Lesson planning in English

1. GRADES 1 to 12
DAILY LESSON PLAN
School: TAMBONGON NATIONAL HIGH SCHOOL Grade Level: 7
Teacher: REAH JOY RABUGA Learning Area: ENGLISH
Teaching Dates and Time: APRIL 1-4, 2024 Quarter: 4th
OBJECTIVES
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
Objectives must be met over the week and connected to the curriculum standards. To meet the objectives, necessary procedures must be followed and if needed, additional lessons, exercises
and remedial activities may be done for developing content knowledge and competencies. These are using Formative Assessment strategies. Valuing objectives support the learning of content
and competencies and enable children to find significance and joy in learning the lessons. Weekly objectives shall be derived from the curriculum guides.
A. Content Standards: The learner demonstrates understanding of: contemporary Philippine literature as a means of 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 Standards: The learner transfers learning by: explaining the need to be cooperative and responsible in today’s global village; using appropriate strategies to comprehend extended text types;
using lexical and contextual clues to understand unfamiliar words and expressions; using imperatives, prepositions, and appropriate and polite oral language, stance and behavior
in various information-sharing formats.
C. Learning
Competencies/Objectives:
Write the LC Code for each
Distinguish features of
academic writing.
1. Define academic writing
(EN7WC-I-c-4.2)
Distinguish features of
academic writing.
2. distinguish features of
academic writing
(EN7WC-I-c-4.2)
Distinguish features of
academic writing.
3. Show appreciation of the
importance of academic writing
through writing essays on
topics of interest.
(EN7WC-I-c-4.2)
I. CONTENT
Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach. In the CG, the content can be tackled in a week or two.
The Features of Academic Writing
II. LEARNING RESOURCES
Lists the materials to be used in different days. Varied sources of materials sustain children’s interest in the lesson and in learning. Ensure that there is a mix of concrete and manipulative
materials as well as paper-based materials. Hands-on learning promotes concept development.
A. References
1. Teacher’s Guide Pages MELCs
(pp.189)
Budget of Work (BOW)
(pp.114)
Curriculum Guide
(pp.162)
2. Learner’s Materials Pages ENG7-Q4-MOD1
3. Textbook Pages N/A N/A N/A
4. Additional Materials from
Learning Resource (LR) portal
Chart Video from YouTube
Features of Academic
Writing

2. (453) Features of
Academic Writing -
YouTube
B. Other Learning Resources PowerPoint Presentation Pictures (Google) Printed Materials
III. PROCEDURES
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of learning by the students which you
can infer from formative assessment activities. Sustain learning systematically by providing students with multiple ways to learn new things, practice their learning, question their learning
processes, and draw conclusions about what they learned in relation to their life experiences and previous knowledge. Indicate the time allotment for each step.
A. Review of the Previous Lesson/
Introduction of the New Lesson
Face and Hands Ready?
Let’s go!
Students must read each
statement posted on the
screen carefully and identify if
the statement is True or
False. They will form a letter
T using their hands if the
statement is TRUE and make
a sad face if the statement is
FALSE.
1. Logical organization,
precise word choice, formal
tone and evidence-based
arguments are important
characteristics of academic
writing.
2. In academic writing, it is
necessary to use clichés and
slangs.
3. Academic writing requires
precise language that clearly
conveys the author’s ideas
and important concepts.
The teacher will have a recap by
asking the students what was
discussed yesterday. Student
who will provide the right answer
will receive a dancing clap.
The teacher will collect the
assignment first before
having a recap by asking the
students what was discussed
yesterday. Student who will
provide the right answer will
get 10 points.

