Republic of the Philippines

Department of Education
REGION IV-A-CALABARZON
SCHOOLS DIVISION OF QUEZON PROVINCES
SARIAYA WEST DISTRICT
LUTUCAN INTEGRATED NATIONAL HIGH SCHOOL
Lutucan Malabag, Sariaya, Quezon

Learning Area ENGLISH 7

Learning Delivery Mode FACE TO FACE CLASSES

School Lutucan Integrated National High School Grade Level 7

Teacher Ms. Ruth M. Cano Learning Area English
Teaching Date April 1 – 4, 2024 Quarter Fourth
Teaching Time 8:15 a.m. – 9:15 a.m. (Grade 7 Dela Cruz) No. of Days 4
9:45 a.m. – 10:45 a.m. (Grade 7 Valenzuela)
10:45 a.m. – 11:45 a.m. (Grade 7 Malvar)
12:30 p.m. – 1:30 p.m. (Grade 7 Aguinaldo)
1:30 p.m. – 2:30 p.m. (Grade 7 Escoda)
QUARTER 4
WEEK 1

The learner demonstrates understanding of: contemporary Philippine literature as a means

of responding to the demands of the global village; various extended text types; lexical and
Content Standards
contextual cues; appropriate and polite oral language, stance, and behavior; and use of
imperatives, prepositions, verbs, and wh-questions.
The learner transfers learning by: explaining the need to be cooperative and responsible in
today’s global village; using appropriate strategies to comprehend extended text types;
Performance Standards using lexical and contextual clues to understand unfamiliar words and expressions; using
imperatives, prepositions, and appropriate and polite oral language, stance and behavior in
various information-sharing formats.
Most Essential Learning
EN7WC-I-c-4.2. Distinguish features of academic writing
Competencies (MELCs)
At the end of the lesson, learners are expected to:
a. Define academic writing;
I. OBJECTIVES
b. Distinguish features of academic writing; and
c. Apply the rules in writing informal words to formal words. .
II. CONTENT (TOPIC) Academic Writing
III. LEARNING RESOURCES LEARNER’S PACKET (LeaP)
A. References LEARNER’S PACKET (LeaP) Q4 English 7 Week 1
a. Teacher’s Guide Pages
b. Learner’s Material Pages
c. Textbook Pages
English Quarter 4 -Module 1: The Features of Academic Writing 7 CO_Q4_English 7_
d. Additional Materials from
Module 1.
Learning Resources
B. List of Learning Resources
for Development and
Engagement Activities
 IV. PROCEDURES
Teaching Hints Teacher’s Activity Student’s Activity
A. PRELIMINARIES
a. Greetings Good day, class! Good day, Ma’am Ruth!
b. Prayer Student A, can you please lead our (Student A leads the opening prayer.)
opening prayer.
c. Orderliness and Cleanliness Kindly arrange your chairs properly. (Students arrange their chairs properly.)
d. Checking of Attendance Class secretary, do we have any absences None, Ma’am Ruth.
today?
Thank you, Class secretary.
e. Motivation The teacher assigns phrase to yell for each (Each group yells their respective phrase
group. Once the teacher pointed the group, once the teacher pointed them.)
they will yell their assigned phrase.

Group 1: We’re awake!

Group 2: We’re alive!
Group 3: We’re prepared!
Group 4: We’re ready!
B. LESSON PROPER
a. Activity Pre-activity (The students start writing their comparison
Directions: In group, students are going to in ½ sheet of pad paper.)
choose 5 Filipino slangs and they are going
to write their counterpart in the English
Language.
b. Analysis The teacher will call each group’s (The students will present their answers in
representative/s to present their answers. class.)
c. Abstraction WHAT IS ACADEMIC WRITING?

Caulfield (2020) describes academic

writing as a formal mode of writing that is
intended for an educated audience.

It is often used in school to complete a

writing task for a specific subject.

In higher levels, it is used as a requirement

for a track or a course.

Examples are essays and research

papers.

A. FEATURES
Academic writing uses words which are
formal and objective.

a. Formal
It means the tone of writing should NOT
sound casual or conversational.
1. Avoid using colloquial, idiomatic, or
slang
Some people will find colloquial language
difficult to understand which can lead to
misinterpretation.

