Republic of The Philippines Department of Education City of San Jose Del Monte Bulacan Sapang Palay National Senior High School

Republic of the Philippines
Department of Education
City of San Jose Del Monte Bulacan
Sapang Palay National Senior High School
Lesson Plan in EAPP

(Day 1)
First Day Meeting the Class

Activities
A. Filling Up of Index Card
(for student’s information and recitation)
Front Back
Name: Section: What do you I expect from
Age: Birthday: this class?
Phone Number:
Address:
B. Self Introduction
- What’s your name?
- What object can best represent me? Why?
C. RULES in the CLASS

Be the…
B - Be diligent and respectful
E - Expound your ideas in English
S - Seek not only what is best for you, but for everybody
T - Trust yourself that you can do it through the help of
God
And only the…
B - Be on time
E - Exert enough effort in class
S - See to it that your notebook/handouts are neat and
complete
T - Take notes of important details
Prepared by:
Ms. Mary Grace L. Sagun

Sapang Palay National Science High School
Lesson Plan in EAPP

(Day 2)
NO CLASS - Eid al-Fitr

Lesson Plan in EAPP

(Day 3)
Semester First Semester

Theme Introduction of EAPP (English for Academic and Professional
Purposes)
Sub-Theme Academic Text Reading
Content Standard Performance Standard
--- ----
I. LEARNING COMPETENCIES/OBJECTIVE:
A. Define and Understand the meaning of EAPP
B. Understand its the importance of taking this Course Subject
II. SUBJECT MATTER
Topic: English for Academic and Professional Purposes Course Information
Academic Text Reading and Nature of Academic Text
Materials: visual aids
References:
http://hurtado.addu.edu.ph/course/info.php?id=170
III. LEARNING ACTIVITIES (PROCEDURES)
A. Preliminaries
Task 1: Self Introduction
- What’s your name?
- What object can best represent me? Why?
(Finishing the Set of students who are not yet finished with their
introduction)
B. Motivation
Task 2: Sharing of Experiences
- How many times have you written an essay about your summer
vacation,
your Christmas Break?
- What is your favorite Writing Activity? Why?
C. In-Depth Discussion
- Introduction and Summary of the Task to Accomplish for the Whole
semester.
- Open Discussion about the meaning of English for Academic and

Professional Purposes and its importance.
English for Academic and Professional Purposes

is a contextualized course offered to Grade 12 learners. This
course is designed primarily to develop the learners’
communication skills in English necessary for their academic
study and future professional endeavors. Having been
equipped with expository and technical writing skills and
communicative competence, the learners shall produce
discipline-specific outputs through their performance tasks
which include writing academic text abstracts, critiques,
concept papers, position papers, empirical and technical
reports as mandated by the curriculum guide from the
Task 3: Copying of Information from the Board
(LESSON PROPER WILL START ON THE NEXT MEETING)
Prepared by:

Lesson Plan in EAPP

(Day 4)

Theme Introduction of EAPP (English for Academic and Professional
Purposes)
Sub-Theme Academic Text Reading
acquires knowledge of The learners produces a detailed abstract

appropriate reading strategies of information gathered from the various
for a better understanding of academic text read.
academic text.
CS_EN11/12A - EAPP-Ia-c-1: determines the structure of a specific academic
text
II. SUBJECT MATTER

Topic: READING ACADEMIC TEXTS
References:
(English for Academic and Professional Purposes (DepEd Copy);
https://courses.lumenlearning.com/suny-fmcc-english1/chapter/reading-academic-
texts/
https://kib.ki.se/en/write-cite/academic-writing/structure-academic-texts
https://www.slideshare.net/pokray/structure-and-features-of-academic-text
Materials: visual aids, pictures, and handouts
A. Motivation
a. Students will be group per row.
b. Teacher will read 5 passages from different texts
c. Students will identify if the text came from a publication article or a
fictional story. Students will have to write P for publication and F
for
fictional
B. In-Depth Discussion and Analysis
Academic reading is a specific category of reading. It’s helpful to

remember that academic reading is an act of performance. Rather than
sitting back and passively receiving information we read in college, we will
be asked to directly act upon that information in some way. We will be
quizzed or tested. We will be asked to debate, analyze, or critique
what we read. We will need to read closely, remember the text
accurately, and compare it to other texts for style and content.
Academic texts are typically formal. They have clearly structured introduction,
body and conclusion. They include information from credible sources which are,
in turn, properly cited. They also include list of references used in developing
the academic paper.
Why is academic reading beneficial?
 Information comes from reputable sources
 Learn how to form arguments
 Exposure to different viewpoints
Reading Strategies for Academic Texts
 Preview
 Read
 Summarize
 Review
IV. Evaluation
Student will identify each information if the following article is an excerpt
from academic text or from a non-academic text.
(Teacher will read the following passages)
V. Homework
Research and print, cut and paste from materials an example of an
Academic Text. This material will be vitally used for in the next meeting. On a
separate paper, write down the reason why your chosen material can be
considered as an academic text. Write down at least two paragraphs.
Don’t forget to type the following details on top of your paper:
EAPP Homework#1
Name:
Section:
Date:
Prepared by:
Purpose of Academic Reading

Casual reading across genres, from books and magazines to newspapers and blogs, is
something students should be encouraged to do in their free time because it can be both
educational and fun. In college, however, instructors generally expect students to read
resources that have particular value in the context of a course.Why is academic reading
beneficial?
Information comes from reputable sources: Web sites and blogs can be a source of
insight and information, but not all are useful as academic resources. They may be
written by people or companies whose main purpose is to share an opinion or sell you
something. Academic sources such as textbooks and scholarly journal articles, on the
other hand, are usually written by experts in the field and have to pass stringent peer
review requirements in order to get published.
Learn how to form arguments: In most college classes except for creating writing,
when instructors ask you to write a paper, they expect it to be argumentative in style.
This means that the goal of the paper is to research a topic and develop an argument
about it using evidence and facts to support your position. Since many college reading
assignments (especially journal articles) are written in a similar style, you’ll gain
experience studying their strategies and learning to emulate them.
Exposure to different viewpoints: One purpose of assigned academic readings is to
give students exposure to different viewpoints and ideas. For example, in an ethics class,
you might be asked to read a series of articles written by medical professionals and
religious leaders who are pro-life or pro-choice and consider the validity of their
arguments. Such experience can help you wrestle with ideas and beliefs in new ways
and develop a better understanding of how others’ views differ from your own.
Reading Strategies for Academic Texts
In order to learn and retain what you read, it’s a good idea to do things like circling key
words, writing notes, and reflecting. Actively reading academic texts can be challenging
for students who are used to reading for entertainment alone, but practicing the
following steps will get you up to speed:
Preview: You can gain insight from an academic text before you even begin the reading
assignment. For example, if you are assigned a nonfiction book, read the title, the back
of the book, and table of contents. Scanning this information can give you an initial idea
of what you’ll be reading and some useful context for thinking about it. You can also
start to make connections between the new reading and knowledge you already have,
which is another strategy for retaining information.
Read: While you read an academic text, you should have a pen or pencil in hand. Circle
or highlight key concepts. Write questions or comments in the margins or in a notebook.
This will help you remember what you are reading and also build a personal connection
with the subject matter.
Summarize: After you an read academic text, it’s worth taking the time to write a short
summary—even if your instructor doesn’t require it. The exercise of jotting down a few
sentences or a short paragraph capturing the main ideas of the reading is enormously
beneficial: it not only helps you understand and absorb what you read but gives you
ready study and review materials for exams and other writing assignments.
Review: It always helps to revisit what you’ve read for a quick refresher. It may not be
practical to thoroughly reread assignments from start to finish, but before class
discussions or tests, it’s a good idea to skim through them to identify the main points,
reread any notes at the ends of chapters, and review any summaries you’ve written.

Lesson Plan in EAPP

(Day 5 - Week 2)
As the text comprises of seven pages, the lesson and in-depth
discussion requires two days meeting to be accomplished

Theme Reading Academic Text
Sub-Theme Differentiating Language used in Academic Text
acquires knowledge of The learners produces a detailed abstract

appropriate reading strategies of information gathered from the various
for a better understanding of academic text read
academic text.
CS_EN11/12A - EAPP-Ia-c-1: determines the structure of a specific academic
text
CS_EN11/12A - EAPP-Ia-c-2: differentiates language used in academic texts
from various discipline
II. SUBJECT MATTER

Topic: From Hand to Mouth
Advantages of Arbitrary Symbols - Three Hands Better Than
Two
References: (English for Academic and Professional Purposes (DepEd Copy);

12 Strange Behaviors That Are Normal in Other Countries, Bright Side
https://www.youtube.com/watch?v=ZbSe19LTdn4&t=13s
Materials: visual aids, video clip, EAPP (DepEd Copy) textbook
A. Review
Student will identify if the following title and excerpt are academic or non
academic text.
(Items 1 - 10; to be answered in 1/4 sheet of paper)
B. Motivation
Students will watch this video clip

about Strange Behaviors That Are
Normal in Other Countries which tackles
on different gestures in various
countries.
Students can also share some of

the gestures they know in class.
C. In-Depth Discussion and Analysis
Read the Text

 The students will do the Pop-Corn Reading. (One students will be
called to start reading the text, when the teacher said stop the
student will stop reading and another student will be called to
continue the reading exactly where his/her classmate stopped)
 Take note of unfamiliar words
IV. Evaluation
Student will list the evidence that vocal language was a development in
communication that came later than gesture or signed language.
 The complex adjustments necessary to produce speech as we know it
today would have taken some time to evolve, and may not have been
complete until some 170,000 years ago, or even later, when
Homosapiens emerged to grace, but more often disgrace, the planet.
V. Homework
Complete the table by writing down the Advantages and Disadvantages of
speech (vocal language), and of gesture (signed language).
Speech Gesture
(vocal language) (signed language)
Advantages Disadvantages Advantages Disadvantages
Prepare 2 pesos for handouts next meeting.
Prepared by:

Lesson Plan in EAPP

(Day 6 - Week 2)
Conducting of Pretest in EAPP

for learning Materials Requirement
To be submitted on June 14
(50 items test)
* The remaining minutes will be used to continue any activity

that was not finished from previous activity.
Prepared by:

Lesson Plan in EAPP

(Day 7 - Week 2)
NO CLASS - Independence Day

Prepared by:

