Republic of the Philippines

Department of Education
REGION VIII
SCHOOLS DIVISION OF LEYTE
ALANGALANG NATIONAL HIGH SCHOOL

DETAILED LESSON PLAN

Teacher TERESITA C. NARIDO Grade Level 12

Teaching Date THURSDAY (SEPTEMBER 5, 2022) Learning Area ENGLISH FOR
ACADEMIC
AND
PROFESSIONAL
PURPOSES
Teaching Time (TBA) Quarter 1st QUARTER –
1ST SEMESTER

I. OBJECTIVES
A. Content Standards The learner acquires knowledge of appropriate reading strategies for a better
understanding of academic texts.
B. Performance The learner produces a detailed abstract of information gathered from the various
Standards academic texts read.
C. Learning The learner uses knowledge of text structure to glean the information he/she needs.
Competencies/Objective (CS_EN11/12A-EAPP-Ia-c-4)
s
(Write the LC code for
each)
II. CONTENT TEXT STRUCTURE
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide English for Academic and Professional Purposes
pages
2. Learner’s Guide
pages
3. Textbook pages Learning Activity Sheets (LAS) – English for Academic and Professional Purposes pp.
24-31
4. Additional
Materials from Learning
Resource (LR) portal
B. Other Learning Book, Chalk and Hand outs
Resources
IV. PROCEDURES
A. Reviewing previous Preparatory Activities:
lesson or presenting the 1. Prayer
new lesson 2. Marking the attendance
3. Reminding the learners of the classroom safety protocols
4. Reviewing the past lesson

 Let’s have a Recap!

Choose the appropriate text structure for the given statements below:
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 1. __________ is used when writing professional or academic texts.
2. __________ is used when writing personal emails and text messages.
3. __________ is a word or phrase that has been shortened by dropping one
or more letters.
4. __________ is a way of softening the language by making the claims
or conclusions less absolute.
5. __________ is a combination of words (verb + preposition or verb +
adverb) that when used together, usually take on a different meaning to that
of the original verb.
6. __________ is a word formed from the initial letter or letters of each of
the successive parts or major parts of a compound term.
7. __________ is a name or term formed from the initial letters of a group
of words and pronounced separately.
8. __________ is the method of human communication.
9. __________ is the language needed by students to do the work in schools.
10. __________ is nonfiction writing produced as part of academic work.

Answer:
1. Formal Language
2. Informal Language
3. Contraction
4. Hedging
5. Phrasal Verb
6. Acronym
7. Initialism
8. Language
9. Academic Language
10. Academic Language

(Note: Everyone will be encouraged to participate)

(Note: The teacher will provide feedback for the students’ answers orally or through
gestures)
B. Establishing a Activity: Look and Share!
purpose for the Lesson

C. Presenting Play and Write!

examples/instances of Teacher will ask a question like “how do you build a house?”
the new lesson. (Teacher will relate the answers of the students to the current lesson)

Processing the result of the activity:

Academic texts can be articles, conference papers, reviews and
theses/dissertations. How are academic texts typically formed?
In general, academic texts are organized with the following characteristics:
(1) has clearly structured introduction-body-conclusion, (2) is formal, (3) includes
information from credible sources which are properly cited, and (4) includes a list of
references.
- Barrot & Sipacio, 2016

(Note: The teacher will provide feedback for the students’ answers orally or through

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 gestures)

D. Discussing new Ask:

concepts and practicing What is text structure?
new skills # 1
Academic texts usually follow an established structure which refers to the
internal organization of a text. It is called Text Structure.

Text structure is one of the two categories of how a text can be organized. The other
category is Text Features. Text Structures refer to the organizational patterns of a text.
Generally, it is composed of text types, parts, transition words and phrases, patterns of
organization, sentences, and paragraphs.

E. Discussing new Ask:

concept and practicing What is three-part essay and IMRaD?
new skills # 2
It is a basic structure that consists of introduction, body, and conclusion. The
introduction and conclusion should be shorter than the body of the text. For shorter
essays, one or two paragraphs for each of these sections can be appropriate. For longer
texts or theses, there may be several pages.

The Three-Part Essay Structure

Introduction
▸ Its purpose is to clearly tell the topic, purpose, and structure of the paper.
▸ It might be 10% - 20% of the length of the whole paper and has three main
parts:
A. The most general information, such as background and/or definitions.
B. The core of the introduction, where you show the overall topic, purpose,
your point of view, hypotheses and/or research questions (depending on
what kind of paper it is).
C. The most specific information, describing the scope and structure your
paper.

Note: You should write your introduction after you know both your overall point of
view (if it is persuasive paper) and the whole structure of your paper. You should
then revise the introduction when you have completed the main body.

Body
▸ It develops the question, “What is the topic about”?
▸ It may elaborate directly on the topic sentence by giving definitions,
classifications, explanations, contrasts, examples and evidence.