Examples of colloquial words:

“y’all” – you all
“gonna” – going to
“wanna” – want to

Examples of idioms:
Raining cats and dogs – to rain very
heavily
A piece of cake – easy
Examples of Slang
Hot – Attractive
Nuts – Mad or Crazy

X I
Once the research The information
is completed, the gathered is
information will be expected to be
top-notched. highly valuable for
future researchers.

2. Use full words instead of contractions

A Contraction is when two words are
combined into one.
X I
Can’t Can not
Don’t Do not
They’ve They have
It’s It is
We’ll We will

b. Objective
Academic writing is based on facts and
evidence and is not affected by personal
emotions. Therefore, to make your essay
or research paper convincing, you must
use an unbiased style of writing.

1. Personal statement and judgement

X I
I performed an The experiment
experiment. was performed.
I believe that fast In this paper, the
 food contributes to effects of fast food
obesity. consumption on
obesity were
presented in
various studies.

Take note:
Avoid using personal pronoun such as I.
Use passive voice.
Avoid phrases like “I believe” I think or I
feel because it may indicate bias.

2. Emotional Language
X I
It is unfortunate Based on the
that many Filipinos Philippine
do not have work Statistics Authority
these days. (PSA) data about
half or 48.2% of
unemployed
Filipinos are from
the ages 18-24.

Instead of emotional language, include

facts or evidence to prove your point.

B. ORGANIZATION
The structure of academic writing is similar
to that of a simple paragraph, with an
introduction, body, and conclusion.

The hamburger is an example of a graphic

organizer in writing a paragraph or an
essay. It allows you to see facts, concepts,
or ideas in a visual format.

An Outline is also a graphic organizer

which helps you to identify the main ideas
 and highlight the important facts.

Other graphic organizers that you can use

in organizing your ideas are Venn diagram,
T-chart, concept map, sequence chart, and
main idea web.

To sum it up, as a student, it is important

that you know how to distinguish the
features of academic writing from other
types of writing. Keep in mind that using
language that is formal and objective will
present your ideas in a convincing and
professional manner. Finally, using a
graphic organizer like an outline will help
you plan and organize your thoughts
before writing.

Did you understand class?

Do you have any question? Yes, Ma’am.
None, Ma’am.
d. Application Learning Task 1 (The students start writing their answers.)
A. Identify and copy the words/phrases
you would use to describe academic
writing. Write your answers on your
notebook.

Biased language Conversational

Creative Formal Impersonal Informal
Objective Organized Personal
Unbiased language
Learning Task 1
 A.
1. 1. Formal
2. 2. Objective
3. 3. Organized
4. 4. Unbiased Language
5. 5. Impersonal

B. Copy the table on your notebook. Then,

find the informal words and their formal
equivalents below.

a lot of cheap children

don’t do not inexpensive
internet kids net B.
many Informal Formal
A lot of Many
Informal Formal Don’t Do not
A lot of many Kid Children
Net Internet
Cheap inexpensive

V. EVALUATION Learning Task 3 (The students will write their answers on their
Directions: Decide whether each statement notebook.)
is TRUE or FALSE.
1. Academic writing uses words which are Learning Task 3
formal and objective. 1. TRUE
2. Idioms and slangs are acceptable in 2. FALSE
academic writing. 3. TRUE
3. Instead of the words “is not”, I will use 4. FALSE
“isn’t” in academic writing. 5. TRUE
4. I can use the phrase “a piece of cake” in
academic writing.
5. The structure of academic writing
consists of an introduction, body, and
conclusion.
VII. DISMISSAL
a. Encouragement and Validation Now, before I dismiss all of you, I want to Thank you, Ma’am Ruth.
tell you that all of you did a great job today,
and I hope that you will show that every
day. Keep smiling and always think
positive.
b. Classroom Management Now, rearrange your chairs properly, and (The students rearrange their chairs properly,
pick up all pieces of trash on the floor. and pick all the pieces of trash on the floor.)
c. Greetings Goodbye, class! Goodbye, Ma’am. Thank you for teaching us
today!
 Prepared by:

__________________
Ruth M. Cano
Pre-Service Teacher

Checked by:

__________________________
Lea V. Albitos
Cooperating Teacher, English 7

Approved by:

____________________
Doris D. Penaranda
Head Teacher IV, English Department