DETAILED LESSON PLAN IN ENGLISH 7

(New Normal Setting- WEEK 1)

Grade 7- Escuro 4th Quarter May 2, 2023 Page No: 1-5

I. OBJECTIVES
The learner demonstrates understanding of: contemporary Philippine literature
as a means of responding to the demands of the global village; various extended
A. Content
text types; lexical and contextual cues; appropriate and polite oral language,
Standards
stance, and behavior; and use of imperatives, prepositions, verbs, and wh-
questions.
The learner transfers learning by: explaining the need to be cooperative and
responsible in today’s global village; using appropriate strategies to
B. Performance comprehend extended text types; using lexical and contextual clues to
Standards understand unfamiliar words and expressions; using imperatives, prepositions,
and appropriate and polite oral language, stance and behavior in various
information-sharing formats.
EN7WC-I-c-4.2 Distinguish Features of Academic Writing
At the end of the lesson, students are expected to:
C. Learning 1. identify features of academic writing;
Competencies 2. show ability in distinguishing the features of academic writing ; and
/ Objectives 3. write an essay on the topic of interest.
Write the LC 1) note important details related to a selection read;
code for each 2) identify the factors that influence a selection or literary text;
3) explain how culture, history and environment influence a selection

Module 1: Distinguish Features of Academic Writing

II. CONTENT
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide
(SLM) Self Learning Module for Quarter 4, Week 1
pages
2. Learner’s
(SLM) Self Learning Module for Quarter 4, Week 1
Materials pages
3. Textbook pages
4. Additional
Materials from
Learning
Resource (LR)
portal
B. Other
Learning
Resources

IV. PROCEDURES STUDENTS’

TEACHER’S ACTIVITY
ACTIVITY
A. Reviewing ENGAGE
previous Prayer
lesson or Okay class, let us pray first. Students will rise
presenting the
new lesson Dear Lord, and Father of All
Thank You for today. Thank You for ways in which
B. Establishing a You provide for us all. We thank You for Your love
purpose for and protection. Help us to focus our hearts and
the lesson minds now on what we are about to learn. Inspire us
by Your Holy Spirit as we listen and write. Guide
C. Presenting us by Your eternal light as we discover more about
examples/inst the world around us. We ask this in Your most
 precious name.
Amen Amen

Greetings Good morning, sir

Good morning, class! Espijon,
Good morning, Mrs.
Bayogbog
Good morning,
classmates, we’re glad to
see you. Mabuhay!

Okay settle down.

Classroom management
Please arrange your chairs and make sure there are
no trashes under your chairs before we start the Done, sir
class.

Attendance
Let’s check the attendance Students will just say the
Who is absent today? name of the students who
Okay, thank you are not present.

Recall

Can you still remember our previous lesson? Yes, sir

What was our last topic for the 3rd quarter? It’s all about writing wh-
questions, sir
Okay, very good.
ances of the
new lesson
Presents the objectives of the lesson.

At the end of the lesson, students are expected to:

1. identify features of academic writing;
2. show ability in distinguishing the features of
academic writing ; and
3. write an essay on the topic of interest.

Activity 1 . Choose Me!

Academic Writing or Non-Academic Writing

The students will place the examples on the column
where they correctly belong.
Answers:
Book Reviews Academic Writing:
Research paper Research paper
Textbook Textbook
Novels Academic journal article
Academic journal article Abstract
Abstract Essay
Essay
Magazine articles Non-Academic:
Blog Book Reviews
Love letter Novels
Magazine articles
Blog
Love letter
D. Discussing EXPLORE
new concepts
and Activity 2: Facts Only
practicing Group Activity
new skills #1 The class will be divided into 5 groups.
Directions: The illustration below shows the result
of a survey on the favorite beach activities of grade
7 students. Study the graph and choose from the
E. Discussing box the factual statements based on what the picture
new concepts depicts. The students will paste the correct
and statements on the illustration board/paper being
practicing provided.
new skills #2

Answers:
1. Thirty percent of
the grade 7
students like
surfing.
2. Playing beach
ball is the least
favorite activity
of grade 7
students.
3. Twenty-one
percent of the
grade 7 students
said that
sandcastle
building is their
favorite beach
activity.

Statements of Facts:
1.
2.
3.

Congratulations! You formulated statements of

facts. Facts are very important in dealing with
academic writing because these serve as evidences,
which strongly support your claims to make the
 information more valid and reliable.

Activity 3: Complete me
The students will give life to the flower by Answers:
identifying the terms being described. Choose the 1.COMPLEXITY
correct answer from the given choices. 2.FORMALITY
1. It is the quality or state being complex 3.ORGANIZATION
2. It is the quality or state of being formal. 4.OBJECTIVITY
3. It is the condition or manner of being 5.PRECISION
organized.
4. It is the quality of being objective.
5. It is the quality of state of being precise.

Good job, class! 1,2,3 (clap)

Now give yourself a good job clap. 1,2,3(stamp)
Good job!
F. Developing EXPLAIN
mastery
(leads to Show presentation
Formative
Assessment Discuss the key points of the topic.
3)
Caulfield (2020) describes academic writing as a
formal mode of writing that is intended for an
educated audience. It is usually written in the third
person objective point of view and makes use of
details supported by research, factual
experimentation, and strong evidence. Thus, it is
not based on the writer’s own opinions alone.

Academic Writing is …
 Formal and unbiased
 Clear and precise
 Focused and well-structured
 Well-sourced
 Correct and consistent

Academic Writing is not …

X Personal
X Long-winded
X Emotive and impressive

The Features of Academic Writing

1. Complexity -Academic writing tends to be

more complicated and has longer words.
The texts become more difficult to
comprehend in terms of subject matter,
language, arrangement of words and
grammar.
Examples:
a. Filipinos are trained to be courteous from the
moment they are born by utilizing these basic
catchphrases: po and opo, which are words that
end sentences when addressing the elders.
b. Catholicism was introduced to the Philippines
during Spanish control, with missionaries
establishing churches, schools, hospitals, and
universities, displacing the formerly dominant
Hindu, Islamic, and Buddhist faiths.

