragraph with a topic sentence.
6. Sometimes, the main idea is presented at the end of a paragraph.
7. The main idea is always stated in the first part of the paragraph.
8. The thesis of a text is in question form.
9. When an abstract is not provided, the thesis statement is not evident in the
text.
10. You don’t have to read the full text to know how to spot its main idea.
MY SCORE:

Activity 7
Directions: Individually, read each of the following texts and locate the main idea by underlining
it. Then rewrite the main idea in your own words.
A. This paper considers the nature of professional learning arising through the processes of
carrying out an action research. In professional organizations. It suggests that
communicative space opened up outside of the professional context can lead to
unanticipated professional learning. Such learning could be considered transformative in
the way it leads professionals to reframe their understanding of the dilemma arising from
doing action research. To illustrate this, two cases are presented to show the pivotal role
university tutors can play not only in the way they create and maintain communicative
space but also in the way they purposefully employ strategies to interrupt and challenge
viewpoints, assumptions and practices held by professionals doing action research,
enabling professional learning to become transformative.
Source: Eady, S., & Drew, V. (2015). Doing action research in organizations: Using
communicative spaces to facilitate (transformative) professional learning. Action Research.
13(2),105-122
___________
B. This study examines the viewpoints of Macau and Singapore residents on the
development of casino gambling and the social, economic, and environmental impacts
that are thought to arise. It also assesses whether differences exist between
sociodemographic groupings. The sample comprised 416 respondents from Macau and
409 from Singapore. An analysis using primarily descriptive statistics indicated both sub-
samples had similar viewpoints although Macau residents tended to have higher scores
pertaining to the consequences of gambling. It is suggested that the differences arise
due to the greater exposure of Macau residents to the influences of casino development.
Source: Wu,S-T., &Chen, Y-S. (2015). The social, economic, and environmental impacts of
casino gambling on the residents of Macau and Singapore. Tourism Management, 48, 285-298
___________

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C. Terrorists attack civilians to coerce their governments into making political concessions.
Does this strategy work? To empirically assess the effectiveness of terrorism, the author
exploits variation in the target selection of 125 violent substate campaigns. The results
show that terrorist campaigns against civilian targets are significantly less effective than
guerrilla campaigns against military targets at inducing government concessions. The
negative political effect of terrorism is evident across legit model specifications after
carefully controlling for tactical confounds, drawing on political psychology, the author
concludes with a theory to account for why governments resist compliance when their
civilians are targeted.
Source: Abrahms, M. (2012). The political effectiveness of terrorism revisited. Action Research,
45(3), 366-393.
___________
D. Filipino women are active as entrepreneurs. Data from the Department of Trade and
Industry for 2009 show that 54 percent of enterprises are owned by women. This Policy
Note discusses the challenges faced by women entrepreneurs. To achieve inclusive
growth in the Asia-Pacific region, it is critical to increase the economic opportunities of
women in the Asia-Pacific Economic Cooperation (APEC) economies. APEC members
must take national-level and regional actions towards creating enabling environments for
women enterprises and empowering women entrepreneurs. The significant number of
women entrepreneurs reflects the huge potential of women to make substantial
contributions to the national economy. For this to be realized, they need to be supported
through appropriate and timely interventions toward growing and scaling up their
business.
Source: Lazo, L. (2015). Challenges on the economic participation of women as entrepreneurs.
Philippine Institute for Development Studies Policy Notes Series No. 2015-03
___________
MY SCORE:
D.4 ASSIMILATION
Activity 8
Directions: based on the given text in Activity 7, what did you notice in the thesis
statement that forms the main idea?
MY SCORE:

Activity 9
Directions: Go to any of the following sites.
 Philippine Institute for Development Studies- Research paper Series –
http://www.pids.gov.ph/rps.php
 U.P. Diliman Journals Online – http://journals.upd.edu.ph/
 Kritika Kultural – http://kritikakultural.ateneo.net/type/issue
Find four articles in a field that is connected to your strand from any of the sites given.
MY SCORE:
Address: Provincial Sports Complex, Bolbok, 4200 Batangas City ____________

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Activity 10
Directions: From the sites given in Activity 9, read and understand the articles of your
choice. Apply what you have learned from previous lessons n techniques in
summarizing.
MY SCORE:
.
E. Guide Questions
Activity 11
Directions: Complete the items below with the information you gathered from the articles
you chose from Activity 9 and 10.
Text No.
Title of the Text:
Author/s of the Text:
Title of the Journal/ Publication:
URL or web address:
Main Idea:
Evidence that supports the main idea (provide at least two)
MY SCORE:
F. Rubrics
None for the lesson.
G. Reflection
I realized that _______________________.
H. References
I. Books
Inc. Quezon City.
Eady, S., & Drew, V. (2015). Doing action research in organizations: Using
communicative spaces to facilitate (transformative) professional learning. Action
Research. 13(2),105-122
Wu,S-T., & Chen, Y-S. (2015). The social, economic, and environmental impacts of
casino gambling on the residents of Macau and Singapore. Tourism
Management, 48, 285-298

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Abrahms, M. (2012). The political effectiveness of terrorism revisited. Action Research,

45(3), 366-393.
Lazo, L. (2015). Challenges on the economic participation of women as entrepreneurs.
Philippine Institute for Development Studies Policy Notes Series No. 2015-03
http://www.pids.gov.ph/rps.php. Accessed last October 7, 2020
http://journals.upd.edu.ph/. Accessed last October 7, 2020
http://kritikakultural.ateneo.net/type/issue. Accessed last October 7, 2020
Page 358.

PURPOSES
Texts in Various Discipline
Name of Learner: ___________________________________
Grade Level: 12
Strand/Track:
Section:
Date: Quarter 1/ Week 2-3/ 4 Days

Refer to the given lesson 1-4.

The learner outlines reading texts in various disciplines. CS_EN11/12A-EAPP-Ia-c-8
text
DAY 1

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D.1 INTRODUCTION
1. determine how to outline texts, and
2. assess knowledge about the reading texts.
.
b. What’s New?
Activity 1
Directions: Tick the column that determines how often you practice what the following
statements say. Do this as objectively as possible.
1. I can differentiate academic texts from non-
academic texts.
2. I can establish my purpose when reading
academic texts.
3. I use graphic organizers to see the
relationships of the ideas in the text.
4. I read the title first then ask myself essential
questions about the topic.
5. I make inferences based in the title.
6. I check the evidence and arguments presented
to prove the main idea or thesis statement.
7. I annotate a text to identify essential
information, comment on the author’s
arguments, or relate new ideas to existing
ones.
8. I read to answer my own questions posed
before reading a text.
9. I make a summary or synthesis of what I read
10. I read and re-read the text until my questions
have been answered or until I understand its
arguments.
Total
Grand Total /30
Seldom - 1 point 23 – 25 Approaching Proficiency
20 and below Beginning Proficiency
MY SCORE:
__________
D.2 DEVELOPMENT ____
a. What I Know?
Activity 2

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Directions: Based on your answer in the table in Lesson 1 and 5, highlight the
points or statements that show changes or progress of your answers
MY SCORE:
__________
DAY 2 ____
b. What’s In
Activity 3
Directions Prepare a simple power point presentation on how the changes affects
you as a student of Senior High School and how you wish to apply the learning to
your future endeavors in this class.
Format:
Font Size: 32
Font Style: Arial
The content must answer the task given above, and be ready to present your
answers for the class. Presentations must be submitted prior to the presentation.
Note: open discussion is strongly advised for this lesson
MY SCORE:
c. What is It __________
Activity 4 ____
Directions: MODIFIED TRUE OR FALSE: Read the following statements carefully.
Write TRUE if the statement is correct. Write the correct answer for the underlined
word if the statement is incorrect.
1. Skills under productive skills are listening and reading.
2. Academic writing requires thinking and thorough research.
3. The basic parts of an academic text are introduction, body and conclusion.
4. Journals, newspaper articles and book reviews are considered academic texts.
5. Skimming is a reading technique used to identify specific information in a text.
6. Experiences and cultural exposures of authors can affect the tone of an academic
text.
7. The audience can be determined through the vocabulary used and length of
sentences found in the text.
8. Skills such as reading, writing, phonology and listening are considered as the four
macro skills in English.
9. Pronouns like: he, she, they are often used in an academic text; these pronouns are
in the second person point of view.
10. Academic texts are texts that impart information since the writer’s knowledge is
assumed to be greater than that of the readers.
MY SCORE:
DAY 3
D.3 ENGAGEMENT
a. What is more?
Activity 5
Directions: Read the text below then use annotating to show your questions and ideas
regarding the read text.
Today’s lifestyle has dramatically changed sleeping patterns. There are too many
places to go to, people to see, meetings to attend, deadlines to beat, reports and

