I.
OBJECTIVES
A. Content Standards
B. Performance Standards
C. Learning Competencies/
Objectives
II. CONTENT
III. LEARNING RESOURCES
A.References
1. Teacher’s Guide pages
2. Learner’s Materials pages
3. Textbook pages
4. Additional Materials from
Learning Resource (LR) Portal
B. Other Learning Resources
IV. PROCEDURES
A. Reviewing previous lesson or
presenting the new lesson
B. Establishing a purpose for the lesson
C. Presenting examples/ instances of the
new lesson
D. Discussing new concepts and
practicing new skills #1
E. Discussing new concepts and
practicing new skills #2
Understands the requirements of composing academic writing and
professional correspondence
Produces each type of academic writing and professional correspondence
following the properties of well-written texts and process approach to
writing
Identifies the unique features of and requirements in composing texts that
are useful across disciplines (EN11/12RWS-IVdg-12)
b. Literature Review (EN11/12RWS-IVdg-12.1)
Purposeful Writing in the Disciplines and for Professions
Research Fundamentals, pp. 61-65
- Recalling the previous lesson...
Why do you do academic and professional writing?
How crucial is one’s purpose in academic and
professional writing?
- Eliciting ideas from the students...
At the end of the lesson, the students are expected to identify the unique
features of and requirements in composing texts that are useful across
disciplines in literature review.
- Introducing a sample related literature...
Leadership Preparation Program
An important aspect of leadership expertise is to propel
student learning (Murphy & Vriesenga, 2006). However, reviews found
that the effect of school leaders without leadership preparation on
student achievement is near zero (Morris, 2010). Some authors like
Grogan and Andrews (2002), Hess and Kelly (2005) express that many
preparation programmers have been relatively slow in preparing future
school leaders.
Source: Darang,
2014
What are the blind spots/conflicting areas in the sample
presented?
- Facilitating discussion on the blind spots/conflicting areas in the
sample presented.
- Introducing another sample related literature...
Leadership Preparation Program
The recognition of school principal role to improve students’
learning remains inevitable. In this sense, formal and structured initial
orientation as well as essential leadership training is still in need for
principals (Khan, Ahmed, Ali Fayyaz-ur Rehman, 2011). However, the
preparation program for student learning and school improvement
 received very little attention from educators, policy makers and
government officials due to the lack of principal leadership preparation
(Atlam and Hoque, 2010).
What is the blank/unexplored area?
- Facilitating discussion about this feature...
- Introducing another sample related literature...
School personnel have long talked about the
need for “parent involvement. In recent years the language has
shifted to “family involvement” in order to honor that many
other family members (Ferguson, n.d.) parents, grandparents,
foster parents, siblings, aunts and uncles, even close friend and
neighbors (Ferguson, n.d; Onikama, Hammond and Koki, n.d;
Carlisle, Stanly and Kemple, 2006) – support and nurture

F. Developing mastery
(Leads to Formative Assessment 3)
G. Finding practical applications of
concepts and skills in daily living
- Input...
H. Making generalizations and
abstractions about the lesson
children and youth and may play significant roles (Ferguson,
n.d.). However, Epstein (2005) cited that school, family and
community partnership is a better term compared to parental
involvement in to recognition of the fact those parents,
educators, and others in the community share responsibilities
for students learning and development. With this approach,
there is a wide range of responsibilities for parent involvement
in school activities with the support of the community.
Source: De Guzman, Arenas, Magdamit, Ruililan and Samson (2010)
Can you identify the synoptic and argumentative part?
Do you think your knowledge on the unique features of and
requirements in composing texts useful to you as a student? As
an employee of your desired field of work in the future? Defend
your answer.
What are the unique features of and requirements in composing
texts that are useful across disciplines focusing Literature Review?
What are the major steps in a literature review according to Gale,
Gale and Borg?
Related literature is also called conceptual literature. The
gathering of literature related to the research clarifies the different
variables being studied. The related literature removes any
vagueness in the concepts central to the study.
A literature review is a text written by someone to consider the
critical points of current knowledge including substantive findings,
as well as theoretical and methodological contributions to a
particular topic. Literature reviews are secondary sources, and as
such, do not report any new or original experimental work. Also, a
literature review can be interpreted as a review of an abstract
accomplishment.
A literature review is an assessment of a body of research that
addresses a research question. It identifies what is already known
about an area of study. It may also identify questions a body of
research does not answer and make a case for why further study
of research questions is important to a field.
(Please see the Glossary of the CG, pp. 6-7)
 - What are the unique features of and requirements in composing texts
I. Evaluating Learning that are useful across disciplines in Literature Review? Identify them
by describing each briefly.
J. Additional activities for application or
Answer this: What is research report?
remediation

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 lesson work? No. of
learner who caught up with the lesson
D. No. of learner 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?