Instructional Planning

(The process of systematically planning, developing, evaluating and managing

the instructional process by using principles of teaching and learning –
D.O. 42, S. 2016)
Detailed Lesson Plan (DLP) Format

DLP No.: Learning Area: Grad Quarter: Duration: Date:

e
Level
:
1 EAPP 12 1 60 minutes 8/27/2024
Learning Competency/ies: Differentiates
(Taken from the Curriculum language used in
Guide) academic texts from
various disciplines.
Key Concepts /Understandings The learner produces a detailed abstract of information
to be Developed gathered from the various academic texts read.

Adapted Cognitive
Process
Domain 1. Objectives
Dimensions (D.O.
No. 8, S. 2015)
Remembering
Knowled
ge Differentiate language used in academic texts from various
Understanding
discipline;
Applying
Compare the characteristics of academic and non-
Analyzing
`Skills academic texts;
Evaluate the language of the given academic texts from
Evaluating
various discipline and;
Creating
Attitude Valuing
Share how academic texts affect the life as a student
Values Valuing
through an individual sharing.
The learner acquires knowledge of appropriate reading
2. Content strategies for a better understanding of academic texts.

1. Laptop
2. Smart Tv
3. Learning Resources
3. k-12 MELC
4. Module from Central Office

4. Procedures

4.1 Introductory Activity Daily Routine:

5 minutes  Prayer
 Checking of attendance
 Class Rules
1. Treat others with respect at all times.
2. Raise your hand to speak and wait for your
turn.
3. Listen and follow directions.
4. No usage of cellphone unless you are told
to do so or if it is emergency.
5. Sit according to your assigned seats, do not
rearrange the chairs unless you are told to.
6. Keep the classroom neat and clean,
arrange the chairs, pick up the pieces of
papers before you go and throw it in the
trash can according to its classification.

4.2 Activity The teacher will begin with a "Text Type Challenge":
5 minutes Excerpts from various texts (academic and non-academic)
will be displayed through a PowerPoint presentation.

Students will be asked to identify if the texts are academic

and non-academic and explain their reasoning.
 Guide question: What makes a text 'academic,' and why does it
matter? Why is it important?

Passages:
_____1. Some educators suggest that the distinction between
conversational and academic language is somewhat arbitrary and
that it is the situation, community, or context that is either
predominantly social or academic.
Answer: Academic
_____2. The current study showed that COVID-19 pandemic lockdown
affected the academic performance of most participants with varying
degrees.
Answer: Academic
_____3. In his reverie he remembers how nature marked the season it
happened.
Answer: Non-academic
_____4. I believe they are the first and last and the closest things I
have to say about my own life.
Answer: Non-academic
_____5. The current study showed that the most popular device that
students used to access the online materials was the smart phone
followed by laptop, while the least used tool was the personal
computer.
Answer: Academic
4.3 Analysis After the discussion, students will be asked
5 minutes
“What makes a text 'academic,' and why does it matter?
Why is it important?
How academic texts affect the life as a student? ”
4.4 Abstraction The teacher will now present the lesson through the guide questions:
15 minutes
Guide Questions:
1. What is an academic text?

An academic text is a written language that provides information,

which contain ideas and concepts that are related to the discipline.

2. What are examples of Academic Text?

Essay, Research Paper, Report, Project, Article, Thesis, and

Dissertation are considered as academic texts.

3. What are the characteristics of an Academic Text?

Characteristics of an Academic Text

Structure

The basic structure that is used by an academic text is consist of

three (3) parts introduction, body, and conclusion which is formal and
logical. This kind of structure enables the reader to follow the
argument and navigate the text. In academic writing a clear
structure and a logical flow are imperative to a cohesive text.

Tone

This refers to the attitude conveyed in a piece of writing. The

arguments of others are fairly presented and with an appropriate
narrative tone. When presenting a position or argument that
disagrees with one’s perspectives, describe the argument accurately
without loaded or biased language.

Language

It is important to use unambiguous language. Clear topic sentences

enable a reader to follow your line of thinking without difficulty.
Formal language and the third person point of-view should be used.
Technical language appropriate to area of study may also be used,
however, it does not mean using “big words” just for the sake of
doing so.
Citation

Citing sources in the body of the paper and providing a list of

references as either footnotes or endnotes is a very important aspect
of an academic text. It is essential to always acknowledge the source
of any ideas, research findings, data, or quoted text that have been
used in a paper as a defense against allegations of plagiarism.

Complexity

An academic text addresses complex issues that require higher-order

thinking skills to comprehend.

Evidence-based Arguments

What is valued in an academic text is that opinions are based on a

sound understanding of the pertinent body of knowledge and
academic debates that exist within, and often external to a specific
discipline.

Thesis-driven

The starting point of an academic text is a particular perspective,

idea or position applied to the chosen research problem, such as
establishing, proving, or disproving solutions to the questions posed
for the topic.

4. What are the purposes in reading an academic text? Is it for

entertainment?

Purposes in Reading an Academic Text

1. To locate a main idea;

2. To scan for information;
3. To identify gaps in existing studies;
4. To connect new ideas to existing ones;
5. To gain more pieces of information;
6. To support a particular writing assignment; and,
7. To deeply understand an existing idea.
5. What are the Factors that we need to consider in writing
academic text?

Factors to Consider in Writing Academic Text

State critical questions and issues;

2. Provide facts and evidence from credible sources;
3. Use precise and accurate words while avoiding jargon;
4. Take an objective point of view;
5. List references; and,
6. Use cautious language

6. What are the differences between academic text and non-

academic text?