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assignments to submit, not to mention the partying, socializing, family functions and
workout at the gym one has to attend to.
When there is not enough time to accomplish the day’s hectic schedule, we often borrow
time at night to accommodate it all, to a point that this becomes a habit, a lifestyle. In
fact, a lot of people think they can cruise through life with little sleep because there is too
much to do. But the reality is, if we can wear down the body of sufficient sleep, it’s a self-
imposed punishment that can wear down the body, beat the brain, and leave us slow
and sick – even dead – years before our time.
Depriving the body of sleep is as dangerous as any other disorder or disease that
afflicts the body. An effect of sleep deprivation is the risk of coronary heart disease;
sleeping too little may increase your risk of coronary heart disease. If your body gets an
average of less than five hours of sleep at night, your chances of suffering heart attack
nearly doubles compared to when you have a complete, rejuvenating sleep. Another
effect is hormonal disturbances that happen when sleeping suppressed the sympathetic
nervous system, the parts of the body that creates “flight or fight” hormones, causing the
imbalance in the body.
MY SCORE:
b. What I can Do?

Activity 6
Directions: After reading the text in activity 5 answer the questions below. Write your
answer and cite proofs found in the text to justify your answer.
Answer Proof
1. What is the text
about? (Subject/
Focus)
2. What is the
writer’s goal in
writing the text?
(Purpose)
3. Who is the target
reader of the text?
(Audience)
4. What is the
point of view used
in the text?
(first person,
second person,
third person)
5. How much
does the writer
know of the subject
matter?
(writer’s
knowledge)
6. How did the writer
organize the text?

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(style)
7. Did the writer write
in a formal or
informal manner?
(tone)
8. How did the writer
choose the words
and organize the
sentences? Was
the language
formal, informal, or
casual?

Activity 7
Directions: Fill in the blanks. Write your answers.
1. is a process that starts with 2. a question, 3. a
concept, 4. an opinion, and ends in 5. the question/s posed, 6.
__ the problem, and/ or 7. arguing for a stand. 8. ,
9. and a deep 10. of the topic being discussed to fully transmit
the 11. or opinion needed to be shared.
The English language has four macro skills: 12. ,13. , 14. ,
and 15. .
MY SCORE:
D.4 ASSIMILATION
Activity 8
Directions: Recall the text patterns discussed during the subject Reading and Writing
Skills. (Narration, Description, Definition, Classification-Exemplification, Comparison and
Contrast, Cause and Effect, Problem -Solution and Persuasive). Search one article from
journals or newspapers for the different text patterns. Read the articles carefully.
MY SCORE:
DAY 4
Activity 9
Directions: From the article you found, fill in the information needed on the items below.
Text Pattern
Title of the Text:
Author/s of the Text:
Title of the Journal/ Publication:
URL or web address:
MY SCORE:
Activity 10
Directions: Still, from the article you found, write the main idea and
evidences supporting it.
MY SCORE:

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Main Idea:
Evidence that supports the main idea (provide at least two)
Then, highlight the introduction, body and conclusion of the text.

MY SCORE:
E. Guide Questions
Activity 11
Directions: Answer the questions below.
1. What is the text about? (Subject/ Focus)
2. What is the writer’s goal in writing the text? (Purpose)
3. Who is the target reader of the text? (Audience)
4. What is the point of view used in the text? (first, second, or third person)
5. How much does the writer know of the subject matter? (writer’s knowledge)
6. How did the writer organize the text? (style)
7. Did the writer write in a formal or informal manner? (tone)
8. How did the writer choose the words and organize the sentences? Was the language
formal, informal, or casual?
9. Come up with a portfolio of your work. MY SCORE:
F. Rubrics
10 pts – Creativity and Cleanliness
30 pts – Content
10 pts – Appropriateness of the articles
G. Reflection
I realized that _______________________.
H. References
I. Books
Inc. Quezon City.
Page 358.

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PURPOSES
Critical Approaches in Writing a Critique
Name of Learner: ___________________________________
Grade Level: 12
Strand/Track:
Section:

Reaction Papers, Reviews, and Critiques
Reaction Paper, a review, and a critique are specialized forms of writing in which a
reviewer or reader evaluates any of the following:
 A scholarly work (e.g., academic books and articles)

 A work of art (e.g., performance art, play, dance, sports, film, exhibits)
 Designs (e.g., industrial designs, furniture, fashion design)
 Graphic design (e.g., posters, billboards, commercials, and digital media)
Reaction papers, reviews, and critiques usually range in length from 250 to 750 words.
They are not simply summaries but are critical assessments, analyses, or evaluation of
different works. As advanced forms of writing they involve your skills in critical thinking

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and recognizing arguments. However, you should not connect the word critique to
cynicism and pessimism.
Reviewers do not simply rely on mere opinions; rather they use both proofs and logical
reasoning to substantiate their comments. They process ideas and theories, revisit and
extend ideas in a specific field of study and present an analytical response to a book or
article.
Critical Approaches in Writing a Critique

There are various ways or standpoints by which you can analyze and critique a certain
material. You can critique a material based on its technical aspects, its approach to
gender, your reaction as the audience, or through its portrayal of class struggle and
social structure.
1. Formalism. Claims that literary works contain intrinsic properties and treats each work
as a distinct work of art. It posits that the key to understanding a text is through the text
itself; the historical context, the author, or any other external contexts are not necessary
in interpreting the meaning.
Following are the common aspects looked into in formalism.

 Author’s techniques in resolving contradictions within the work.
 Central passage that sums up the entirety of the work.
 Contribution of parts and the work as a whole to its aesthetic quality
 Contribution of rhymes and rhythms to the meaning or effect of the work
 Relationship of the form and the content
 Use of imagery to develop the symbols used in the work
 Paradox, ambiguity, and irony in the work
 Unity in the work
2. Feminist. Focuses on how literature presents women as subjects of socio-political,

psychological, and economic oppression. It also reveals how aspects of our culture are
patriarchal, i.e., how our culture views men as superior and women as inferior.
The common aspects looked into when using feminism are as follows:
 How culture determines gender
 How gender equality (or lack of it) is presented in the text
 How gender issues are presented in literary works and other aspects of human
production and daily life.
 How women are socially, politically, psychologically, and economically oppressed
by patriarchy
 How patriarchal ideology is an overpowering presence
3. Reader response. Concerned with the reviewer’s reaction as an audience of a work.

This approach claims that the reader’s role cannot be separated from understanding the
work; a text does not have meaning until the reader reads it and interprets it. Readers
are therefore not passive and distant but are active consumers of the material presented
to them. The common aspects looked into when using reader response criticism are as
follows:
 Interaction between the reader and the text creating meaning

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 The impact of readers’ delivery of sounds and visuals on enhancing and changing
meaning
4. Marxist. Concerned with the differences between economic classes and implications of
a capitalist system, such as the continuing conflicts between the working class and the
elite. Hence, it attempts to reveal that the ultimate source of people’s experience is the
socioeconomic system. The common aspects looked into when using Marxist criticism
are as follows:
 Social class as represented in the work
 Social class of the writer/ creator
 Social class of the characters
 Conflicts and interactions between economic classes
5. Cultural. Often referred to as “culture teaching through literature” since culture and
tradition are manifested through literature. Questions addressed are:
 What culture (prominent, or less prominent) is manifested in reading the selection?
 What specific culture of the people or time is expressed in the characters’ action
 What particular culture or tradition is being promoted by the selection as revealed
by the following: setting, characters, plot (exposition, rising action, climax,
resolution).
6. Psychological. Concerned with the expression of personality, inner drives, neurosis,

etc. It also includes the psychology of the author, of the characters, and the psychology
of creation. Questions addressed are the following:
 What kind of personality does a particular behavioral problem(s) display?
7. Historical. It is often referred to as the “moment-milieu race” since literature use both a
reflection and a product of the time and circumstances in which it was written. This
theory sees man as a member of a particular society of nation, in particular.
Answers the following questions:
 What particular historical events are impetus to such motives, conflicts of the
character?
 What major historical change(s) is reflected/ overshadowed in the setting of the
story?
 In what period was the piece written?
 How does such a historical event affect the chain of events/plot in the story?

