Proverbs Ville Christian School

5 Lesson Plan
ENGLISH for Academic & Professional Purposes 11
Second Quarter: First Semester Week #1
Teacher: Ms. Aubrey S. Pinili

I. Topic: Lesson 7- Writing an Abstract, Précis, or Summary

Learning Objectives:

At the end of the lesson, the learners will be able to:

 Identify the features of an effective abstract, précis, or summary.

 Determine the purpose and context for writing an abstract, précis, or summary.
 Analayze the features of an abstract, précis, or summary.
 Write an effective abstract, précis, or summary.

II. Reference/s: Communication Today English for Academic & Professional Purposes for Senior High by Jessie S.
Barrot, Ph.D and Philippe John F. Sipacio Pp. 122- 133

III. Instructional Materials: powerpoint presentation, activity sheets

IV. Concept/s:

A. What is Abstract, Précis, or Summary?

Technically speaking, texts classified either as abstract, précis, or summary, or sometimes as synopsis, are all the
SAME. Whatever they may be called, these texts aim to precisely condense a larger work to present only the key
ideas. They tell the audience the gist of what has been read, listened to, or viewed. There are two types of abstracts,
the descriptive and summative abstract. Between these two types of abstracts, a summative abstract is more
preferred in an academic setting. Since an abstract, a précis, and a summary aim to present the key ideas of the text,
the general rule is to condense the information into around 15 % of the original length of the text. However, this is not
a hard and fast rule. In most cases, a 6,000- word research article for an academic journal may require only 200 to
250 words for its abstract.

B. What are the structures of research abstract?

Rationale- (around 20 %)

Research problems- (around 10%

Methodology- (around 20%)

Major Findings- (around 40 %)

Conclusion and implications (around 10 %)

C. What are the guidelines in writing abstract, précis, or summary?

 Read the text at least twice until you fully understand its content.
 Highlight the key ideas and phrases.
 Annotate the text.
 States the author’s name, the title of the passage, and the main idea at the beginning sentence.
 Use words or phrases indicating that you are presenting an abstract, précis, or summary. Reporting
verbs are most useful for this purpose.
 Write the main idea of each paragraph using your own words.
 Never copy in verbatim a single sentence from the original text.
 Combine the main ideas to form one paragraph.
 Refrain from adding comments about the text.
 Edit your draft abstract, précis, or summary by eliminating redundant ideas.
 Compare your output with the original text to ensure accuracy.

V. Integrated Value/ Trait: Truthfulness

“My dear children, I am writing this to you so that you will not sin. But if anyone does sin, we have an advocate
who pleads our case before the Father.” -1John 1: 2 NLT

VI. Instructional Process:

 Let the class memorize and recite 1 John 1: 2.

 Let the learners watch a video clip about a current social issue.
 With a partner, let them determine the key ideas presented in the video.
 Let them write five to six sentences that will encapsulate the key ideas.
 Let the learners answer Self Audit.
 Discuss the meaning of abstract, précis and summary.
 Discuss the given allocation of words that research abstract follows.
 List and discuss all the guidelines.
 Ask some questions related to the lesson.
 Encourage the learners to share what they have learned in lesson 7.

Lesson Guide:

 Answer Let’s Warm up on page 122.

 Answer Checking for Understanding on page 127.
 Answer Let’s Practice on pages 128- 133.
 Reflect what you have learned and gained in taking up the lesson by completing the given table on page
135.
 Write a journal entry to sum up Lesson 7.
 Proverbs Ville Christian School
Lesson Plan
ENGLISH for Academic & Professional Purposes 11
Second Quarter: First Semester Week #2
Teacher: Ms. Aubrey S. Pinili

I. Topic: Lesson 8- Writing a Reaction Paper, Review, Critique

Learning Objectives:

At the end of the lesson, the learners will be able to:

 Determine the purpose of a reaction paper, review, and critique.

 Form opinions based on facts
 Cite specific sources to support claims.
 Present ideas convincingly.
 Analyze the features of a reaction paper, review, and critique.
 Use appropriate language.
 Write an objective/ balanced review or critique of a work of art, an event, or a program.
 Write a reaction paper, review, and critique objectively.

