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Republic of the Philippines

DIVISION OF BOHOL
Department of Education
Region VII, Central Visayas

Instructional Planning (I Plan)

(With inclusion of the provisions of D.O. No.8,s. 2015 and D.O. 42,S. 2016)

Detailed Lesson Plan (DLP)

DLP Learning Area: Grade Quarte Duration:

No.: ENGLISH 7 Level: r: 60 minutes
12 7 1

Learning
Competency/ies: Differentiate literary from academic writing EN7WC-
I-c-4.2
Key Concepts/
Literary writing
Understanding to
Academic writing.
be Developed
1.Learning Knowled
Differentiate literary from academic writing;
Objectives ge
Skills Compose a paragraph (literary or academic)
Attitudes Show diligence in doing the given task;
Values Show appreciation of Filipino literary works.
2.Content
Differentiating Literary from Academic Writing
3.Learning
Resources
CG page 104 , LP pp. 12-13;

4.Procedures
4.1 Introductory Group the following words into two categories:
Activity (5 min.) CATEGORY
A B

1. Poem
2. Research
3. Academic essays
4. Novels
5. Textbooks
6. Short stories

4.2 Activity ( 25 Identify whether the given paragraph is literary or

min.) academic.

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Republic of the Philippines
DIVISION OF BOHOL
Department of Education
Region VII, Central Visayas

4.3 Analysis (5 Does the paragraph allow you to use your imagination?
min.) Does it describe?
Do you find it entertaining?
Does it inform?
Can you say if it is a literary writing or academic writing?

4.4 Abstraction (6 The term academic writing refers to the forms

min.) of expository and argumentative prose used by university
students, faculty, and researchers to convey a body of
information about a particular subject.
See Attachment A.

4.5 Application (10 Group Activity:

min.) Compose a paragraph according to the form assigned in
each group.

Group 1- Literary form

Group 2- Academic form

4.6 Assessment (5 Which ones are examples of literary writing?

min.)

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Republic of the Philippines
DIVISION OF BOHOL
Department of Education
Region VII, Central Visayas

4.7 Assignment (3
min)
Watch a latest news and write a short paragraph about it.
Enrichment of the
lesson
4.8 Concluding
Activity Saying “Yes” to writing means saying “No” to fear and
doubt.
(2 min )
5. REMARKS Indicate below special cases including but not limited to
to continuation of lesson plan to the following day in case
of re-teaching or lack of time, transfer of lesson to the
following day, in cases of classes suspension, etc.

6. Reflect on your teaching and assess yourself as a teacher.

REFLECTIONS Think about your student’s progress this week. What
works? What else needs to be done to help the students
learn? Identify what help your instructional supervisors
can provide for you so when you meet them, you can ask
them relevant questions. Indicate below whichever is/are
appropriate.

A. No.of learners
who earned
80% in the
evaluation.

B. No. of learners
who require
additional
activites for
remediation.
C. Did the remedial
lessons work?
No. of learners
who have caught
up with the
lesson.

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Republic of the Philippines
DIVISION OF BOHOL
Department of Education
Region VII, Central Visayas

D. No. of learners
who continue to
require
remediation.
E. Which of my
learning
strategies worked
well? Why did
these work?
F. What difficulties
did I encounter
which my
principal or
supervisor can
help me solve?
G. What innovation
or localized
materials did I
use/discover
which I wish to
share with other
teachers?

Prepared by:
Name: School:
Position/Designation: Division:
Contact Number: Email address:

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Republic of the Philippines
DIVISION OF BOHOL
Department of Education
Region VII, Central Visayas

Appendix A.

What is Academic Writing?

The term academic writing refers to the forms

of expository and argumentative prose used by university students, faculty,
and researchers to convey a body of information about a particular subject.

Generally, academic writing is expected to be precise, semi-formal,

impersonal, and objective.