The learner uses appropriate critical approaches in writing critique such as formalism,
feminism, etc. CS_EN11/12A-EAPP-Id-f-16

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text
DAY 1
D.1 INTRODUCTION
1. determine the different critical approaches in writing a critique,
2. tell what approach is present on a given critique and/or material and
3. apply the knowledge on critical approaches when evaluating a critique.
.
b. What’s New?
Activity 1
Directions: Play the video, Paperman. https://www.youtube.com/watch?
v=1QAI4B_2Mfc Watch the film closely, afterwards, answer the following questions.
1. What was the film about? Answer it in three sentences.
_________________________________________________________________________
2. Did you like the film? Why or why not? List the reasons below.
_________________________________________________________________________
3. Which part of the film did you like best? Why? Which part did you not like? Why?
_________________________________________________________________________
_________________________________________________________________________
MY SCORE:
__________
a. What I Know?
Activity 2
Directions: Summarize the film as you understood it. Your summary must be at
most fifteen sentences.
MY SCORE:
__________
c. What’s In ____
Activity 3
Directions: Tick the column that determines how often you practice what the
following statements say. Do this as objectively as possible.
1. I consider my purpose before writing a reaction
paper, review, or critique.
2. I take the reader into consideration when
writing.
3. I summarize the content of the material at the
beginning of my reaction paper, review or
critique.

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4. I form opinions based on facts and cite

instances in the text or material to support
these opinions.
5. I use reliable sources to support my ideas.
6. I evaluate the article or book using sound
explanation.
7. I raise my points objectively with sufficient
information.
8. I critique a material using appropriate critical
approaches.
9. I point out the ideas that the author missed,
scenes that were left hanging, or questions
which were unanswered.
10. I state my overall impression of the work at the
end of the review.
Total
Grand Total /30
Seldom - 1 point 23SCORE
MY – 25 : Approaching Proficiency
20 and below
__________ Beginning Proficiency
c. What is It
Activity 4
Directions: Write TRUE if the statement is true and FALSE if otherwise.
1. A review or reaction paper involves higher-order-thinking skills.
2. Feminist criticism relates to conflicts between classes,
3. Marxist criticism involves the analysis of the intrinsic features of a text.
4. Historical criticism refers to the “culture teaching through literature”.
5. Cultural criticism pertains to culture and traditions manifested through
time.
6. Formalism is concerned with the expression of personality and inner
drives.
7. Reader response acknowledges the “moment-milieu race”
8. Reaction papers can be scholarly works such as academic books.
9. You can critique a material based on its technical aspects.
10. reviewers do not simply rely on mere opinions.
MY SCORE:
DAY 2
D.3 ENGAGEMENT*
a. What is more?
Activity 5
Directions: Read Heneral Luna Movie Review:
http://www.filmpolicereviews.com/heneral-luna/
After reading the movie review point out which part of the movie review stood out or
left a mark for you and why.

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MY SCORE:
b. What I can Do?

Activity 6
Directions: Then Evaluate the same movie review using the following rubric.
Legend:
VGE – to a very great extent SE – to some extent N -not at all
GE – to a great extent LE – to a little extent
VGE GE SE LE N
(50) (4) (3) (2) (1)
CONTENT (35%)
The main idea is clear.
The explanation is comprehensive and sufficient.
The explanation has depth.
Supporting details are directly linked to the main idea.
The introduction states the title, director, and main idea of
the reviewed movie.
The paper presents the summary of the reviewed movie.
The paper presents different perspectives of the issues
raised.
The paper clearly points out the weaknesses of the
movie
The explanation and opinion are supported by evidence.
Ideas are presented convincingly.
The conclusion states the overall impression of the work.
ORGANIZATION (25%)
The paper uses organizational pattern and structure
appropriate for the genre.
Cohesive devices are effectively used.
Ideas are correctly placed which improves the paper’s
organization.
The flow of ideas is smooth and easy to read.
STYLE (20%)
The paper showcases the writer’s voice.
The paper uses a variety of sentence structures.
The paper eliminates sexist language.
The paper uses language appropriate to context.
The paper eliminates wordiness.
GRAMMAR AND MECHANICS (10%)
The grammar is accurate.
Spelling, capitalization, and punctuations are correctly
used.
Word choice is appropriate.
Sentences are well structured.
DOCUMENTATION AND SOURCES (10%)
The paper uses correct citation and reference format.
Sources used are reliable.
Sources used are relevant to the topic.

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TOTAL
Rating:
VGE: 4.01-5.00 SE: 2.01–3.00 N: 1.00
GE: 3.01–4.00 LE: 1.01-2.00
MY SCORE:
Activity 7
Directions: After doing activity 6, summarize your general evaluation using the table
below.
Criteria Evaluation
Good features of the

review
Bad features of the review
Revisions needed
MY SCORE:
D.4 ASSIMILATION
Activity 8
Directions: Write the over-all impression based on your answers in activity 6 and 7.
Make sure to highlight points that will strengthen your discussion.
MY SCORE:
Activity 9
Directions: Assign and provide a movie review of the film Heneral Luna for the
students.
Review 1: “Epic Movie Shows how the Revolution Assassinated Heneral Luna”
Review 2: “Heneral Luna” Film Police Review
Review 3: “Heneral Luna” Clarence Tsui
Review 4: “Heneral Luna shows human side of hero”
Read and understand the movie review assigned for you. You can use the learned skills
from previous lessons in summarizing to further understand the review. If you have any
questions regarding the movie review feel free to ask.
MY SCORE:
____________
Activity 10
Directions: Using the review assigned in activity 9, highlight by annotating the important
points in the movie review that vividly shows the connection of the review to the title of
the movie review to the main review itself.

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MY SCORE:
.
E. Guide Questions
Activity 11
Directions: Looking into the movie reviews find parts of the movie that highlights the
criticisms that were discussed. Give vivid descriptions of the scenes and how the criticism
presented in the scene. Be guided by the questions for every group.
Encode your analysis and review on criticism on a short bond paper using the following
format.
 1.5 spacing
Review 1: “Epic Movie Shows how the Revolution Assassinated Heneral Luna” (*attachment in
handout)
1) How does Director Jerrold Tarog revive the historical action movie in Heneral Luna?
2) In what ways may the movie be considered “superbly made?”
3) How significant is the reference to Juan Luna’s Spoliarium to the ending of the movie?
4) How different “an action man” is Gen. Luna from other Filipino heroes depicted in movies?
5) What makes the subject matter of the movie most intriguing?
6) Explain why A. Luna was a tragic character, a “victim of the damaged culture of the
Filipinos,” and of the “ultra-nationalism that has bedeviled Philippine history.”
7) Do you agree that Gen. A. Luna “was assassinated by the Revolution?” Why or why not?
Review 2: “Heneral Luna” Film Police Review (*attachment in handout)
1) What makes Heneral Luna different from the run-off-the-mill historical biopic?
2) What tone do you detect in Par. 3 when the review asserts that the “real focus here is the
tension, the inner turmoil, that brewed in the ranks of our so-called founding fathers?”
3) Which is the most praiseworthy feature of the movie?
4) Which is the problematic element?
5) What are the positive and negative effects of the use of the frame narrative?
Review 3: “Heneral Luna” Clarence Tsui (*attachment in handout)
1) How does the movie “pay tribute to the heroic military commander spearheading the
Philippines struggle for nationhood at the end of the 19th century?”
2) What important qualities of the blockbuster movie “have generated the immense buzz in
the Philippines?”
3) Outside of the country, however, what limitations would prevent the movie from winning in
international competitions?
4) What special role does Joven play in reconstructing our history in the movie?
5) Contrast Gen. Luna with Aguinaldo, especially in their traits and their manner of operation.
6) Explain what is meant by the bold observation here that the movie, in effect, “plays out a
whirlwind J’accuse?”
7) In what way is Luna depicted as “a selfless patriot in a dangerous age?”
8) Clarify how the movie is a “wake-up call” against our worst enemies.
9) How relevant is the movie message tour of the contemporary political landscape?
10) Among its artistic components, which is the heavy weight?
Review 4: “Heneral Luna shows human side of hero” (*attachment in handout)
1) In what way was Luna’s personality “beautifully captured in Heneral Luna?”
2) What is the effect of showing Luna’s merciless killing by fellow Filipinos on the big screen?
3) How did the film “combine history and art, without sacrificing anything?”
4) How does the movie show to Filipinos that “heroes are humans, too?”
F. Rubrics
MY SCORE:

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10 pts – Clarity of discussion

30 pts – Content of analysis
10 pts – Mechanics and Grammar
G. Reflection
I realized that _______________________.
H. References
I. Books
Inc. Quezon City.
Paperman. https://www.youtube.com/watch?v=1QAI4B_2Mfc Accessed last October 15,
2020
Page 358.

