A Detailed Lesson Plan in English

Date: December 10, 2021

Year Level: Grade 7

Length of Class: 1 Hour (60 minutes)

I. OBJECTIVES

At the end the session, the students will be able to:

a. Differentiate academic writing from non-academic writing;

b. Distinguish the features of academic writing; and

c. Express appreciation towards the importance of academic writing through

writing an essay.

II. SUBJECT MATTER

A. Lesson Title: Features of Academic Writing

B. References: MELC (EN7WC-I-c-4.2), Internet

C. Materials: Cartolina, Printed texts, Manila paper, Marker

D. Values Integration: Acquire knowledge through academic writings

III. LESSON PROPER/TEACHING PROCEDURES

A. Preparatory Activity

 Prayer

 Classroom management

 Checking of attendance

 Review

 Unlocking of difficulties

 Motivation
 Teacher’s Activity Students’ Response
The students will find those words

that is related to the lesson.

W R I T I N G S
G K F O A E H L
A S U M M A R Y
E U B T I M E D
S Y W E B N I T (The five students crossed out
S F R E P O R T
A S O F I V X P the related words)
Y H E M L E D B
U N R Q E L A S - Writings
A B R O Z S P E
- Summary

“Okay very good! Do have any idea - Novels

what is our topic for today?” - Essay

- Report

“Yes! It is all about the academic

writing.”

“It is related to academic

writing”

 PRESENTATION OF OBJECTIVES

A. Differentiate academic writing from non-academic writing;

B. Distinguish the features of academic writing; and

C. Express appreciation towards the importance of academic

writing through writing an essay.

B. Abstraction
 Teacher’s activity Students’ response
(The teacher will group the

students four groups)

“Alright, our first acxti is you will be

distinguishing the four key features “Okay ma’am”

of academic writing. Which is the

objectivity, formality, precision and

explicitness”

“But before that, select your group

presenter, who will present your “We already chose who will present

assigned topic” our given topic ma’am.”

(The teacher assigned topic to

each group)

(Group 1 – Objectivity

Group 2 – Formality

Group 3 – Precision

Group 4 – Explicitness)

“I’m going to provide manila paper “Okay ma’am!”

for each group, and write your (The students start to do the

understanding or key points about activity)

your topics here. You only have 10

minutes to do that task”

“Okay! Times up! Kindly paste your

outputs on the board. And group 1, (Group reporters presents their

you may now report and discuss assigned topic)

your topic, followed by the group 2

to 4”

“Well done everyone! You have

managed to present the features of (The students clapped their hands)

academic writing and have seen its

differences.”
C. Activity Proper
Teacher’s Activity Student’s Response
(The teacher introduces the topic)

“Writing is an important macro-skill. It

is a window to one’s thoughts. As

students, you are part of the

Academe. Thus, it is necessary for (Students will listen to the

you to understand what constitutes teacher’s discussion)

academic writing.

To start with, let us differentiate

Academic and Non-academic Writing.”

(The teacher elaborates the lesson))

“Okay, did you get all of discussion “Yes ma’am, we understand it

about the difference between clearly.”

academic writing and a non-academic

writing?”

“That’s great! Now, let’s have some

activity”

D. Analysis
Teacher’s Activity Students’ response
(The teacher will throw questions

to the students about what she

tackled about)

1.In your own idea, what is an

academic writing?

2.What is the difference between

academic writing and a non-

academic writing?

3.Why is it we need to distinguish (The students answer each

an academic writing to a non- question)

academic writing?

4. What are some examples of

academic writing?

5. Why do we need to know what

is academic writing?

“Very good! You are all good at

listening and comprehending, you

are able to answer each questions

correctly!”

“Now, let’s move on to another

activity, that will surely enhance

your thinking skills.”

E. Abstraction
Teacher’s activity Students’ response

(The teacher will group the

students four groups)

“Alright, our next activity is you will

be distinguishing the four key “Okay ma’am”

features of academic writing. Which

is the objectivity, formality, precision

and explicitness”
“But before that, select your group

presenter, who will present your “We already chose who will present

assigned topic” our given topic ma’am.”

(The teacher assigned topic to

each group)

(Group 1 – Objectivity
A. Application
Group 2 – Formality
Teacher’s Activity Students’ Response
Group 3 – Precision
“In a 1 whole sheet of paper, write
Group 4 – Explicitness)
an essay applying the features of

academic writing. Imagine a world

“I’m going to provide manila paper “Okay ma’am!”
where we are free from this
for each group, and write your (The students start to do the
pandemic. Think of what you will be
understanding or key points about activity)
ten (10) years from now. After
your topics here. You only have 10
which, write a 10-sentence (The students listen carefully)
minutes to do that task”
paragraph about your goals in life.

What will you be? What have you

“Okay! Times up! Kindly paste your
achieved? What were the
outputs on the board. And group 1, (Group reporters presents their
challenges you have encountered?
you may now report and discuss assigned topic)
Who helped you achieve your
your topic, followed by the group 2
goals? Why did you say so? Make
to 4”
sure that you observe the features

of Academic writing when you will

“Well done everyone! You have
write your paragraph.
managed to present the features of (The students clapped their hands)
Thus, the rubrics:”
academic writing and have seen its
(The teacher presents the rubric)
differences.”

“You only have 20 minutes to do

this activity. Remember what we “Okay ma’am!)

had tackled earlier so that you will

be able to construct your essay.”

“Times up! Kindly submit all your

papers in front”
EVALUATION

Given the following titles of literary texts, apply what you have learned by categorizing

them. Place the titles in the first column if you think that they are Academic Papers; if

not, place them on the second column.

• An Analysis of the Academic Performance of the Grade 7 Students of Mountain

Province General Comprehensive High School

•The Legend of Mariang Makiling

•Biag ni Lam-ang

•Love Letter

•Life of a Plant: An infographic of the Growing of a Rose

•Ibong Adarna

•Of Studies by Francis Bacon

•Effects of Using Broadcasting in enhancing the Speaking skills of Grade 7 students

•Noli Me Tangere
 Academic Non-academic

•Duterte receives Sinopharm COVID-19 vaccine

ASSIGNMENT

Identify whether the statements should be or should not be done in academic writing.

Just write FACT if yes or BLUFF if not on your paper.

__________1. Ask questions.

__________2. Provide precise facts/ figures.

__________3. Use third person point of view like he, she, and it.

__________4. Use phrasal verbs.

__________5. Use vague or ambiguous language.

__________6. Use colloquialisms and informal expressions.

__________7. Use contractions.

__________8. Present ideas explicitly.

__________9. Use sub-headings and bullet points in formal essays.

__________10. Organize ideas using signal words.

 Excellent Good Fair
5 4 2

Several creative and Some creative and Does not have any or
Content original ideas presented. original ideas very few creative or

Thoughtful thinking presented. original ideas.

process is evident.
Conventions 5 4 2

There are no spelling There are a few There are many

and grammar errors in spelling and grammar spelling and

the project. The student errors in the project. grammar errors in

has taken the time to The student has taken the project. The

proofread and edit their some time to proofread student has not

work with a high level of or edit their work with proofread or edited

success. The features of considerable success. their work. The

Academic writing were The features of features of Academic

100% observed. Academic writing were writing were 50%

75% observed. observed.