LAMPITOC-WBS-LESSON-PLAN.docx
- 1. Republic of the Philippines Department of Education Region I Schools Division of Ilocos Norte BACARRA NATIONAL COMPREHENSIVE HIGH SCHOOL Bacarra, Ilocos Norte CLASSROOM OBSERVATION LESSON PLAN Demonstration Teacher: DESIREE D. LAMPITOC Observer: Mr. Nelson R. Corpuz Date and Time: April 12, 2022 (9:00-10:00) Subject: English 7 Lesson Overview: Quarter 4, Module 1-Distinguish features of academic writing Section: Grade 7-Marigold, Lotus, Jasmine, and Magnolia Mode of Delivery: Synchronous Learning via Google Meet Learning Competency: Distinguish Features of Academic Writing Subject Matter: Features of Academic Writing Reference: Self-Learning Module, https://studylib.net/doc/25526864/distinguishing-features I. LEARNING ENDSTATES What skills & competencies, values & attitudes (7 mastery skills) are being developed? To what degree should students be assessed? 1. Learning to THINK: Define academic writing. 2. Leaning to DO: Create an infographic material manifesting the features of academic writing. 3. Learning to FEEL: Recognize the significance of academic writing. 4. Learning to COMMUNICATE: Convey ideas clearly through applying the features of academic writing. 5. Learning to INTUIT: Reflect the purpose of academic writing through its features. 6. Learning to LEAD: Master the use of academic writing as a tool in communication. 7. Learning to BE: Effective writers of academic texts. II. ESSENTIAL QUESTION: 1. Why is academic writing important as a means of communication? III. MATERIALS A. Materials Learner’s Self-Learning Module PowerPoint Presentation Laptop/Cellphones B. Methods
- 2. Lecture/Discussion Reader’s Response Theory Inductive C. Activities Discussion/Listening Authentic performance D. Learning Output Creating a digital infographic about the features of academic writing. RUBRIC FOR ASSESSMENT: Rubric for assessing the output INSTRUCTIONAL PHASES Stages Activities Student Activities Preliminary Activities Checking of Attendance Setting of Rules The checking of attendance will be monitored through a screenshot of attendees during the Google Meeting. The learners must follow the classroom rules set by the teacher. ACTIVATE Task 1. Four Pics One Word: This is a guessing game. The first set of pictures displays/ constitutes an official or an important situation or occasion. Your aim is to identify the best single word that best describes the set of pictures. Fill in the missing letters below the pictures. 1. _____ _____ _____ _____ _____ _____ Formal, ma’am.
- 3. 2. How about this second set of pictures? Who can guess the best single word that can best illustrate them? _____ _____ _____ _____ _____ _____ _____ _____ Informal, ma’am. ACQUIRE READ/ LECTURE/DISCUSS Task 2. Listen to Me The teacher will discuss the following. 1. Academic Writing and its Features a. Ask the learner’s ideas about academic writing b. Discuss the definition of academic writing and its importance. c. Give at least three examples of academic writing. (to be shown in the slides) d. Discuss the features of academic writing through the given examples. Task 3. Formal or Informal: Study the adapted texts below, then determine if the statement is formal or informal. Tell F if it is formal and I if it is informal. 1. If you establish the purpose for reading early on, you will be able to save time and improve your comprehension. a. Academic writing refers to a piece of writing which focuses on specific academic subject/topic. The learners will identify if the statement in each item has a formal or informal structure. 1. F 2. F
- 4. 2. Plagiarism is the use of ideas or any relevant information of another without giving proper credit or acknowledgement. 3. He saw the pure, crystal water from where the lass is heavenly plunged. 4. When you synthesized information, you develop new understanding about a topic by using information from more than one source. 5. Just as the sun rises and peeps from the east, and as the roosters of the neighborhood crow, vividly came the assiduous man. Task 4. Matching Type: Match Column A with the corresponding words/phrase in Column B. Write only the letter of your answer. A B 1. Organization A. Full forms rather than contractions 2. Precision B. Writing is well organized 3. Objectivity C. Informed by research and reasoning rather than personal feelings and opinions 4. Formality D. Facts and figures are given precisely 5. Complexity E. The language is more complex and has longer words with a more varied vocabulary and a grammatical complexity. 6. Responsibility F. It is used to express caution and avoid strong, unqualified statements that may be easily disproven. 7. Planning G. You must be responsible for, and must be able to provide evidence and justification for, any claims you make. 3. I 4. F 5. I The learners will match column A with the corresponding words that are connected to it in column B. 1. B 2. D 3. C 4. A 5. E 6. G 7. J 8. F 9. H 10. I
