A DETAILED LESSON PLAN IN ENGLISH FOR ACADEMIC AND PROFESSIONAL

PURPOSES
I.
 
OBJECTIVES
 A.
 
Content Standard The learner acquires knowledge of appropriate reading strategies for
a better understanding of academic texts. B.
 
Performance Standards The learner produces a detailed abstract of information
gathered from the various academic texts read. C.
 
Learning Competencies Paraphrases/ explai
ns a text using one’s own words. (CS_EN11/12A
-EAPP-Ia-c-7)
II.
 
CONTENT
 A.
 
Reading Academic Text
III.
 
LEARNING RESOURCES
 Aspiras, L.(2016) English for academic and professional purposes. St. Andrew
Publishing House
https://academiccoachingandwriting.org/dissertation-doctor/dissertation https://
www.youtube.com/watch?v=AaAIVRU8zW0 https://www.youtube.com/watch?
v=ROQj_ZVZgfg 
IV.
 
PROCEDURES
Teacher’s Activity
 
Students’ Activity
  A.
 
Reviewing previous lesson or
presenting the new lesson
I shall distribute a copy of the lyrics of the song,
“Too Good at Goodbyes” by Sam Smith. Then,
you will watch its video presentation where you are strongly encouraged to sing, feel and
internalize its meaning. After which, mark your favorite lines on the copy provided and
explain why. The class shall be singing the song below:
 
You must think that I'm stupid You must think that I'm a fool You must think that I'm new
to this But I have seen this all before I'm never gonna let you close to me Even though
you mean the most to me 'Cause every time I open up, it hurts So I'm never gonna get
too close to you Even when I mean the most to you In case you go and leave me in the dirt
 
But every time you hurt me, the less that I cry  And every time you leave me, the quicker
these tears dry  And every time you walk out, the less I love you Baby, we don't stand a
chance, it's sad but it's true I'm way too good at goodbyes (I'm way too good at
goodbyes) I'm way too good at goodbyes
( Students’ answer varies why they have chosen such
 particular line/lines from the song)
 
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B.
 
.
Establishing a purpose for the lesson
Our journey today will allows us to explore the meaning of paraphrasing, ways of doing it, and
why we should do it. C.
 
Presenting examples/instances of the new lesson
Now that we are guided, I would like you to watch carefully a video presentation about
paraphrasing. Pay attention and note details. (After playing the video) This time you, let
us try to answer the following questions: 1.
 
What is the video presentation about? 2.
 
What is paraphrasing? 3.
 
How to paraphrase? 4.
 
What is the relevance of paraphrasing? D.
 
Discussing new concepts and practicing new skills 1 & 2 On Paraphrasing a
TEXT
These are examples of paraphrased texts. This shall be done through the following
steps.
Example 1:
Original: “
If the existence of a signing ape was unsettling for linguists, it was also
startling news for animal behaviorists”
(Davis, 2018).
Paraphrased:
 
Davis (2018) observed that the existence of a signing ape unsettled linguists and
startled animal behaviorists.
Original:
Her life spanned years of incredible change for women.
Paraphrased:
She lived through an era of liberating reform for women. (The teacher models the steps
of paraphrasing and the students do afterwards.) Students listen. The students watch
the video about paraphrasing.
Possible Students’ answer:
 
1.
 
The video is about paraphrasing.
2.
 
Paraphrasing involves taking set of facts or opinions and rewording them. It is keeping the
original meaning and presents it in new form. It is
simply writing something in one’s own words and
expressing the original idea.
3.
 
To paraphrase, follow the steps below: -
 
Read the original text until you grasp. -
 
Replace keywords within the sentences with synonyms or phrases with similar
meanings. -
 
Check your notes against the original to ensure you have not accidentally plagiarized.
The students shall do short exercise below: 1.
 
He felt anxious but he did not know why. 2.
 
There is a lot of moisture in the air. 3.
 
While some people are aware of such medical possibilities, they are less aware of the
fact that genes can also uncover a great deal about
humankind’s history a
nd culture. Possible paraphrased answers: He felt uneasy but he did not know why. There is
a lot of humidity in the air. Many people are aware of such medical possibilities
but they are less knowledgeable about people’s
history and culture.

 
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Well, evident from your output, you can now follow
the simple ways on how to paraphrase. So, let’s go
back with our song a while ago and select a stanza which you like to paraphrase. E.
 
Developing mastery (leads to Formative Assessment 3
Congratulations! You are now ready to proceed to the next activity which is PHRASE
BEE: Mechanics: 1.
 
The game shall be played by group composed of 5-7 members. 2.
 
Items will be flashed on the screen and will be read once. The students shall wait for
the “go” signal to raise letter A or B,
depending on their choice. 3.
 
Winners will be rewarded. The students shall form groups and do the activity below:
 
Lines from the song”
TOO GOOD AT GOODBYES SAY IT AGAIN
e.g. You must think that I'm stupid You must think that I'm a fool You must think that I'm new to this
But I have seen this all before
The PHRASE BEE The students shall answer the following:
1.
 