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 ▸ It is considered as the heart of the essay for it expounds the specific ideas for the
readers to have a better understanding of the topic.
▸ Usually, the biggest part of the essay

Conclusion
▸ It is considered as the “mirror image” of the introduction. If the introduction
begins with general information and ends with specific information, the
conclusion moves in opposite direction.

Note: It usually begins by briefly summarizing the main scope of structure of the
paper, confirms the topic that was given in the introduction, ends with a more
general statement about how the topic relates to its context. This may take the form
of an evaluation of the importance of the topic, implications for future research,
or a recommendation about theory or practice.
IMRaD

▸ The sections of the IMRaD structure are Introduction, Methods, Results, and
Discussion.
▸ The Introduction usually depicts the background of the topic and the central
focus of the study.
▸ The Methodology lets the readers know the data collection methods, research
instrument employed, sample size and so on.
▸ Results and Discussion states the brief summary of the key findings or the
results of your study.
▸ Each part consists of sub-components that could help readers identify the main
ideas (stated or implied) and supporting details using patterns of organization.
▸ There are five common patterns of organization (also known as text
structures) used in a text which are as follow: (1) Description/List, (2) Cause
and Effect, (3) Comparison/Contrast, (4) Order/Sequence, and (5) Problem
- Solution.
▸ Some texts also use the Argument in developing their ideas which begins with
a claim followed by the reasons for the claim then supported by pieces of
evidence. It can include a counter-claim or refutation (Gonzales, 2014).
▸ Another component of a text structure is the use of transition words or
phrases. These transition words or phrases are used to show relationships
among ideas. They are found all throughout the text parts and patterns of
organization. Transition words or phrases make the connecting of one idea to
another idea or one part to another part of a text formal, clear and organized.

Five Text Structures

1. Description/List

This structure resembles an outline. Each section opens with its main idea, then
elaborates on it, sometimes dividing the elaboration into subsections

Transitions:
For example, for instance, specifically, in particular, in addition, to
illustrate, such as, most important, another

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Examples:
(a) Filipinos are very appreciative of arts such as plays, paintings, music, and
literature.
(b) Volcanoes are a feared and destructive force for good reason. A volcano is
like a pressure valve for the inner earth, but they can also be very beautiful. One part of
the volcano that people rarely see is the magma chamber. The magma chamber is way
beneath the Earth’s bed rock. It is tremendously hot. Running from the magma chamber
to the crater of the volcano is the conduit. The conduit connects the magma chamber to
the outer world. At the top of the volcano is the crater. This is where the magma exits.
Volcanoes are a beautiful yet dangerous natural phenomenon.

2. Cause and Effect

In texts that follow this structure, the reader is told the result of an event or
occurrence and the reasons it happened.

Transitions: Consequently, therefore, as a result, thereby, leads to, because of, in

order to, for these reasons, thus, if-then, maybe due to

Examples:
(a) Everyone followed health protocols. As a result, the pandemic was gradually
eradicated.
(b) Baby painted turtles spend all winter in their nests. They have special
chemicals in their blood that can keep their blood from freezing. As a result, baby
painted turtles can survive freezing temperatures.

3. Comparison / Contrast

Texts that follow this structure talk about the differences and similarities of two or
more objects, places, events or ideas by grouping their traits for comparison.

Transitions: However, unlike, like, by contrast, yet, in comparison,

although, whereas, similar to, different from, as opposed to, instead of, as
well as

Examples:
(a) Unlike quantitative research, qualitative research uses descriptive data.
(b) The cardinal and the cedar waxwing are two common birds. Both have crests
on their heads. Both are common at birdfeeders. But the birds have some differences.
The male cardinal is a bright red, while the waxwing is brown. The cedar waxwing often
migrates from place to place. On the other hand, the cardinal stays in one place year
after year.

4. Order / Sequence

Texts that follow this structure tell the order in which steps in a process or series
of events occur.

Transitions: next, first, last, second, another, then, additionally,

next, finally, before, preceding and others

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 Examples:
(a) First, read the manual of the device. Second, turn on the device. Then, set the
location, time and date
(b) Through the ages, Pennsylvania has seen. This is the many interesting
events. The state was founded in 1681 by William Penn. Later, Pennsylvania was the
site of important Revolutionary War battles. After that, Pennsylvania was home to new
factories during the Industrial Revolution. Today, Pennsylvania continues to make
history.

5. Problem – Solution

This presents a problem and several possible solutions. The author may also
describe the pros and cons of each solution.

Transitions: The problem is, the difficulty is, it is possible to, if-
then,
one challenge is, therefore

Examples:
(a) The problem that we are facing is the lack of self-discipline of the society.
(b) The Chesapeake Bay faces an uncertain future. Issues such as pesticides, too
many nutrients, and habitat loss all threaten the Bay’s water quality and animal life.
However, scientists are hopeful that the future may be brighter. If everyone in the
Chesapeake Bay watershed works together, solutions may be found.

