Republic of the Philippines

ZAMBOANGA STATE COLLEGE OF MARINE SCIENCES AND TECHNOLOGY

Fort Pilar St., Zamboanga City

Tel No.: (062) 993-2615 Telefax: (062) 991-0777
Website: http://www.zscmst.edu.ph

COLLEGE OF EDUCATION AND LIBERAL ARTS

DAILY LESSON PLAN IN ENGLISH
Grade Level & Section
Quarter
Content Standards
Performance Standard
Learning Competency
Learning Objectives
II. Subject Matter
Concept
Materials
References
III. Learning Tasks
Seven (7) – Gladiolus & Date: April 24, 2023
Pansies
Fourth Quarter Time Allotment: 50 mins.
The learner demonstrates understanding of pre-colonial
Philippine Literature as a means of connecting to the past;
various reading styles; ways of determining word meaning;
the sounds of English and the prosodic features of speech; and
correct subject-verb agreement.
The learner transfers learning by: showing appreciation for the
literature of the past, comprehending texts using appropriate
reading styles; participating in conversations using appropriate
context-dependent expressions; producing English sounds
correctly and using the prosodic features of speech effectively
in various situations, and observing correct subject-verb
agreement.
EN7WC-I-c-4.2 Distinguish the Features of Academic Writing
At the end of the discussion, students shall be able to:
a. define academic writing,
b. distinguish the features of academic writing; and
c. express appreciation towards the importance of
academic writing.
Topic: Features of Academic Writing
Academic writing is a formal and impersonal style of writing
that is intended for scholarly or academic audience. Its general
purpose is to present information to display a clear
understanding of a particular subject.
Capslet and Visual aids
EN7WC-I-c-4.2 English 7- Fourth Quarter- Week 1

Teachers Activity Student’s Activity

Preliminary Activities
Prayer

Before we are going to start our class, who can lead us

a prayer? I volunteer, Ma’am

Let us put ourselves in the presence

Yes, _____. Kindly lead the prayer. of the Lord as we pray.

(Student’s will pray)

Amen.

Greetings
Good afternoon, class!

Good afternoon, ma’am Eugelle!

How’s your day? How’s your exam?

(Student’s answer/s may vary)

I am very glad to hear that, class.

Classroom Management
In the count of five I want everyone to please prepare
yourselves before having your seats, (1-5). Remove all
the things that are not related to my subject matter.
Thank you.
Yes, Ma’am!

Checking of Attendance
Before we start our discussion, let me first check, do
we have absentees today? Class president, how many
are absent? (Answer’s may vary)

Review of Lesson
Alright! Let’s have a short recall of what was our last
lesson that we’ve discussed last meeting.

Yes, ______. (Student’s answer/s may vary)

Last meeting, we’ve discussed about ‘Hyponymous

relationships (Hypernym-hyponym).’ Now, we must
close the door of the past so that we can move on for
tomorrow. Do you have any questions with regards to
None, Ma’am!
the last topic of Third Quarter?

Motivation:
Strategy: Scrambled Word Puzzle Beater.

Now let us have a game called, scrambled word

beater.
For this activity, I am going to post the jumbled letters
and its definition on the board and I am going to give
you 3 minutes to analyse and write your answers on Yes, Ma’am!
your notebook/any paper. After that, I am going to call
students to tell me the correct answer of each jumbled
letters. Is that clear, Class?

C MPOX LETIY COMPLEXITY

- The state of having many different parts connected or
related to each other in a complicated way.

F R O M LA I T Y FORMALITY
- It is how well you follow standard English
conventions, how often you use slang or idioms, how
objective you are about your topic, and how familiar
or intimate you assume you are with readers.
AU C C R C YA ACCURACY
- requires the careful use of paragraph and sentence
structure and word choice to describe and analyse your
topics effectively.

OJBETICIVTY OBJECTIVITY

- means that you are concerned with facts rather than

personal feelings or biases.

PRICESOIN PRECISION
- The quality of being accurate. In which, the words,
phrases, and sentence structures a writer selects must
not allow for misinterpretation.

Activity

Before we formally start/begin with our discussion

today, let us first have a short activity.
The class will be group into two and each group will Yes, Ma’am!
be assigned to look for the examples of academic and
non-academic writing that I have posted on the board.
After that, you’re going to report it in the class. Is that
clear?

THESIS NEWSPAPER MEMOIRS

EMAILS LAB REPORT NOVELS

RESEARCH PAPER BOOK REVVIEWS

ESSAYS MAGAZINE

ACADEMIC NON ACADEMIC

WRITING WRITING

(The students starts to present their

report)
Analysis

The Teacher will now ask each group to report their

work.