II. Reference/s: Communication Today English for Academic & Professional Purposes for Senior High by Jessie S.
Barrot, Ph.D and Philippe John F. Sipacio Pp. 136- 152

III. Instructional Materials: short film, powerpoint presentation, activity sheets

IV. Concept/s:

A. What are Reaction Papers, Reviews, and Critique?

A reaction paper, a review, and a critique are specialized forms of writing in which a reviewer or reader evaluates
any of the following: a scholarly work, a work of art, design, and graphic designs. Reaction papers, reviews, and
critiques usually range from 250- 750 words. They are not simply summaries but are critical assessments, analyses,
or evaluation of different works. As advanced forms of writing, they involve your skills in critical thinking and
recognizing arguments. However, you should not connect the word critique to cynicism and pessimism.

B. What are the critical approaches in writing a critique?

Approaches Definition

claims that literary works contain intrinsic properties

Formalism and treats each work as a distinct work of art.

focuses on how literature presents women as

Feminist criticism subjects of socio- political, psychological, and
economic oppression.

concerned with the reviewer’s reaction as an

audience of a work. It claims that reader’s role
Reader response criticism cannot be separated from the understanding of work;
a text doles not have meaning until the reader reads
it and interprets it.

concerned with differences between economic

classes and implications of a capitalist system, such
Marxist criticism as the continuing conflicts between the working class
and the elite.

C. What are the structures of reaction paper, review, or critique?

Introduction- (around 5% of the paper)

Summary- (around 10% of the paper)

Review/Critique-(in no particular order and around 75% of the paper)

Conclusion-(around 10 % of the paper)

D. What are the guidelines in writing reaction paper, review or critique?

 articles and journals
 artworks and other media
 general note
V. Integrated Value/ Trait: Openness

“I am writing to you who are God’s children because your sins have been forgiven through
Jesus.”[a]-1John 2: 12 NLT

VI. Instructional Process:

 Let the class memorize and recite 1 John 2: 12.

 Let the learners watch a short film.
 Randomly choose students to share their reactions to the film.
 Let the student answer Self Audit found on pages 138.
 Discuss the meaning of reaction papers, reviews, and critiques.
 Explain the various ways or standpoints that analyze and critique a certain material.
 Discuss and explain the logical organization and structure for a reaction paper or review to present a critical
evaluation effectively.
 Discuss the guidelines in writing reaction paper, review, or critique.
 Ask questions related to the lesson.

Learning Guide:

 Answer the given questions based on the short film on page 137.
 Answer Checking for Understanding on page 146.
 Evaluate using the given rubrics of the movie review of Heneral Luna
on pages 146- 148.
 Summarize their general evaluation using the table on page 148.
 Proverbs Ville Christian School
Lesson Plan
ENGLISH for Academic & Professional Purposes 11
Second Quarter: First Semester Week #3
Teacher: Ms. Aubrey S. Pinili

I. Topic: Lesson 9- Writing a Concept Paper

Learning Objectives:

At the end of the lesson, the learners will be able to:

 Explain what a concept paper is.

 Identify the features of an effective concept paper.
 Explain a concept from a various fields through definition, explication, and clarification.
 Identify the different types of concept papers according to the context.
 Write an effective concept paper.

II. Reference/s: Communication Today English for Academic & Professional Purposes for Senior High by Jessie S.
Barrot, Ph.D and Philippe John F. Sipacio Pp. 154- 183

III. Instructional Materials: powerpoint presentation, sample of a concept paper

IV. Concept/s:

A. What is a Concept paper?

A concept paper provides an overview of the project, and helps funding agencies eliminate proposals that are likely to
be disapproved. Hence, it helps save time and effort for both the proponents and the funding agencies.

B. What are the ways in Explaining a Concept?

1. Definition

It is method of identifying a given term and making its meaning clearer. Its main purposed is to clarify and explain
concepts, ideas, and issues by answering the question, “What does it mean?” A definition can be presented in three
ways: formal, informal, or extended.

Formal Definition- explains a term by incorporating the term to be defined (species), the general category of the
term (genus) and the quality that makes the term different from other terms in the same category (differentia).

Class
Differentia
Term (the group where the term
(distinguishing features)
belongs)
That has two wheels and is
A bicycle is a mode of transportation powered through the pedaling
effort of the rider.

A Computer (to be answered by the learners) (to be answered by the learners)

Informal Definition- done through a parenthetical or brief explanation.

Class
Term
(the group where the term belongs)
A bicycle is a mode of transportation.

A chair is a piece of furniture.

A telephone (to be answered by the learners)

 Extended definitions are essay length definitions that uses different rhetorical patterns.

2. Explication

It is a method of explanation in which sentences, verses, quotes, or passages are taken away from a literary or
academic work and then interpreted and explained in a detailed way. When using this technique, you need to clearly
present your thesis in the introducation and follow it up with a detailed analysis of a passage or text.

