Republic of the Philippines

DIVISION OF CEBU PROVINCE

Department of Education
Region VII, Central Visayas
Instructional Planning
(With inclusion of the provisions of D.O. No. 8, s. 2015 and D.O. 42, s. 2016)
Detailed Lesson Plan in English 7

DLP No.: 1 Learning Area: English 7 Year Level: Semester: Duration:

Grade 7 Fourth Quarter 45 minutes
Learning Competency/ies: Distinguish the Features of Academic Writing Code: EN7WC-
(taken from the Curriculum I-c4.2
Guide)
Key Concepts / Academic writing is a formal and impersonal style of writing that is intended for
Understandings to be scholarly or academic audience. Its general purpose is to present information to
Developed display a clear understanding of a particular subject.
Domain Adapted Cognitive Process Dimensions (D.O. No. 8, s. 2015) 1. Objectives
Knowledge Categories: Behavioral Verbs:
The fact or condition Remembering identify, retrieve, recognize, duplicate, list, memorize,
of knowing The learner can recall information and retrieve relevant repeat, describe, reproduce
something with knowledge from long-term memory
familiarity gained interpret, exemplify, classify, summarize, infer, compare,
through experience
Understanding Interpret
The learner can construct meaning from oral, written explain, paraphrase, discuss
or association
and graphic messages meaning of
academic
writing
through oral
participation.

Skills Applying execute, implement, demonstrate,

The ability and The learner can use information to undertake a dramatize, interpret, solve, use,
capacity acquired procedure in familiar situations or in a new way illustrate, convert, discover
through deliberate, Analyzing differentiate, distinguish, compare,
systematic, and The learner can distinguish between parts and contrast, organize, outline, attribute,
sustained effort to determine how they relate to one another, and to the deconstruct
smoothly and overall structure and purpose
adaptively carryout coordinate, measure, detect, defend,
complex activities or
Evaluating
The learner can make judgments and justify decisions judge, argue, debate, describe,
the ability, coming critique, appraise, evaluate
from one's generate, hypothesize, plan, design,
knowledge, practice, Creating Develop critical thinking skills
The learner can put elements together to form a develop, produce, construct,
aptitude, etc., to do
functional whole, create a new product or point of formulate, assemble, devise through engaging in a group
something
view activities focused on
distinguishing between
academic writing to non-
academic writing.

Attitud Categories: List of Attitudes:

e 1. Receiving Phenomena - Awareness, willingness to hear, selected attention Self-esteem, Self-confidence,
Growth in Behavioral Verbs: ask, choose, describe, erect, follow, give, hold, identify, locate, name, Wellness, Respect, Honesty,
feelings point to, reply, select, sit, Study, use Personal discipline, Perseverance,
or 2. Responding to Phenomena - Active participation on the part of the learners. Attends and Sincerity, Patience, Critical thinking,
emotional reacts to a particular phenomenon. Learning outcomes may emphasize compliance in Open-mindedness, Interest,
areas. responding, willingness to respond, or satisfaction in responding (motivation). Courteous, Obedience, Hope,
A settled Charity, Fortitude, Resiliency,
Behavioral Verbs: aid, answer, assist, comply, conform, discuss, greet, help, label, Positive vision, Acceptance,
way of perform, practice, present, read, recite, report, select, tell, write
thinking Determined, Independent ,
3. Valuing - Attaches to a particular object, phenomenon, or behavior. This ranges from simple Gratitude, Tolerant, Cautious,
or feeling acceptance to the more complex state of commitment. Valuing is based on the
about Decisive, Self-Control, Calmness,
internalization of a set of specified values, while clues to these values are expressed in the Responsibility, Accountability,
someone learner's overt behavior and are often identifiable.
or Industriousness, Industry,
somethin
Behavioral Verbs: work, complete, demonstrate, differentiate, explain, follow, form, Cooperation, Optimism,
g, initiate, invite, join, justify, propose, read, report, select, share, study Satisfaction, Persistent, Cheerful,
typically 4. Organization - Organizes values into priorities by contrasting different values, resolving Reliable, Gentle, Appreciation of
one that conflicts between them, and creating a unique value system. The emphasis is on one’s culture, Globalism,
is comparing, relating, and synthesizing values. Compassion, Work Ethics,
reflected Behavioral Verbs: adhere, alter, arrange, combine, compare, complete, defend, explain, Creativity, Entrepreneurial Spirit,
in a formulate, generalize, identify, integrate, modify, order, organize, prepare, relate, Financial Literacy, Global, Solidarity,
person’s synthesize Making a stand for the good,
5. Internalizing values - (Characterization): Has a value system that controls their behavior. Voluntariness of human act,
behavior
The behavior is pervasive, consistent, predictable, and most importantly, characteristic of the Appreciation of one’s rights, Display
learner. Instructional objectives are concerned with the student's general patterns of Inclusiveness, Thoughtful, appreciation
adjustment (personal, social, emotional). Seriousness, Generous, Happiness,
Modest, Authority, Hardworking, towards the
Behavioral Verbs: act, discriminate, display, influence, listen, modify, perform, practice,
propose, qualify, question, revise, serve, solve, verify
Realistic, Flexible, Considerate, importance
Sympathetic, Frankness
of academic
writing by
writing a
letter
employing
 the features
of academic
writing.
Values Categories: List of Values:
A 1. Receiving Phenomena - Awareness, willingness to hear, selected attention 1. Maka-Diyos
learner's Behavioral Verbs: ask, choose, describe, erect, follow, give, hold, identify, locate, Love of God, Faith, Trusting,
principles name, point to, reply, select, sit, Study, use Spirituality, Inner Peace, Love of
or 2. Responding to Phenomena - Active participation on the part of the learners. truth, Kindness, Humble
standards Attends and reacts to a particular phenomenon. Learning outcomes may emphasize
of compliance in responding, willingness to respond, or satisfaction in responding 2. Maka-tao
behavior; (motivation). Concern for Others, Respect for Display oneness
one's Behavioral Verbs: aid, answer, assist, comply, conform, discuss, greet, help, human rights, Gender equality,
judgment label, perform, practice, present, read, recite, report, select, tell, write
Family Solidarity, Generosity, and cooperation
of what is Helping, Oneness. in doing the
3. Valuing - Attaches to a particular object, phenomenon, or behavior. This ranges
important from simple acceptance to the more complex state of commitment. Valuing is based
in life. on the internalization of a set of specified values, while clues to these values are
activities.
expressed in the learner's overt behavior and are often identifiable. 3. Makakalikasan
Go Care of the environment, Disaster
Behavioral Verbs: work, complete, demonstrate, differentiate, explain, follow, Risk Management, Protection of the
beyond
form, initiate, invite, join, justify, propose, read, report, select, share, study Environment, Responsible
learner’s
4. Organization - Organizes values into priorities by contrasting different values, Consumerism, Cleanliness,
life on
resolving conflicts between them, and creating a unique value system. The emphasis Orderliness, Saving the ecosystem,
earth,
is on comparing, relating, and synthesizing values. Environmental sustainability
include
more Behavioral Verbs: adhere, alter, arrange, combine, compare, complete, defend, 4. Makabansa
than explain, formulate, generalize, identify, integrate, modify, order, organize, prepare, Peace and order, Heroism and
wealth relate, synthesize Appreciation of Heroes, National
and fame, 5. Internalizing values - (Characterization): Has a value system that controls their Unity, Civic Consciousness, Social
and behavior. The behavior is pervasive, consistent, predictable, and most importantly, responsibility, Harmony, Patriotism,
would characteristic of the learner. Instructional objectives are concerned with the student's Productivity
affect the general patterns of adjustment (personal, social, emotional).
eternal Behavioral Verbs: act, discriminate, display, influence, listen, modify, perform,
destiny of practice, propose, qualify, question, revise, serve, solve, verify
millions
2. Content
3. Learning Resources References: https://www.aje.com/arc/academic-vs-nonacademic-writing/

Materials:
Power Point Presentation and Printed Materials
4. Procedures
4.1 Introductory Activity (__5__ minutes). This part introduces the lesson content. Although Word Jumble Game
at times optional, it is usually included to serve as a warm-up activity to give the learners zest for
the incoming lesson and an idea about what it to follow. One principle in learning is that learning To spark interest, the teacher will divide the
occurs when it is conducted in a pleasurable and comfortable atmosphere. class into four groups. Each member of the
groups must stand up and create a vertical
line. The teacher will explain the mechanics
of the game.
Mechanics:
1. The teacher will disseminate chalks
each of the group. Afterward, the
teacher will present a jumbled
words related to academic writing
and non-academic writing with
consists definition.
2. Each group must write the correct
answer in the board.
3. Each correct answer obtained
corresponding points
4. The group who got more correct
answer will win the game.

Jumbled Words:
1. uoJraln- Journal
is a collection of thoughts, ideas,
experiences, and things observed.
Unlike a diary that has daily entries,
writing in a journal is a process.