2. Formality - Formal words and phrases are

used. In general, this means you should
avoid the following in your writings:
 colloquial words and expressions: " same
here", " no worries”, " gonna", "cheesy"
 abbreviated forms: "wouldn't", "don't",
"can't", “won’t”
 two-word verbs: "hand in", "break up”,
“fill out”, “keep off”

3. Accuracy – The use of accurate

terminologies in academic writing is
essential. Make sure you are not using the
improper words and phrases.

You must carefully select the correct word.

 Here are some examples:

"capital", "cash", "currency", "funds" or

"money"

I have sufficient capital to put up a

business.
I paid the groceries in cash. A new currency
has been introduced in the foreign exchange
market.
We diverted funds from armaments to
education.
That boy had taken my money from my
drawer.

4. Objectivity -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. In
general, you must avoid using terms like "I,"
"me," and "myself"

Don't write: "In my opinion, this would be

a very interesting topic."
Write: "This would be a very interesting
topic."

5. Precision - 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. 75 thousand, 90%, 2,015 miles,
September 11, 2013 – these are the data that
are more appropriate for academic content.

Don't write: There were many people died

in an ambush.
Write: There were 15 people died in an
ambush.

Different types of academic writing include:

a. abstract
b. academic journal article
c. book report
d. dissertation
e. essay
f. research paper/summaries
g. textbook
h. thesis

Do you understand, class? Yes, sir

Any questions or clarifications regarding academic None so far, sir
writing and its features?

Okay, so let’s now proceed to the next activity.

G. Finding ELABORATE
practical
applications
 of concepts Activity 4
and skills in
Group activity
daily living Answers:
Here is an example of an abstract made by Mary E.
Jones of 123 Main St., Hometown Middle School The italicized words in
about her study entitled, “Do Vitamin A Tablets red are the answers.
Affect Plants.” An abstract presents a short
summary of the research paper. It is usually about a
paragraph long and it provides the gist or essence of
the paper or article. Each group will read carefully
the abstract and study the embedded features of
academic writing. After that, they will identify and
discuss what feature of academic writing is shown
by the underlined words/sentences.
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)
H. Making were divided into four groups (Precision) of three
generalization plants each. One vitamin A tablet was added to
s and each of the three plants in the first group by
abstractions burying the tablet one inch from the stem and
about the one inch deep while two vitamin A tablets were
lesson 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 analyzed 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.
Source:https://www.npsri.net/site/handlers/
filedownload.ashx?moduleinstanceid=3422&d
ataid=5973&FileName=abstract_examples.pdf
I. Evaluating
learning EVALUATE

Activity 5:
A. Directions: Match column A with Column
B. Column A consists of the descriptions of
the features of academic writing while
 column B contains the features of academic
writing. Write the letter of your choice on
the separate sheet.
Answers:
A A.
__________ 1. Preciseness especially in D
dealing with facts, figures, and dates is C
needed in this feature of academic writing. A
__________ 2. This prohibits the use of B
colloquial words and expressions, E
abbreviations and two-word verbs.
__________ 3. It uses accurate B.
terminologies. It avoids the use of
inappropriate or improper words and A
phrases. B
__________ 4. It contains texts which are A
difficult to comprehend in terms of subject A
matter, arrangement of the words, language A
and grammar. B
__________ 5. It prohibits the use of
personal point of views and biases. It is
more concerned with facts and arguments
which are based on a thorough examination
of the evidence.

B
A. Accuracy
B. Complexity
C. Formality
D. Precision
E. Objectivity
F. Responsibility

B. Directions. Identify which sentence applies

correct feature of academic writing. Write
the letter of your choice in a separate sheet
of paper
. ______1. Which sentence possesses
complexity?
A. When it was promised that things would
change in this way, the people in the
community rejoiced.
B. The people in the community greeted the
promised change with enthusiasm.
______2. Which sentence observes
formality? A. The stranger doesn't know
how to drive a fire truck.
B.The stranger does not know how to drive
a fire truck.

______3. Which sentence is accurate?

A. That was the best practice in an ancient
Greece.
B. That was the best practice in an obsolete
Greece.
______4. Which sentence observes
objectivity?
 A. Old people must be supported by the
government.
B. In my own point of view, old people
must be supported by the government.

______5. Which sentence is precise?

A. There were many American teachers
known as Thomasites who visited the
Philippines.
B. There were 240 American teachers
known as Thomasites who visited the
Philippines.

ENRICH

Activity 6
Directions: Exhibit your understanding of the
features of academic writing by writing a 3-
paragraph essay on one of the following topics. Do
not forget to apply the writing techniques that you
have learned in this module. A writing rubric is
provided to guide you in preparing your essay.
Write your output on a separate sheet of paper.
1. Children should be supervised when
using the Internet.
2. Learning online is just as good as learning
in a traditional classroom.
3. Picnicking is a perfect way for families to
spend time together.

Rubrics in Writing an Essay following the

J. Additional
Features of Academic Writing
activities for
application or
remediation

V. REMARKS
VI. REFLECTION
 A. No. of learners
who earned 80%
in the evaluation
B. No. of learners
who require
additional
activities for
remediation
C. Did the remedial
lessons 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
these 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?

Prepared by:

VINCE E. ESPIJON
Teacher-Intern

Checked by:

MAY BEN T. BAYOGBOG

Cooperating Teacher