3. Clarification

It is a method of explanation in which the points are organized from general abstract idea to specific and concrete
examples. It entails the analysis of the concept by looking at the examples and specifying some of its characteristics
to arrive at one working definition which can be used throughout the paper.

Signal Words for Clarification

after all
for instance namely that is
as an example
in other words put another way to be specific
consider the following
in particular specifically to clarify
for example
in short stated differently to illustrate

What are the parts of a Concept Paper?

for a Project for Academic Research

Title Page
Cover Page Background of the Study
Introduction Preliminary Literature Review
Rationale or Background Statement of the Problem/ Objectives

Project Description Abridged Methodology

Project Needs and Cost Timeline

Reference
V. Integrated Value/ Trait: Focus

“With their words, the godless destroy their friends, but knowledge will rescue the righteous.”

– Proverbs 11: 9 NLT

VI. Instructional Process:

 Let the class memorize and recite Proverbs 11: 9.

 Let the learners illustrate a scenario which shows the problem. Let them think of a possible solution to
address the identified problem.
 Ask the learners to write a brief summary of your proposed solution and some brief details.
 Let the learners answer Self Audit.
 Discuss the meaning, ways in explaining, and parts of a concept paper.
 Ask some questions related to the lesson.
 Encourage the learners to share what they have learned in lesson 9.

Lesson Guide:

 Answer Let’s Warm up on page 154.

 Answer Self- audit on page 155.
 Answer Checking for Understanding on page 162.
 Answer Let’s Practice on pages 163- 167.
 Learners will reflect what they have learned and gained in taking up the lesson by completing the given
table on page 183.
 Write a journal entry to sum up Lesson 9.
 Proverbs Ville Christian School
Lesson Plan
ENGLISH for Academic & Professional Purposes 11
Second Quarter: First Semester Week #4
Teacher: Ms. Aubrey S. Pinili

I. Topic: Lesson 10- Writing a Position Paper

Learning Objectives:

At the end of the lesson, the learners will be able to:

 Define a position paper.

 Identify the features of an effective position paper.
 Use reasonable arguments and factual evidence to defend a stand.
 Define the context for a position paper.
 Write an effective position paper.

II. Reference/s: Communication Today English for Academic & Professional Purposes for Senior High by Jessie S.
Barrot, Ph.D and Philippe John F. Sipacio Pp. 184- 197

III. Instructional Materials: visual aids, powerpoint presentation

IV. Concept/s:

A. What is a Position paper?

A position paper presents the writer’s stand or viewpoint on a particular issue. Writing a position paper entails outlining
arguments and proposing the course of action; by doing so, you are already taking part in a larger debate.

B. What are the parts of a Position Paper?

Parts of a Position Paper

 Start with an introduction which presents the issue while
grabbing the attention of readers.
 Define the issue and discuss its background
Introduction
 Provide a general statement of your position via your
thesis statement.

 State your main arguments.

 Provide sufficient evidence for each argument such as
Body statistical data, interviewers with experts, and testimonies.
 Provide counterarguments against the possible
weaknesses of your arguments.

 Restate your position and main arguments.

Conclusion  Suggest a course of action.
 State what makes

V. Integrated Value/ Trait: Courageousness

“Be on guard. Stand firm in the faith. Be courageous. Be strong.” 1 Corinthians 16: 13

VI. Instructional Process:

 Let the class memorize and recite 1 Corinthians 16: 13.

 Divide the class and let them think of an argument and defend it.
 Let the learners answer Self Audit.
 Discuss the meaning, parts, and guidelines for a position paper.
 Ask some questions related to the lesson.
 Encourage the learners to share what they have learned in lesson 10.

Lesson Guide:

 Do Let’s Warm up on page 184- 185.

 Answer Self- audit on page 185.
 Answer Checking for Understanding on page 188.
 Answer Let’s Practice on pages 188- 189.
 Complete the given table on page 197.
 Write a journal entry to sum up Lesson 10.
 Proverbs Ville Christian School
Lesson Plan
ENGLISH for Academic & Professional Purposes 11
Second Quarter: First Semester Week #5
Teacher: Ms. Aubrey S. Pinili

I. Topic: Lesson 11- Preparing and Implementing Research Instruments

Learning Objectives:

At the end of the lesson, the learners will be able to:

 Design, test, and revise research instruments.

 Gather data through surveys, experiments, and observation.
 Disseminate written forms of information from surveys, experiments, and observation.