2. raeserch- Research
studious inquiry or examination;
investigation or experimentation
aimed at the discovery and
interpretation of facts.
3. tionatic- Citation
 a quotation from or reference to a
book, paper, or author, especially in
a scholarly work.
4. liograpbibhy- Bibliography
is a list of writings by an author
5. siseth-Thesis
a long piece of writing on a particular
subject, especially one that is done
for a higher college or university
degree
6. esac dyuts- Case Study
is a detailed study of a specific
subject in its real-world context. It
can focus on a person, group, event
or organization.
7. rencedfer- Reference
a written statement describing your
character and abilities, or the person
who writes this statement

4.2 Activity (_5___ minutes). This is an interactive strategy to elicit learner’s prior learning
experience. It serves as a springboard for new learning. It illustrates the principle that learning starts Activity: "Academic vs. Non-Academic
where the learners are. Carefully structured activities such as individual or group reflective exercises, Showdown"
group discussion, self-or group assessment, dyadic or triadic interactions, puzzles, simulations or
role-play, cybernetics exercise, gallery walk and the like may be created. Clear instructions should be
considered in this part of the lesson. Instructions:
1. The teacher will divide the class into
small groups of 4-5 students.
2. The teacher Provide each group with
a set of printed examples of academic
and non-academic writing (e.g.,
excerpts from research papers, blogs,
news articles, personal diaries).
3. Ask each group to categorize the
examples into two columns:
Academic Writing and Non-Academic
Writing. They should discuss within
their groups why they categorized
each piece as they did.
4. After 15 minutes, have each group
present their findings to the class,
explaining their reasoning. This
encourages oral participation and
critical thinking.
5. Facilitate a discussion on the
characteristics that define academic
writing, such as formality, structure,
and use of evidence.

4.3 Analysis (2 minutes). Essential questions are included to serve as a guide for the teacher in Processing Questions:
clarifying key understandings about the topic at hand. Critical points are organized to structure the
discussions allowing the learners to maximize interactions and sharing of ideas and opinions about The teacher will ask do a roll-call and ask a
expected issues. Affective questions are included to elicit the feelings of the learners about the comprehensive question based on the
activity or the topic. The last questions or points taken should lead the learners to understand the
new concepts or skills that are to be presented in the next part of the lesson. activity that the class did earlier.
Questions:
 Why do you think it is important to
know the difference between
academic and non-academic writing?

 Which example did your group find

easy to classify as academic writing?
Explain your choice.

4.4 Abstraction (20 minutes). This outlines the key concepts, important skills that should be
enhanced, and the proper attitude that should be emphasized. This is organized as a lecturette that DISCUSSION:
summarizes the learning emphasized from the activity, analysis and new inputs in this part of the What is Academic Writing?
lesson.
Academic Writing is a formal and Personal
 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.

Examples:
1. Thesis
2. Annotated Bibliography
3. Formal Letter

What is Non-Academic Writing?

Non-academic articles are written for the
mass public. They are published quickly and
can be written by anyone. Their language is
informal, and casual and may contain slang.
The author may not be provided and will not
have any credentials listed. There will be no
reference list

Examples:
1. Poem
2. Fiction Books
3. Magazine
4. Novels

Compare and contrast:

Follow -up Question:

1. As a student, what do you think the
role of academic writing in your
future endeavor?

4.5 Application (__10__ minutes). This part is structured to ensure the commitment of the
learners to do something to apply their new learning in their own environment. In a ½ sheet of paper, change the scenario
into non-academic writing.

Academic Paragraph:
"'The Secret Garden' by Frances Hodgson
Burnett illustrates the character
development of Mary Lennox, who begins as
a spoiled and unkind child. Through her
experiences in the hidden garden, Mary
learns to appreciate nature, leading to her
transformation into a happier and more
compassionate individual."

After 10 minutes, the teacher will call at least

three random students to share his/her
 answer.

Answer:
Non-Academic Writing:
Text Message from a Student:
"Hey! I just finished reading 'The Secret
Garden.' It's really cool! Mary is such a brat
at first, but then she gets better when she
finds the garden. I think it’s awesome how
nature helps her change!"