Lesson Plan in EAPP

(Day 8 - Week 2)
As the text comprises of seven pages, the lesson and in-depth discussion
requires two to three days meeting to be accomplished

acquires knowledge of appropriate The learners produces a detailed abstract of

reading strategies for a better information gathered from the various
understanding of academic text. academic text read
CS_EN11/12A - EAPP-Ia-c-2: differentiates language used in academic texts from
various discipline
CS_EN11/12A - EAPP-Ia-c-3: explains the specific ideas contained in various
academic texts
II. SUBJECT MATTER
Topic: A Brief History of English
9 Words With Totally Unexpected Origins
https://www.businessinsider.com/words-with-interesting-etymologies-2013-10
Materials: visual aids, handouts and EAPP (DepEd Copy) textbook
A. Motivation
Teacher will share Interesting and Unexpected Word Origins.
What is Etymology?
Etymology is not a rhetorical or literary device. “Etymology
is the investigation of word histories.” Every word in every
language has a unique origin and history; words can be
born in many ways, and often their histories are quite
adventurous and informative. Etymology investigates and
documents the lives (mainly the origins) of words.
Cl (noun): a fact or idea that serves as a guide or aid in a task or

u problem
e According to Greek mythology, when Theseus entered the Labyrinth
to kill the minotaur (a half-man, half-bull), he unraveled a "clew" — a
ball of string — behind him, so he could find his way back.
The word "clue" didn't even exist until the mid-1500s when people
started to vary the spelling of "clew."
Assassi (noun): a person who murders an important person for political or
n religious reasons
Members of a fanatical Muslim sect during the Crusades used to
smoke hashish and then murder leaders on the opposing side. They
started going by the name "hashishiyyin," meaning hashish-users in
Arabic.
Robot (noun): a machine capable of carrying out a complex series of actions
automatically, especially one programmable by a computer
The word "robot" comes from the Czech word "robota," meaning
"forced labor" — which sounds strangely like slavery.
B. In-Depth
The history Discussion
of the English and really
language Analysis
started with the arrival of three
Germanic tribes who invaded Britain during the 5th century AD. These tribes,
TEXT the
the Angles, READING
SaxonsSUMMARY
and the Jutes, crossed the North Sea from what today
is Denmark and northern Germany. At that time the inhabitants of Britain
spoke a Celtic language. But most of the Celtic speakers were pushed west
and north by the invaders – mainly into what is now Wales, Scotland and
Ireland. The Angles came from “Englaland” [sic] and their language was
called “Englisc” – from which the words “England” and “English”
are derived.The invading Germanic tribes spoke similar languages, which in
Britain developed into what we now call Old English. Old English did not
sound or look like English today. Native English speakers now would have
great difficulty understanding Old English. Nevertheless, about half of the
most commonly used words in Modern English have Old English roots. The
words be, strong and water, for example, derive from Old English. Old English
was spoken until around 1100.n 1066 William the Conqueror, the Duke of
Normandy (part of modern France), invaded and conquered England. The new
conquerors (called the Normans) brought with them a kind of French, which
became the language of the Royal Court, and the ruling and business classes.
For a period there was a kind of linguistic class division, where the lower
classes spoke English and the upper classes spoke French. In the 14th
century English became dominant in Britain again, but with many French
words added. This language is called Middle English. It was the language of
the great poet Chaucer (c1340-1400), but it would still be difficult for native
IV. Homework
Based on the text read, write a three paragraph to four paragraph essay on
how a language changes because of the influence of other languages.
Prepared by:

Lesson Plan in EAPP

(Day9 - Week 3)
Continuation of the Lesson


CS_EN11/12A - EAPP-Ia-c-2: differentiates language used in academic texts from
various discipline
CS_EN11/12A - EAPP-Ia-c-3: explains the specific ideas contained in various
academic texts
II. SUBJECT MATTER
Topic: A Brief History of English
9 Words With Totally Unexpected Origins
https://www.businessinsider.com/words-with-interesting-etymologies-2013-10
Materials: visual aids, handouts and EAPP (DepEd Copy) textbook
A. Review / Motivation
Students will watch a video
clip as a review of the Text, A Brief
History of English.
https://www.youtube.com/watch? v=SfKhlJIAhew

Introduction of Hedging in Academic Writing
Evaluation:
Using the handout on Hedging Expressions Used in Academic Text, students will
cite examples of lines and passages from the text, A Brief History of English, which
cater the styles of academic texts.
Homework:
Next meeting will be used for meeting and visual aids preparation for the class
group report.
Prepared by:
Features of Academic Writing (HAND OUT#1)
Hedging - It is often believed that academic writing, particularly scientific writing, is

factual, simply to convey facts and information. However it is now recognised that an
important feature of academic writing is the concept of cautious language, often
called "hedging" or "vague language". In other words, it is necessary to make
decisions about your stance on a particular subject, or the strength of the claims you
are making. Different subjects prefer to do this in different ways.
1. Introductor e.g. seem, tend, look like, appear to be, think, believe, doubt, be sure, indicate,
y verbs: suggest
2. Certain e.g. believe, assume, suggest
lexical
verbs
3. Certain e.g. will, must, would, may, might, could

modal
verbs:
4. Adverbs of e.g. often, sometimes, usually
frequency
4. Modal e.g. certainly, definitely, clearly, probably, possibly, perhaps, conceivably,

adverbs
5. Modal e.g. certain, definite, clear, probable, possible
adjectives
6. Modal e.g. assumption, possibility, probability

nouns
7. That e.g. It could be the case that .

clauses e.g. It might be suggested that .
e.g. There is every hope that .
8. To-clause + e.g. It may be possible to obtain .
adjective e.g. It is important to develop .
e.g. It is useful to study .
EXAMPLES
1. It may be said that the commitment to some of the social and economic concepts wasless
strong than it is now.
The commitment to some of the social and economic concepts was less strong than it is
now.
2. The lives they chose may seem overly ascetic and self-denying to most women today.
The lives they chose seem overly ascetic and self-denying to most women today.
3. Weismann suggested that animals become old because, if they did not, there could be no
successive replacement of individuals and hence no evolution.
Weismann proved that animals become old because, if they did not, there could be no
successive replacement of individuals and hence no evolution.
4. Yet often it cannot have been the case that a recalcitrant trustee remained in possession
of the property entrusted to him.
Yet a recalcitrant trustee did not remain in possession of the property entrusted to him.
5. Recent work on the religious demography of Northern Ireland indicates a separating out of
protestant and catholic, with the catholic population drifting westwards and vice versa.
Recent work on the religious demography of Northern Ireland shows a separating out of
protestant and catholic, with the catholic population drifting westwards and vice versa.
6. By analogy, it may be possible to walk from one point in hilly country to another by a path
which is always level or uphill, and yet a straight line between the points would cross a
valley.
By analogy, one can walk from one point in hilly country to another by a path which is
always level or uphill, and yet a straight line between the points would cross a valley.
7. There are certainly cases where this would seem to have been the only possible method of
transmission.
There are cases where this would have been the only possible method of transmission.
of the Philippines
Lesson Plan in EAPP

(Day 10 - Week 3)
Conducting of Group Meeting for Group Report

Performance Task #2
As students are discouraged to conduct meeting for class reports
and other Performance Task at home or after class hours, the whole
one hour will be used for the meeting and preparation.
Activity:
Groupings of Students for Report:
GROUP 1 Reports and Discussion
1 Understanding Calories
- Interpret the nutritional information shown on the labels of food
items
Wrigley’s Chewing Gum
- Writing a Chronological Outline
3 The Golden Age of Comics
- Identify the Thesis Statement
4 Competition and Cooperation
- Defining Contradicting Concept in an Academic Text
5 From the Autopsy Surgeon’s Report
- Reading and interpreting an Autopsy Report (sample)
6 Legal Indictment
- Parts of the Letter and the language used (interpretation)
7 News Paper Account: Local Girl Found Slain by Rejected Lover
- Parts of News and Headline Writing
8 The Sob Sister’s Story
- Comparison of Text to the News Paper Report and Autopsy
Report
9 Porphria’s Lover
- Detailed Comparison News Paper Report Autopsy Report, & Sob’s
Sister’s Story
10 Quiapo: The Procession of the Black Nazarene
- Poem Analysis
11 Black Nazarene Procession Awes American Tourist
- Compare literary based interpretation and factual news
interpenetration
Prepared by:
of the Philippines
Lesson Plan in EAPP

(Day 11 - Week 3)
Reporting - Group 1 and 2
Using Rubrics to Grade, Assess, and Improve Student Learning
Strengthening Our Roots: Quality, Opportunity & Success Professional
Development Day
Miami-Dade College
March 7, 2014
Mary J. Allen, mallen@csub.edu
ORAL
PRESENTATI
ON
50 points
VISUAL AIDS
15 points
ONE STUDENT: ONE
COPY
Scoring Rubric for Oral Presentations: (INDIVIDUAL PERFORMANCE

RATING)
PRESENCE 5 4 3 2 1 0
-body language & eye contact
-contact with the public
-poise
-physical organization
LANGUAGE SKILLS 5 4 3 2 1 0
-correct usage
-appropriate vocabulary and grammar
-understandable (rhythm, intonation, accent)
-spoken loud enough to hear easily
ORGANIZATION 5 4 3 2 1 0
-clear objectives
-logical structure
-signposting
MASTERY OF THE SUBJECT 5 4 3 2 1 0

-pertinence
-depth of commentary
-spoken, not read
-able to answer questions
VISUAL AIDS 5 4 3 2 1 0
-transparencies, slides
-handouts
-audio, video, etc.
OVERALL IMPRESSION 5 4 3 2 1 0
-very interesting / very boring
-pleasant / unpleasant to listen to
-very good / poor communication
Prepared by:
TOTAL SCORE _______ /
30Ms. Mary Grace L. Sagun
Lesson Plan in EAPP

(Day 12 - Week 3)

CS_EN11/12A - EAPP-Ia-c-4 : uses knowledge of text structure to glean the
information
he/she needs
CS_EN11/12A - EAPP-Ia-c-5: uses various techniques in summarizing a variety of
academic texts
SUBOJECTIVES:
A. Relate information through group reporting
B. Participate in group effort to successfully deliver and relay information
C. Subdivide the responsibilities and topics to be discussed to members
II. SUBJECT MATTER
Topic: Understanding Calories

Wrigley’s Chewing Gum
Materials: student made visuals
A. Group 1: Understanding
Calories
Decoding the Nutrition Label

Step 1: Serving size
Step 2: Calories
Step 3: Look at the % Daily Value
Step 4: Nutrients you want more of
Step 5: Nutrients you want less of
What about nutrition claims?
Nutrition claims provide a snapshot about the amount of one specific nutrient in a
food, such as fibre or fat. While nutrition claims are optional, they must meet
government regulations before appearing on a package.
- Source of Fibre
- Low Fat
- Cholesterol-free
- Sodium-free
- Reduced in Calories
- Light
C. Group 2:Wrigley’s Chewing

Gum
D. In-Depth Discussion and Analysis
A chronological pattern of organization arranges information
according to a progression of time, either forward or backward. When
a topic is best understood in terms of different segments of time, a
chronological format works well. For example, topics of an historical nature
are best organized using this pattern.
When using a chronological pattern, each main section of

information represents a particular period of time, and the sub-points
contained within each main section refer to significant events that occurred
within that time frame. A variation of this organizational pattern involves
dividing a topic into "past-present-future" or" before-during-after" segments.
For example, suppose a writer's

stated purpose is to describe the historical
development and evolution of the city of
Seattle. Assuming that Seattle is 100 years
old, the writer could organize the information
by grouping it into four 25-year chunks. In this
case, the sub-points within each main section
of time represent the most significant events
that occurred during that particular time
frame. Notice that by breaking the 100 year
span into distinct 25 year chunks, the writer
can create an outline that follows the
guidelines of outlining described under
"Principles of Organizing." This outline
contains four mutually exclusive and balanced
sections of information.
Evaluation:
Each group will prepare a 5 item quiz to be answered in student’s notebook. All the
quizzes from 11reporters will be accumulated to 55 items and recorded as a test.
Homework:
Group 3 and four should prepare for their report.
 visuals aids
 5 item quiz
Prepared by:

Lesson Plan in EAPP

(Day 13 - Week 4)

information
he/she needs
academic texts
SUBOJECTIVES:
D. Relate information through group reporting
E. Participate in group effort to successfully deliver and relay information
F. Subdivide the responsibilities and topics to be discussed to members
II. SUBJECT MATTER
Topic: The Golden Age of Comics

Competition and Cooperation
A. Group 3: The Golden Age of

Comics
What is a thesis statement?