II. Reference/s: Communication Today English for Academic & Professional Purposes for Senior High by Jessie S.
Barrot, Ph.D and Philippe John F. Sipacio Pp. 198- 211

III. Instructional Materials: visual aids (reporting), PowerPoint presentation, activity sheets

IV. Concept/s:

A. Preparing a Research Instrument

A research instrument is a tool used to gather data on a specific topic of interest. When conducting a research, you
need to prepare and implement the appropriate instrument to gather the data you need.
When preparing an instrument , you must ensure that it is valid and reliable. An instrument is valid when it directly
answers or addresses your research questions. It is reliable when it provides you consistent and stable data over a
period of time.

B. What are the General Guidelines in Preparing an Instrument?

 Do a preliminary research by visiting your library or checking online sources.

 Talk to a person who is knowledgeable in preparing research instruments.
 Master the guidelines in preparing and administering each type of instrument.
 Clarify your research questions. Be sure that your instruments will directly address your specific research
questions.
 Based on the data you need, decide on the number of people whom you want as respondents or participants.
 Prepare the instrument using the appropriate format. Get model instruments, if necessary. You may visit Google
Scholar to get samples of your intended instruments.
 Edit you instrument.
 Pilot your instrument to further improve its quality. After receiving the feedback from your pilot, make the
necessary revisions.

C. What are the types of Instrument?

Types of Research Instruments

Survey
recall recognition open- ended

Interview
pre- interview stage warm- up stage main interview stage closing stage

Questionnaire
personal information section basic questions section main question section open- ended questions section

Observation
participant and non- participant
structured or unstructured observation covert or overt observation
observation

Experiment
V. Integrated Value/ Trait: Usefulness

“Do not let any part of your body become an instrument of evil to serve sin. Instead, give yourself completely to
God, for you were dead, but now you have a new life. So use your whole body as an instrument to do what is right
for the glory of God.” -Romans 6: 13 NLT

VI. Instructional Process:

 Let the class memorize and recite Romans 6: 13.

 Let the learners imagine that they are going to interview an actor/ actress.
 With the group, let them prepare 5 questions based on the two contexts given by the teacher.
 Let them have a role playing presentation.
 Let the learners answer Self Audit.
 Discuss about Preparing Research Instruments.
 Discuss the given general guidelines in Preparing an Instrument.
 Group the students into four groups. Assign the different types of instrument.
 Ask some questions related to the lesson.
 Sum up the lesson.
 Encourage the learners to share what they have learned in lesson 11.

Lesson Guide:

 Answer Self- Audit on page 199.

 Answer Checking for Understanding on page 208.
 Answer Let’s Practice on pages 209- 210.
 Reflect what you have learned and gained in taking up the lesson by completing the given table on page
211.
 Write a journal entry to sum up Lesson 11.

.
 Proverbs Ville Christian School
Lesson Plan
ENGLISH for Academic & Professional Purposes 11
Second Quarter: First Semester Week #6
Teacher: Ms. Aubrey S. Pinili

I. Topic: Lesson 12- Interpreting and Preparing Visuals

Learning Objectives:

At the end of the lesson, the learners will be able to:

 Identify the different types of diagrams.

 Use the appropriate diagram for the specific information.
 Summarize findings through visual/ graphic forms.

II. Reference/s: Communication Today English for Academic & Professional Purposes for Senior High by Jessie S.
Barrot, Ph.D and Philippe John F. Sipacio Pp. 212- 228

III. Instructional Materials: visual aids (charts, graphs, tables) PowerPoint presentation, activity sheets

IV. Concept/s:

A. Preparing and Interpreting Tables, Graphs, and Figures

As shown in the following chart, visuals can be classified into six groups: graphs, tables, diagrams, charts, visual

images, and maps.

Discuss General Steps in Interpreting Visuals and Guidelines for Adding Visual to your text on page 214.

B. What are Charts, Tables, and Graphs?

 Chart
- A chart is a graphical representation of data using symbols that are usually boxes, lines, and arrows. Its
general purpose is to show ranks, levels, procedures, and classifications. The two most common charts
are the organizational chart and the flow chart.

- Sample of Organizational Chart

- Sample of a Flow Chart

  Tables
- Tables are useful in displaying numbers in columns. It condenses and classifies information to make
comparisons between and among data and helps the readers grasp relationship that might be invisible
in prose.

 Graphs
- A graph is a graphical representation of data using bars for bar graphs, lines for line graphs, circles
for pie graphs, and pictures for pictographs. Each type of graph has a specific function.

