DEPARTMENT OF EDUCATION

DIVISION OF LAPU-LAPU CITY

MARIGONDON NATIONAL HIGH
SCHOOL
Marigondon, Lapu-Lapu City, Cebu, Philippines 6015
Telephone Number: 254 -4295

Daily Lesson Plan

Teacher’s Name: CECELIA C. MUÑEZ Position: TEACHER I

DLP No.: 2 Learning Area: Grade & Section: Quarter: Duration:

Date/Day: May 19, 2021/ ENGLISH 7 GRADE 7-Muñez 4TH 1 HOUR
Wednesday
Code:
Learning Competency/ies: Distinguish features of academic writing Code: EN7WC- I-c-4.2

Key Concepts/ Academic writing is a formal and impersonal style of writing that is intended
Understandings to be for scholarly or academic audience. It follows the same writing process as other types
Developed of texts, but it focuses mainly on the content, structure, and style as its specific
conventions. It is distinguished by its features such as formality, precision, objectivity,
and hedging.

K -Identify and distinguish the features of academic writing,

Learning Objectives S -Write a paragraph employing the features of academic writing,
A - Explain with sincerity the features of academic writing by answering the questions
critically and
V- Display creativity in presenting the assigned task with emphasis on the features of
academic writing.
2. Content Features of Academic Writing
3. Learning https://www. youtube.com/watch?v=CNGBqXQGb7c
Resources https://www.SCIENCEDIRECT.COM/SCIENCE/ARTICLE/PII/S1755436520300
293
https://www.esquiremag.ph/culture/lifestyle
https.www.courses.lumenlearning.com/suny-fmcc-english 1
http:lightroastcomics.com
www.scribbr.com>category > research
Learning Activity Sheet but with modification
PowerPoint Presentation, Laptop, Google Meet, Google Search Engine, and YouTube
4. Procedures
10 mins.
4.1 Introductory Activity I. Preliminaries (To be done by the Officers of the Week)
a. Prayer
*Teaching and learning b. Checking of attendance
processes are planned, c. Giving directions
managed and implemented d. Recap of the previous lesson (Topic: Raise sensible, challenging thought
in this part > > provoking questions in public forums/panel discussions, etc.)
e. Checking of assignment
*Sentence construction Bring a copy of an academic text and enumerate the features of an academic text.
(within curriculum) > > (Features of academic writing was their assignment in the previous day).
*Activating prior knowledge f. Presentation of objectives (c/o teacher)
>> II. Motivation: Activating Prior knowledge

Features of academic
writing was their
assignment in the previous
day.

1ST TEXT 2 nd TEXT

K- Identify and distinguish
the features of academic 1. What is the difference between the two texts in terms of sentence structure and
 DEPARTMENT OF EDUCATION
DIVISION OF LAPU-LAPU CITY
MARIGONDON NATIONAL HIGH
SCHOOL
Marigondon, Lapu-Lapu City, Cebu, Philippines 6015
Telephone Number: 254 -4295
writing language?
The first set of text uses the pronoun ‘I’, consists of words with deep meaning,
Teaching across more on opinions, and humorous whereas the second set of text focuses on the
curriculum- Arts and topic, fact based, and more formal compared to the first text.
Science 2. Describe each structure.
The first text is of a comical structure while the second is a research article
Teaching within the structure.
curriculum-
Sentence Structure (The teacher will connect the introductory activity to the lesson at hand).

4. 2 Activity 10 mins.
The class will be divided into four groups based on their usual groupings but they are
*Class structure is managed not aware of their cluster’s name based on their difficult circumstances. From the
to engage the students by sample academic text, each group will look for a sentence which would display their
group in a meaningful assigned feature of academic writing. Next, they will choose their mode of
discovery and hands-on presentation. They would present it creatively based on the mode of presentation that
activities within a range of they would choose.
distant learning Rubric will be used for scoring each team’s output.
environment >>
*ICT is used for random Features of Academic Writing
selection and for
brainstorming as much as formality objectivity
possible > > -use full words instead of contractions -set the topic as the subject
- use transitions -use passive verb
*Use of differentiated - use single verb -use ‘it’ as an empty subject
activity > > - avoid colloquial tems and
-impersonal
Children with difficult unspecified categories
-do not use the pronoun ‘I’ as
-avoid rhetorical questions
circumstances: the subject
-with introduction, body and Features of
*The class will be divided conclusion in the paragraph structure
into four groups based on Academic
their usual groupings but Writing hedging
they are not aware of their -avoid generalizations
precision
to avoid unqualified statements
cluster’s name based on - use exact words to avoid confusion
-use some quantifiers such as
their difficult circumstances. (the reader knows exactly what you
few, many, some as well as
mean)
- information should be based on adverbs, adverbial phrases, and
facts, examples, citations, reasons, modal verbs (can, may, must,
Group 1 and statistics should, would)
(the bullied ones) -avoid using ‘perhaps’
Group 2 SAMPLE TEXT
(the physically challenged/
with chronic illnesses)
Group 3
(the shy students)
Group 4
(4 P’s beneficiaries/
working students)
From the sample academic
text, each group will look for
a sentence which would
display their assigned feature
of academic writing. Next,
they will choose their mode
of presentation. They would
present it creatively based on
the mode of presentation that
they would choose.
Rubric will be used for
scoring each team’s output.

