Detailed Lesson Plan in Reading and Writing

Topic: Reading and Writing Strategies across Text Types

Session 3 (1 hr and 30 mins)

Prepared by: Baluyot, Rica Emerenz

Pura, Angelique C.
CED-01-301A

I. Objectives
At the end of the lesson, the students will be able to:

1. Identify the nature and purpose of a discourse

2. Differentiate between the types of discourses
3. Identify and differentiate between the types of literary discourses
4. Distinguish between literary and academic discourses.

II. Subject Matter

Reading and Writing Strategies across Text Types (Text as Connected Discourse)

Reference/s: Celce-Murcia, M. & Olshtain, E. (2000) Discourse and Context in Language

Teaching: A guide for Language Teachers Cambridge: Cambridge University Press

Materials: visual aids, charts, pictures, books

Values: Develop a real understanding on making and critiquing a discourse and understand
the purposes of a discourse.

III. Procedures

A.Learning activities

Teacher’s Activity Student’s Activity

“Good morning class! Let us pray first”

(Checking of attendance) ....”say present if I

call your name... “

“Please pick up the pieces of papers or any

small or big traces under you chair.”

“Ok, how's your weekend class? Did you do

something fun or extraordinary? Or other
students did their assignment or read a lot
these past two days?”

“What did you do in supporting your learning

and preparing for your class today?”

“OK, that's great! Give a round of applause

for yourself class.”

B. Lesson proper

Presentation

Give the students a hand out containing

different types of texts.

Motivation

Class, what can you see in the picture?

What do you think are they doing?

Do you think their topic is interesting or not?

When was the last time you talk to a friend

or special one through chat or messages?

Did you find it really hard when talking to

them through that?

It is easier to talk with them through

speaking not in writing, do you agree with
me?

Because writing or typing what you want to

say to a person makes you forget what to
write or type next until you open up another
topic, right?

But even though it’s hard to do that, it is still

what we call DISCOURSE.

And this discourse is important. So what do

we mean when we say discourse and what
are the purposes and types of discourse?

Today, we will unfold what is being hidden,

we will clear and polish what makes us
confused about this "DISCOURSE". And we
will analyse and understand the importance
of it.

Discussion

Let us first define what Discourse is.

Discourse is a long and comprehensive

discussions. Instructional writings are also
referred as discourse. A discourse is a formal
and often lengthy discussion of a topic,
where concepts and insights are arranged in
an organized and logical manner. Also, it
refers to the way how language is used to
convey meanings or to propel action or
provoke a specific response.
It is often associated with speech, but it may
also be written. It usually serves as a
writer’s or a scholar’s analysis of a concept
or theory proposed by another writer. Since
we have defined the discourse, let's move on
to its purposes.

"What are the purposes of writing a

discourse?"

"Here they are:"

"First is to inform which provides a

descriptive and comprehensive discussion on
the topic. It points out what one should
know about a topic or subject."

"Next is to persuade which tries to convince

the readers that the proposed claim or
solution is better than any other proposal."

"And the last is to entertain which aims to

amuse and provide a source of
entertainment for its readers."

"Okay, done with its definition and purposes,

let's now to the factors that affects or
influence the writers to make certain claims.

1. Culture – The beliefs, customs, attitudes,

language, and other things that define
culture may influence the author’s
perspective on several issues. Knowing
about the culture the author belongs to, the
reader may understand his or her biases.

2. Social environment – The author’s

physical surroundings and social
relationships, as well as the culture of the
time may have influenced his or her writing.
For instance, during the early decades of the
20th century, most writers produced works
that were classified as “modern” because of
its distinct feature: stream of consciousness.

3. Experiences – Personal accounts or first-

hand experience of events, though
subjective, establish credibility and reliability
of information presented in any discourse.

Are you getting it clearly?

Do you already know why the writers write

such things like a novel with a genre of
romance, or a newspaper written by the
journalists, or a poet hiding the vivid
message of their poem?

So these are the answers why those written

discourses are being written and read by
people.

Now let's move on to the types of discourse.

First, we have Argumentation – In this type

of discourse, the writer aims to persuade the
audience or readers. He or she presents
valid claims or counterclaims, each
supported by evidence, to prove a point. In
proving claims, the writer presents studies,
experts’ opinions, and statistical data,
among others. Moreover, an argumentative
discourse should appeal to logic or reason
instead of emotion.

Example:
A recent study confirmed that playing video
games may cause children to become
violent. However, this is only true for some
children. Dr. Charlotte Cooper and Dr.
Markey Vitasa of ABC University explained
that children who manifest a combination of
three personality traits―high neuroticism,
disagreeableness, and low levels of
conscientiousness―are more likely to be
aggressive toward others after playing video
games.

In order to convince the readers, the author

of the passage mentioned a study to support
his or her claim about video games. The
author did not simply state that video games
may cause children to become violent; he or
she proved it by citing two experts.