ACADEMIC AND NON- ACADEMIC TEXT

8. What is academic language? How is it different from Social
Language?

5. What are the characteristics of Academic Language?

Characteristics of Academic Language

A. Formal - It should not sound conversational or casual. Colloquial,

idiomatic, slang or journalistic expressions should particularly be
avoided.

Examples:

Use… Instead…Consider, monitor Look at Revise, review Go over

Solve, repair, amend Fix

B. Objective- This means it is unbiased. It should be based on facts

and evidence and are not influenced by personal feelings.

C. Impersonal- This involves avoiding the personal pronouns ‘I’ and

‘we’.

For example, instead of writing ‘I will show’, you might write ‘this
report will show’. The second person, ‘you’, is also to be avoided.
4.5 Application The students will be grouped into five and each group will be given
15 minutes following sample of academic text. Using the criteria given/ the
characteristics of Academic Language, students will evaluate the
language of the following sample academic texts from various
disciplines. Students will present their answers to the class.

Instruction: Using the criteria given, evaluate the language of the

following sample academic texts from various disciplines. (10 points)

A. This essay intends to investigate whether there is a causal

relationship between music listened to and the mood of individuals.
Additionally, it will seek to explore whether this relationship is used
in advertising to encourage people to spend money.

B. This essay intends to investigate whether there is a causal

relationship between music listened to and the mood of individuals.
Additionally, it will seek to explore whether this relationship is used
in advertising to encourage people to spend money.

C. This essay intends to investigate whether there is a causal

relationship between music listened to and the mood of individuals.
Additionally, it will seek to explore whether this relationship is used
in advertising to encourage people to spend money.

D. This essay is focused on investigating the photo tactic responses of

three different species of fish that occupy different areas of an
aquarium: danios (Danio rerio), which group near the surface of the
water, black skirt tetra (Gymnocorymbus ternetzi), which swim in the
middle of the tank, and kuhli loach (Pangio kuhlii), which swim near
the bottom of tank. It is anticipated that they will respond differently
to light according to their niche with the tank.

E. This essay is focused on investigating the photo tactic responses of

three different species of fish that occupy different areas of an
aquarium: danios (Danio rerio), which group near the surface of the
water, black skirt tetra (Gymnocorymbus ternetzi), which swim in the
middle of the tank, and kuhli loach (Pangio kuhlii), which swim near
the bottom of tank. It is anticipated that they will respond differently
to light according to their niche with the tank.

4.6 Assessment Test I. Directions: Read each statement carefully and identify
10 minutes whether each statement is true or false. Write T if it is true and F if it
is false. (20 points)

____1. An academic text should clearly state its thesis, argument or

proposition.
____2. It is acceptable to include one’s judgment but should be
supported by evidence.
____3. Both academic and nonacademic texts can be used to inform.
____4. Both academic and nonacademic texts employ the use of
informal language.
____5. Academic texts can use first person point view and include
one’s emotional attachment to the topic.
____6. The language used in academic texts should be conversational.
 ____7. Language used in academic texts employ technical terms
specific for each field and/or discipline.
____8. Academic language should be objective, precise, impersonal
and formal.
____9. Slangs and colloquialisms are used in academic texts.
____10. Students who master academic language are more likely to
be successful in academic and professional settings.
Test II. Directions: Using the Venn diagram, compare and contrast
the characteristics of academic texts from nonacademic texts. (15
points)

Test III: Essay.

Directions: Write a 100-word essay on how academic texts affect your

life as a student.

(See attached reference as Rubric for Grading)

4.7 Assignment Directions: Read the academic various disciplines and evaluate each
5 minutes text using the table provided. (20 points)

A. Infection after consumption of flesh duck blood and undercooked

poultry products has been suspected in some cases of illness. Indeed,
transmission to felids was observed after e feeding of infected
chickens to domestic cats, and feeding tigers raw chicken led to
outbreaks of illness in Thai zoos, in which felid missions were also
implicated. Infected birds -to shed high concentrations of virus in
feces. Direct intranasal or conjunctival inoculation while n
contaminated water or, perhaps, inhalation or ingestion of water
have been potential modes of transmission to some H5N1– infect As
for human influenza, hand contamination from fomites and self-
inoculation into the eye or upper respiratory tract remain possible
modes.
 The lesson took longer than the expected one-hour class. There were
students who were struggling in identifying academic and non-
academic texts using the given examples. The teacher had provided
5. Remarks many examples and scenarios just to help these struggling students
which had led to shortage of time. The teacher ended the lesson on
the Assessment part. Student’s answers of the Assessment and
Assignment will be checked on the next day.
The discussion went well as many students have obtained more than
80% in the assessment. For future reference, it would be best to
6. Reflections provide easy examples so that students will be able to grasp the
discussion in due time.
A. No. of learners who earned 21 B. Did the remedial lessons
80% in the evaluation. work? No. of learners who have
caught up with the lesson.
C. No. of learners who require 12 D. No. of learners who
additional activities for continue to require remediation.
remediation.
E. Which of my learning The learning F. What difficulties did I
strategies worked well? Why did strategy that encounter which my principal or
these work? worked well supervisor can help me solve?
was
Metacognition
. The teacher
asked the
question first
and let the
student think
of an answer.
G. What innovation or localized
materials did I use/discover which
 I wish to share with other
teachers?

Prepared by:
Name: REY MARK M. School: LORENZO C. TANZA MEMORIAL
SABRIDO NHS
Position/ TEACHER I Division: CEBU PROVINCE
Designation:
Contact Number: 09480884866 Email address: [email protected]

Approved by:

JONAVIEVE MAE M. CAMPOMAYOR

HEAD TEACHER III

Rubric in evaluating the essay.