*Sample material has

emphasis on academic
writing. It is also inclined Task: Mode to choose:
 DEPARTMENT OF EDUCATION
DIVISION OF LAPU-LAPU CITY
MARIGONDON NATIONAL HIGH
SCHOOL
Marigondon, Lapu-Lapu City, Cebu, Philippines 6015
Telephone Number: 254 -4295
with Math and Science Group 1- formality Jingle Bell - present a short jingle based on their answers
based on the nature of the Group 2- precision Sing Me a Song Daddy- present their answers in a song
disease and the data Group 3- objectivity Rap me Baby, rap! - present their answers in a rap style
acquired (across Group 4- hedging Speak to me Gently - share their answers orally
curriculum) > >
*HOTS, critical thinking, The following rubric will be used for scoring each team’s output.
logical, and evaluative skills Time allotment: 2-3 minutes for the discussion and 1-2 minutes for the
are developed in this part as sharing/presentation. Each member should cooperate and avoid having an idle time or
the teacher guides the so much noise during the group discussion. They may discuss it with their groupmates
students in answering the in their respective GCs for a less chaos effect. Additional 10 points will be given to the
HOTS questions to achieve most cooperative and most organized group.
the targeted competency. Rubric
Scanning is also applied >
> Teamwork 10 points
Content 10 points
*ICT is used in presenting a Presentation 10 points
Power Point presentation TOTAL 30 points
about the lesson > >
Guide Questions:
*Learner’s behavior is 1. Where in the sample text you can find the feature of academic writing that you are
managed constructively by assigned to?
applying positive and non- -formality (Blood consensus exists in consumer-oriented literature about general
violent discipline to ensure diabetes management, although scientific trials are generally more focused.
learning-focused -precision (Diabetes Mellitus in its common forms (types 1 &2 affects more than 26
environment. > > million Americans)
-objectivity (The disease is caused by nonexistent insulin production, or insulin
tolerance, respectively).
V -- Display creativity in -hedging (Intensive management programs, often include insulin treatment as well as
presenting the assigned task weight, nutrition and educational components).
with emphasis on the features 2. How did you know that it contains the feature that you are looking for?
of academic writing..
The sentence has words that convey the features of academic writing.
3. When can you say that a certain writing is an academic text?
A certain writing is an academic text when it is written in formal style, precise in data
representation, impersonal and without generalizations or with the use of adverbs.

4.3 Analysis 10 mins.

*HOTS and critical thinking
is developed in this part as 1. What will happen if objectivity is taken out from the features of academic writing?
the teacher guides the When objectivity is taken out from the features of academic writing, the text may
students in answering the become bias and subjective in nature.
HOTS questions > > 2. Why do authors verify facts before they publish their works to the public?
Student will answer the Authors verify facts before they publish their works to the public for a more concise and
question once he is asked to fact-bearing source.
answer it. 3. Aside from the structure are there other means to identify if the text is academic or
non-academic?
A – Explain with sincerity Aside from the structure, content/language and style are some points to consider that a
the features of academic text is an academic one.
writing by answering the 4. How do authors avoid making generalizations?
questions critically Authors avoid making generalizations by using quantifiers.
5. Why is it important to distinguish the features of academic writing in your part as a
future academic writer?
It is important to distinguish the features of academic writing for a future writer like me
to guide me for the do’s and don’ts of academic writing.

5 mins.
4.4 Abstraction
The class formulates generalizations by filling in key terms in the statements below:
1. Academic writing is widely used for research paper and students’ journals with
formality, precision, objectivity and hedging as its distinguishing features.
2. Shortening of words other known as contraction is not advisable for this type of
writing.
 DEPARTMENT OF EDUCATION
DIVISION OF LAPU-LAPU CITY
MARIGONDON NATIONAL HIGH
SCHOOL
Marigondon, Lapu-Lapu City, Cebu, Philippines 6015
Telephone Number: 254 -4295
3. Content, style, and structure differ in both academic and non-academic texts.
4. Introduction, body and conclusion are the parts of the paragraph to consider that
should be coherent in an academic text.

10 mins. (Think, think, and think)

A. Instructions. Write the number of the sentence below to the desired column based
on the feature of academic writing where it belongs.