Another is Description – This type of

discourse is based on the main impression of
the author about the topic or subject. His or
her impression is influenced by prior
knowledge, culture, environment, and
experiences, among others. As the writer
describes his or her observations, it triggers
sensory images among readers.
Example:
When I first saw my childhood friend
Margarette, she was about my younger
sister Viv’s height. Her hair was curly and
dark, and her skin was pale. But what really
struck me when I first saw her was her big
round blue eyes.

Through the author’s description, the reader

can infer what the person Margarette looks
like.

Next is Exposition – This aims to inform,

clarify, and explain a phenomenon. It
defines what something is and provides an
in-depth discussion about topics that are
usually less explored. Moreover, it gives
reader instructions on how something is
done.

Example:
How to set up an email account
1. Choose the web host.
2. Look for the sign up button. Click it.
3. Provide the required information.
4. Think of a unique username and a
password. (Tip: For the password, type in
uppercase or add characters.)
5. Start using the newly setup email
account.

The passage gives instructions on how to set

up an email account. Some examples of an
exposition may be found in some magazine
articles or editorials, which usually include
life hacks.

And the last is Narration – This type of

discourse is like storytelling. It recalls events
chronologically. It is told in the first, second,
or third person point of view. Moreover, its
structure may be linear or nonlinear. A linear
structure follows a typical format: beginning,
middle, end; while a nonlinear structure may
start from the end or in the middle.

Example:
I remember the time when I learned how to
swim. I was only eight years old and afraid
to bathe in a pool. I envied the kids who
played with inflatable balls and animals.
Whenever my family would visit the
clubhouse, I would sit beside the pool and
never really jump in to join them. A summer
camp opened in our neighbourhood, and my
mom thought of enrolling my brother and
me in a swimming class. Two days before
the class started, my mom gave me a pep
talk; that made me realize that I did not
want to miss out the fun just because I was
afraid.

The passage conveys a person’s experience

about learning how to swim. The events are
told chronologically, and the story is told in
the first person point of view.

Under the Discourse, there is a Literary

Discourse and Academic Discourse.

Literary Discourse is generally focused on

creative works, including nonfiction. Also, it
includes texts that are used strictly for
business communication.

The following are the three types of literary

discourse:

1. Poetic – This type of discourse is

commonly found in creative works like
poems, novels, short stories, and plays. It
focuses on how language is used to form
themes and convey ideologies. Some
meanings in creative works are explicit,
while some are implied, especially in poems.
Ordinary words, especially those used in a
poem, are made appealing through sound
patterns.

Example:
The Road Not Taken (An Excerpt)
By Robert Frost

I shall be telling this with a sigh

Somewhere ages and ages hence:
Two roads diverged in a wood, and I—
I took the one less travelled by,
And that has made all the difference.

In the text, the author used the roads as a

metaphor for making life decisions.
Also, notice that the last words in the poem
rhyme: sigh, I, and by; hence and
difference.

2. Expressive – This type of discourse is

commonly found in academic journals,
letters, diaries, and blogs. It is a personal
narrative and is typically written in the first
person point of view. In the process, the
writer reveals something about his or her
identity. In literary terms, expressive
discourses are referred to as creative
nonfiction.

Example:
The Diary of a Young Girl (An Excerpt)
By Anne Frank

Sunday, 21 June 1942 Everyone at

school is waiting to hear what happens next.
Who will move up a class, and who will stay
down? We’re all trying to guess! I think my
girlfriends and I will be OK, though we’ll
have to wait patiently to find out. Most of my
teachers like me, but old Mr Keesing gets
angry with me because I often talk too
much! He made me do some extra
homework and write about ‘Someone Who
Talks Too Much.

Based on the passage, the writer is

describing what she felt while waiting for the
big announcement in school. She describes
what she is like in school—talkative—and
how sociable she is as most of her teachers
like her.

3. Transactional – This type of discourse is

commonly found in instructional materials,
advertisements, and editorial articles, among
others. It is directive in nature as it provides
detailed information on how something is
done or achieved. Moreover, it encourages
the reader to do something or to take action.

Example:
How to Cook Chicken Tinola
Ingredients: 1/2 kg chicken wings
1 red onion, peeled and sliced
1 clove of garlic, peeled and crushed
1 small ginger, peeled and julienned
1 small green papaya, peeled and cut into
wedges
1-2 stalks of malunggay
1 teaspoon of salt
1 teaspoon of pepper
3-4 cups of water

Procedure:
1. Prepare all the ingredients.
2. Heat the pan in a medium flame. Add 2–3
tablespoons of oil.
3. Sauté garlic, onion, and ginger. Add
chicken wings and sauté for 3–4 minutes.
4. Pour 3–4 cups of water. Let it simmer.
5. Add the papaya. Simmer until the chicken
becomes tender.
6. Add the malunggay leaves.
7. Add salt and pepper to taste.
8. Serve and enjoy. The recipe above shows
the instructions in cooking chicken tinola.

It is a list that shows the step-by-step detail

in cooking the dish.

Academic Discourse is expository or

argumentative in nature. Sometimes, it
presents an individual’s insights regarding a
concept or method in a scholarly way.