PURPOSES
Writing Reaction Paper/ Review/ Critique
Name of Learner: ___________________________________
Grade Level: 12
Strand/Track:
Section:

Structure of a Reaction Paper, Review, or Critique
You have to follow a logical organization and structure for your reaction paper or review to be
able to present your critical evaluation effectively.
Structure for Critiques of Academic Researches and Articles
Introduction (around 5% of the paper)

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 Title of the book/ article/ work

 Writer’s name
 Thesis statement
Summary (around 10% of the paper)

 Objective or purpose
 Methods used (if applicable)
 Major findings, claims, ideas, or messages
Review/ Critique (in no particular order and around75% of the paper)

 Appropriateness of methodology to support the arguments (for books and articles) or
appropriateness of mode of presentation (other works)
 Theoretical soundness, coherence of ideas
 Sufficiency and soundness of explanation in relation to other available information and
experts
 Other perspectives in explaining the concepts and ideas
 It is best to ask the following questions during this part:
o Does the writer explicitly state his/her thesis statement?
o What are the assumptions (i.e., a scientific/ logical/literary explanation without
evidence) mentioned in the work? Are they explicitly discussed?
o What are the contributions of the work to the field where it belongs?
o What problems and issues are discussed or presented in the work?
o What kinds of information (e.g., observation, survey, statistics, historical accounts)
are presented in the work? How are they used to support the arguments or thesis?
o Are there other ways of supporting the arguments or thesis aside from the
information used in the work? Is the author or creator silent about these alternative
ways of explanation?
Conclusion (around 10% of the paper)

 Overall impression of the work
 Scholarly or literary value of the reviewed article, book, or work
 Benefits for the intended audience or field
 Suggestion for future direction of research
For other types of reviews, there is no prescribed structure, but the following sections are almost
always present.
Introduction
 Basic details about the material, such as its title, director, or artist, name of exhibition/
event, and the like
 Main assessment of the material (for films and performances)
Plot Summary / Description

 Gist of the plot
 Simple description of the artwork
Analysis/ Interpretation

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 Discussion and analysis of the work (you may employ the critical approaches here)
 It is best to ask the following questions during this part:
o What aspects of the work make you think it is a success or failure?
o Were there unanswered questions or plot lines? If yes, how did they affect the story?
o Does the work remind you of other things you have experienced through analogies,
metaphors, or other figurative devices? How does this contribute to the meaning?
o How does the work relate to other ideas or events in the world and /or in your other
studies?
o What stood out while you were watching the film or the performance?
Conclusion / Evaluation
 Reinforcement of main assessment
 Comparison to similar work
 Recommendation of the material (if you liked it)
Guidelines in Writing a Reaction Paper, Review, or Critique
1. For articles or journals

a. Read, view, or listen to the work to be reviewed carefully to get the main topic or
the concepts presented, then revisit the work to further identify its arguments or
message.
b. Relate the content of the work to what you already know about the topic. This will
make you more engaged in the article or book.
c. Focus on discussing how the book treats the topic and not the topic itself. Use
phrases such as this book/ work presents, and the author argues.
d. Situate your review. This means that your analysis should be anchored on the
theories presented by the writer or creator.
e. Report type of analysis or mode of presentation the writer/ creator used and how
this type of analysis supports the arguments and claims.
f. Examine whether the findings are adequately supported and how the connections
between ideas affect the conclusions and findings.
g. Suggest points for improvement of the reasoning, explanation, presentation of
ideas, as well as alternative methods and processes of reasoning.
h. Compare the writer’s or creator’s explanation of the topic to that of another expert
from the same field of study.
i. Point out other conclusions or interpretations that the writer/ creator missed out.
Present other ideas that need to be examined.
j. Show your agreement with the writer’s or creator’s ideas and present an
explanation for this agreement.
2. For artworks and other media

a. When critiquing artworks or posters, make sure to use speculative verbs such as
evoke, create, appear, and suggest to show that your interpretation of the artist’s
work is just that – an interpretation.
b. Presume that the reader has not yet seen the material you are reviewing, so make
sure to describe it to them. For reviews of films or plays, make sure not to spoil key
events unless they figure in your review, in which case always add a disclaimer.

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c. For artworks, describe the material in simple terms to help your audience visualize
it; refrain from being vague or abstract.
3. On a general note, your reaction paper’s conclusion may focus on the following
ideas
a. Did the work hold your interest?
b. Did the work annoy or excite you?
c. Did the work prompt you to raise questions to the author?
d. Did the work lead you to some realizations?
e. Did the work remind you of other materials that you have read, viewed or listened
to in the past?

The learner writes an objective/ balanced review or critique of a work of art, an event or
a program. CS_EN11/12A-EAPP-Id-f-18
text
DAY 1
D.1 INTRODUCTION
1. determine the guidelines in writing a critique or review,
2. write an insightful review of a book following the guidelines and
3. apply the knowledge on critical approaches when evaluating a film.
.
b. What’s New?
Activity 1
Directions: Using the data from the previous lesson activity 6, based on your
evaluation, share to the class insights gained from reading the review Heneral Luna
and the evaluation you have done following the parts in the table. Then give your
overall impression on the review Heneral Luna. Make sure to elaborate your
thoughts and give concrete examples from the review Heneral Luna to give an
objective conclusion to the read review.
MY SCORE:
DAY 2 __________

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a. What I Know?
Activity 2
Directions: Write TRUE if the statement is correct and write FALSE if it is not.
1. A reaction paper, review and critique generally use the same

organization of ideas.
2. A review must always be organized using a structure.
3. More than half of a review or critique should be devoted to the
summary.
4. The name of an author and title of the reviewed article are placed at
the end of the review or critique.
5. The reviewer’s overall impression of the material being reviewed
should be placed in the introduction.
6. When writing a review, reaction paper, or critique, only one perspective
should be used.
7. Writing a reaction paper, review or critique is exclusive for scholars.
8. A review or reaction paper involves higher-order thinking skills.
9. A review, reaction paper, or critique have to follow a logical
organization.
10. the conclusion of a review, reaction paper or critique consist only of
5% of the paper.
MY SCORE:
d. What’s In __________
Activity 3
Directions: Read the book Tuesdays with Morrie by Mitch Albom then provide the
needed details. Check the PDF of the book in our Google classroom for this activity.
Article /Book Title:
Article / Book Author:
Topic:
MY SCORE:
c. What is It
Activity 4
Directions: Still using the book Tuesdays with Morrie by Mitch Albom complete the
given information to come up with a writing situation for your book review.
General Purpose:
Specific Purpose:
Target Output:
Audience:
Writer’s Persona:
Tone/ Formality:
MY SCORE:
DAY 3
D.3 ENGAGEMENT
a. What is more?
Activity 5

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Directions: Read the model text before writing your own book review. (for basis notice
the questions and how it was presented in the review)
1. What is the purpose of the given book?
2. Who is the target reader?
3. Has the writer achieved his/her purpose? If yes, how?
Sample Article Critique:
http://www.cedu.niu.edu/~walker/research/Quantitative%20Example.pdf
Quantitative Article Critique: Factors Affecting the Successful Employment of Transition-
Age Youths with Visual Impairments
MY SCORE:
b. What I can Do?
Activity 6
Directions: From the copy of the book Tuesdays with Morrie by Mitch Albom provided in
the google classroom, note your comments and develop your thesis statement based on
what you understood from the book.
Prepare a preliminary outline for your book review. Be sure to follow the principles of
coordination, subordination and parallel construction, and division when making your
outline.
MY SCORE:
DAY 4
Activity 7
Directions: Based on the outline, write the first draft of your book review. Make sure to
cite your sources. Reread your first draft and focus on the content, style, organization,
and structure of your paper. Revise the editing of grammar and mechanics at the latter
stage of writing.
Encode your analysis and review on criticism on a short bond paper using the following
format.