K-Identify and distinguish Formality Precision Objectivity Hedging

features of academic writing 1 4 2 3
1. Use ‘cannot’ instead of can’t.
2. Absenteeism marked as the number one problem of a teacher. (topic first)
3. Dancing gracefully often creates a nice impression. (use of adverb)
4. Twenty-six million Americans were affected with Diabetes Mellitus. (extract a
reliable data)

B. Instructions. Tell whether the statement is observable in a NON-ACADEMIC

TEXT or in an ACADEMIC TEXT.
4.5 Application
Non-academic text 1. Use of metaphor in the text.
Ex. She is enchanted and because of her beauty, Maria Makiling was the delight of her
The students will check their parents, a jewel.
answers and they will also Academic text ___2. Use of transition or logical connector in a paragraph or between
feedback their scores to the paragraphs.
teacher although their scores Ex. Diabetes is a disease characterized by an excessive amount of glucose in the blood.
are not recorded. It is just to However, studies have shown that it is also hereditary in some cases.
determine if the targeted Non-academic text 3. Presence of rhetorical question in the sentence.
competencies are initially Ex. Is this what we called peace?
met in this part. It will also Non-academic text_4. Use of personification in the sentence.
guide the teacher to assess Ex. Alunsina summoned the breeze to spy Tungkong Langit.
for another activity if they Academic text____ 5. Acknowledging the author of a statement.
get low scores. Ex. “Justice is the foremost virtue of the civilizing races. It subdues the barbarous
nations, while injustice arouses the weakest.” –Jose Rizal
The students will check their answers and they will feedback their scores to the teacher
although their scores are not recorded. It is just to determine if the targeted
competencies are initially met in this part. It will also guide the teacher to assess for
another activity if they get low scores.
4.6 Assessment 10 mins.

Construct a one paragraph employing the features of academic writing using the
topic focus: “Ways of Survival During the New Normal” or you may choose any
S - Write a topic that you want in 3-5 sentences long. Two students will read their output and
paragraph employing the the rest will just send it to my e-mail add. Please refer to the rubric for scoring.
features of academic (30 points)
writing, Rubric for scoring:
Students are scored CRITERIA EXCELLENT GOOD DEVELOPING BEGINNING
based on the rubric. SKILLS SKILLS
10 8 6 4

CONTENT Written output Written Written output Written output has

is objective and output just say a bit of no unity of the topic.
focuses on the touches the the topic.
topic. topic but
depicts
mostly on
the emotions
and opinions
of the writer.
STRUCTURE The written The written The written work The written work
work observes work has has five flaws on has more than five
 DEPARTMENT OF EDUCATION
DIVISION OF LAPU-LAPU CITY
MARIGONDON NATIONAL HIGH
SCHOOL
Marigondon, Lapu-Lapu City, Cebu, Philippines 6015
Telephone Number: 254 -4295
grammar and three flaws its grammar and flaws on its grammar
structure. on its structure. and structure.
grammar
and
structure.
STYLE The writer uses The writer The writer The writer does not
some logical uses few is good in his observe transition,
connectors, logical word choice and adverbs, and modal
adverbs, modal connectors, uses correct verbs. However, he
verbs, correct with correct punctuation but he applies the correct
punctuation and punctuation, needs to apply punctuation. His
his work is however his transitions for work lacks
informative. work has emphasis. information to gain
limited Informative. the reader’s interest.
modal verbs
and adverbs.
Informative.

TOTAL (30)
4.7. Assignment 10 mins.

A. Instructions. Distinguish the feature of academic writing that is emphasized in

each situation. Write your answer on a short sized bond paper.
(number right X 2 =8 points)
Precision 1. Ronnie gathered facts and other statistics for his report about the death
rate in the Philippines during the peak of COVID-19.
Formality 2. Dr. Manolo is a practitioner who is in-charge to write an introduction
about their team’s thesis so he is so careful in his word choice. He uses the Standard
English and avoid contractions.
Objectivity 3. Addressing the bashers with calmness and resolving the conflict
involving the West Philippine Sea marked the speaker’s top priority instead of focusing
his emotions.
Hedging 4. Leslie corrected the content of her writing. She added quantifiers to
make it realistic.

"Either write something worth reading or do something worth writing." 

-Benjamin Franklin
4.8 Concluding Activity Prayer.
*Literacy skills is enhanced Closure.
this part (within curriculum)
> >
Evaluation (f the targeted
objectives are met) > >
5. Remarks
6. Reflection

Prepared by: Checked by: Inspected by:

CECELIA C. MUÑEZ RACHELLE BOBIS TAMPUS MARINA T. DAPITON

Teacher I Master Teacher I Head Teacher III

Approved by:

CIRILA B. DEGOLLACION
Secondary School Principal IV
DEPARTMENT OF EDUCATION
DIVISION OF LAPU-LAPU CITY
MARIGONDON NATIONAL HIGH
SCHOOL
Marigondon, Lapu-Lapu City, Cebu, Philippines 6015
Telephone Number: 254 -4295