The kidneys filter out glucose in the blood.
 A.
 
Glucose in the blood is filtered out by kidneys.
B.
 
Glucose is in the blood, and the kidneys filter it out. 2.
 
Kidneys have a vital role in the process of filtration of the body.  A.
 
The kidneys, playing a vital role in the body, are involved in the filtering.
B.
 
 A vital role in the process of filtration of the body is played by the kidneys.
3.
 
Lack of calcium can result in malformed teeth.
 A.
 
Misshapen teeth are caused by an insufficient intake of calcium.
B.
 
Insufficient calcium can result in malformed teeth. One effect is misshapen teeth. 4.
 
 Anxiety is a feeling. It occurs when someone dreads something unknown.  A.
 
 Anxiety which is a feeling is felt by people who do not know why they are uneasy.
B.
 
The feeling of anxiety results when
someone is uneasy but doesn’t know
why.
5.
 
Bringing home the POWs is supported by the people of Kuwait.  A.
 
The people in Kuwait support that the POWs be returned.
B.
 
The Kuwait public supports the return of its POWs.

 
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F.
 
Finding practical applications of concepts and skills in daily living
The result of your initial assessment says you are ready to take another challenge. This will be
the BATTLE CHALLENGE! Directions: 1.
 
Create a big circle. 2.
 
 A bottle shall be turned in the center and whoever he/she points shall pick one rolled boned
paper. 3.
 
He/She shall paraphrase what is written inside within one minute. G.
 
Generalization
You enjoyed the activity that much. Good indication that you are learning. Can you give your lessons
you have had today? H.
 
Evaluating learning
Okay you deserve an appreciation for sharing the treasure you had today as well as the
treasures you’d like to hunt. The concluding activity shall determine to what extent you’ve
learned the lesson. This shall assess if you can do the competencies by yourself. Bring out ¼ sheet
of paper and answer this short test. I.
 
Additional activities for application or remediation
(Based on the evaluation, the teacher shall use either of the two or both the given student
activities)
BATTLE ROUNDS
The class shall be creating big circle where one can be randomly selected through being pointed by a
bottle to be turned. He/ She shall paraphrase any of the following: 1.
 
Work until expensive becomes cheap. (Addictedtosuccess.com) 2.
 
The wrong one will find you in peace and leave you in pieces, but the right one will find
you in pieces and lead you to peace. (GT) 3.
 
You will never reach your destination if you stop and throw stones at every dog barks.
(Winston Churchill) 4.
 
You don’t meet pe
ople by accident. There is always a reason: lesson or a blessing. (Unknown) 5.
 
Do not correct a fool or he will hate you. Correct a wise man and he will appreciate.
Through exit slips, the students shall fill-out the table below.
I learned that…..
 I guess, I need to
 practice more about…
 INDIVIDUAL WORK: The students shall paraphrase the text below: Of the
more than 1000 bicycling deaths each year, three-fourths are caused by head injuries.
Half of those killed are school-age children. One study concluded that wearing a
bike helmet can reduce the risk of head injury by 85 %. In an accident, a bike helmet
absorbs the shock and cushions the head.
Additional Activity for Application For remediation (Mode of delivery-PEER
TUTORING)
1.
 
The student requested that the professor excuses her absence, but the professor
refused. 2.
 
There will be a music concert next to Vienna coffee shop. Would you like to go? 3.
 
International Center is hosting English Conversation classes. They help non-native speakers
of English practice their English speaking skills.
 
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4.
 
The office of International Students and Scholars (ISS) at Purdue University is located
in Schleman Hall. 5.
 
The car that was pulled over by the police officer yesterday just had an accident. That driver is
not careful. For enrichment (Mode of Delivery- On-line)
DASHBOARD DISCUSSION
: A textual discussion about paraphrasing and quoting shall be posted in the facebook group of the
class which they shall be reading in advance. At the same time, they will be viewing movie clips of
Alice in the Wonderland from which they shall be choosing their favorite lines and post their
paraphrased version. The members of the class shall be free to give their comments regarding their
classmates’ post.
 
V.
 
REMARKS VI.
 
REFLECTION
 A.
 
No. of Learners who earned 80% on the formative assessment
______________________________________________________________________
________________________ B.
 
No. of learners who require additional activities for remediation.
______________________________________________________________________
________________________ C.
 
Did the remedial lessons work? No. of learners who have caught up with the lesson
______________________________________________________________________
________________________ D.
 
No. of learners who continue to require remediation
______________________________________________________________________
________________________ E.
 
Which of my teaching 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?
 
 _____________________________________________________________________
_______________________

 
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Prepared by:
JOY S. FERRER-LOPEZ
Demonstration Teacher Checked and corroborated by:
ABRAHAM S. GAMAL ANA A. RUBANG
Learning Facilitator Learning Facilitator
ROSABEL R. BRILLIO RICHELLE S. UY
Learning Facilitator Learning Facilitatpr
JAY G. GALLEGOS
EPS-1, English