School Grade Seven

Detailed Lesson Plan in Teacher: Subject English

ENGLISH 7 Date & Time: Quarter 4
Week 2

OBJECTIVE
A.CONTENT The learner demonstrate understanding of contemporary Philippine literature as a means of
STANDARDS responding to the demands of the global village various extended text types, lexical and
contextual cues, appropriate and polite oral language, stance and behavior and use of
imperatives, prepositions, verbs and Wh- questions
B. PERFORMANCE The learner transfers learning by: explaining the need to be cooperative and responsible in
STANDARDS today’s global village, using appropriate strategies to comprehend text types, using
lexical,and contextual clues to understand unfamiliar words and sxpression using
imperatives, and prepositions and appropriate and polite oral language, stance, and behavior
in various information-sharing formats
C.LEARNING Distinguish the Features of Academic Writing EN7WC-I-c-4.2
COMPETENCIES At the end of the lesson, 100% of the students shall be able to attain at least 80% of
proficiency to;
A. Differentiate academic writing from non-academic writing.
B. Compose an open letter essay considering the features of an academic writing.
C. Express appreciation towards the importance of academic writing by a letter employing the
features of academic writing.
D. Appreciate the importance of learning academic writing.

II. NILALAMAN FEATURE OF ACADEMIC WRITING

(CONTENT)
III. LEARNING
RESOURCES
A. REFERENCES Curriculum guide PP-13-14 https://studylib.net/doc/25526864/distinguishing-
features

https://depedtambayan.net/wp-content/uploads/2022/05/ENG7-Q4-MOD1.pdf
https://www.studocu.com/ph/document/western-philippines-university/bachelor-
of-secondary-education-major-in-biological-science/distinguishing-features-of-
academic-writing/34524381

1.TEACHERS GUIDE
2. LEARNING MODULE

3. BOOKS PAGES
4.OUTHERS LEARNING Laptop, Power point
RESOURCES
B. OTHER RESOURCES

IV. PROCEDURE
Teacher’s Activity Students Activity
1.ELICIT
Good morning Class!
Before anything else let us pray first. Good morning Ma’am!
Okay, Juan please lead the prayer. (The students will put themselves in
the presence of the Lord and starts to
Please arrange your chairs and pick pray)
up some papers if there is any.
(The students arrange their chair and
Okay, that’s enough, now, settle pick up some papers on the floor)
down.
 (They will take their sits)
Before we begin, I have prepared
some questions for you here. First is, (Some students will raise their hands)
who among you here loves to write?

Okay, what are the things you usually

write? I sometimes write stories and poem.

Wow! That’s awesome. Okay. So, do

we mean by writing? Or what is writing - Writing is a form of
for you? communication that allows you
to put your feelings and ideas
on paper, to organize your
knowledge and beliefs into
Okay. Writing is also a tool in order for convincing arguments, and to
us to communicate. All ideas and convey meaning through well-
feeling put to paper is writing. constructed text.

2. ENGAGE So for today’s lesson I have prepared

(Araling some interesting activities. Are you Yes Ma’am!
Panlipunan Subject familiar with the game called passed
Integration) the marker?

In this activity you will be form into two (The students form into two groups
groups and lined up in front of the and lined up in front of the board)
board.

Each group will receive words from

me.
So starting from the last person in line,
he/she will whisper the words to the
person next to him/her until the
message reach the first person. Then,
he/she will write the words on the
board.
Yes Ma’am!
The first student to write all the words
on the board and spell them correctly (The students play the activity)
wins. Understood?

You have two minutes to do this. Your

two minutes starts now!

Okay. Times up! Please go back to

your sits. (The students give themselves a
round of applause)
Let’s see if you got the words
correctly.
Okay for group one they got the word
ACADEMIC WRITING and the got it
correctly and the group two got the
word NON-ACADEMIC WRITING and
they also spelled it correctly but the
first group who finishes it is group two.

3. EXPLORE Okay! Let’s have another activity.

This time you will volunteer yourself.