OBSERVATIONS

 Central Values of Academic Writing

"When you write college papers, you need to remember that you are
situated within an academic community [with] clear expectations
for what your papers should do and how they should look. While
you cannot learn the particular methods and conventions of every
discipline . . ., you can be aware of the central values to which its
members subscribe:

- Truth. . . . A successful college paper will demonstrate that its

writer can use the knowledge and methods of the discipline in
which it has been assigned to reveal something that is true.

- Evidence. Scholars in all disciplines use credible evidenceto

support the truths they find. . . . Always document your sources for
this evidence.

- Balance. . . . Academic convention suggests that you present your

inferences, assertions, and arguments in neutral, serious,
nonemotional language and be fair to opposing points of view.

(Toby Fulwiler and Alan Hayakawa, The Blair Handbook. Prentice

Hall, 2003)

 Methods of Academic Writing: "They Say/I Say"

"In our view, . . . the best academic writing has one underlying
feature: it is deeply engaged in some way with other people's views.
Too often, however, academic writing is taught as a process of
saying 'true' or 'smart' things in a vacuum, as if it were possible to
argue effectively without being in conversationwith someone else. If
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Republic of the Philippines
DIVISION OF BOHOL
Department of Education
Region VII, Central Visayas

you have been taught to write a traditional five-paragraph essay, for

example, you have learned how to develop a thesis and support it
with evidence. This is good advice as far as it goes, but it leaves out
the important fact that in the real world we don’t
make arguments without being provoked. Instead, we make
arguments because someone has said or done something (or
perhaps not said or done something) and we need to respond: 'I
can’t see why you like the Lakers so much'; 'I agree: it was a great
film'; 'That argument is contradictory.' If it weren’t for other people
and our need to challenge, agree with, or otherwise respond to them,
there would be no reason to argue at all.

"To make an impact as a writer, you need to do more than make

statements that are logical, well supported, and consistent. You must
also find a way of entering a conversation with others' views--with
something 'they say.' . . . It follows, then, . . . that your own
argument--the thesis or 'I say' moment of your text--should always
be a response to the arguments of others."
(Gerald Graff and Cathy Birkenstein, "They Say/I Say": The Moves
That Matter in Academic Writing, 2nd. ed. W.W. Norton, 2010)

 Sentence Structures in Academic Writing

"The sentences in academic writing are often longer and more
intricate than the sentences in popular magazines. Academics strive
to go beyond what is quick, obvious, and general. They ask
questions based on studying a subject from multiple points of view,
to make surprising connections that would not occur to someone
who has not studied the subject carefully.
(Stuart Greene and April Lidinsky, From Inquiry to Academic
Writing: A Text and Reader, 2nd ed. Bedford/St. Martin's. 2012)

 Purposes of Academic Writing

"[Marilyn S.] Sternglass (1977), in summarizing her longitudinal
study of 53 college students' writing development, identified four
general purposes of writing in university courses: to make
knowledge conscious, to help remember facts, to analyze concepts,
and to construct new knowledge. . . . Specifically, [students] used
writing to translate concepts into their own language, move from
gathering facts to analyses of them, and adjust themselves to the
task demands of specific courses and fields."
(Alister H. Cumming, Goals for Academic Writing. John Benjamins,
2006)
 The Continuous Nature of Academic Writing
"Academic writing is not the printed display of one's fully formed
thoughts. It starts with flawed, incomplete, vague hunches, ideas
and concepts. But, if you exploit its inherent 'revisability,' it allows
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Republic of the Philippines
DIVISION OF BOHOL
Department of Education
Region VII, Central Visayas

you to come full circle, to revisit ideas long after you first thought
of them, to explore the same things in different ways, to experiment,
to revise, to repeat and reconceptualize--all of these are arguably
central to the essence of scholarship which you exercise every day
in other academic tasks . . .."
(Rowena Murray and Sarah Moore, The Handbook of Academic
Writing: A Fresh Approach. Open University Press, 2006)

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