A thesis statement:
A. tells the reader how you will interpret the significance of the subject
matter
under discussion.
B. is a road map for the paper; in other words, it tells the reader what to
expect
from the rest of the paper.
C. directly answers the question asked of you. A thesis is an interpretation of
a
question or subject, not the subject itself. The subject, or topic, of an
essay
might be World War II or Moby Dick; a thesis must then offer a way to
understand the war or the novel.
D. makes a claim that others might dispute.
E. is usually a single sentence near the beginning of your paper (most often,
at
the end of the first paragraph) that presents your argument to the reader. The
rest of the paper, the body of the essay, gathers and organizes evidence that
will persuade the reader of the logic of your interpretation.
C. Group 4: Competition and
E. In-Depth Discussion and Analysis
Comparing Definition Using a Venn Diagram

A Venn diagram is an illustration of the relationships between and among
sets,
groups of objects that share something in common. Usually, Venn diagrams are
used to
depict set intersections (denoted by an upside-down letter U). This type of diagram
is
used in scientific and engineering presentations, in theoretical mathematics, in
computer applications, and in statistics.
Evaluation:
Homework:
 visuals aids
 5 item quiz
Prepared by:

Lesson Plan in EAPP

(Day 14 - Week 4)

information
he/she needs
academic texts
SUBOJECTIVES:
G. Relate information through group reporting
H. Participate in group effort to successfully deliver and relay information
I. Subdivide the responsibilities and topics to be discussed to members
II. SUBJECT MATTER
Topic: From the Autopsy Surgeon’s Report

Legal Indictment
A. Group 5: From the Autopsy Surgeon’s

Report
What is an Autopsy Report?
An autopsy (post-mortem examination,

obduction, necropsy, or autopsia
cadaverum)
is a surgical procedure that consists of a
thorough examination of a corpse by
dissection to determine the cause, mode and
manner of death or to evaluate any disease
or injury that may be present for research or
educational purposes.
Autopsies are performed for a variety of reasons, including:

- to determine the cause of death
- to ascertain whether clinical diagnoses are
correct
- to evaluate the effectiveness of medical or surgical treatment
to gain information for the family about possible inherited or genetic
conditions
- for teaching and/or research purposes in academic hospitals
- to aid in criminal investigations of wrongful death
- to provide closure and reassurance for family members who may have
questions
about diagnoses or treatment
C. Group 6: Legal
Indictment
What is a Legal Indictment

An indictment is most frequently a
charge of a serious crime. You may have
heard on television legal programs the
phrase "on the first count of the
indictment," which means that there's
more than one charge of a category of
crime in the indictment. The word can
also be used more informally to mean an
accusation.
An indictment is a formal accusation
of a felony, issued by a grand jury based
upon a proposed charge, witnesses'
testimony and other evidence presented
by the public prosecutor (District
Attorney). It is the grand jury's
determination that there is enough
evidence that the defendant committed
the crime to justify having a trial voted
by a grand jury. In order to issue an
indictment, the grand jury doesn't make
a determination of guilt, but only the
probability that a crime was committed,
that the accused person did it and that
he/she should be tried. District Attorneys
do not present a full case to the grand
jury, but often only introduce key facts
sufficient to show the probability that the
accused committed a crime.
Evaluation:
Homework:
 visuals aids
 5 item quiz
Prepared by:

Lesson Plan in EAPP

(Day 15 - Week 4)

information
he/she needs
academic texts
SUBOJECTIVES:
J. Relate information through group reporting
K. Participate in group effort to successfully deliver and relay information
L. Subdivide the responsibilities and topics to be discussed to members
II. SUBJECT MATTER
Topic: Local Girl Found Slain by Rejected Lover (Newspaper Account)

The Sob Sister’s Story
A. Group 7: Local Girl Found Slain by Rejected Lover

(Newspaper Account)
What is NEWS and Its Parts
News reports are found in newspapers

and their purpose is to inform readers of
what is happening in the world around
them. News reports have a certain
structure that you need to follow. This
structure is sometimes called the
Inverted Pyramid. This is what it looks
like
Hints
A. Your News Report should be easy to understand; every news story should be able to
be read by a twelve year old!
B. Try to be fair – include both sides of the story and don’t let your personal opinion get
in the way of reporting the ‘facts’.
C. Group 8: The Sob

Sister’s Story
Evaluation:
Homework:
 visuals aids
 5 item quiz
Prepared by:

SUMMARY OF ACCOMPLISHED LEARNING COMPETENCIES

Month of June
This is just my personal copy of the accomplished Competencies for the month of June.
Lesson Competencies
Introduction to Academic Text CS_EN11/12A - EAPP-Ia-c-1: determines the
structure of a specific academic text
From Hand to Mouth CS_EN11/12A - EAPP-Ia-c-2: differentiates language
(Advantages and Disadnvantage used in academic texts from
of Vocal and Gerstural Comm.) various discipline
Brief History of the English CS_EN11/12A - EAPP-Ia-c-3: explains the specific
Language (Hedge Words) ideas contained in various academic texts
Understanding Calories CS_EN11/12A - EAPP-Ia-c-4 : uses knowledge of
(Interpretation of Nutritional text structure to glean the information he/she needs
Facts)
Wringley’s Chewing Gum CS_EN11/12A - EAPP-Ia-c-5: uses various
(Chronological Outlining) techniques in summarizing a variety of academic s
Wringley’s Chewing Gum CS_EN11/12A - EAPP-Ia-c-6: states the thesis
(Identifying the Thesis statement of an academic text
Statement)
Competition and Cooperation CS_EN11/12A - EAPP-Ia-c-7: paraphrases/ explains
(Interrelation) a text using one’s own words
From the Autopsy Surgeon’s
Report
(Interpretation of the Report)
Legal Indictment
(Interpretation of the Letter)
Local Girl Found Slain by CS_EN11/12A - EAPP-Ia-c-8: outlines reading texts
Rejected Lover (Newspaper in various disciplines
Account)
(Element of a Story)
Prepared by:

Lesson Plan in EAPP

(Day 17 - Week 5 )

CS_EN11/12A - EAPP-Ia-c-8: outlines reading texts in various disciplines
SUBOJECTIVES:
A. Relate information through group reporting
B. Participate in group effort to successfully deliver and relay information
C. Subdivide the responsibilities and topics to be discussed to members
II. SUBJECT MATTER
Topic: Local Girl Found Slain by Rejected Lover (Newspaper Account)

A. Group 7: Local Girl Found Slain by Rejected Lover

(Newspaper Account)
What is NEWS and Its Parts
News reports are found in newspapers

and their purpose is to inform readers of
what is happening in the world around
them. News reports have a certain
structure that you need to follow. This
structure is sometimes called the
Inverted Pyramid. This is what it looks
like
Hints
C. Your News Report should be easy to
understand; every news story should be
able to be read by a twelve year old!
D. Try to be fair – include both sides of
the story and don’t let your personal
opinion get in the way of reporting the
‘facts’.
C. Group 8: The Sob

Sister’s Story
Evaluation:
Homework:
 visuals aids
 5 item quiz
Prepared by:

Lesson Plan in EAPP
(Day 18 - Week 5)
NO CLASS - FOUNDATION DAY
Prepared by:

Lesson Plan in EAPP

(Day 19 - Week 5 )

CS_EN11/12A - EAPP-Ia-c-9: summarizes the content of an academic text
SUBOJECTIVES:
D. Relate information through group reporting
E. Participate in group effort to successfully deliver and relay information
F. Subdivide the responsibilities and topics to be discussed to members
II. SUBJECT MATTER
Topic: Porphyria’s Lover (Robert Browning)

Quiapo: The Procession of the Black Nazarene (Marne L. Kilates)
A. Group 9: Porphyria’s Lover by Robert Browning (Element of

Poetry)
Group 10: Quiapo: The Procession of the Black Nazarene
(Feature Article)
Evaluation:
Homework:
 visuals aids
 5 item quiz
Prepared by:

Lesson Plan in EAPP

(Day 20 - Week 5 )

CS_EN11/12A - EAPP-Ia-c-9: summarizes the content of an academic text
SUBOJECTIVES:
G. Relate information through group reporting
H. Participate in group effort to successfully deliver and relay information
I. Subdivide the responsibilities and topics to be discussed to members
II. SUBJECT MATTER
Topic: Porphyria’s Lover (Robert Browning)

Quiapo: The Procession of the Black Nazarene (Marne L. Kilates)

A.
Group 9: Black Nazarene Procession Awes American Tourist
(Feature Writing)
Evaluation:
Homework:
 visuals aids
 5 item quiz Prepared by:

Lesson Plan in EAPP

(Day 21 - Week 6 )

Sub-Theme DifferentiatingPrécis, Abstract, and Summary
acquires knowledge of appropriate The learners produces a detailed abstract

reading strategies for a better of information gathered from the various
understanding of academic text. academic text read.
CS_EN11/12A - EAPP-Ia-c-10: writes a précis/abstract/summary of texts in the
various disciplines
Sub-Objectives:
a. Define the meaning of Precis, Abstract, and Summary
b. Recognize the difference Precis, Abstract, and Summary
c. Differentiate descriptive abstracts and summative Abstract
II. SUBJECT MATTER

