A DETAILED LESSON PLAN IN ENGLISH FOR ACADEMIC AND PROFESSIONAL PURPOSES

May 7, 2019
Demonstration Teaching during the Division SHS Training of Teachers
Cabatuan National High School, Cabatuan Isabela

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/ explains 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 The class shall be singing the song below:
new lesson
You must think that I'm stupid
I shall distribute a copy of the lyrics of the song, You must think that I'm a fool
“Too Good at Goodbyes” by Sam Smith. Then, You must think that I'm new to this
you will watch its video presentation where you are But I have seen this all before
strongly encouraged to sing, feel and internalize its
meaning. After which, mark your favorite lines on I'm never gonna let you close to me
the copy provided and explain why. 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 Students listen.

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 The students watch the video about paraphrasing.
carefully a video presentation about paraphrasing.
Pay attention and note details.

(After playing the video) Possible Students’ answer:

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?
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.

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 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 and 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.

(The teacher models the steps of paraphrasing and

the students do afterwards.)

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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” SAY IT AGAIN
TOO GOOD AT
GOODBYES
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 BATTLE ROUNDS
and skills in daily living The class shall be creating big circle where one can
be randomly selected through being pointed by a
The result of your initial assessment says you bottle to be turned. He/ She shall paraphrase any of
are ready to take another challenge. This will the following:
be the BATTLE CHALLENGE! 1. Work until expensive becomes cheap.
(Addictedtosuccess.com)
Directions: 2. The wrong one will find you in peace and
1. Create a big circle. leave you in pieces, but the right one will find
2. A bottle shall be turned in the center and you in pieces and lead you to peace. (GT)
whoever he/she points shall pick one rolled 3. You will never reach your destination if you
boned paper. stop and throw stones at every dog barks.
3. He/She shall paraphrase what is written (Winston Churchill)
inside within one minute. 4. You don’t meet people 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.

G. Generalization Through exit slips, the students shall fill-out the table
below.
You enjoyed the activity that much. Good I learned that….. I guess, I need to
indication that you are learning. Can you give practice more about…
your lessons you have had today?

H. Evaluating learning INDIVIDUAL WORK: The students shall paraphrase

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.
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.

I. Additional activities for application or Additional Activity for Application

remediation
(Based on the evaluation, the teacher shall use For remediation (Mode of delivery-PEER
either of the two or both the given student TUTORING)
activities)
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