 1.5 spacing
 1” margin on all sides MY SCORE:
D.4 ASSIMILATION
Activity 8
Directions: Form a group with five members corresponding to the following critical
approaches to writing (Formalism, Feminist, Cultural, Psychological and Historical).
Every member will be assigned to the one of the critical approaches in writing and will
find a film, preferably in English. The films for the group must be different from those of
the other groups and are subject to the approval of the teacher.
MY SCORE:
DAY 5
Activity 9
Directions: Fill up the details for the chosen films and submit it to the teacher.

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Type of work:
Creator:
Title/ Name:
General Purpose:
Specific Purpose:
Target Output:
Audience:
Creator’s Persona:
Tone/Formality:
MY SCORE:
____________
Activity 10
Directions: Using the chosen films, focus on the technical aspects (e.g.,
cinematography or sound) and thematic content (using any critical approaches) for a
basis of your assessment.
For the thematic content find a clip of 5 to 10 minutes from the movie (not the trailer) that
showcases the approach generally found in the film.
Make sure to explain how the technical aspects and thematic content influence you to
understand better the film
MY SCORE:
.
DAY 6
E. Guide Questions
Activity 11
Directions: The group must arrive at a video compilation of the reviews of their chosen
films containing the 5 to 10 minutes clips from the movie and the explanation of the
technical aspects and thematic content.
MY SCORE:
F. Rubrics
10 pts – Clarity of discussion
30 pts – Content of analysis (technical aspects)
30 pts – Content of analysis (thematic content)
10 pts – Appropriateness of film to the approach
G. Reflection
Learners will write in their notebook or journals their insights about the lesson.
I realized that _______________________.
H. References
I. Books
Inc. Quezon City.

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http://www.cedu.niu.edu/~walker/research/Quantitative%20Example.pdf Accessed last
October 20, 2020
Page 358.

PURPOSES
Explaining a Concept
Name of Learner: ___________________________________
Grade Level: 12
Strand/Track:
Section:

Concept Paper
Concept Paper, a summary of what the project is all about, the reasons for conducting the
project, and how it will be carried out. A concept paper provides an overview of the project and
helps funding agencies eliminate proposals that are likely to be disapproved.

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A concept paper has several uses:

1. It serves as a foundation of the full proposal.
2. It helps determine whether a certain project is feasible or not.
3. It is used to pique the interest of the potential funding agencies.
4. It is used to obtain informal feedback on the ideas prior to preparing the full proposal.
A concept paper is a preliminary document for a proposal, it shows a preview of the

improvements that the proponent would like to have implemented. Concept papers can be
helpful in addressing social issues especially since they aim to show solutions to tangible issues
which plague society.
Three Ways in Explaining a Concept

1. Definition. The method of identifying a given term and making its meaning clearer. Its
main purpose is to clarify and explain concepts, ideas, and issues by answering the
question “what does it mean?” This mode of explanation contains the term to be defined
and the detailed exposition of the term through the use of illustrations, examples, and
description.
A definition can be presented in three ways: informal, formal, or extended.

i. An informal definition is done through a parenthetical or brief explanation.
Example: Tocopherol (Vitamin E) is naturally found in vegetable oil, fish and nuts.
ii. A formal definition explains a term by incorporating the term to be defined (species),
the general category of the term (genus), and the quality that makes the term
different from other terms in the same category (differentia).
Example: Vitamin E is a light-yellow fat-soluble vitamin that acts as an anti-oxidant.
iii. An extended definition is a detailed way of defining a term and is usually composed
of at least one paragraph. This type of definition incorporates various patterns of
development (e.g., formal and informal definition, comparison and contrast,
narration, description, classification, functional analysis, process, analogy, and cause
and effect) to explain a given concept.
Example: Subsequent to materials design is the preparation of learning materials
Learning materials refer to both printed and non-printed objects or items that
teachers and learners use to facilitate language learning. Nowadays, materials
are becoming more and more sophisticated, incorporating authentic language
samples and realias that help make a connection between classrooms and real-
life activities. They also incorporate information and communication technology
(ICT), role plays, information-gap activities, songs, taped transcripts, integrated
macro skills, and explicit rubrics.
To better present ideas, you should identify the important elements contained in a
definition. These includes the term being defined, the detailed explanation, and the
specific examples. The following signal words will also help you in writing this kind of text.
Signal Words for Definition

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As defined For instance Means To define

For example Is defined as Such as To illustrate
2. Explication. A method of explanation in which sentences, verses, quotes, or phrases are

taken from a literary or academic work and then interpreted and explained in a detailed
way.
When using this technique, there is a need to clearly present the thesis in the introduction
and follow it up with a detailed analysis of a passage or text. You may begin the body of
the explication by analyzing and explaining how the text was constructed. The explication
should end with a concise conclusion by restating your thesis and major arguments.
3. Clarification. A method of explanation in which the points are organized from a general
abstract idea to specific and concrete examples. It entails the analysis of the concept by
looking at the examples and specifying some of its characteristics to arrive at one working
definition which can be used throughout the paper.
The following signal words will help in writing this kind of text.
Signal Words for Clarification
After all For instance Namely That is

As an example In other words Put another way To be specific
Consider the following In particular Specifically To clarify
For example In short Stated differently To illustrate

The learner determines the ways a writer can elucidate on a concept by definition,
explication and clarification. CS_EN11/12A-EAPP-Ig-j-20
text
DAY 1
D.1 INTRODUCTION
1. determine the ways to explain a concept,
2. explain a concept clearly and concisely and
3. apply the knowledge on explaining a concept.
.
b. What’s New?
Activity 1

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Directions: Tick the column that determines how often you practice what the
following statements say. Do this as objectively as possible.

1. I state the problem that will be solved by my
research or project.
2. I present the gap in knowledge that my
research or project will address
3. I clarify the objectives of my research or
project.
4. Incorporate the procedure on how I will
undertake the research or project in my
concept paper.
5. I provide the significance of my proposed
research and project in my concept paper.
6. I provide a timeline for all projects or research
activities.
7. I specify the cost and justification for all
possible expenses.
8. I provide facts and statistics to support my
claims.
9. I adjust my language for the intended readers.
10. I cite all information I took from other sources
and include then I the reference list.
Total
Grand Total /30
Seldom - 1 point 23 – 25:
MY SCORE Approaching Proficiency
__________
20 and below Beginning Proficiency
____
D.2 DEVELOPMENT
a. What I Know?
Activity 2
Directions: Write your answer in the space provided.
1. This includes the question “what does it mean?”.
2. A concept paper serves as a foundation of the full .
3. This explains terms by incorporating the term to be defined, general
category, and the quality that makes it different.
4. This includes points that are organized from a general idea to specific
and concrete examples.
5. This includes sentences, verses, quotes, or passages taken from
literary or academic work then interpreted.
6. This provides an overview of the project.
7. This identifies a given term and making its’ meaning clearer.
8. this is done through a parenthetical or brief explanation.
9. this includes a detailed way of defining a term and is usually composed
of at least one paragraph.
10. The signal word “namely” is used in explaining this concept.

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MY SCORE:
DAY 2 __________
b. What’s In
Activity 3
Directions: Read and identify the present ways of explaining a concept. Highlight or
underline the unfamiliar term you encounter in the texts.
1. “Mother Tongue -based Multilingual Education (MTB-MLE) is a curriculum and teaching
methodology that enables learners to participate well in education through the use of the
first language. MTB-MLE provides a strong foundation in the learners’ first language
(L1), enabling them to build on the knowledge and experiences they bring to the
classroom. MTB-MLE also provides a good bridge to listening, speaking, reading and
writing the second languages (L2, L3) of the classroom using sound educational
principles for building fluency and confidence in using the other languages for lifelong
learning.” (Dekker, 2010:23)
2. “Another way to grasp the concept of animatism is to differentiate the Cebuano terms
gahum and kusog. Gahum comes closer to the Tagalog galling, acquired power or skill
as in the case of politics, while kusog comes closer to the Tagalog lakas, and almost
innate power with connotations of dynamism and energy. Kusog and lakas are also
adjectives that are used in other context as in voice projection, where it means ‘loud’ or
‘heavy’. Lakas or kusog is a closer approximation of a powerful mystical force which is
an important attribute of heatlh itself, as reflected in malakas and katawan, ‘the body is
strong.’” (Tan, 2008:31)
3. “Earth science literacy is one of the types of literature defined for Earth systems; the
qualities of an Earth science literate person are representative of the qualities for all the
Earth system literacy definitions. According to the Earth Science Literacy Initiative, an
Earth-science-literate person:
 Understands the fundamental concepts of Earth’s many systems;

 Knows how to find an assess scientifically credible information about Earth;
 Communicates about Earth science in a meaningful way; and
 Is able to make informed and responsible decisions regarding Earth and its
resources.
All types of literacy in Earth systems have a definition like the above. Ocean literacy is
further defined as “understanding our impact on the ocean and the ocean’s impact on
us.” Similarly, the climate literacy website includes a guiding principle for decision
making; “humans can take action to reduce climate change and its impacts.” Each type
of Earth systems literacy defines the concepts students should understand upon
graduation from high school. Current educational efforts in Earth systems literacy tend
to focus more on the scientific concepts than on the decision-making aspect of literacy,
but environmental action remains as a stated goal” (Scientific Literacy, n.d.).
MY SCORE:
c. What is It
Activity 4
Directions: Ask three students to present and discuss their answers for each
number in activity 3. Follow up questions may be raised during the presentation.