Topic: Precis, Abstract, and Summary
References:
https://www.youtube.com/watch?v=cc2R7qaApLg
TV Patrol: Ilan sa itinuturong sanhi ng 'water shortage' sa Metro Manila
ABS-CBN News; Published on Mar 13, 2019
https://www.quora.com/What-is-the-difference-between-a-summary-abstract-precis-overview-paraphrase-and-synopsis-in-academic-writing
What is the difference between a summary, abstract, precis, overview,
paraphraseand synopsis in academic writing?
Materials: videoclip, teacher made visual aids, and EAPP textbook
A. Motivation
a. Teacher will ask if the students have experience problem with water supply
in their area
b. Video Clip
A videoclip will be shown regarding our current issue about water shortage
“TV Patrol: Ilan sa itinuturong sanhi ng 'water shortage' sa Metro Manila”
https://www.youtube.com/watch?v=cc2R7qaApLg
a) Teacher will ask some students to give the gist of the News Report that
they have watched
b) Teacher will relate the students answer to the lesson
When writing an academic writing we usually encounter these words,

summary, abstract, precis, overview, paraphrase and synopsis. What are
the difference of these words? How are they similar with each other? They will
often ask by the professor for us student to do.
Précis is a concise summary of an article or other work. It is a French word

that literally means to cut short. It is not an essay or re-writing. It shouldn’t tell but
summarize a core essence of the original document and provide readers
with the information about its significance and worth.
Summary in an essay is telling the main ideas of the article in your own
words. So that others can understand the source or evaluate your comprehension
of it.
Abstract is simply a short, standalone summary of the work or paper that

others can use as an overview. It is often used to help the reader quickly
ascertain the paper's purpose.
Publishing companies, libraries and movie catalogs do not give away

the actual content of the material when they write summaries of materials. Their
purpose is simply to pique the interest of the target audience. These kinds
of abstracts are called descriptive abstracts.
Research papers on the other hand readily present the key ideas and
major findings of the study. This kind of abstract is known as summative
abstract. A summative abstract is more preferred in an academic setting.
IV. Evaluation
Teacher will give a five-item summary quiz to check the students’ comprehension.
Complete the statement by writing the letter that corresponds to your answer
D. Academic text W. Summative Abstract S. Summary
H. Précis E. Descripted Abstract R. Abstract
I am…
______ an essay that tells the main idea of an article so readers can evaluate the text
______ consisely summarize the core essense of a document
______ a standalone summary that readers can use to ascertain the paper’s purpose
______ its purpse os to pique the interest of the target audience
______ presents the key ideas and major findings of the study
______ typically formal writing that includes information from credible sources
Answer Key:
I am SHREWD (wise; having or showing sharp powers of judgment;
astute)
We have to be SHREWD in differentiating the Precis, Abstract, and
Summary, and their purpose when reading and writing an Academic
V. Homework
Make sure to have a copy of the pregiven handout for tomorrow’s discussion.
Prepared by:

Lesson Plan in EAPP

(Day 22 - Week 6 )

Sub-Theme Writing Précis, Abstract, and Summary

acquires knowledge of appropriate The learners produces a detailed abstract
reading strategies for a better of information gathered from the various
understanding of academic text. academic text read.
CS_EN11/12A - EAPP-Ia-c-10: writes a précis/abstract/summary of texts in the
various disciplines
Sub-Objectives:
a. Recall the previous lesson through giving a complete summary
b. Recognize the Structure of an Abstract, Précis, or Summary
c. Judge whether the read summary is effective or not
d. Complete a chart that will serve as a guideline in writing a Precis, Abstract,
and
Summary
II. SUBJECT MATTER

Topic: Precis, Abstract, and Summary
Structure of an Abstract, Précis, or Summary
References:
Barrot J. and Sipacio P. (2016) Communicate Today English for Academic and
Professional Purposes for Senior High School. pp 86-103
https://www.bcit.cc/cms/lib04/NJ03000372/Centricity/Domain/141/Response%20Writing%20Rubric.pdf
Materials: handouts, teacher made visual aids, and EAPP textbook
A. Review/Motivation
Teacher will ask three volunteers to give a summary of the lesson from
the previous meeting. Since the previous lesson is all about Precis,
Abstract, and Summary, the teacher will give a small prize to student who will be
able to give the best summary.
Since an abstract, précis, or summary aim to present the key ideas of

the text, the general rule is to condense the information into around 15
percent 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.
Structure of an Abstract, Précis, or Summary
The structure of abstract, précis, or summary depends on how it will be used. For
instance, the abstract of a research paper usually contains 150-300 words. It
does not use any citation, does not include specific result statistics and is last
to be written. In terms of structure, a research abstract generally follows the given
allocation of words:
Rationale
 Research Problems (around 10%)
 Methodology (around 20%)
 Major findings (around 40%)
 Conclusion and Implications (around 10%)
Guidelines in Writing an Abstract, Précis, or Summary
1. Read the text at least twice
2. 2. Highlight the key ideas and phrases.
3. Annotate the text.
4. State the author’s name, the title, and the main idea at the beginning sentence.
5. Use words or phrases indicating that you are presenting an abstract, précis, or
summary.
6. Write the main idea of each paragraph using your own words.
7. Never copy in verbatim a single sentence from the original text.
8. Combine the main ideas to form one paragraph.
9. Refrain from adding comments about the text.
10. Compare your output with the original text to ensure accuracy.
C. Guided Practice
Evaluate the following Summary, Precis, and Abstract Carefully. Use the
rubric after the text to evaluate the summary.
SUMMARY
PRÉCIS
According to Barrot (2013), reading is a complex cognitive process of
decoding written symbols. It is complex because it involves interactive and
problem-solving processes. Reading can be developed through constant
practice. It is a two-way communication between readers and texts. It
involves the transmission of messages using optic nerves. It has purpose.
It is the foundation of good writing and speaking. You learn vocabulary
through reading. Reading also includes reading fluency. Fluency means
the number of words that you can read in a certain period of time. The
average reading speech is 200 words per minute. However, there are
people who can read higher that 280 words per minute.
ABSTRACT
This article reports some of the compelling concerns in using various
approaches to teaching writing. On this note, this paper provides an
alternative teaching framework for the teaching of ESL writing to address
these concerns. This sociocognitive-transformative framework
incorporates the cognitive, social, cultural, and transformative
components of learning. Specifically, the discussion covers three sections
that shed light on the theoretical underpinning, the design, and procedure
on how the proposed approach can be realized in ESL writing classrooms.
Sub-Instruction: As a class, evaluate the following Abstract, Précis, or
Summary using the rubric below
Rubric for an Abstract, Précis, or Summary
VG GE SE LE N
E 4 3 2 1
5
CONTENT (35%)
Paper accurately reflects the content of the
original text while incorporating only the key
ideas.
Key ideas from the original text are reworded
without compromising accuracy or content.
Proper incorporates the name of the author
and title of the text at the start of the
summary.
Specific examples are excluded in the
abstract, précis, or summary
This paper is free from personal comments or
opinions.
Proper uses appropriate length.
ORGANIZATION (25%)
Paper employs an organizational pattern and
structure appropriate for the genre.
Cohesive devices are effectively used.
Ideas are correctly placed which improves the
paper’s organization.
Flow of ideas is smooth and easy to read.
STYLE (20%)
Paper showcases the writer’s voice
Proper uses a variety of sentence structures
Paper eliminates sexist language
Paper uses language appropriate to context
Paper eliminates wordiness.
GRAMMAR AND MECHANICS (10%)
Grammar is accurate.
Spelling, capitalization, and punctuations are
correctly used.
Word Choice is appropriate.
Sentences are well-structured.
Legend: VGE – To a very great extent

GE – To a great extent
LE – To a little extent
N- Not at all
V. Homework
Make your own version. Write an Abstract. Assume the persona is a professor
who is writing an abstract for a recently completed research paper. Complete the given
information to come up with a writing situation for your abstract.
Title of text: ________________________________________________________________

Author of the text: _________________________________________________________
Purpose: __________________________________________________________________
Target Outputs: ___________________________________________________________
Audience: ________________________________________________________________
Writer’s Persona: __________________________________________________________
Prepared by:
EAPP Handout #3:

Name: _____________________________ Section: ___________
SUMMARY
PRÉCIS
According to Barrot (2013), reading is a complex cognitive process of decoding written
symbols. It is complex because it involves interactive and problem-solving processes.
Reading can be developed through constant practice. It is a two-way communication
between readers and texts. It involves the transmission of messages using optic nerves.
It has purpose. It is the foundation of good writing and speaking. You learn vocabulary
through reading. Reading also includes reading fluency. Fluency means the number of
words that you can read in a certain period of time. The average reading speech is 200
words per minute. However, there are people who can read higher that 280 words per
minute.
ABSTRACT
This article reports some of the compelling concerns in using various approaches to
teaching writing. On this note, this paper provides an alternative teaching framework
for the teaching of ESL writing to address these concerns. This sociocognitive-
transformative framework incorporates the cognitive, social, cultural, and
transformative components of learning. Specifically, the discussion covers three
sections that shed light on the theoretical underpinning, the design, and procedure on
how the proposed approach can be realized in ESL writing classrooms. It is also hoped
that through this approach, the teaching and learning of writing would lead to
producing 21st century learners capable of surviving this highly globalized and
knowledge-based society.
Rubric for an Abstract, Précis, or Summary
VG GE SE LE N
E 4 3 2 1
5
CONTENT (35%)
Paper accurately reflects the content of the
original text while incorporating only the key
ideas.
Key ideas from the original text are reworded
without compromising accuracy or content.
Proper incorporates the name of the author and
title of the text at the start of the summary.
Specific examples are excluded in the abstract,
précis, or summary
This paper is free from personal comments or
opinions.
Proper uses appropriate length.
ORGANIZATION (25%)
Paper employs an organizational pattern and
structure appropriate for the genre.
Cohesive devices are effectively used.
Ideas are correctly placed which improves the
paper’s organization.
Flow of ideas is smooth and easy to read.
STYLE (20%)
Paper showcases the writer’s voice
Proper uses a variety of sentence structures
Paper eliminates sexist language
Paper uses language appropriate to context
Paper eliminates wordiness.
GRAMMAR AND MECHANICS (10%)
Grammar is accurate.
Spelling, capitalization, and punctuations are
correctly used.
Word Choice is appropriate.
Sentences are well-structured.
Legend: VGE – To a very great extent

GE – To a great extent
LE – To a little extent
O- Not at all
Homework
Make your own version. Write an Abstract. Assume the persona is a professor
who is writing an abstract for a recently completed research paper. Complete the given
information to come up with a writing situation for your abstract.
Title of text: ________________________________________________________________

Author of the text: _________________________________________________________
Purpose: __________________________________________________________________
Target Outputs: ___________________________________________________________
Audience: ________________________________________________________________
Writer’s Persona: __________________________________________________________
Write your Output at the back of this paper.

