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Lesson Plan 01 - Nature of Academic Text

This lesson plan introduces students to academic writing. It divides students into groups to read different texts and analyze their purpose, audience, language, and style. The groups will fill out a table with their observations and discuss their findings to identify the key elements of academic writing, such as its formal tone and focus on evidence-based analysis rather than personal opinion. Finally, students will summarize the distinguishing features of academic writing and reflect on their new understanding in a short essay. The lesson aims to help 80% of students understand the nature and conventions of academic writing.

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Abrille Pendon
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3K views4 pages

Lesson Plan 01 - Nature of Academic Text

This lesson plan introduces students to academic writing. It divides students into groups to read different texts and analyze their purpose, audience, language, and style. The groups will fill out a table with their observations and discuss their findings to identify the key elements of academic writing, such as its formal tone and focus on evidence-based analysis rather than personal opinion. Finally, students will summarize the distinguishing features of academic writing and reflect on their new understanding in a short essay. The lesson aims to help 80% of students understand the nature and conventions of academic writing.

Uploaded by

Abrille Pendon
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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English for Academic Purposes

Lesson Plan 01

I. Objective: At the end of 50 minutes, 80% of the Grade 11 students will be able to:
a. Define Academic Writing and distinguish it from other types of writing; and
b. Identify the purpose, audience, language and style of Academic Writing.

II. Subject Matter: Nature of Academic Text


References: English for Academic and Professional Purposes, Quora.com
Materials: Photocopied text from source
Value Focus: Accuracy, Teamwork

III. Procedure:

Teacher’s Activity Students’ Activity

A. Pre-Activity:
1. Motivation:
 Can you recall writing a formal and The students will try to remember writing
informal theme during your activities and mention those that they have
elementary days? experienced.
 When you were in high school, have
you written a reaction paper? An
essay?

 This semester/school year, you shall Students will listen to the introduction of the
learn more mechanics in writing course and prelude of the subject.
which will be very helpful in your
future studies and, probably, your
future careers.

2. Presentation:
(The class will be divided into several The grouped students will read and study the
groups for a reading activity. Each group will text, taking down notes of their observations.
read a different text – after which, they will
fill out a table that will enable them to write
their observations.)
B. Lesson Proper:
Strategy: 4 A’s

1. Activity 1: Group Reading


Four different texts will be divided into the The students shall take time reading with their
same number of groups. respective groups. They shall take notes as
1. “Why do they say that our English is they refer to the questions that require
Bad” by Grace M. Saqueton supplements after reading.
2. “Mother Tongue” by Amy Tan
3. A formal letter
4. Court Order

The students will be guided by the following


questions: The students shall ponder upon the possible
a. What is the text about? answers, and recite what they think is
b. What is the writer’s goal in writing the applicable.
text?
c. Who is the target reader?
d. What is the point of view used in the
text?
e. How much does the writer know about
the subject?
f. How did the writer organize the text?
g. Did the writer write in a formal or
informal manner?
h. How did the writer choose words and
organize the sentences?

Activity 2: Discussion
The teacher shall organize discussions within The students will engage their teammates as
groupings and guide them through the they answer the questions.
questions. Ultimately, the teacher shall
prompt the discovery of the elements of
Academic Writing.
Finally, the students will be gathered and shall
fill out the table with their observations and
group discussion.

The data on the table will then be discussed The students will discuss the similarities and
further and compared with each group’s differences of their observations, discovering
findings. the elements of Academic Writing.

2. Analysis:
 What is Academic Writing? The students shall volunteer answers
 What are the elements/features in according to their observations.
Academic Writing?

3. Abstraction:
Why is Academic Writing equated to Students will refer to their table and formulate
thinking? their answers.
If you use the first person point of view (POV)
in writing academic papers, is it still
considered as “academic?”

4. Application:
The class will be asked to: The students will take note of the summary of
- Summarize the features of Academic the table as they draw out the important
Writing. features of Academic Writing.
- Enumerate these features

IV. Evaluation:

Based the answers from your group discussion, provide and define the features of
Academic Writing.

Academic Writing is __________________.

Academic Writing requires _______________.

Academic Writing is different from an essay, letter, and a legal document in terms of
_______________.
V. Assignment:

In a piece of yellow pad, discuss your experience on the first topic on Academic Writing
in less than 200 words. Write legibly.

Prepared by:

Abrille M. Pendon

Adviser, Grade 8 - O

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