Graphic Organizer
A graphic organizer is a visual presentation with various shapes and connecting
marks that is used to show the organization and relationship of ideas and parts in a text.

It serves as the backbone in writing a formal and effective academic text.

F. Developing Learning Task:

Mastery
Directions: Identify what is being asked or described in each item. Write the letter of
the correct answer in the space provided before the number.
____1. This is one of the signal terms in a cause-effect structure.
a. Then
b. Thus
c. Whereas
d. Following
_____2. Which is NOT a benefit of knowing the text structure?

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 a. Easy Reading
b. Extensive Reading
c. Increased Comprehension
d. Development of Critical Thinking
____3. Which is NOT a technique in idea organization?
a. Outline
b. Annotation
c. Final Draft
d. Graphic Organizer
____4. Which is TRUE about text structures?
a. They are similar to text features.
b. They can be recognized with the help of signal words.
c. They only develop critical reading and not critical thinking skills.
d. They are classified into sequence, description, conclusion and
argument
____5. Which can be used to organize ideas in a comparison-contrast structure?

(Note: Everyone will be encouraged to participate)

G. Finding practical The teacher will ask the learners about the connection of the topic to the real world.
application of concepts
and skills in daily living. Ask:
1. Cite an instance or experience where text structure helped you in your studies.
2. How will your newly gained knowledge in text structure become your
advantage as a senior high school student?

H. Making Complete the open-ended statements:

generalizations and
abstractions about the I have learned ____________________________________.
lesson I realized that ____________________________________.

I. Evaluating Evaluation:
Learning
A. Directions: Choose the term that best matches each of the following
definitions. Write only the letter of the correct answer in the box provided.
1. Describes how a. problem -
.
something looks or solution
the arrangement of
a space
2. Explains how b. order /
something happens sequence
or is done, step-by-
B. step Directions:
3. Differences and c. cause and Read each
similarities of two or effect passage and
more things are identify how
discussed the
4. A difficulty is d. description/ information
described and an list is being
answer is offered
5. An action and its e. compare/ organized.
results are contrast Write your
discussed
answer in
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 the space provided

1. The eye is made up of many parts. The white part of the eye is called the sclera,
and the colored part is called the iris. The iris comes in many colors, including
brown, blue, green, and hazel. The iris is covered by the cornea, which is clear
and round.
2. Kansas recently has had a lack of funds for education. This is a problem for
schools because they don’t have enough money to fund their programs.
Teachers have lost their jobs and special programs have been dropped.
3. In our state, dams have been built on many rivers. These dams are used to
produce the electricity we need, but they also create problems for fish and other
wildlife near the rivers. Therefore, we should not build any more dams. Instead,
we should use solar energy, or energy from the sun, to produce electricity. This
will help us protect our wildlife and enjoy the natural beauty around us.
4. Old maps are alike and different from maps made today. As the world keeps
changing, our maps change too. One 4000‐ year‐old map is made of clay in
different colors. It has symbols that stand for rivers, mountains and city gates.
Another old map from 1866 shows the United States. Hawaii and Alaska are not
on it. The map was made before they became states. Long ago, people made
maps as they walked. They drew each tiny bend along the path. Now, pictures
from space satellites give a clear view of the land and water. Infrared maps from
satellites use color to show hills and valleys on Mars. Maps show us where we
have been and how far we have come.
5. Some people want to build a skateboard park in my neighborhood, but other
people are against it. People in favor of the skateboard park believe that the park
will provide a safe and enjoyable place for young people to exercise. They claim
that teenagers also need a place to meet with friends after school. People against
the skateboard park believe that skateboarding is dangerous and the town should
not encourage young people to skateboard. They want to put a garden in the
space instead.

J. Additional Assignment:
Activities for
Application or Using a graph present the following:
Remediation  Five Academic Text Structures
 Importance
 Transitional Words or Phrases (ten for each structure)
 Examples (give at least two for each structure)
 Graphic Organizer
 Use long bond paper
 Write the title, your full name, section & set, and the date of submission

V. Remarks

VI. Reflection

A. No. of students
who earned 80% in
the formative
assessment
B. No. of students
who require
Additional
activities for remediation
C. Did the remedial
lessons work? No.
of learners who had
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 caught up with
the lesson.
D. No. of learners who
continue to
require
remediation.
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 innovation
or localized
materials did I
use/discover which I
wish to share with
other teachers?

Prepared by:

JANN JOPERT A. PLOCIOS

SHS- Teacher

Checked/ Reviewed by:

MA. TERESA R. ALCONES

Head Teacher

Approved by:

ROLAND A. ALJIBE
School Principal III