Lesson Plan in EAPP

(Day 23 - Week 6 )

Theme Writing the Reaction Paper/Review/ Critique
Sub-Theme Facts and Opinion
understands the principles and uses of a produces an objective assessment of an

reaction paper/ review/ critique event, a person, a place or a thing.
CS_EN11/12A - EAPP-Ia-c-11: forms opinions based on facts
Sub-Objectives:
a. Recognize the difference between Facts and Opinion
b. Distinguish Facts and Opinion using Signal Words
c. Prepare a group presentation on given topics using the learned information
II. SUBJECT MATTER

Topic: Facts and Opinion
References:
https://www.literacyideas.com/teaching-fact-and-opinion
Distinguishing Between Fact and Opinion
Materials: teacher made visual aids, and EAPP textbook

A. Motivation/Review
Teacher will prepare a short quiz wherein students will tell if the following
statement is a fact or opinion. The names of the students were randomly
picked to make the short quiz more interesting.
Identify whether each statement below is a FACT or OPINION. Write

your answer on the space provided before each number.
__________1. Grade 11 STEM students are divided into five sections.

__________2. It is tiring to go to Sports and Arts and Designs class as it is
located in
the fourth floor of building ___
__________3. Diana Alvear is an energetic student from Allied Health and
Science.
__________4. John Patrick Reas belongs to the Engineering class.
__________5. Joana Sierte is delighted being part of the Aviation class.
__________6. James Ivan David is a transferred student from a private school.
__________7. Daniella Gavina will be happier if she has Php200 allwance
everyday.
__________8. Dreb Tobias enjoys reporting infront of the class.
__________9. Nelmar and Nielor Araneta are twins.
__________10. EAPP is a boring and strenuous subject
Fact - A fact generally refers to something that is true and can be verified as
such. That is, a fact is something that can be proven to be true.
Opinion - An opinion refers to a personal belief. It relates to how someone feels

about something. Others may agree or disagree with an opinion, but they cannot prove
or disprove it. This is what defines it as opinion.
Why Are Fact and Opinion So Important?
The ability to distinguish between fact and opinion helps us develop to our
critical and analytical skills in both their reading and their listening. Fact and
opinion are often woven together in texts and speeches. It is therefore
imperative that students are able to unravel the threads of what is true from what is
mere belief if they are to successfully navigate the deluge of media they will encounter
in their lifetimes.
The Language of Fact and Opinion: Signal Words and Phrases
As we mentioned above, often writers will liven up their facts with a sprinkling
of opinion. Unfortunately, it can at times be difficult to extract the verifiable truths
from the author’s preferences and biases. Luckily the language used itself often throws
up helpful clues in the forms of words and phrases that assist us in identifying
statements as fact-based or opinion-based.
Signal Words and phrases being used in the sentence fragments that often
precede a statement of fact or opinion:
Fact Opinion
The annual report confirms… He claimed that…
Scientists have recently discovered… It is the officer’s view that…
According to the results of the tests… The report argues that…
The investigation demonstrated… Many scientists suspect that…
IV. Application and Evaluation

A. Students will be grouped into six. Each group will be given a specific topic to
discuss.
- fastfood chain - prominent politician
- local movie - university in the Philippines
- city in the Philippines - sports personality
B. Fill in this short data sheet using 1/8 Manila Paper to be presented the next
meeting.
Use signal words in writing your Fact and Opinion Statement
LOGO / Illustration that represents chosen Topic
Name: ______________________________________
Description: _________________________________
Fact: ________________________________________
Opinion: _____________________________________
Example:
Name: North Korea

Description: A country is Asia
Fact: The current population of North Korea is 25,728,420 as of Friday,
July 5,
2019, based on the latest United Nations estimates. According
to
Worldometers North Korea population is equivalent to 0.33% of
the
total world population.
V. Homework
Choose two representative and prepare for group presentation for the next
class.
(All visuals should be posted on the when the teacher arrive.)
Prepared by:

Lesson Plan in EAPP

(Day 24 - Week 6 )

Theme Writing the Reaction Paper/Review/ Critique
Sub-Theme Facts and Opinion

CS_EN11/12A - EAPP-Ia-c-11: forms opinions based on facts
Sub-Objectives:
a. Present the group output with confidence and certainty
b. Write an essay with good number of factual information personal opinion.
c. Underline the sentences that are based on facts and opinion based on ones
own
written output
II. SUBJECT MATTER

Topic: Facts and Opinion
References:
Materials: student prepared visual aids, and EAPP textbook
Group reprentative will present their output while classmates will evaluate if
they agree with the following facts and opinion.
IV. Application
and Evaluation
Write a short narrative/composition (atleast 3 paragraphs) of the
recent remarkable place you have just been to. Underline the sentences
that contain facts and box the opinions.
V. Homework
Prepare yellow paper or pad as the following discussion will be require students
to submit written output.
Prepared by:

Lesson Plan in EAPP

(Day 25 - Week 7 )

Theme Citation
Sub-Theme American Psychological Association, Modern Language
Association, and Electronic sources

CS_EN11/12A - EAPP-Ia-c-12: cites specific sources to support claims
CS_EN11/12A - EAPP-Ia-c-13: presents ideas convincingly
Sub-Objectives:
a. Present Factual Statement based on cited source
b. Categorize different format of citation base on the source of information
c. Use citation in crediting a a researcher and writer when using their work in their
own
written text and studies
II. SUBJECT MATTER

Topic: Citation
References:
Definition of Citation
https://www.thoughtco.com/what-is-citation-research-1689844
APA Format
https://www.youtube.com/watch?v=10eg_GB_A9E
MLA Format
https://libguides.marquette.edu/citationhelp/mla
Electronic/ Web Sources Format
https://www.youtube.com/watch?v=Q4knkMNiruo
Materials: student prepared visual aids, teacher made visual aid, and EAPP
textbook
Group reprentatives, from the previous lesson (Fact and Opinion), will present
their output while classmates will evaluate if they agree with the following facts
and opinion.
At the end of the presentation, the teacher will point out that the following
Factual Statements were regarded as Factual through the use of signal words and
indicating the source of the said statement. e.g. “According to Worldometers
North Korea population is equivalent to 0.33% of the total world population.” The
teacher will discuss that indicating the source of an information will make the
statment more reliable.
In any research paper, you draw on the work of other researchers and
writers, and you must document their contributions by citing your sources, say
Diana Hacker and Nancy Sommers in "A Pocket Style Manual, Eighth Edition."
Citations, then, are the means by which you credit other researchers and writers
when you use their work in your papers.
Understanding how to cite sources can be tricky, particularly since there are
different styles for writing papers, including the American Psychological
Association, Modern Language Association, and Electronic sources. It's
important to learn proper citation styles to avoid plagiarism in your research papers.
American Psychological Association (APA)
Write the Last Name and

First few parts are the only use the initial of the
same first name.
The tile of the article Put a comma after the
still use the same Initial
capitalization rule Use an ampersand
(except proper noun instead of and
Title of article is not every major element
italicized. Instead Write the year within a
italicized the title of the parenthesis
Journal (normal Italicize the title of the
capitalization) book and only capitalize
To be followed by Issue the first letter of the
nu,ber and page title.
1.
Modern Language Association (MLA)
Chapter
Book
The Author’s last

name comes first
The article title is in
quotation marks
The magazine title is
in Italics
If the page is not
consecutive, indicate
the beginning page
then put a + symbol
Electronic or We Sources
(Take in consideration if you are citing the whole website just a page from that
websource
ENTIRE SITE
SPECIFIC PAGE
1. The author is the The University of Maryland, Baltimore

Writing Center (period)
2. Publication date (period)
3. Title of the Page (period)
4. Retrieved from plus URL

Identify if the following citation is an MLA, APA, or Electronic Source.
Write APA, MLA or ES after each n umber
1. Gordin, Michael D. The Pseudoscience Wars: Immanuel Velikovsky and the Birth of the
Modern Fringe. Chicago: U Chicago P, 2012. Print.
2. Gordin, M. D. (2012). The pseudoscience wars: Immanuel Velikovsky and the birth of
the modern fringe. Chicago, IL: University of Chicago Press.
3. Cain, K. (2012, June 29). The Negative effects of Facebook on communication. Social
Media Today RSS. Retrieved from http://socialmediatoday.com
4. Shafron, G. R., & Karno, M. P. (2013). Heavy metal music and emotional dysphoria
among listeners. Psychology of Popular Media Culture, 2, 74–85.
doi:10.1037/a0031722
5. Shafron, Gavin Ryan, and Mitchell P. Karno. “Heavy Metal Music and Emotional
Dysphoria Among Listeners.” Psychology of Popular Media Culture 2.2 (2013): 74-85.
PsycNET. Web. 11 Feb. 2014.
(ANSWER KEY: MLA, APA, ES, APA, MLA)
V. Homework
Prepare an oslo paper and coloring materials to be used for the next meeting.
Prepared by: Checked by:
Ms. Mary Grace L. Sagun Ms. Rose Roseile B. Dimagiba Ph.D.