V. Integrated Value/ Trait: Creativeness

“For we are God’s masterpiece. He has created us anew in Christ Jesus, so we can do the good things he
planned for us long ago.”-Ephesians 2: 10 NLT

VI. Instructional Process:

 Let the class memorize and recite Ephesians 2: 10.

 Let the learners make a humorous pie chart meme.
 Let the learners answer Self Audit.
 Discuss about Interpreting and Preparing Visuals.
 Discuss the given general guidelines in Preparing an Instrument.
 Group the students into two groups. Assign the learners to make different graphics/ visuals.
 Ask some questions related to the lesson.
 Sum up the lesson.
 Encourage the learners to share what they have learned in lesson 12.
Lesson Guide:

 Answer Self- Audit on page 213.

 Answer Checking for Understanding on page 222.
 Answer Let’s Practice on pages 223- 227.
 Reflect what you have learned and gained in taking up the lesson by completing the given table on page
228.
 Write a journal entry to sum up Lesson 12.
 Proverbs Ville Christian School
5 Lesson Plan
ENGLISH for Academic & Professional Purposes 11
Second Quarter: First Semester Week #7
Teacher: Ms. Aubrey S. Pinili

I. Topic: Lesson 13- Writing a Research Paper

Learning Objectives:

At the end of the lesson, the learners will be able to:

 Determine the purpose and features of various kinds of reports.

 Gather data through surveys, experiments, and observations.
 Write a report that summarizes the findings through narratives and visual forms.
 Write various kinds of report effectively.

II. Reference/s: Communication Today English for Academic & Professional Purposes for Senior High by Jessie S.
Barrot, Ph.D and Philippe John F. Sipacio Pp. 229- 244

III. Instructional Materials: powerpoint presentation, activity sheets

IV. Concept/s:

A. What is Research Report?

Research report is an expanded paper that presents results and interpretations of a phenomenon so that readers can
be better understand it. It is not a summary of different articles or ideas that are presented uncritically, nor is it a series
of quotations and a compilation of unsubstantiated opinion. Rather, a research report is produced through formal
investigation and scientific inquiry.

B. What are the parts of a research report?

Contains an informative title which describes the content of the paper, name, of
Title Page author/s and addresses or affiliation, and date when it is submitted.

Contains the summary of the findings and conclusion.

Abstract
Explains the current state of the field of discipline and identifies research gaps
Introduction addressed by the research.

Contains the summary and synthesis of all available sources directly related to the
study. It is divided into two sections:
Related Concepts- explain some of the fundamental concepts needed by the readers
Literature Review to better understand the study. In this section, some concepts and theories are
defined, explained, and described.
Related studies- are based on previously conducted studies directly related to the
paper.

Contains the processes and steps taken in gathering data for the research. This
section contains the context and participants, the instruments used, data
Methodology
gathering procedure, and data analysis.

Factually describes gathered.

Results
Presents the why’s of the results.
Discussion
Contains the restatement of major findings, limitations of the study, recommendations,
Conclusion and implications.

Contains the different sources used in the study. These may be academic books,
References journals, and other online sources.

C. What are the guidelines in writing research report?

 Fifty to seventy percent of the paper should be devoted to results and discussion.
 Be sure to cite all your sources whether they are paraphrased or directly quoted.
 Use direct quotation sparingly. Paraphrase as much as possible.
 Strictly follow the required documentation style.
 Topics should be relevant, interesting, current, and manageable in terms of resources, skills needed,
and time. They should not be too sensitive and controversial as well.
 Research questions should directly address the given topic or thesis statement.
 Use simple language and avoid verbose words.
V. Integrated Value/ Trait: Eagerness

“For all creation is waiting eagerly for that future day when God will reveal who his children really are.”

Romans 8: 19 NLT

VI. Instructional Process:

 Let the class memorize and recite Romans 8: 19.

 Let the learners do the Let’s Warm up.
 Let the learners answer Self Audit.
 Discuss the meaning of research and qualities of a good research.
 Discuss writing a research report.
 List and discuss all the guidelines.
 Ask some questions related to the lesson.
 Encourage the learners to share what they have learned in lesson 13.

Lesson Guide:

 Answer Let’s Warm up on pages 229- 230.

 Answer Checking for Understanding on page 238.
 Answer Let’s Practice on pages 238- 243.
 Reflect what you have learned and gained in taking up the lesson by completing the given table on page
244.
 Write a journal entry to sum up Lesson 13.