3. ELICIT
4. Academic writing is
typically written in first person
point of view.
5. Proper citation of all the
sources and inclusion of
bibliographies are required in
academic writing.
B. Establishing a Purpose for the
Lesson and Presenting
Examples/Instances of the New
Lesson
Teacher will present a video
defining Academic Writing.
Students, on the other hand
have to take note of the
important information from
the video.
You can hand it!
Teacher will paste the
statements that correctly
describe the academic
writing on the screen. In
those statements, teacher
will ask the student why do
they think academic writings
possess the following
characteristics:
1. Logical organization,
precise word choice, formal
tone and evidence-based
arguments are important
characteristics of academic
writing.
3. Academic writing requires
precise language that clearly
conveys the author’s ideas
and important concepts.
Teacher will present a video
presenting the Features of
Academic Writing. Students, on
the other hand have to take note
of the features presented in
video.
Is it a CHECK or an EX!
Teacher will show statements
on screen to set the mood of the
class. Using the hand gestures,
students will answer the
questions posted on the screen.
They must raise their index
finger if the answer is A, raise
two fingers if the answer is B,
raise the right hand if the answer
is C and the left hand if the
answer is D. Students has to
identify the feature of academic
writing described in the given
statement. Select the letter of
the correct answer.
1. You should avoid colloquial
words and expressions,
abbreviations and two word
verbs.
a. accuracy
b. complexity
The teacher will divide the
class into two (2) groups.
Members of the groups must
collaborate with each other to
ace the game.
Teacher will present 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.” This
abstract presents a short
summary of the research
paper.
Series of words were
underlined and students
have to identify what feature
of academic writing they
belong.
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

4. 5. Proper citation of all the
sources and inclusion of
bibliographies are required in
academic writing.
c. formality
d. precision
2. It uses accurate terminologies
and requires avoiding the use of
inappropriate or wrong words
and phrases.
a. accuracy
b. complexity
c. formality
d. precision
3. You need to be specific
especially in dealing with facts,
figures, and dates.
a. accuracy
b. complexity
c. formality
d. precision
4. 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.
a. accuracy
b. complexity
c. formality
d. objectivity
5. It is composed of texts which
are more difficult to comprehend
in terms of subject matter,
language, arrangement of
words and grammar. It has
advanced vocabularies because
it requires longer words and
more formal terms. a. accuracy
b. complexity
c. formality
d. precision
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) were divided into
four groups (Precision) of
three plants each. 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 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

5. ENGAGE
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
C. Discussing New Concepts and
Practicing New Skills
The teacher will present a
graph to the class. The
illustration posted shows the
result of a survey on the
favorite beach activities of
grade 7 students. Students
are task to study the graph
and formulate three factual
statements based on what
the picture depicts.
Give me a number!
Teacher will use a give-me-a-
number game wherein students
who will answer the question will
be identified based on the
number given.
The lucky one shall identify
which sentence applies correct
feature of academic writing.
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?
Students are given the task
to create a 3- paragraph
essay on one of the following
topics given. The output will
be evaluated using the
rubrics provided.
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. Social Media's Role during
the Quarantine Period

6. (EXPLORE)
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.
4. Parents should restrict
their children's media
exposure.
5. Picnicking is a perfect way
for families to spend time
together.
D. Developing Mastery
After doing the task, selected
students will be called to
answer the following question
posted on screen and give
their takeaway/ takeaways
from the activity they’ve
done.
1. Why do you think we need
to use factual data in
academic writing?
2. Why is it important?
After doing the task, selected
students will be called to answer
the following question posted on
screen and give their takeaway/
takeaways from the activity
they’ve done.
1. What makes academic writing
complex?
2. What makes academic writing
formal?

7. EXPLAIN
3. How will we know if the
data we use are factual?
1. W
3. Why is it important to use
accurate terminologies in writing
academic?
4. Why do you think academic
writing focuses on objectivity
rather than subjectivity?
5. Why do we need to be precise
and specific in academic
writing?
E. Finding Practical Application of
Concepts and Skills in Daily Living/
Making Generalization and
Abstraction
The students will brainstorm
and will come up with
takeaway/takeaways and will
relate it to the activity they
had done.
The sharing of ideas will
followed by the teacher as
she will define academic
writing and elaborates the
important point from the
shared takeaways and will
provide additional input.
 Academic writing is
used by students
like you, as well as
teachers and
scholars in every
field, to
communicate
concepts, express
opinions, and
participate in
scholarly
discussion. Any
formal written work
generated in an
academic setting
that is distinguished
The students will brainstorm and
will come up with
takeaway/takeaways and will
relate it to the activity they had
done.
Teacher will elaborate the five
(5) features of academic writing
and will provide examples.
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. 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.