Teacher I Assistant Principal II

Lesson Plan in EAPP

(Day 26 - Week 7 )

Theme Citation
Sub-Theme Plagiarism
Writing an “In-Text Citation” (Parenthetical Citation) for
Research paper

CS_EN11/12A - EAPP-Ia-c-14: uses the appropriate language for a
specific discipline
Sub-Objectives:
a. Give an Annotation on a watched videoclip about Plagiarism
b. Distinguish In-Text Citation that uses Direct Quotation and Rewording
c. Draw a Poster that shows the importance of Citation to avoid Plagiarism
II. SUBJECT MATTER

Topic: Plagiarism
In-Text Citation (Parenthetical Citation)
References:
Citation and In Text Citation
https://www.youtube.com/watch?v=10eg_GB_A9E
https://guides.libraries.psu.edu/apaquickguide/intext
Plagiarism
https://www.youtube.com/watch?v=-JwFWbPotBA
Plagiarism Video for Schools
Materials: teacher made visual aid, and EAPP textbook
Students will watch a video clip entitled Plagiarism Video for School and ask
a student to give an annotation of what he/she unsderstood from the videoclip.
Defining Plagiarism
The Merriam Webster dictionary defines the act of plagiarism as; “to steal and
pass off ideas or words of another as one’s own”. Simply put, plagiarism is the
process of taking other people’s words and/or ideas and pretending that they are
your own. An alternative definition of plagiarism is forwarded by the Collins
Dictionary which explains that plagiarism is the practice of using someone
else’s work and pretending that it is your own. Plagiarism can also be defined
as the act of deliberately trying to deceive your academic tutor by submitting
content which is not your own work.
Using In-text Citation
Include an in-text citation when you refer to, summarize, paraphrase, or quote
from another source. For every in-text citation in your paper, there must be a
corresponding entry in your reference list.
APA in-text citation style uses the author's last name and the year of
publication, for example: (Field, 2005). For direct quotations, include the
page number as well, for example: (Field, 2005, p. 14).
Example of a statement with in-text citation (Direct Quotation)

Example of a statement with in-text citation (Using Rewording)
Take Note: Although you didn’t copy the words verbatively, you still copy the
idea. That’s why, it’s still considered as Plagiarism
Citing Web Pages In Text
Example of a statement with in-text citation (Using Web Source)
Role-play can help children learn techniques for coping with bullying (Kraiser, 2011).
Reference entry
Kraizer, S. (2011). Preventing bullying. Retrieved from

http://safechild.org/categoryparents/preventing-bullying/
Web page with no author:

The term Nittany Lion was coined by Penn State football player Joe Mason in
1904 ("All things Nittany," 2006).
Reference entry
All things Nittany. (2006). Retrieved from
http://www.psu.edu/ur/about/nittanymascot.html
Web page with no date:
Establishing regular routines, such as exercise, can help survivors of disasters

recover from trauma (American Psychological Association [APA], n.d.).
Reference entry
American Psychological Association. (n.d.). Recovering emotionally from disaster.

Retrieved from http://www.apa.org/helpcenter/recovering-disasters.aspx
Using the materials that were asked you to bring from yesterday, draw a
slogan/poster that shows the importance of Citation in order to avoid
Plagiarism
V. Homework
Review on the discussion about Citation and different kinds of Citation
Prepare for a long quiz for the next meeting


Lesson Plan in EAPP

(Day 27 - Week 7 )

Theme Citation
Sub-Theme Plagiarism
Writing an “In-Text Citation” (Parenthetical Citation) for
Research paper

CS_EN11/12A - EAPP-Ia-c-14: uses the appropriate language for a
specific discipline
Sub-Objectives:
a. Define Plagiarism in one’s owon words
b. Recall the discussion through a summative test
c. Reword an In-Text Citation into Paraphrased Citation
II. SUBJECT MATTER

Topic: Citation
Plagiarism
In-Text Citation (Parenthetical Citation)
References:
Definition of Citation
https://www.thoughtco.com/what-is-citation-research-1689844
Plagiarism
https://www.youtube.com/watch?v=-JwFWbPotBA
Materials: teacher made visual aid, and EAPP textbook
The teacher will present the top 3 best Poster (poster that shows the
importance of Citation in order to avoid Plagiarism)submitted from the
previous meeting to appreciate students effort and deep understanding of the
lesson

After the teacher had assured the students deep appreciation of the lesson
through the poster, the teacher will assess if the student can apply what they
have learned through a summative test.
Name: _____________________ Score: ________/40

Section: ___________
SUMMATIVE TEST ON CITATION

English for Academic and Professional Purposes
A. Plagiarism (5 points)
In your own words, define plagiarism.
B. American Psychological Association VS Modern Language Association

(10pts)
Write an APA and MLA Citation using the infomation below
Author(s): Allen Jameison and Susan Plette

Title: A Quick Look at the Symptoms of Adult-Onset Cardiac Disease in Diabetics
Volume: 4
Issue: 2
Journal: Journal of Medical Practices
Page number: article pgs. 80-85; quote on pg. 83
Year: 2013
APA Citation MLA Citation
C. In-Text Citation (15points)

Give the in-text citation and reference page citation for the following resources.
1. Author(s): Lynn Smith Year: 2010

Title: A Study of Undergraduate Students Journal: Collegiate Learning Review
Page number: article pgs. 170-191; quote pg. 172
In-Text: “… out of every five students feels unprepared for writing

classes”________________.
2. Author(s): John P. Ackran

Title of webpage: Statistics of Insurance Coverage of Elderly
Date of Publication: September 21, 2013
Date of Access: April 3, 2014
Sponsoring Organization: Organization for Medical Reform
URL: http://www.medreform.org/statistics/insurance/elderly-coverage/233
In-Text: “…no coverage available” ________________________.

Citation:
_______________________________________________________________________________________
_______________________________________________________________________________________
D. Rewording ang Pharaprasing (10 points)

Rewrite the following Direct In-Text Citation to Indirect In-Text Citation
1. Mark Twain said, “It’s better to keep your mouth shut and appear stupid than to open
it and remove all doubt” (43).
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
2. "With rates of childhood obesity climbing over the last decade, some parents and
policy-makers have thought to consider whether the availability of endless soda and junk
food in school vending machines might be contributing to the problem—and if banning
those foods in schools might help solve it" (Price, 2012).
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
In taking this test…
V. Homework
The Class will be grouped into 6

As a group, prepare a light colored cartolina, marker, and coloring materials.

Answer Key
A. Plagiarism
The Merriam Webster dictionary defines the act of plagiarism as; “to steal and pass off ideas
or words of another as one’s own”. Simply put, plagiarism is the process of taking other
people’s words and/or ideas and pretending that they are your own. An alternative definition of
plagiarism is forwarded by the Collins Dictionary which explains that plagiarism is the practice
of using someone else’s work and pretending that it is your own. Plagiarism can also be
defined as the act of deliberately trying to deceive your academic tutor by submitting content
which is not your own work.
B. American Psychological Association VS Modern Language Association
APA Citation MLA Citation

Jameison, A.,& Plette, S. (2013). Jameison, A.,& Plette, S. “A quick
A quick look at the symptoms of look at the symptoms of adult-
adult-onset cardiac disease in onset cardiac disease in
diabetics. Journal of Medical diabetics.” Journal of Medical
Practices. 2, 80 + Practices. no. 2, September. 2013,
80 +
C. In-Text Citation (15 points)

Give the in-text citation and reference page citation for the following resources.
1. In-Text:
“… out of every five students feels unprepared for writing classes”
Jameison, A.,& Plette, S. ,2013, p.80-85)
2. Author(s): John P. Ackran

Title of webpage: Statistics of Insurance Coverage of Elderly
Date of Publication: September 21, 2013
Date of Access: April 3, 2014
Sponsoring Organization: Organization for Medical Reform
URL: http://www.medreform.org/statistics/insurance/elderly-coverage/233
In-Text: “…no coverage available” (Ackran, 2013)
Citation
Ackran, 2013. Statistics of Insurance Coverage of Elderly. Retrieved fromURL:
http://www.medreform.org/statistics/insurance/elderly-coverage/233
D. Rewording ang Pharaprasing (10 points)
Mark Twain said that it was better to keep one’s mouth shut and look ignorant than to open it and
prove that you are (43)
Price discusses the possibility that the availability of unhealthy, sugary snacks and drinks in
school vending machines has contributed to the rising epidemic of obesity in children. In an
effort to eliminate the source of the problem, some of have proposed implementing a ban (2012).

Lesson Plan in English for Academic and Professional Purposes (EAPP)

(Day 28 - Week 7 )

Theme Writing in Various Discipline
Sub-Theme Introduction to Writing a Reaction Paper
understands the principles and uses of a produces an objective assessment of an event,

reaction paper/ review/ critique a person, a place or a thing.
CS_EN11/12A - EAPP-Ia-c-14: uses the appropriate language for a specific discipline
CS_EN11/12A - EAPP-Ia-c-15: raises legitimate, contrary views in an appropriate manner
Sub-Objectives:
a. Give a thoughtful reaction after watching a video-clip
b. Name the four parts of a reaction paper
c. Complete a Sandwich Diagram that will serve as an initial guideline in writing a reaction
paper
II. SUBJECT MATTER

Topic: Introduction to Writing a Reaction PaperA
References:
Video clip
https://www.youtube.com/watch?v=ualOF-Ew1HM&t=46s
https://www.youtube.com/watch?v=7kAOvTFA5rs
Tips for Writing a Reaction Paper
https://www.aresearchguide.com/write-reaction-paper.html
Materials: video clip, teacher made visual aid, and sandwich diagram
III. PROCEDURE
A. Learning Activities
Indicator 4: Manages classroom structure to engage learners, individually or in groups, in

meaningful exploration, discovery and hands-on activities within a range of physical
learning
environments
Indicator 5: Manages learner behavior constructively by applying positive and non-violent discipline
to ensure learning-focused environments
Teacher’s Activity Student’s Activity
1. Prayer
Good afternoon, Ms. Grace
Good afternoon, Engineering
(One student will lead the Prayer)
Let’s start our class with a Prayer
(Students will look around )
Before we sit down, look around you and check
if there are clutters under your chair.
If everything is okay, you may be seated.
As some of your classmates, help me putting up

these visuals, we will continue with our
CPP (Creative Present Performance)
2. Attendance
Let’s start our CPP (Creative Present Students will pre sent their CPP instead of the
Performance) with the Boys common “present”
(The whole class have agreed to create their
unique and original way of saying present as our
intervention for attendance checking. Their
performance will be graded everyday as part of
their recitation)
Thank you for presenting another energetic CPP.

I am looking forward to see more tomorrow.
3. Review
Last time, we discussed Citation. Who would to We discussed the different formats such as the
give a summary of what we have discussed about APA, MLA, and Web Source Format. We also
this topic? discussed about In Text Citation and Plagiarism.
And who would like to discuss the importance of Using Citations is imperative to avoid
Citation in dealing with Academic Text and Plagiarism or stealing the works of others.
writing your own study?
Good job class!
B. Motivation
Indicator 4:Manages classroom structure to engage learners, individually or in groups, in meaningful

exploration, discovery and hands-on activities within a range of physical learning
environments
Indicator 8: Selects, develops, organizes, and uses appropriate teaching and learning resources,
including ICT, to address learning goals
Indicator 3: Applies a range of teaching strategies to develop critical and creative thinking, as well as
other higher-order thinking skills
Today, we will discuss another new topic. Later

on we will discover that this is still related to our
previous lesson, which is Citation. But for now, I
want you to watch this video-clip. Please observe
well for later on, I will ask you to give your
thoughtful comments about these set of
commercials. Take note of the facial reactions of
the main characters in both videos.
Teacher will show the students a local and an international commercial. The students will be
asked to give their reaction on the two video clip that were presented.
DIDI Driver’s License Commercial Kwentong Jollibee (The Vow)

Review
(Students can discuss how both were intriguing
After watching the two video-clips commercial, to be watched in the end. They can also discuss
who would like to give their comments? the difference between the two and the likes)
Those were very good comments and reactions. I

appreciate how you use your analytical thinking
skill and keen observation.
C. Lesson Proper
Indicator 1: Applies knowledge of content within and across curriculum teaching areas
Indicator 2: Uses a range of teaching strategies that enhance learner achievement in literacy and
numeracy skills

1. Presentation of the Lesson
(Students can discuss how both were intriguing
Giving reaction is innate to people. As a matter to be watched in the end. They can also discuss
of fact, people can react even without talking. As the difference between the two and the likes)
you have seen the reaction of the Chinese
parents, when the man was slowly showing
what’s he got to win the hand of the girl. Even
without understanding fully their language, we
can say that their negative thoughts turn to be
positive by the way they reacted. In the same
manner, the love of the man towards his best
friend, was very obvious. We even thought that
he was the groom at first by how he was
delighted seeing the beautiful bride.
In Science, you have learned Newton’s Third Student may answer that the Newton’s Third
Law of Motion. Who still remembers this third Law of Motion states, “for every action, there is
law? an equal and opposite reaction”
Correct!
As mentioned earlier, it is innate to men to react.