 Unlike other discourses, an academic

discourse uses formal language and the
third person point of view; it maintains an
objective tone. It avoids using figures of
speech and idiomatic expressions, including
biased or stereotyped and sexist language.
Its examples include essays, journals, book
reviews, synthesis, literature review, and
research, among others.

Example:
Medea is portrayed as an empowered
woman in the Euripides’ play. It is a far cry
from how women were viewed and
represented in the Ancient Greece. Women
then were mainly portrayed as in charge of
producing children, taking care of them, and
being a mistress of the household. Medea’s
character defies and challenges conformities.
Her deeds, though evil in nature, stem from
the strength of her mind… Medea, although
elicits pity from the audience during the first
part of the play as an abandoned wife and
mother, in the end, is feared and abhorred
as she proves to be aware of how wicked her
deeds are and yet would not have it the
other way around: “I understand what evil I
am about to do but my wrath is stronger
even than my thoughts…” (Euripides 27).

The text is a review of Euripides’ famous

play Medea. The critic, although stating his
or her insights of the play, writes in an
objective tone, using the third person point
of view. Moreover, the review does not use a
figure of speech or idiomatic expression to
describe, elaborate, or prove a point.

 Structures or formats of academic

discourses may vary depending on the
approved or recommended style guide to
use.

Below is a general format.

1. Introduction – In this part, the writer

states the significance of the topic and the
issues that need to be addressed. Also, the
writer mentions the objectives of the
discourse and how it may be beneficial or
detrimental.

2. Body – In this part, the writer discusses

the methods of gathering information. He or
she then presents the findings and interprets
them. Moreover, he or she formulates
arguments and supports them with
evidence.

3. Conclusion – In this part, the writer

reiterates the claims and asserts his or her
stand. He or she may include insights and
recommendations for further studies.

Generalization

Discourse is part of our daily lives. It can be

seen and read everywhere. It is very
important because one can tell and impart
what he or she is up to or what he or she
wants other people to know.

A discourse has types which are

argumentation, description, exposition, and
narration which can be used as a style in
writing.
There are also literary and academic
discourses which are very different from
each other.
Literary discourse can be poetic, expressive
and transactional.
While academic Discourse is an individual's
insight about a concept or method and is
written through a scholarly way.

In conclusion, discourse is already taking a

part in our lives and can serve as our way of
telling our own story together with our own
self, insights, attitude and character because
it comes from us. It is also one of the ways
of sharing yourself to others as it tells
everything you know and everything you
want to say.

Application

Each group will make designated types of a

discourse.

Group 1. Make an argumentation discourse

about the implementation of free tuition to
the students in state universities.
Group 2. Make an exposition discourse about
the enrolment process in RTU.
Group 3. Make a description discourse about
the life in college or in senior high.
Group 4. Make a narration discourse about
the lesson we have tackled today.

IV. Evaluation

Read and analyse Abraham Lincoln’s Gettysburg Address. Identify the purpose of the
discourse.

Fourscore and seven years ago our fathers brought forth, on this continent, a new
nation, conceived in liberty, and dedicated to the proposition that all men are created equal.
Now we are engaged in a great civil war, testing whether that nation, or any nation so
conceived, and so dedicated, can long endure. We are met on a great battle-field of that
war. We have come to dedicate a portion of that field, as a final resting-place for those who
here gave their lives, that that nation might live. It is altogether fitting and proper that we
should do this. But, in a larger sense, we cannot dedicate, we cannot consecrate—we
cannot hallow—this ground. The brave men, living and dead, who struggled here, have
consecrated it far above our poor power to add or detract. The world will little note, nor long
remember what we say here, but it can never forget what they did here. It is for us the
living, rather, to be dedicated here to the unfinished work which they who fought here have
thus far so nobly advanced. It is rather for us to be here dedicated to the great task
remaining before us—that from these honored dead we take increased devotion to that
cause for which they here gave the last full measure of devotion—that we here highly
resolve that these dead shall not have died in vain—that this nation, under God, shall have
a new birth of freedom, and that government of the people, by the people, for the people,
shall not perish from the earth.

V.Assignment

1. Identify what kind of discourse is presented in Texts 1 and 2. Justify your answer by
stating the characteristics of each text.

Text 1: Good day! I apologized for the delayed response. The art event will be held on the
16th of July. To get to the venue, turn left from the mall. You will see a drugstore in the
corner. Turn right after two blocks. You will find a low-rise building beside a bank. Go inside
and inform the receptionist that you are one of the participants. Do not forget to bring a
proof of identification. The venue is located on the third floor.

Text 2: Hi, Mom! Sorry I only checked my email now. It has been crazy lately. I have been
working on several course requirements since last week. How are you and Dad? Please tell
him I said hi and I miss him. Anyway, I got accepted for internship in an accounting firm.
Can you believe it? Finally! My internship starts this October. I will let you know about the
details soon.

2. Read Mark Twain’s famous essay “Fenimore Cooper’s Literary Offenses.” (The essay is
available online.) After reading the essay, explain how it is an academic discourse and not a
literary discourse, or vice versa. Support your claims by citing lines from the essay.