(After reporting)

Very Good! Thank you for your participation, class. All

of your answers are correct.
Abstraction

After reporting about the examples of academic and

non-academic writing the teacher will now proceed on
discussing the new lesson for the 4th quarter.

Based from our activity, do you have any idea on what

is our topic today? Yes, Ma’am!

(Student/s will answer)

Very good! To give you a context and additional
information what you have presented earlier, let us define
academic writing. Kindly read, _____. (Student will read the definition)

That’s correct! It is a writing which communicates

ideas, information and research to the wider academic
community. It helps scholars present ideas, analyze
research and construct an effective argument. Simply
put, academic writing is the writing done for academic
purposes.

So, what do you think is the main purpose of academic

writing? (Answers may vary)

The most common purposes in academic writing are

to persuade, analyse/synthesize, and inform.

When we say persuade, meaning, you use logic and

arguments to show or convince the readers that your
point of view is correct. In which, each claim you
make needs to be supported by some evidence.

On the other hand, synthesizing is the combination of

reading and thinking in order for you to compare
different material, highlighting similarities,
differences, and connections of ideas. So, instead of
summarizing the ideas, you need to put it all together
in order to make an overall point.

Lastly, is to inform. It is about informing or

communicating information to your audience. Your
information should be factual, relevant and clear. Did Yes, Ma’am!
you understand the purpose of academic writing?

So, what do you think is the importance of academic

writing? (Answers may vary)

Academic writing serves as a tool of communication

that conveys acquired knowledge in a specific field of
study. Writing academically will help students analyse,
convey understanding, think critically and focus on
technique and style.

Did you understand? Yes, Ma’am!

Any questions about the purpose and importance of

academic writing? None, Ma’am!

So, let us now proceed on the features of academic

writing.

First, we have COMPLEXITY. So, what is

complexity? (Student will read the definition)

Very Good! So, complexity in academic writing is

important to connect ideas and show the relationship
between them.

Second, we have FORMALITY. Kindly read,

(Student will read the definition)

In academic writing, more formal words and phrases

are used.
The following characteristics contribute to this higher
level of formality:
1. a more formal vocabulary choice
2. correct use of grammar
3. accurate use of vocabulary
4. a more objective style

Third, we have PRECISION. Kindly read.

(Student will read the definition)
In academic writing, you need to be specific especially
in dealing with facts, figures, and dates. Inappropriate
word combinations, such as "someone said" or "a lot
of people," are not acceptable academic writing
expressions.

Fourth, OBJECTIVITY. Kindly read.

(Student will read the definition)

Being objective means that you are concerned with

facts rather than personal feelings or biases. Being fair
in your work is a part of being objective. Being
objective also improves the professionalism and
credibility of your work.
Always remember that:
1. Clear and evidence-based information should
be the focus of your presentation.
2. Your position should be based on a thorough
examination of the evidence.

Fifth, we have EXPLICITNESS. Kindly read.

(Student will read the definition)

It is the creation of statements that explain their purpose

and leave the reader with a clear and concise understanding
context of a statement.

Sixth, we have ACCURACY. Kindly read.

(Student will read the definition)
It is necessary to use accurate terminologies in academic
writing. You will be using a lot of technical language, so
make sure you are not using the improper words and
phrases.

Seventh, RESPONSIBILITY. Kindly read.

(Student will read the definition)
In academic writing you are responsible for demonstrating
an understanding of the source text. You must also be
responsible for, and must be able to provide evidence and
justification for, any claims you make.

Eighth, we have ORGANISATION. Kindly read.

So, it is how ideas are presented. It refers to the larger parts

of a piece of writing, although it also refers to how
paragraphs and sentences are written. The flow of a piece
of writing affects how readers interpret ideas.

Ninth, we have HEDGING. Kindly read.

(Student will read the definition)
In academic settings, writers need to be cautious and
critical about the claims they make. It is important to
appear more credible and not too overconfident.

Lastly, we have PLANNING. Kindly read.

(Student will read the definition)
Planning your writing involves first understanding the
assignment, then brainstorming ideas, and finally,
organizing your thoughts in a structured form. It allows you
to evaluate and organise ideas, find the best evidence to
support them, and give your writing a cohesive, logical
structure. It also allows you to plan your time effectively!

So, these are the features of Academic writing. These are

important because they help to ensure that writing is clear,
concise, and accurate. Did you understand?

So, we have an example of an abstract made by Mary E.

Jones of 123 Main St., Hometown Middle School about her
study entitled, “Do Vitamin A Tablets Affect Plants.” An
abstract presents a short summary of the research paper.