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MY SCORE:
DAY 3
D.3 ENGAGEMENT
a. What is more?
Activity 5
Directions: Fill the table with the unfamiliar terms encountered in the texts on activity 3,
then write the way it was explained or defined in the texts.
Terms to be defined Way used in defining
MY SCORE:
b. What I can Do?

Activity 6
Directions: Based on your answers on Activity 5 briefly discuss on how the unfamiliar
terms were defined for you the readers to understand it effectively.
MY SCORE:

Activity 7
Directions: Read the text about Democracy, then analyze the text by pointing out the
ways Democracy is defined and site proofs for your analysis that is seen in the text.
Democracy is a form of government in which all eligible citizens participate equally—
either directly or through elected representatives – in the proposal, development, and
creation of laws. It encompasses social, economic, and cultural conditions that enable
the free and equal practice of political self-determination. The term originates from the
Greek (demokratia) “rule of the people,” which was coined from (demos) “people” and
(kratos) “power” or “rule” in the 5th century BCE to denote the political systems then
existing in Greek city-states, notably Athens. The term is an antonym to (aristokratia)
“rule of an elites”. While theoretically these definitions are in opposition, in practice the
distinction has been blurred historically. The political system of Classical Athens, for

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example, granted democratic citizenship to an elite class of free men and excluded
slaves and women from political participation. In virtually all democratic governments
throughout ancient and modern history, democratic citizenship consisted of an elite class
until full enfranchisement was won for all adult citizens in most modern democracies
through the suffrage movements of the 19th and 20th centuries. The English word dates
to the 16th century, from the older Middle French and Middle Latin equivalents.
Democracy contrasts with forms of government where power is either held by one
person, as in a monarchy, or where poser is held by a small number of individuals, as in
an oligarchy. Nevertheless, these oppositions, inherited from Greek philosophy, are now
ambiguous because contemporary governments have mixed democratic, oligarchic, and
monarchic elements. Kart Popper defined democracy in contrast to dictatorship or
tyranny, thus focusing on opportunities for the people to control their leaders and to oust
them without the need for a revolution” (Project Gutenberg Self-Publishing Press).
MY SCORE:
D.4 ASSIMILATION
Activity 8
Directions: Encode your analysis of the text in activity 7 on a short bond paper using
the following format.

 1.5 spacing
MY SCORE:
DAY 4
d. Assessment / What I can show
Activity 9
Directions: Think of one concept related to any of the following fields: Art, Business,
Law, Philosophy, Politics, Religion, Science, Sports, Home Economics, Agriculture,
Fishery, Industrial Arts, Information Communication Technology. Preferably the field that
is near your strand.
MY SCORE:
Activity 10 ____________
Directions: Explain your chosen concept using definition, exemplification, or
clarification, your explanation must be at least 50 words and at most 300 words.
MY SCORE:
.
E. Guide Questions
Activity 11
Directions: Encode your explanation on a short bond paper using the following format.
 1.5 spacing
 1” margin on all sides MY SCORE:
F. Rubrics
10 pts – Clarity of explanation

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30 pts – Content of explanation

5 pts – Appropriateness claims
5 pts – Mechanics and grammar
G. Reflection
The learners will write in their notebooks or journals their insights about the lesson.
I realized that _______________________.
H. References
I. Books
Inc. Quezon City.

Page 358.

PURPOSES
Various Kinds of Concept Paper
Name of Learner: ___________________________________
Grade Level: 12
Strand/Track:
Section:

Parts of a Concept Paper
A concept paper usually ranges from 500 to 2000 words and is usually divided into several
parts. The parts of a concept paper may also vary depending on the nature of the project/
activity. Below are two outlines of a concept paper based on the context.

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Concept Paper for a Project

Use the following structure when you want to propose a certain tangible project in your
discipline.
1. Cover Page
 State the name of the proponents and their affiliations.
 State the addresses, contact numbers, and email addresses of the proponents
 State the head of the agency and his/ her information.
 State the date of submission.
2. Introduction
 State the information about the funding agency to show that you understand its
mission.
 State the mission of the agency that the proponents represent and align it to the
funding agency’s mission. Also, state the year the proponents’ agency was
established, its major accomplishments and other details that demonstrate its
capability to undertake the proposed project.
 Present and describe other partner agencies and why they are qualified as such.
 Provide reasons why the funding agency should support the project.
3. Rationale or Background
 Stat eh gap in knowledge to be addressed by the project.
 State the problems to be solved.
 State the project’s significance.
4. Project Description
 State the goals and objectives of the project.
 Present the methodology (sometimes termed as Action Plan, Project Activities, or
Approach).
 Present the timeline expressed in months and year.
5. Project Needs and Cost

 Outline the maid budget include the item description and amount.
 Explain or justify how the budget will be used.
 List the personnel or equipment needed for the project.
Concept Paper for Academic Research

Use the following structure when you intend to present an idea or concept for a research you
would like to pursue.
A. Title Page
 State your research title.
 State your name and school.
 State the date of submission.
B. Background of the Study

 Provide the current state of the field you are researching on.

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 State the gap in knowledge and problems to be addressed by the research. Provide
statistics and previous studies to prove your claims.
 State the reasons why you want to investigate on the chosen topic.
 State the theoretical and practical implications of your proposed research.
C. Preliminary Literature Review

 Provide a theoretical framework, the theoretical framework includes the theory that will
guide you in the conduct of your research.
 Provide related literature that supports your topic.
 Provide related studies that will help you in conducting the research or analyzing and
discussing the data.
 Provide a brief synthesis of the reviewed literature and studies.
D. Statement of the Problem/ Objectives

 State your general problem in one sentence.
 State your specific research questions or objectives.
E. Abridged Methodology
 Provide the context and participants of the study.
 Provide the instruments to be used.
 Provide the data collection procedure.
 Provide the data analysis scheme to be used.
F. Timeline
 Provide a timeline (e.g. Gantt chart) set in months and year.
G. References
 Provide a list of all books, journals and other resources cited in your paper.
The learner compares and contrasts various kinds of concept papers: Home Economics;
Agri Fishery; I.A.; ICT. CS_EN11/12A-EAPP-Ig-j-23
text
DAY 1
D.1 INTRODUCTION

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1. determine a concept paper,
2. compare and contrast concept paper and
3. apply knowledge about concept paper.
.
b. What’s New?
Activity 1
Directions: Fill in the chart below with your thoughts and opinion about the fields listed.
Fields My Thoughts
1. Art
2. Business
3. Law
4. Philosophy
5. Politics
6. Religion
7. Science
8. Sports
9. TechVoc

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(Home Economics,
Agri. Fishery, I.A,
and ICT)
MY SCORE:
__________
a. What I Know?
Activity 2
Directions: Which among the given fields above interest you, cite at least three,
then discuss your reasons.
MY SCORE:
c. What’s In __________
Activity 3
Directions: From your answer in Activity 2, relate the fields you have chosen to
your present strand in Senior High School and briefly discuss the similarities or
differences among the fields and your chosen strand.
MY SCORE:
DAY 2
c. What is It
Activity 4
Directions: Write part of the concept paper being described in the statements.
1. This holds the research title.