There are some scattered words

posted on the board. Try to analyze
where it belongs. Paste it if, it belongs
 to the Academic writing or Non-
Academic Writing. Okay? Are you
ready?
Academic Writing is:
 Formal and unbiased
 Clear and precise
 Focused and well-structured
 Well-sourced
 Correct and consistent
Non-Academic Writing:
 Personal
 Long-winded
 Emotive and Impressive

Wow! You got it correctly.

Before we start with the discussion.

Who among you here guess what will
be our topic?

Yes, Charlene?
Okay. Yes, it is about writing,
specifically, Academic Writing.

So Ms villamor Kinldy read our

Learning Objective for today:

( Post the learning Objectives) OBJECTIVES

E. Differentiate academic writing
from non-academic writing.
F. Compose an open letter essay
considering the features of an
academic writing.
G. Express appreciation towards
the importance of academic
writing by a letter employing
the features of academic
writing.
H. Appreciate the importance of
learning academic writing.

4.EXPLAIN The teacher will employ discovery learning,

(Critical Thinking) hands-on learning and inductive teaching
methods. (Indicator Nos.1, 2 & 3)’

Again, what do we mean by writing?

(Some students will raise their hands)
Yes, Danica?
Writing is a form of communication
that allows you to put your feelings
and ideas on paper, to organize your
knowledge and beliefs into
Okay! Very good. convincing arguments, and to convey
For todays topic, which is “Distinguish meaning through well-constructed
the Features of Academic Writing” text.
Let’s define first what is an academic
writing? Any formal written work generated in
an academic setting that is
distinguished by evidence-based
claims, precise word use, consistent
logical organization, and formal tone
 and style is referred to as academic
writing. It is not difficult and does not
Okay. Academic writing is used by require the use of long sentences or
students like you, as well as, us, a large vocabulary.
teachers and scholars in every field, to
communicate concepts, express
opinions, and participate in scholarly
discussion.

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.

It should be clear, concise, focused,

structured, and backed up by
evidences. Its purpose is to aid the
reader’s understanding academic
papers, critical essays, and research.
Academic writing follows the same
Anna: Narrate or narration for
writing process as other types of texts,
narrative.
but it has specific conventions in terms
IC: Persuading for persuasive
of content, structure, and style.
Ma’am.
There are four main types of academic Lala: Expose po for expository.
writing: Aida: Descriptive is the main verb for
describe Ma’am.
Narrative, Persuasive, Expository, and
Descriptive
Can you give me the main verb of
each type of academic writing?

There are four

main types of
academic
writing:
Narrative,
Persuasive,
Expository,
and
Descriptive.
Can someone
give me the
main verb of
each
type of
academic
writing?
Wow! You got it correctly. Now let us
talk about the Features of Academic
Writing.

There are Features of Academic

Writing, this are follows:

The first one is 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.
The vocabulary used to express high
level of complexity is more advanced
because it requires more formal words
and the phrasing is more noun-based.
Longer sentences containing clauses
are important, and the passive voice is
essential to establish the objective
style desired in academic works.

Examples:
1. 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.
2. 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.

The second one is, Formality, In

academic writing, more formal words
and phrases are used.
The following characteristics
contribute to this higher level of
formality:
o a more formal vocabulary
choice
o correct use of grammar
o accurate use of vocabulary
o a more objective style
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”

Let’s take a look at the following:

Colloquial Words and Expressions:
Informal: My cousin invited me to eat a
lot during our recess.
Formal: My cousin invited me to eat
excessive amount of food during our
recess.
Informal: We considered that
performance to be an epic fail.
Formal: We considered that
performance to be a complete failure.
Abbreviations:
Informal: Filipinos don’t forget to have
fun together with their relatives and
friends.
Formal: Filipinos do not forget to have
fun together with their relatives and
friends.
Informal: Majority of car accidents
occur because of drivers who aren’t
paying attention.
Formal: Majority of car accidents
occur because of drivers who are not
paying attention.
Two-word Verbs:
Informal: The police officers told the
protesters to back off.
Formal: The police officers told the
protesters to retreat.
Informal: I gave up doing unnecessary
things which wasted my time.
Formal: I stopped doing unnecessary Do Vitamin A Tablets Affect Plants
things which wasted my time. The purpose of this project
(Accuracy) was to determine if
Third is, Accuracy, It is necessary to Vitamin A tablet have any effect on
use accurate terminologies in tomato plants. A total of twelve
academic writing. You will be using a Rutgers tomato plants each two
lot of technical language, so make inches (Precision) tall were planted in
sure you are not using the improper identical individual plastic pots using
words and phrases. two cups (Precision) of potting soil.
Each plant received the same
You must carefully select the correct amount of water and sunlight during
word. Here are some examples: the three week experiment.
"assembly", "conference", "gathering"
or "meeting" The twelve plants (Precision) were
The barangay captain called for a divided into four groups (Precision) of
general assembly. three plants each. One vitamin A
The PNP Chief called for a tablet was added to each of the three
conference. plants in the first group by burying the
We had a simple gathering together tablet one inch from the stem and
with my high school friends. one inch deep while two vitamin A
The teachers had a short meeting in tablets were added to the second
the office. group of three plants in a similar
"capital", "cash", "currency", "funds" or manner. (Complexity). The third
"money" group of three plants had three
I have sufficient capital to put up a tablets planted in the soil. The fourth
business. group of three plants had no vitamin
I paid the groceries in cash. A tablets added to the soil and
A new currency has been introduced served as the control group. The
in the foreign exchange market. height of each plant was measured
We diverted funds from armaments to and recorded at the start of the
education. experiment and every 7 days
That boy had taken my money from thereafter. At the end of the
my drawer. experiment (21 days) the stems were
cut across at a height of 3 inches.
The number four is, Objectivity, Being Experimental groups showed less
objective means that you are development and slower growth rates
concerned with facts rather than than plants in the control group.
personal feelings or biases. Being fair (Objectivity) The data was analyzed
in your work is a part of being and the conclusion was drawn that
objective. Avoid making value giving vitamin A tablets to tomato
judgments by using terms like plants did not (formality) improve
amazing or horrible to describe both growth as each of the three
sides of an argument. Being objective experimental groups failed to
also improves the professionalism and produce plants that were taller or had
credibility of your work. Always thicker stems than those in the
remember that: control group.
o Clear and evidence-based
information should be the
focus of your presentation.
o Your position should be
based on a thorough
examination of the evidence.
In general, you must avoid using
terms like "I," "me," and "myself"

Any concept that is not cited would be

assumed to be your own by the
reader. As a result, it is useless to
state this clearly.
Don't write: "In my opinion, this would
be a very interesting topic."
Write: "This would be a very
interesting topic."
Don't write: "I believe money and other
tangible incentives have a limited
impact.”
Write: "Clearly, money and other
tangible incentives have a limited
impact."
 When addressing the reader or
people in general, avoid using the
word "you."
Don't write: "You can easily forget how
different things were 30 years ago."
Write: "It is easy to forget how
different things were 30 years ago."

The last feature is the, Precision, In

academic writing, 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. Don't write: Pope John
Paul II visited the Philippines
sometime in 1995.
Write: Pope John Paul II visited the
Philippines on January 12, 1995.

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

Here is an example of an abstract

made by Mary E. Jones of 123 Main
St., Hometown Middle School about
her study entitled, “Do Vitamin A
Tablets 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.
Read carefully the abstract and study
the embedded features of academic
writing. Observe the underlined
features of the academic text.
 1. project (Accuracy) – There are
many terms related to the word
“project” such as study, program, task,
plan, undertaking and activity but the
word “project” is the most accurate
term to be used.
2. two inches (Precision) – The
number of inch was specified.
3. two cups (Precision) – The number
of cup was detailed.
4. twelve plants (Precision) – The
number of plant was identified.
5. four groups (Precision) – The
number of group was exactly stated.
6. One vitamin A tablet was added to
each of the three plants in the first
group by burying the tablet one inch
from the stem and one inch deep
while two vitamin A tablets were
added to the second group of three
plants in a similar manner.
(Complexity) – The sentence is
composed of both independent and
subordinate clauses.
7. Experimental groups showed less
development and slower growth rates
than plants in the control group.
(Objectivity) – This idea is objective
because it was based on the findings
of the study and not from the personal
opinion of someone.
8. did not (formality) – This is a formal
term for didn’t