We can react verbally and through nonverbal
communication, now let’s put it to writing.
2. Discussion
A reaction paper is a type of written assignment,

which requires personal opinion and conclusions
on a given article or abstract. Unlike a summary,
a reaction paper should contain your own
thoughts on the problem, discussed in the original
text. It aims to show professor how deep your
understanding of the situation is and how well
you can use your analytical skills. (How to write
a reaction paper, 2010)
In short, the reaction paper allows or asks a

person to write a reaction on something that he or
she had seen, heard, or experienced.
A reaction paper is basically divided into four
parts. And in order to remember them more, let’s
use this Sandwich model.
Indicator 7:Plans, manages and implements developmentally sequenced teaching and learning
processes to meet curriculum requirements and varied teaching contexts
Indicator 9:Designs, selects, organizes, and uses diagnostic, formative and summative assessment
strategies consistent with curriculum requirements
As you may have observed , there were previous

lessons that we can apply in writing our reaction
paper. First, is creating the Thesis statement for
our introduction. Second, is strengthening our our
opinion based body by citing factual information
and lastly is applying citation to credit the ideas
that we borrowed in writing our paper. This time,
let’s practice what we have learned.
Is everything clear? Is there any question or “No, Ma’am”

clarification?
Then, let’s have an activity
Indicator 4: Manages classroom structure to engage learners, individually or in groups, in

meaningful exploration, discovery and hands-on activities within a range of physical
learning
Environments
Indicator 6: Uses differentiated, developmentally appropriate learning experiences to address
learners' gender, needs, strengths, interests and experiences
IV. EVALUATION AND APPLICATION (Group Activity)
Each group will present a reaction paper using the sandwich diagram. The students will have to
provide one thesis statement, two points for the body to support the thesis statement, a sentence
conclusion, and a citation.
The Topic will be

Rodrigro Roa Duterte, the President of the Philippines
Again, fill up the Responsibility Sheet at the back of you work.
Concept leader:
Writers:
Illustrators:
Presenters:
V. HOMEWORK
Each group should prepare for your presentation on Monday.
Prepared by:

Teacher I
Classroom Observation Tool Panel
Mr. Billy Ray Manuel

HUMMS Department Head, MT II
Ms. Rose Roseile B. Dimagiba Ph.D.

Assistant Principal II
Ms. Florida C. Gonzales Ph.D.
Principal II

Sapang Palay National High School - Senior High School

(Day 29 - Week 8 )

Sub-Theme Writing a Reaction Paper

CS_EN11/12A - EAPP-Ia-c-15: raises legitimate, contrary views in an appropriate
manner
Sub-Objectives:
a. Make use of collected information and collaborate ideas to create a diagram
b. Present a reaction paper diagram with confidence and deep knowledge about
their work
c. React and critique classmates work using using proper language and with respect
II. SUBJECT MATTER
Topic: The use of a Sandwich Diagram in writing a Reaction Paper
References:
Student gathered facts via online and offline source
English for Academic and Professional Purposes Teacher’s Guide p. 27
Materials: student’s visual aids
Teacher made rubric with consensus of the class
III. LEARNING PROCEDURES
A. Motivation
In order to make the students motivated and energized, teacher will first give
their certificates of Best Group Reporters from the previous reporting.
B. Presentation
Students will present their Reaction Paper - Sandwich Diagram about President
Rodrigo Roa Duterte and his Administration while the teacher will use the Rubric
below to grade the students performance
Responsibility
Sheet
Concept Leader -
Writers -
STANDAR 10 8 6 4
IV.
DS
Each section of Each section of
Concept Each section of Each section of
the diagram the diagram
the diagram the diagram
Arrangemen contains two contains very
contains four contains three
t information that few information
information information
(diagram) are somewhat that are not
easily identified. easily identified.
identified. easily identified.
Student displays
Student
Presenters a limited
illustrates a
Primary exhibits mastery
firmer
understanding
Student shows
Source of the details as with some
understanding little or no
evidenced by details pertinent
Content reporting
of most of the
to the subject
understanding
(presentatio details as of topic. There
completely and matter
evidenced by are few details.
n) with full evidenced by
their
knowledge their
presentation
presentation
Linking Most of the Reflects some Contains non
Content Reflects factual information is factual factual
together information that factual and information and information that
corresponds seemingly attempts to put does not
(overall with appropriate corresponds it in correspond to
content section of with appropriate corresponding the appropriate
and diagram. section of section of section of
concept) diagram. diagram. diagram
ASSIGNMENT:
Bring one to two pieces of yellow paper for tomorrow’s writing activity.
V. Remarks:
Due to the fact that the whole class reacted and critique their classmates
work extensively, the whole period is going to be use for the reporting.



(Day 30 - Week 8 )


manner
Sub-Objectives:
a. Dissect the parts of a reaction paper in order to create a sensible composition
b. Give a thoughtful reaction on a watched video clip in written form
c. Submit a reaction paper about the watched video clip
II. SUBJECT MATTER

Topic: Writing a Reaction Paper
References:
Marta, R. Ph.D. (2015) Thank You Philippines Retrieved from
https://keepvid.pro/download?video=https%3A%2F%2Fwww.youtube.com
%2Fw atc h%3Fv%3DxFy-zqWzrrw (3.33 minutes)
English for Academic and Professional Purposes Teacher’s Guide p. 27
Materials: teacher-made visual aids and video clip
A. Motivation
This activity is called an open letter

review envelope. The students will pass along the
envelope. Each envelope has a question which
serves as a review from the previous lesson.
Example Questions
(Pass to your left five times)

(Pass to your back twice)
(Pass to your right twice)
Open the envelope and answer the question:
I am the process of taking other people’s words and/or ideas and pretending that
they are mine. Who am I?
B. Discussion
Teacher will discuss how to put the student’s ideas in the diagram into a complete
reaction paper.
Guideline:
Introduction: a little
information about the topic,
author, video + thesis
statement
Body: supporting details with

in-text citation. Combine your
idea and the borrowed
statement in a grammar error
free paragraph
Conclusion: A more elaborate

thesis statement + final
conclusive statement
Citation: Just remember to

use APA, MLA, or Web Source
C. Application
Student will watch the video clip about the rescue of the 1300 Jewish refugees
through the Philippines and its former President, Manuel L. Quezon.
IV. EVALUATION:
Write a reaction paper draft using based on the watched video-clip. Use your yellow
paper in writing your draft. Leave a space in each line for correction and for re editing.
V. ASSIGNMENT:
Submit your type written work on Monday.
Attached the draft that you have accomplished today.
VI. Remarks:



(Day 31 - Week 8 )

Sub-Theme Writing a Review Paper

manner
Sub-Objectives:
a. Tell the purpose of the a Review Paper
b. Name the different kinds of Review Paper
c. Differentiate a Reaction and Review Paper
II. SUBJECT MATTER

Topic: Writing a Review Paper
References:
English for Academic and Professional Purposes p.63
Components of Review Paper.(n.d.)Slideshare.Retrieved from
https://www.slideshare.net/Wangkig/components-of-a-review-paper
Elements of a review paper (n.d.) Writing @ CSU Retrieved from
https://writing.colostate.edu/guides/page.cfm?pageid=1534&guideid=79
Materials: teacher-made visual aids and textbook
A. Motivation
The teacher will ask the students the following questions:

1. What comes to your mind when you say REVIEW?
2. Are you familiar with product reviews in YouTube?
3. What is the main purpose of product reviews online?
B. Discussion
The review paper has content that is slightly on the next level of
critical thinking. It is usually a term used for the write up of journalists or
columnists expressing their personal opinions. Aside from this, a review
paper balances opinions with facts, thus giving a paper a more matured
outlook.
Kinds of Review
- Critical review
- Literature review
- Mapping review/systematic map
- Meta-analysis
- Mixed studies review/mixed methods review
- Overview
- Qualitative systematic review/qualitative evidence synthesis
IV. EVALUATION:
Base on your understanding and in your own word, what is the difference of a
reaction paper and review paper
V. ASSIGNMENT:
Research on the meaning of Literature review (to be written on your notebook)
VI. Remarks:



(Day 32 - Week 8 )


manner
Sub-Objectives:
a. Define if what is Literature Review
b. Name the parts of a review paper
c. Inspect whether certain literature could be used for one’s own writing
II. SUBJECT MATTER

Topic: Writing a Review and Critique Paper
References:
Pacific Northwest University Library.(2017). Research Education: Literature
Review. Retrieved from https://www.youtube.com/watch?v=EkioYgfgYLQ
Elements of a review paper (n.d.) Writing @ CSU Retrieved from
https://writing.colostate.edu/guides/page.cfm?pageid=1534&guideid=79
A. Motivation
Teacher and student will check their homework about the meaning of Literature
Review
Teacher will show two video clips about Literature Review
B. Discussion
Parts of a Review Paper
Title Page
On the title page include the title, your name, and the date. Your instructor may have
additional requirements (such as the course number, etc.) so be sure to follow the guidelines
on the assignment sheet. Professional journals may also have more specific requirements for
the title page.
Abstract
An abstract is a brief summary of your review. The abstract should include only the main
points of your review. Think of the abstract as a chance for the reader to preview your paper
and decide if they want to read on for the details.
Introduction
The introduction of your review should accomplish three things:
Introduce your topic

It may sound redundant to "introduce" your topic in the introduction, but often
times writer's fail to do so. Let the reader in on background information specific to the
topic, define terms that may be unfamiliar to them, explain the scope of the
discussion, and your purpose for writing the review.
State your topic's relevance

Think of your review paper as a statement in the larger conversation of your
academic community. Your review is your way of entering into that conversation and it
is important to briefly address why your review is relevant to the discussion. You may
feel the relevance is obvious because you are so familiar with the topic, but your
readers have not yet established that familiarity.
Reveal your thesis to the reader

The thesis is the main idea that you want to get across to your reader. your
thesis should be a clear statement of what you intend to prove or illustrate by your
review. By revealing your thesis in the introduction the reader knows what to expect in
the rest of the paper.
Discussion (BODY)
The discussion section is the body of your paper. The discussion section contains information
that develops and supports your thesis. While there is no particular form that a discussion
section must take there are several considerations that a writer must follow when building a
discussion.
Don't summarize!
A review paper is not simply a summary of literature you have reviewed. Be
careful not to leave out your own analysis of the ideas presented in the literature.
Synthesize the material from all the works—what are the connections you see, or the
connections you are trying to illustrate, among your readings.
Analyze, Synthesize, Interpret.