4.6 Assessment (_5__ minutes). For the Teacher to: a) Assess whether learning objectives have been
met for a specified duration, b) Remediate and/or enrich with appropriate strategies as needed, and c) Analysis of Learners’ Products
Evaluate whether learning intentions and success criteria have been met. (Reminder: Formative Assessment
may be given before, during, or after the lesson). Choose any from the Assessment Methods below:
Assessment Method Possible Activities
a) Observation Investigation, Role Play, Oral Presentation, Dance,
(Formal and informal observations of learners’ Musical Performance, Skill Demonstration, Group
performance or behaviors are recorded, based Activity (e.g. Choral Reading), Debate, Motor &
on assessment criteria) Psychomotor Games, Simulation Activities, Science
Experiment

b) Talking to Learners / Conferencing Hands-on Math Activities, Written Work and Essay,
(Teachers talk to and question learners about Picture Analysis, Comic Strip, Panel Discussion,
their learning to gain insights on their Interview, Think-Pair-Share, Reading
understanding and to progress and clarify their
thinking)
c) Analysis of Learners’ Products Worksheets for all subjects, Essay, Concept
(Teachers judge the quality of products Maps/Graphic Organizer, Project, Model, Artwork,
produced by learners according to agreed Multi-media Presentation, Product made in technical-
criteria) vocational subjects
d) Tests Skill Performance Test, Open-Ended Question, In ¼ sheet of paper, write the correct
(Teachers set tests or quizzes to determine Practicum, Pen and Paper Test, Pre and Post Test,
learners’ ability to demonstrate mastery of a Diagnostic Test, Oral Test, Quiz answer.
skill or knowledge of content) 1. Which of the following best
describes academic writing?
A) Personal and informal
B) Structured and evidence-
based
C) Creative and imaginative
D) Casual and conversational
2. What is a key feature of
academic writing?
A) Use of emojis and slang
B) Emotional and subjective
language
C) Formal tone and objective
language
D) Long and complex sentences
3. Which of the following
sentences is an example of
academic writing?
A) "I really love this movie; it's
the best ever!"
B) "The film illustrates
significant themes related to
social justice."
C) "You should totally watch this
show!"
D) "This book is boring."
4. In academic writing, it is
important to:
A) Include personal opinions
without evidence
B) Use casual language to
connect with the reader
C) Support arguments with
research and facts
D) Write as quickly as possible
without editing
 5. What is the purpose of a thesis
statement in academic writing?
A) To entertain the reader
B) To summarize the entire
paper
C) To present the main
argument or point of the paper
D) To provide a list of references

II. Write T if it is true and F if its False.

6. Academic writing should always
use informal language and slang
to engage the reader.
7. A thesis statement is an
important part of academic
writing that summarizes the
main argument.
8. Academic writing often includes
personal opinions without any
evidence to support them.
9. Using a formal tone is a
characteristic of academic
writing.
10. Academic writing is only found
in research papers and does not
apply to other types of writing.
Answer Key:
1. B
2. C
3. B
4. C
5. C
6. F
7. T
8. F
9. T
10. F

4.7 Assignment (__5__ minutes). Fill-in below any of the four purposes:

 Reinforcing / strengthening the day’s lesson Assignment:

In ½ sheet of paper, students will write

a short paragraph (5-7 sentences) to a
fictional friend explaining why
academic writing is important. They
should include at least two features of
academic writing discussed in class,
such as using a formal tone or providing
evidence to support their ideas.

Take Note: Students are encouraged to

use clear language and express their
thoughts in a way that a friend can
understand.

 1/Enriching / inspiring the day’s lesson

 Enhancing / improving the day’s lesson

 Preparing for the new lesson

4.8 Concluding Activity (_3__ minutes). Concluding Activity:

This is usually a brief but affective closing activity such as a strong quotation, a short song, an anecdote,
parable or a letter that inspires the learners to do something to practice their new learning.
 "One-Minute Reflection"
The teacher will ask each student to
take out a piece of paper and write
down their thoughts for one minute.
Prompt them with the following
questions:

 What is one important

thing you learned about
academic writing today?
 Why do you think
academic writing is
important?

After one minute, invite students to

share their reflections with a partner.
This will encourage them to articulate
their thoughts and listen to their peer's
perspectives. After the partner
discussions, ask a few students to share
their reflections with the whole class.
This can be done by randomly selecting
students or allowing volunteers. The
teacher will conclude the activity by
summarizing the key points shared and
emphasizing the importance of
academic writing in their studies and
future endeavors.

5. Remarks

6. Reflections

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
learning 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:
Name: Jeremie Jane E. Carale School: Cebu Technological University- Barili Campus
Position/Designation: Student Teacher Email Address: jeremiejanecarale@gmail.com
Contact Number: Address: Cagay, Barili, Cebu
Target Dates: Laboratory School: Cagay. National, High School

Checked by:

MR. EMMANUEL V. AGUILAR

Mentor Date