- 5. 8. Hedging H. Most subjects have words with narrow specific meanings. 9. Accuracy I. It is the responsibility of the writer in English to make it clear to the reader how the various parts of the text are related.. 10. Explicitness J. It usually takes place after research and evaluation, according to a specific purpose and plan. APPLY Task 5. On the Track to Extract: Study the reading text given, an excerpt from the research article, “Post-Pandemic Philippines and the New World Order: “Why does it matter and what can we do?”. Extract at least five fragments that exhibit any features of academic writing. Write your answers in a whole sheet of paper. Post-Pandemic Philippines and the New World Order: “Why does it matter and what can we do?” (An Excerpt) In every epic story of battle, there will be villains and there will be heroes. Some will be recognized and a few put on a pedestal; most will be relegated to our short-term memory while some may be totally forgotten. In the world after this coronavirus, as Filipinos and global citizens doing our part, we can see that global solidarity will win over national interests and humanity will prevail as the most important asset to health security. Politics if done right can change the world for the better after a pandemic. Ronald Law, “ESSAY: Post-Pandemic Philippines and the New World Order: ‘Why Does It Matter and What Can We Do?",” Health Care Without Harm, June 3, 2020 Answers may vary
- 6. ASSESSMENT Task 4. Assess Yourself: Read and Study the items carefully to measure your mastery on the concepts and features of academic writing. Choose the letter of your answer. 1. Academic writing is: a. Personal, impressionistic, emotional, or subjective in nature b. Provides information which include concepts, and theories that are related to the specific discipline c. Uses slang, colloquialisms and conversational tones d. Based on opinion pieces 2. Which feature of academic writing is prevalent when the main emphasis should be on the information and arguments, rather than your own opinion? a. Subjectivity b. Formality c. Accuracy d. Objectivity 3. Which of the following best describes Precision? a. Used to express caution and avoid strong, unqualified statements that may be easily disproven b. More Complex and has longer words with a more varied vocabulary and a grammatical complexity. c. Full forms rather than contractions d. Facts and figures are given precisely. 4. Which of the following is NOT a feature of academic writing? a. Hedging b. Complexity c. Diversity d. Planning The learners will assess themselves through answering the multiple choice. 1. a 2. d 3. d 4. c 5. b
- 7. 5. To crystalize the complexity of the language in an academic text, the sentence: “You must write the answers on the examination paper I black ink” should be written as _____. a. Everyone must write the answers on the examination paper in black ink. b. The answers on the examination paper must be written in black ink. c. My classmates must write the answers on the examination paper in black ink. d. All students must write the answers on the examination paper in black ink. ENRICHMENT Task 7. Additional Activities: To sum up what you have understood from the topic of this module, you are tasked to create an infographic material manifesting the features of academic writing. Draw yourself in a formal attire and create a bubble text next to it. Inside the bubble text, introduce yourself formally through manifesting the features of academic writing. Construct your infographic in a short bond paper. (There will be an example to be shown in the slide.) Your output is graded through the rubric: Criteria 5 (Exemplary) 4 (Proficient) 3 (Fair) 1 (Incomplete) Content Accuracy Content is accurate, concise with logical progression of ideas. The content gives a clear sense of key concepts. Content is somewhat accurate with logical progression of ideas. The content has useful information. Content has information, but mostly vague. The logical progression or ideas is unclear. The content lacks clear point of view, and logical sequence of information. Information is incomplete and incorrect. The learners will create an infographic manifesting the features of academic writing.
- 8. Graphics and Visuals The layout is visually pleasing, and contributes to the central theme. Output uses heading, colors, fonts, and texts that enhance readability. The lay out is pleasing. Output uses heading, colors, fonts, and texts are used appropriately. Output displays some structure but appears cluttered and distracting. The readability is difficult with inappropriate use of heading, colors, fonts, and texts. Output needs extensive editing, and is difficult to follow. Layout is confusing. The use of heading, colors, fonts, and text is ineffective. Grammar and Mechanics Clear, concise, and well-written with no errors. Grammar, and punctuations are correct. Quite clear, concise, and written with few errors in grammar, and punctuations. Output has several errors. Grammar, and punctuations need editing. Multiple errors in grammar, and punctuations. Output is difficult to understand and needs extensive editing. PERSONAL PHILOSOPHY OF TEACHING The lesson plan is crafted with the learner in mind as the main focus of the teaching-learning process. This means that the teacher is a mere facilitator of learning and the different activities and strategies used are hoped to address or meet the needs, abilities, interests and learning styles of students. Prepared by: Checked by: Noted by: Approved by: DESIREE D. LAMPITOC NELSON R. CORPUZ ELIZA MILAGROS A. RIVERA NORBERTO S. GALIZA, Ed.D. Pre-Service Teacher Cooperating Teacher Head Teacher VI School Principal III English Department