A review paper is not a pure summary of the information you read for your
review. You are required to analyze, synthesize, and interpret the information you
read in some meaningful way. It is not enough to simply present the material you
have found, you must go beyond that and explain its relevance and significance to
the topic at hand. Establish a clear thesis from the onset of your writing and examine
which pieces of your reading help you in developing and supporting the ideas in your
thesis.
Stay focused.
Keep your discussion focused on your topic and more importantly your
thesis. Don't let tangents or extraneous material get in the way of a concise,
coherent discussion. A well focused paper is crucial in getting your message across
to your reader.
Organize your points.

Keeping your points organized makes it easier for the reader to follow along
and make sense of your review. Start each paragraph with a topic sentence that
relates back to your thesis. The headings used for this guide give you some idea of
how to organize the overall paper, but as far as the discussion section goes use
meaningful subheadings that relate to your content to organize your points.
Relate the discussion to your thesis.
Your thesis should illustrate your objectives in writing the review and your
discussion should serve to accomplish your objectives. Make sure your keep your
discussion related to the thesis in order to meet your objectives. If you find that your
discussion does not relate so much to your thesis, don't panic, you might want to
revise your thesis instead of reworking the discussion.
Conclusions
Because the conclusions section often gets left for last it is often the weakest part of a
student review paper. It is as crucial a part of the paper as any and should be treated as
such.
A good conclusion should illustrate the key connections between your major points and your
thesis as well as they key connections between your thesis and the broader discussion—what
is the significance of your paper in a larger context? Make some conclusions—where have
you arrived as a result of writing this paper?
Be careful not to present any new information in the conclusion section.
References
Here you report all the works you have cited in your paper. The format for a references page
varies by discipline as does how you should cite your references within the paper.
IV. EVALUATION:
Tell which related literature should I write a review paper on if my topic is about:
Online Gaming: Impact on the Academic Performance and Social Behavior of

the Students in Polytechnic University of the Philippines Laboratory High
School
A. Effects of Online Game: A study on Online Game Addiction among UNISEL’s Shah Alam
Campus Students
B. THE EFFECTS OF ONLINE GAMING TOWARDS THE ACADEMIC PERFORMANCE OF
SELECTED GRADE 10 STUDENTS
C. Mobile Legends is the first confirmed esports title for the 2019 SEA Games
D. Students Who Play Online Games Actually Get Better Academic Results
V. ASSIGNMENT:
Search on 5 literature titles that could be used as review paper for the topic “Cyber
Bullying”
VI. Remarks:



(Day 33 - Week 9 )

manner
Sub-Objectives:
a. Collaborate ideas with group mates.
b. Participate and contribute ideas in order to achieve best output
c. Write a conclusion that will complete their reaction paper
II. SUBJECT MATTER

Topic: Writing a Conclusion (Reaction Paper)
References:
English for Academic and Professional Purposes p.63
Side by Side 4 page 34 (for Motivation Activity)
A. Motivation
Teacher will post this open ended situation on the board and ask the students to
make a conclusion after reading text.
B. Discussion
Review
Conclusion: A more
elaborate thesis statement
+ final conclusive
statement
Based on our previous

discussion, the conclusion
will be the final opinion
IV. EVALUATION:
Compose your Conclusion to close your Reaction Paper properly. Collaborate with
your group in order to compose a strong conclusion for your output.
V. ASSIGNMENT:
1. Write down your Citations. Use the proper format (APA or Web Source)
2. Submission of Final Output will be on Thursday, August 1.
3. Take note of the following format given you.
VI. Remarks:
Last week, we used of our classes in further discussing each part of a

reaction paper, as the teacher have observed that a more elaborate
discussion was needed. Also, the rest of the sessions from previous
week was used to accomplish their reaction paper for their final project
this quarter.



(Day 34 - Week 9 )


manner
Sub-Objectives:
a. Infer concepts and ideas using KWL Chart after watching a
Product Review video clip
b. Define the meaning of a Review Paper
c. Determine the useful steps in writing a Review paper
II. SUBJECT MATTER

Topic: Writing a Review Paper
References:
English for Academic and Professional Purposes p. 63
Components of Review Paper.(n.d.)Slideshare.Retrieved from
https://www.slideshare.net/Wangkig/components-of-a-review-paper
Materials: KWL CHART teacher-made visual aids, video clip, and textbook
A. Engage
The teacher will show a video clip of a product review via downloaded
YouTube video and let the students react and share their prior knowledge
about it afterwards.
B. Enlist
Teacher group the students per row and give them 3 post-it-notes. They will
use those post-it-notes to fill up the KWL (Know What Learned) Chart on the
board regarding what is Making a Review is all about.
B. Explore
TAE (Trial and Error) Approach
The class will discuss if what they have posted on the chart to
check their familiarity, prior knowledge, and known concept about
the topic.
C. Explain
The teacher will answer the questions written in What I want to know
part through
discussing the lesson
The review paper has content that is slightly on the next level of
critical thinking. It is usually a term used for the write up of journalists or
columnists expressing their personal opinions. Aside from this, a review
paper balances opinions with facts, thus giving a paper a more matured
outlook.
D. Elaborate
Teacher will show this video clip that will be a

guideline for students to determine some steps in
writing a review paper
III. EVALUATION:
E. Evaluate
As a class, we will answer this NEW
KWL
Concept Chart on the board.
F. Extend
Is this concept and guidelines also applicable in writing a Movie Review?

If yes, explain why and how?
V. ASSIGNMENT:
Bring 1/4 manila paper and marker per row for activity the next class.
VI. Remarks:
I want to try the 7es Lesson Plan Template that I discovered and
learned online. I saw that it was commonly used for high school and
senior high school lesson planing.
l change the lesson plan for review paper because my initial

understanding was a Review Paper that talks about Review of Related
Literature for Research writing (since this is an EAPP subject).
Nevertheless, the Curriculum Guide prescribed writing a comprehensive
review /reaction paper that deals with Performance Arts, Play, Dance,
Sports, Film, Participation in a religious or community festival, Art
Exhibit



(Day 35 - Week 9 )


manner
Sub-Objectives:
a. Differentiate a Movie Review and a Product Review using a Venn Diagram
b. Enumerate the parts in outlining a Movie Review
c. Create a Pre-Movie Review Worksheet that they can use in actual movie review
d. Critique other group’s work through Peer Assessment Tool in order to discover
views and ideas that one’s own group may have missed
II. SUBJECT MATTER

Topic: Movie Analysis Essay (MOVIE REVIEW)
References:
English for Academic and Professional Purposes p. 63
How To Make a Movie Analysis Essay (n.d.) Writing @ CSU Retrieved from
https://customessayorder.com/blog/how-to-make-a-movie-analysis-essay
Essay Basics (2017)How To Make Great Movie Review Essay Retrieved from
https://www.youtube.com/watch?v=lGqXBlfY6-E
Materials: teacher-made visual aids, video clip, PPT presentation and textbook
A. Engage
The teacher will show an example of an informal video clip of a movie
review via downloaded YouTube video and let the students react and share
their prior knowledge about it afterwards.
B. Enlist
REVIEW
The teacher will post

this Venn Diagram. Based on
the lesson from previous
meeting, the students will
differentiate a product PRODUC MOVIE
review and a movie review. TREVIE REVIE
Using a whiteboard maker, W W
volunteers will write their
ideas on the board.
B. Explore
TAE (Trial and Error) Approach
The class will discuss if what they have posted on the Venn
Diagram to check their familiarity, prior knowledge, and known
concept about the topic.
C. Explain
The teacher will discuss further the concept they already know
through
discussing the lesson
Writing a movie analysis or movie requires critical thinking and analysis

skills when supporting an articulated argument. Movie review highlights features
of the film stating the work of other writers. The analysis may also examine the
various aspects of the movie element, the production history, the context, how
the movie is received and consumed by different audiences and issues related to
its distribution.
Example of an outline for a movie analysis
Introduction
Background information about the movie
The movie director and main characters
Thesis statement and the reason for analysis
Plot Synopsis
Brief plot summary of the movie
Present competent knowledge about the movie.
Themes
Highlight the main theme of the movie
The significance of the themes
Visual element
Describe the visual appearance, impressive camera work, the angles, the
shot the set designs like costumes, location, and lighting
Conclusion
Review of opinion about the movie
Rate the movie and present your recommendations.
Citation
Source of the movies
Information reference if you have used some statements and quotes
D. Elaborate
Teacher will show this video clip that

will give students some tips on how to
make great Movie Reviews
IV. EVALUATION:
E. Evaluate
Students will be grouped according their previews grouping in Reaction
Paper Project and be asked to draw their own worksheet that can be used as
tool
and guideline in writing their own Review Paper. In this way, the teacher can
assess if students have clearly understood the important parts that they
should
keenly observe and take note during their movie review.
Examples:
D. Extend
Peer Assessment
This peer assessment will
be used to evaluate
classmates output.
Through this, they may
discover other concept
and information that
they may have missed in
making their own movie
review worksheets.
V. ASSIGNMENT:
Each group should be able to keep or if needed, provide an improved student-

made worksheet that they will use for their movie review in the next meeting.
VI. Remarks:



(Day 36 - Week 9 )


manner
Sub-Objectives:
a. Watch and observe keenly the important people and scene in the movie
b. Appreciate the movie and the lesson it shares to the audience
c. Write down important information using student-made worksheet
II. SUBJECT MATTER

Topic: Movie Analysis (MOVIE REVIEW)
References:
Materials: student made tools, LCD monitor and speaker for the movie
Task Using the student

1 made tool, jot down
important
information needed
in writing a
comprehensive Movie
Review later on.
Task Watch the movie
2
Task Fill up the
3 chart/student made
VI. worksheet Remarks:


Republic of The Philippines Department of Education City of San Jose Del Monte Bulacan Sapang Palay National Senior High School

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Republic of the Philippines

Lesson Plan in EAPP

First Day Meeting the Class

C. RULES in the CLASS

Ms. Mary Grace L. Sagun