Do Vitamin A Tablets Affect Plants

The purpose of this project (Accuracy) was to

determine if Vitamin A tablet have any effect on
tomato plants. A total of twelve Rutgers tomato plants
each two inches (Precision) tall were planted in
identical individual plastic pots using two cups
(Precision) of potting soil. Each plant received the
same amount of water and sunlight during the three
week experiment.

The twelve plants (Precision) were divided into four

groups (Precision) of three plants each. One vitamin A
tablet was added to each of the three plants in the first
group by burying the tablet one inch from the stem
and one inch deep while two vitamin A tablets were
added to the second group of three plants in a similar
manner. (Complexity) The third group of three plants
had three tablets planted in the soil. The fourth group
of three plants had no vitamin A tablets added to the
soil and served as the control group. The height of
each plant was measured and recorded at the start of
the experiment and every 7 days thereafter. At the end
of the experiment (21 days) the stems were cut across
at a height of 3 inches. Experimental groups showed
less development and slower growth rates than plants
in the control group. (Objectivity) The data was
analysed and the conclusion was drawn that giving
vitamin A tablets to tomato plants did not (formality)
improve growth as each of the three experimental
groups failed to produce plants that were taller or had
thicker stems than those in the control group.

EXPLANATION:
1. Project (Accuracy) – There are many terms related to the
word “project” such as study, program, task, plan,
undertaking and activity but the word “project” is the most
accurate term to be used.
2. two inches (Precision) – The number of inch was
specified.
3. two cups (Precision) – The number of cup was detailed.
4. twelve plants (Precision) – The number of plant was
identified.
5. four groups (Precision) – The number of group was
exactly stated.
6. One vitamin A tablet was added to each of the three
plants in the first group by burying the tablet one inch from
the stem and one inch deep while two vitamin A tablets
were added to the second group of three plants in a similar
manner. (Complexity) – The sentence is composed of both
independent and subordinate clauses.
7. Experimental groups showed less development and
slower growth rates than plants in the control group.
(Objectivity) – This idea is objective because it was based
on the findings of the study and not from the personal
opinion of someone.
8. did not (formality) – This is a formal term for didn’t

So, did you understand? Any question? Clarification?

None, Ma’am!

Application

If you don’t have any questions let’s try to answer the

TRY part on your capslet orally.
What do you think is the answer for number 1?

Correct! For number 2?

Very good! How about for number 3?

For number 4? (Answers may vary)

Lastly, we have number 5
(Answers may vary)

Very Good, Class! All of your answers are correct. You (Answers may vary)
should give yourself a round of applause!
(Answers may vary)
(Answers may vary)

(Students starts clapping their

hands)
IV. Evaluation

Directions: Here is an example of a research summary written by J.P. Meyer and R.D. Goffin in
1989 in their Journal of Applied Psychology. It is about Organizational Commitment and Job
Performance: It’s the Nature of the Commitment that Counts. Identify what feature of academic
writing is shown by the underlined words/sentences.

Organizational Commitment and Job Performance: It’s the Nature of the Commitment that
Counts

(1) The authors in this study assessed the relationship between job performance in first-level
managers as rated by their supervisors and their affective commitment, continuance commitment,
and job satisfaction. Affective commitment is defined as an emotional attachment to the
organization (Meyer & Goffin, 1989). Alternatively, continuance commitment is based on the
costs that employees associate with leaving the organization. Job performance was (2) assessed
according to (3) 3 dimensions which are (a) composite performance, according to an average on
(4) 6 specific activities, (b) overall performance, based on a subjective rating given by the
immediate supervisor, and (c) promotability. The participants were (5) 23 district managers and
(6) 65 unit managers from a large food service organization. Crews in the organization (7) were
not included in this study. (8) The researchers found that affective commitment was positively
related to overall performance and promotability. The correlations between continuance
commitment and all (9) 3 performance dimensions were negative and significant. (10) It was
revealed from this article and these findings that supervisor ratings of performance and
promotability increase as the employees’ affective commitment increases; on the hand,
supervisor ratings of performance and promotability decrease as continuance commitment
increases.
V. Agreement

Directions: Read in advance about Literary and Academic Writing.

EVALUATION ANSWER KEY

1. Complexity 6. Precision
2. Accuracy 7. Formality
3. Precision 8. Objectivity
4. Precision 9. Precision
5. Precision 10. Complexity

Prepared by:
ARCILLAS, EUGELLE G.
ZSCMST, English Student-Teacher

Observed by:
MRS. ELEANOR L. JALONFRANCISCO
ZCHS MAIN, MASTER TEACHER I