5.ELABORATE
(HOTS Question) Okay. Again, what do we mean by Academic writing is clear, concise,
Academic writing? focused, structured, and backed up
by evidence. Its purpose is to aid the
reader’s understanding. It has a
formal tone and style, but it is not
complex and does not require the
use of long sentence and
Okay. Very good! How are we going to complicated vocabulary.
differentiate academic writing to non-
academic writing? Academic writing is more formal and
it is also based or backed up by
research while the non-academic
writing can be informal or personal
and based on the writers own opinion
and emotion.

(Indicator No. 6) For the mastery.

Imagine a world where we are free from

this pandemic.
Think of what you will be ten (10) years
from now.
After which, write a 10-sentence
paragraph about your goals in life. What
will you be? What have you achieved?
What were the challenges
 you have encountered? Who helped
you achieve your goals? Why did you
say so? Make sure that you observe the
features of Academic writing when you
will write your paragraph.

Thus, the rubrics;

Excellent Good Fair

Content 6 4 2
Several Some Does not have any or
creative and creati very
original ve few creative or
ideas and original
presented. origin ideas
Thoughtful al
thinking ideas
process is prese
evident. nted.

Convention 4 3 2
There are no There There are many
spelling and are a spelling
grammar few and grammar errors
errors in the spelli in
project. ng the project. The
The student and student
has taken the gram has not proofread or
time to mar edited their work.
proofread errors The
and edit their in the features of Academic
work with a proje writing were 50%
high level of ct. observed.
success. The The
features of stude
Academic nt
writing were has
100% taken
observed some
time
to
proofr
ead
or
edit
their
work
with
consi
derab
le
succe
ss.
The
featur
es of
Acad
emic
writin
g
were
75%
obser
ved.

6.EVALUATION. (Indicator No. 1&3) I. Valuing the topic

through real life
(Pagtataya ng Aralin) 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. Academic Writing Non-Academic
Writing
1. An Analysis of the
 An Analysis  The
Academic
of the Legend
Performance of the
Academic of
Grade 7 Students of
Performanc Mariang
Mountain Province
e of the Makiling
General
Grade 7  Biag ni
Comprehensive High
Students of Lam-ang
School
Mountain  Love
 2. The Legend of Province Letter
Mariang Makiling General  Ibong
3. Biag ni Lam-ang Comprehen Adarna
4. Love Letter sive High  Noli Me
5. Life of a Plant: An School Tangere
infographic of the  Life of a
Growing of a Rose Plant: An
6. Ibong Adarna infographic
7. Of Studies by Francis of the
Bacon Growing of
8. Effects of Using a Rose
Broadcasting in  Effects of
enhancing the Using
Speaking skills of Broadcastin
Grade 7 students g in
9. Noli Me Tangere enhancing
10. Duterte receives the
Sinopharm COVID- Speaking
19 vaccine skills of
Grade 7
students
 Duterte
receives
Sinopharm
COVID-19
vaccine
7. EXTEND 1. Make your own Academic writings at
least two paragraphs.

V. REMARKS
Reflect on your teaching and assess yourself as a teacher. Think about your students’ progress this week. What works? What else needs to be done to help the
VI. REFLECTION students learn? Identify what help your instructional supervisors can provide for you so when you meet them, you can ask them relevant question.
A. No. of learners who
earned 80% on the
formative assessment
B. No. of learners who
require additional activities
for remediation
C. Did the remedial lesson
work? No. of learner who
caught up with the lesson
D. No. of learner 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 material did I
use/discover.

Prepared by:

____________________________
TEACHER I APPLICANT