2. This provides instruments to be used.
3. This states the goals and objectives of the project.
4. This explains or justify how the budget will be used.
5. This holds the name of the proponents and their affiliations.
6. This provides a theoretical framework.
7. This states the general problem in one sentence.
8. This states the mission of the agency the proponents represent.
9. This provides the list of all books, journals, and other resources.
10. This states the gap in knowledge to be addressed by the project.
MY SCORE:
D.3 ENGAGEMENT
a. What is more?
Activity 5

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Directions: Read the Sample concept paper 1 and 2 (*see attachment). Answer the
following questions based on what you have read.
1. What is the purpose of the given text?
2. Who is the target reader?
3. Has the writer achieved his/her purpose?
MY SCORE:
DAY 3
b. What I can Do?
Activity 6
Directions: In group a of four, discuss the structure of the two sample concept papers.
1. How does each concept paper begin?
2. What organization does each concept paper follow? How is it structured?
3. How would you describe the style and approach of the presentation of ideas?
4. How are the supporting details presented? Are the explanations sufficient?
5. What cohesive devices were used to improve the flow and clarity of ideas?
MY SCORE:
Activity 7
Directions: Encode your answers to activity 6 on a short bond paper using the following
format.
- Arial, font size: 12
-1.5 spacing MY SCORE:
-1” margin on all sides
DAY 4
D.4 ASSIMILATION
Activity 8
Directions: Present at least two works (activity 6 and 7) from the class to generalize the
content and structure of a concept paper based on the samples given.
MY SCORE:
Activity 9
Directions: With your group, generate as many ideas as possible that are related to
your track/strand using brainstorming, freewriting or clustering. Write your ideas on a
separate sheet of paper.
MY SCORE:
____________
Activity 10
Directions: Still in groups choose one concept among your ideas and develop your
preliminary thesis statement. You may consult with your teacher as necessary.
MY SCORE:
.
E. Guide Questions
Activity 11

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Directions: Conduct a preliminary research by getting the sources that you might need
for your concept paper. A simple survey or needs analysis will suffice. Be sure to
document your needs analysis.
F. Rubrics
10 pts – Clarity
10 pts – Content
G. Reflection
I realized that _______________________.
H. References
I. Books
Inc. Quezon City.
Page 358.

PURPOSES
Concept Paper
Name of Learner: ___________________________________
Grade Level: 12
Strand/Track:
Section:

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Guidelines in Writing a Concept Paper
Follow the guidelines below to come up with a well-written concept paper.
1. Cost and methodology should be reasonable.
2. The budget, methodology, and timeline should be clearly aligned.
3. Use statistics and figures when discussing the rationale for the project.
4. Use no more than five pages (single-spaced excluding the cover page. Do not overwhelm
the readers with details.
5. Never request funding for planning the proposal.
6. Adjust your language to the intended readers. You may use technical terms if readers are
scholars and scientists. However, refrain from using jargons when your target readers are
lay persons.
7. Include the overview of the budget if it is required. If not, then skip the budget section. In
place of this, you may simply include the type of support you may need such as personnel,
travel and communication, and equipment.
8. Be sure that basic format details, such as page numbers, are incorporated.
9. Cite your references.

The learner presents a novel concept or project with accompanying visuals/graphic aids.
CS_EN11/12A-EAPP-Ig-j-24
text
DAY 1
D.1 INTRODUCTION
1. conceptualize a concept paper,
2. follow the guidelines in writing a concept paper and
3. write a concept paper.
.
b. What’s New?
Activity 1

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Directions: Based on your answers on the Activity 1 on Lesson 9, which among the
listed fields interest you most (give the top 3 fields).
For the three fields you have chosen list at least five topics under them and start
your brainstorming/mind mapping. Write this on a separate sheet of paper.
MY SCORE:

a. What I Know?
Activity 2
Directions: After this, go over your answer on Activity 10 on Lesson 9. Look at any
similarities and differences from both your answers and accomplish the Venn
Diagram below.
Activity 1 Lesson Activity10 Lesson

9 9
MY SCORE:
__________
DAY 2
d. What’s In
Activity 3
Directions: Write E if the statement shows and effective way of writing a concept
paper and N if not.
1. Luke fails to indicate the page number in his concept paper.
2. Miguel included a literature review for the concept paper he made for
this term paper.
3. Gabe includes in the references all journals he used but excludes the
books he cited.
4. Lea made her timeline independent from the details in the
methodology.
5. Sam requested a budget from the funding agency on the preparation
of the concept paper.
6. Thomas states his objectives the methodology section.
7. Drew sticks to one format every time he submits concept paper to
various funding agencies.
8. Liam uses data from government agencies to prove the existence of a
problem that she and her team would like to address.
9. David clarified the working definition of the concept he is preparing to
ensure that the reader understood it properly.

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10. When Rick knew that his target readers are lay persons, he defined
the technical terms that he used in the concept paper.
MY SCORE:
c. What is It
Activity 4
A. Directions: Read and understand the sample concept paper
Project Overview
L2 pedagogy and research have considerably experienced shifts that continue to
bring about new and perennial concerns, the first of which is the divergence
between practitioners and theorizers. This problem resulted in the struggles of
teachers in accommodating and integrating technical knowledge to their own
embedded teaching framework; hence, they employ various methods and
approaches which they feel are more practical and effective based on their own
teaching experiences and classroom realities. Also, teachers employ eclecticism
which seemed to be unsystematic, uncritical, and unprincipled as it reaches
classroom level (Kumaravadivelu, 1994) because “it offers no criteria according to
which we can determine which is the best theory, nor does it provide any principles
by which to include or exclude features which form part of existing theories or
practices” (Stern, 1992, p.1). Another issue directly linked to the divergence
between the theorizers and practitioners is the lack of models consolidating the
recent theoretical and empirical research findings which will guide the teachers in
employing sound teaching practices (Brandi, 2002). The lack of such model may be
the factor that prompted language teachers to practice teaching without due regard
for current beliefs in language teaching and learning for the reason that they teach
the way they were taught (Borg, 2003).
Teachers’ skills are also an issue. though teachers are capable of crafting
curriculum, learning experiences, and assessment to diagnose the needs,
weaknesses, and strengths of the students (Wiggins & McTighe, 2005), their skills
are sometimes questioned particularly the nonnative English teachers. As what Dat
(2008) has pointed out, many teachers from Southeast Asia are known to be
incompetent language users and pedagogically unskilled.
The overwhelmingly cognitive orientation in contemporary L2 pedagogy has been

criticized by putting much emphasis on the language itself and not L2 in use
(Matsuoka & Evans, 2004); in short developing language proficiency is treated as
the ultimate goals of any language course. this leads to the next issue, which is the
lack of emphasis on, along with the difficulty in, developing the learners’ pragmatic
and sociocultural competence in the context ofL2 classrooms (Trosborg, 1995).
With the introduction of new pedagogical concepts, learning processes, and

information and communication technology. It is imperative to develop a teaching
framework that would reflect the most current and generally accepted second
language learning principles and integrate them with practical knowledge. Since
current trends in language teaching and materials design are evolutionary rather

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than revolutionary (Nunan, 1999), this paper does not intend to reject previously
held tried and tested practices but to add value to what is already existing by
consolidating the most recent and established principles and communicate them
clearly for practical use, particularly in materials preparation. As Omaggio-Hadley
(1993) has pointed out, the mere proliferation of L2 research which is sometimes
contradictory would just lead to confusion unless the results are integrated and well
communicated.
And since the study will be conducted in the context of a developing country, the
findings of this study will potentially contribute to the field of language teaching in
the Southeast Asian region by offering a framework that integrates both the socio-
cognitive and transformative aspects of language teaching and learning. This paper,
through the developed framework, will help teachers expand their repertoire of
techniques and best practices to effectively deal with the learners’ individual
differences; consequently, re-skilling them.
Design and Methodology

This study will primarily use qualitative research combined with some quantitative
measures (Tashakkori & Teddlie, 2002). Such methods will provide the best
opportunities for generating new and creative ideas (Jaccard& Jacoby, 2010).
Specifically, the development of the teaching framework will be anchored in the
grounded theory (Glaser, 1992; Glaser & Strauss, 1967) through analysis of recent
literature and studies from the top TESOL and applied linguistics journal.
Consequently, the framework that will be developed will be validated from both
theoretical (researcher-theorizers) and practical perspectives (practitioners) to
ensure utmost applicability and usability.
The following instruments will be used for validation of the framework: rating
scale for researcher-theorizers’ validation, semi-structured interview for experienced
teachers’ (practitioners)validation and actual classroom teaching with observation.
There will be five experienced teachers and five researcher-theorizers who will
validate the framework. Moreover, such triangulation will be used to obtain a full
picture of what is being investigated (Mackey & Gass, 2006).
Draft Budget
Materials, Reproduction, Data Collection Php 100,000.00
 Digital recorder w/ rechargeable battery
 Bond paper (short)
 Bond paper (long)
 Computer ink (BCI830, black)
 Miscellaneous (Pens, Pencil, Folder, CD’s rewritable)
 USB flash drive
Validator’s Token (In kind) Php 50,000.00
Transcriber’s Fee Php 50,000.00
Personnel