8. 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 require the
use of long
sentences or a large
vocabulary.
 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
2. Formality
In academic writing, more
formal words and phrases are
used. The following
characteristics contribute to this
higher level of formality:
a more formal
vocabulary choice
correct use of grammar
accurate use of
vocabulary
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.
3. Accuracy
It is necessary to use accurate
terminologies in academic
writing. You will be using a lot of
technical language, so make
sure you are not using the
improper words and phrases.
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. Avoid making

9. ELABORATE
writing follows the
same writing
process as other
types of texts, but it
has specific
conventions in
terms of content,
structure, and style.
value judgments by using terms
like amazing or horrible to
describe both sides of an
argument. Being objective also
improves the professionalism
and credibility of your work.
Always remember that:
 Clear and evidence-
based information
should be the focus of
your presentation.
 Your position should
be based on a
thorough examination
of the evidence.
In general, you must avoid using
terms like "I," "me," and
"myself".
5. 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.
F. Evaluating Learning
Spin it to win it!
A box was placed in front of
the class with a statement in
it. Students will do a head
What is it?
For this activity, color wheel will
be utilized to select the student
who will answer the question
Teacher will give a piece of
colored paper to each
student. The piece of paper
will serve as a ticket. Student
has to write what is the
importance of academic

10. EVALUATE
count and teacher will choose
a student to do the activity
through a color wheel. If the
wheel picks the “number 1”
then student 1 will be the
lucky winner and will do the
task. He/ She must identify
the statement if it describes
academic writing or not. If
yes, a student has to paste it
on the board. If not, student
will look for another one and
pick the correct statement.
After he/she posted the
statement on the board
he/she will spin the wheel
and the hunt for the next
winner will start again.
Academic Writing is …
 Formal and
unbiased
 Clear and precise
 Focused and well-
structured
 Well-sourced
 Correct and
consistent
Academic Writing is not …
 Personal
 Long-winded
 Emotive and
impressive
posted on screen. Teacher
prepared a material wherein
student will simply drag up or
drag down the paper where the
answers are placed. What is it?
Let’s find it out.
Directions: Fill in the blanks with
the appropriate word that best
completes the statement.
1. A formal mode of writing
intended for an educated
audience is called
______________________.
2. Academic writing is generally
written in
___________________ person.
3. Academic writing should be
clear, concise, focused,
structured and backed up by
____________________.
4. Academic writing is relatively
formal. This means that you
should avoid ______________
words and expressions.
5. Written language is in general
objective rather than
__________________.
writing to them as students.
They can write it using the
language convenient to
them.
G. Additional Activities for
application and Remediation Directions:
Write a question to match the
answer. The underlined word
The teacher will ask few
questions to the students
wherein they are task to share
what they have learned from the
activities, video presentation,
Match made in Heaven
Students will have a friendly
competition with the other
students. Teacher will pick a

11. is the answer you wish to
know.
Example: They went to a
party.
Question to match the
answer:
Where did they go?
1. He will buy wine.
_______________________
2. He has visited Italy.
_______________________
3. They are students.
_______________________
4. She can come tomorrow.
_______________________
5. We should buy tickets.
_______________________
and discussion as well as the
areas they found confusing or
hard to understand.
letter and call a student with
the same first letter of the
picked one and will match the
descriptions in column A with
column B. If the student gets
the answer he/she has the
power to choose who will
answer next. If not, he/she
will stand at the corner and is
not allowed to make any
noise until the game is over.
MATCH MADE IN HEAVEN
in 3, 2, 1. GOOOO!
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.
A.
__________ 1. Preciseness
especially in dealing with
facts, figures, and dates is
needed in this feature of
academic writing.
__________ 2. This prohibits
the use of colloquial words
and expressions,
abbreviations and two-word
verbs. __________ 3. It uses
accurate terminologies. It
avoids the use of
inappropriate or improper
words and phrases.
__________ 4. It contains
texts which are difficult to

12. EXTEND
comprehend in terms of
subject matter, arrangement
of the words, language and
grammar.
__________ 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
IV. REMARKS
V. REFLECTION
Reflect on your teaching and assess yourself as a teacher. Think about your student’s progress this week. What works? What else needs to be done to help the students learn?
Identify what help your instructional supervisors can provide for you so when you meet them, you can ask them relevant questions.
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

13. E. Which of my teaching strategies
work well? Why did these work?
F. What difficulties did I
encounter which my principal or
supervisor can help me solve?
G. What innovations or localized
materials did I used/discover which I
wish to share with other teachers?
Prepared by:
REAH JOY RABUGA
Student Teacher, English 7
Checked by: Noted by:
MS. JANELLE LAWAS MRS. MARWINA J. MANJAC
Critic Teacher, English 7 Head Teacher
Approved by:
MRS. CHUCHIE F. YOG
School Principal, THNS