KAUNLARAN HIGH SCHOOL Grade

DAILY Seven 7
Phase I, Kaunlaran Village Level:
LEARNING
North Bay Boulevard South Learning
PLAN English 7
City of Navotas Area:
(DLP)
Grading: Third
ARIANE AVON G. DEL
TEACHER: ROSARIO
DATE DAY SECTION/S TIME

APRIL 19, Tuesday Mapagkawanggawa Set A

8:00 am – 9:00 am
2022

I-OBJECTIVES
A. Identify varied features of academic writing and literary writing (knowledge)
B. distinguish examples of academic writing from literary writing (understand)
C. differentiate academic writing from informal writing (analyze)
D. analyze the dos and don’ts in academic writing (create)
The learner demonstrates understanding of: Philippine literature in the Period
Emergence as a tool to assert one’s identity; strategies in listening to and view
A. Content
of informative and short narrative texts; word relationships and associatio
Standards
informative speech forms; and use of direct/reported speech, passive/ active voi
simple past and past perfect tenses, and sentence connectors.
The learner transfers learning by showing ways of asserting one’s identi
comprehending informative and short narrative texts using schema and appropri
B. Performance listening and viewing strategies; expressing ideas, opinions, and feelings throu
Standards various formats; and enriching written and spoken communication us
direct/reported speech, active/passive voice, simple past and past perfect tens
and connectors correctly and appropriately
C. Learning
Distinguishing Features of Academic Writing (Day 2)
Competencies
II-CONTENT
A. Topic Distinguishing Features of Academic Writing
B. Level Create
C. Domain Writing, Reading, Viewing, Listening, Speaking
D. Learning
Learning Module
Resources
1. References English Grade 7 Alternative Delivery Mode (ADM) – Module 7
2. Other PowerPoint, Canva, ClassPoint, Streamyard, Facebook
Learning
Resources
III-PROCEDURE
Greetings, Prayer, Checking of Attendance, Classroom expectations and reminders

A.Routine

B. Recalling Words ICARE (I Comprehend, Apply, Read and Enjoy)

 A panel discussion is a small group discussion which consists of four to five w
informed persons who sit at the table on a platform (stage) before the group.

previous Forum is a meeting or a situation in which people can talk about a problem.
Learning
A thought-provoking question is a type of question that causes you to th
seriously about something. It contains interesting ideas that can make you think
lot. These are questions that start with WH and HOW

C. Establishing a
purpose
for the
lesson

ACADEMIC NON ACADEMIC

CLASS ESSAY
THESIS
JOURNAL
DIARY
TERM PAPER
FICTION NOVELS
TEXT MESSAGE
BOOK REPORTS
D.Presenting the Understanding academic writing will be easy if you know the distinctive featur
new These are complexity, responsibility, formality, objectivity, explicitness, accura
lesson hedging (or cautious language).

E. Discussing
new
concepts and
practicing
new skills
4 Key Features of Academic Writing
 Types of Academic Writing
1. Descriptive - The simplest type of academic writing is descriptive. Its purpose
to provide facts or information.
2. Analytical - Analytical writing includes descriptive writing, but also requires you
re-organize the facts and information you describe into categories, groups, par
types, or relationships.
3. Critical - Critical writing is common for research and college writing. It has all
features of persuasive writing, with the added feature of at least one other point
view.
4. Expository - An informative piece of writing that presents a balanced analysis o
topic. In expository writing, the writer explains or defines a topic, using fac
statistics and examples.

Activity 3
Directions: Read the following texts below carefully. Identify what type of academ
F.Developing writing is given⎼ descriptive, analytical, persuasive, or critical. Copy a statement o
 sentence from the article that proves your claim in the blank provided.

ARTICLE: The takeaway, Rand says, is that people who scroll quickly through soc
media might be less susceptible to misinformation if they simply slow down
consider what they’re reading. “When you’re on social media, stop and think.” ...
the other hand, bias seems to have less impact on reasoning when people
evaluating fake news stories that are blatantly inaccurate. “In that case, you do
have that intellectual wiggle room. Thinking more will help you get to the rig
answer.” - American Psychological Association, February 2020
TYPE: 1. _______________________________________________________
PROOF: 2-3. ____________________________________________________
mastery
ARTICLE: Another factor that might get in the way of effective studying afte
certain age is your capabilities. If you decided to finally (or once again) become
student, it is implied that you have the required desire to learn, listen, and abso
the knowledge. However, unfortunately, sometimes just the desire itself is n
enough. It is a known fact that with age, our memory, attention, and ability to lea
may decrease greatly—studying may become a much more difficult challenge than
could have been when we were younger (Ramon, Obstacles of the Old Student).
the same time, if you have the dedication, motivation, and persistence to becom
student at a later stage in life, I suppose these traits will aid you in achieving yo
aim as well. -Obstacles of the Old Student, 2012
TYPE: 4. _______________________________________________________
PROOF: 5-6. ____________________________________________________

F. Generalizing
and abstractions
about the lesson

WHAT I HAVE LEARNED

Directions: Determine whether the statement is a descriptive, analytical, persuasi
or critical text.
_______________1. The instructions found in this type of academic writing includ
information that examines and associates.
G. Evaluation _______________2. This type of academic writing involves information discuss
and organized in charts, tables, ratios, etc.
_______________3. The writer’s thoughts and notions about a certain topic is mo
evident in this type of academic writing.
_______________4. An academic paper written using this type provides discuss
of the author’s viewpoint and from other writers.
_______________5. Essays or papers written using this is the most basic form.

IV. ASSIGNMENT Accomplish the asynchronous task No. 1 posted in the FB guides.
V. REMARKS
VI. REFLECTION
SECTION/S
Mapagkawanggawa

Attendance:
A. No. of learners
who earned a
5- _____
score of 1 to 5 in 3- _____
the evaluation? 4- _____ 3- _____ 3- _____
2- _____
3 _____ 2- _____ 2- _____
1- _____
2 _____ 1- _____ 1- _____
0- _____
1 _______ 0- _____ 0- _____
0_______
B. No. of learners who require additional
activities for remediation
C. Did the remedial lesson work? No. of
learners who have caught up with the lesson
D. No. of learners who continue to require
remediation
E. Which of my teaching strategies worked
well? Why did this work?
F. What difficulties did I encounter which my
principal or supervisor can help me solve?
G. What innovation or localized materials did
I use/discover which I wish to share with
other teachers?

MARIA WELMA B. SONGALING

Checked by:
English Department Head
Date: ____________