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This paper will only involve one research proponent who will undertake the
project. However, other personnel will be involved not as researchers but as
framework validators, instrument validators and transcribers.
Timetable for Completion

Date Activities
2013 Surveying and analysis
2013 Preparing research instruments
Validating research instruments
2013 Pilot testing of interview guide
Revising research instruments
2013 Validating the framework by practitioners via interview
Transcribing and encoding of interview
2013 Revising framework
Preparing lesson
Preparing observation checklist
2013 Using the framework in classroom setting (i.e., actual teaching using the
framework)
2014 Writing of the paper
MY SCORE:
DAY 3
D.3 ENGAGEMENT
a. What is more?
Activity 5
Directions: Evaluate the concept paper based on the rubric below.
Legend:
VGE -To a very great extent SE – To some extent N- Not at all
GE – To a great extent LE – To a little extent
CRITERIA VGE GE SE LE N
(5) (4) (3) (2) (1)
CONTENT (30%)
The paper clearly provides an overview of the project or

research.
Introduction provides a brief background on the project.
The paper states the gap in knowledge that the project will
address.
The paper states the significance of the project
The project/ research goals and objectives are clear.
Methodology is logically and accurately presented.

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Timeline is accurate and aligned to methodology.
The budget details are complete and aligned to

methodology and timetable.
The claims are supported by facts and statistics.
The length is appropriate.
ORGANIZATION (30%)
The paper uses an organized pattern and structure

appropriate for the genre.
Cohesive devices are effectively used to maintain cohesion

and coherence.
The ideas are logically arranged.
The flow of ideas is smooth and easy to read.
STYLE (15%)
The paper showcases the writer’s voice.
The paper uses a variety of sentence structures.
The paper is free from sexist language.
The paper uses language appropriate to context.
The paper is free from verbose expressions and colloquial

or slang words.
GRAMMAR AND MECHANICS (15%)
The grammar is accurate.
The spelling, capitalization, and punctuation are correctly

used.
The word choice is appropriate.
The sentences are well-structured.
DOCUMENTATION AND SOURCES (10%)
The paper uses correct citation and reference format.
Sources used are reliable.
Sources used are relevant to the topic.
TOTAL
Scoring: VGE - 4.01-5.00; GE - 3.01-4.00; SE - 2.01-3.00; LE - 1.01-2.00; N -1.00

MY SCORE:
b. What I can Do?

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Activity 6.
Directions: Answer the questions below based on your understanding from the activity
4 and 5.
Was the sample effective as a concept paper? If you were the administrator of the
funding agency, would you accept it? Why or why not? Make sure to cite the points from
the text to support your decision.
MY SCORE:

Activity 7
Directions: Let at least three students to share their answers from activity 5 and 6.
MY SCORE:
DAY 4
D.4 ASSIMILATION
Activity 8
Directions: Go back to your Activity 1 earlier and pick one topic you have brainstormed
as the topic for your concept paper. Complete the following:
Purpose:
Target Output:
Audience:
Writer’s Persona:
Tone/ Formality:
In group a of four, prepare a preliminary outline for your concept paper using your
references and the details you have indicated in in Part A. Be sure to follow the
principles of coordination, subordination, parallel construction, and division when making
your outline.
MY SCORE:

Activity 9
Directions: Using your outline, write the first draft of your concept paper. After
completing your first draft, revisit it to clarify the major points and supporting details.
MY SCORE:
____________
DAY 5
Activity 10

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Directions: Evaluate your group work use a blue or green-inked pen as much as
possible and focus on content, organization, style and structure of the paper. Use the
following guide questions during the critiquing. Once your partner has finished evaluating
your work/ start revising your paper.
GUIDE QUESTIONS FOR CRITIQUING

Content
1. Does this paper clearly provide an overview of the project or research?
2. Does the introduction provide a brief background of the project?
3. Does the paper state the gap in knowledge that the project will address?
4. Does the paper state the significance of the project?
5. Are the project/research goals and objectives clear?
6. Is the methodology logically presented?
7. Is the timeline accurate and aligned to methodology and timeline?
8. Are the budget details complete and aligned to methodology and timeline?
9. Are the claims supported by facts and statistics?
10. Are references properly cited and listed?
11. Is the length appropriate?
Organization
1. Does the paper use organizational pattern and structure appropriate for the
genre?
2. Are the cohesive devices effectively used?
3. Are the ideas correctly placed which improves the paper’s organization?
4. Is the flow of ideas smooth and easy to read?
Style
1. Does the paper showcase the writer’s voice?
2. Does the paper use a variety of sentence structures?
3. Does the paper eliminate sexist language?
4. Does the paper use language appropriate to context?
5. Does the paper eliminate work expressions? MY SCORE:
.
DAY 6
E. Guide Questions
Activity 11
Directions: After revising your paper, submit it to your teacher for feedback. Revise
immediately upon receipt of your teacher’s feedback. Again, focus on the content, style,
organization, and structure of your paper. Encode your explanation on a short bond
paper using the following format.
 double spacing
After completing your final draft, prepare a Slideshare presentation for your proposal,
make sure to incorporate appropriate visuals to be able to communicate your concept
well. Each pair will be given 5 minutes to present their concept.
F. Rubrics
20 pts – Clarity of the concept paper
20 pts – Structure of the concept paper

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30 pts – Content of the concept paper

G. Reflection
I realized that _______________________.
H. References
I. Books
Inc. Quezon City.
Page 358.

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Republic of the Philippines

LEARNING ACTIVITY SHEET IN ENGLISH FOR ACADEMIC AND PROFESSIONAL

A. Background Information for Learners

Below are some examples of academic texts

Articles Published in scholarly journals, this type of academic text offers

Reviews These provide evaluation or reviews of works published in

Theses, These are personal researchers written by a candidate for a

Structure of Academic Texts

Address: Provincial Sports Complex, Bolbok, 4200 Batangas City

B. Learning Competency with code

Always Sometimes Seldom Never

1. I can differentiate academic texts from non-

2. I can establish my purpose when reading

Address: Provincial Sports Complex, Bolbok, 4200 Batangas City

3. I use graphic organizers to see the

4. I read the title first then ask myself essential

5. I make inferences based in the title.

6. I check the evidence and arguments

7. I annotate a text to identify essential

8. I read to answer my own questions posed

9. I make a summary or synthesis of what I read

10. I read and re-read the text until my questions

Scoring Score Level of Proficiency

Address: Provincial Sports Complex, Bolbok, 4200 Batangas City

Address: Provincial Sports Complex, Bolbok, 4200 Batangas City

7. One has to determine his/her purpose before reading.

8. Reading strategies differ from one person to another.

b. What I can Do? MY SCORE:

c. What other enrichment activities can I engage in?

b. Assessment / What I can show

Address: Provincial Sports Complex, Bolbok, 4200 Batangas City

 Arial, font size: 12 MY SCORE:

Address: Provincial Sports Complex, Bolbok, 4200 Batangas City

Guide – Academic. Department of Education – Bureau of Learning Resources

II. Electronic Sources

A. Background Information for Learners

B. Learning Competency with code

Address: Provincial Sports Complex, Bolbok, 4200 Batangas City

3. What do you think made the writing assignment difficult or easy?

D.2 DEVELOPMENT __________

Address: Provincial Sports Complex, Bolbok, 4200 Batangas City

1. What is academic writing? What are its features?

2. What is the importance of academic writing?

3. How is academic writing different from other forms of writing?

4. Why is academic writing equated to thinking?

b. What I can Do?

Address: Provincial Sports Complex, Bolbok, 4200 Batangas City

c. What other enrichment activities can I engage in?

What is the text about? (Subject/ Focus)

What is the writer’s goal in writing the text? (Purpose)

Who is the target reader of the text? (Audience)

What is the point of view used in the text? (first

How much does the writer know of the subject matter?

How did the writer organize the text? (style)

Did the writer write in a formal or informal manner?

What is the text about? (Subject/

What is the writer’s goal in writing

Who is the target reader of the