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Topic / Lesson Name Reaction Paper Content Standards: Cuenca Institute Senior High School Community Cuenca, Batangas

This document outlines a lesson plan for teaching students how to write a reaction paper. It involves several activities: brainstorming topics of interest, discussing the components of a reaction paper, having students practice in small groups summarizing academic texts, and evaluating their understanding by having students summarize a film and research the components of a position paper. The goal is for students to understand how to objectively assess and critique events, people, places or media through a well-structured reaction paper that cites evidence to support their opinions. The lesson will take place over 4 hours through group discussions, activities, and presentations to develop students' skills in writing reaction papers.

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97 views4 pages

Topic / Lesson Name Reaction Paper Content Standards: Cuenca Institute Senior High School Community Cuenca, Batangas

This document outlines a lesson plan for teaching students how to write a reaction paper. It involves several activities: brainstorming topics of interest, discussing the components of a reaction paper, having students practice in small groups summarizing academic texts, and evaluating their understanding by having students summarize a film and research the components of a position paper. The goal is for students to understand how to objectively assess and critique events, people, places or media through a well-structured reaction paper that cites evidence to support their opinions. The lesson will take place over 4 hours through group discussions, activities, and presentations to develop students' skills in writing reaction papers.

Uploaded by

jaja sales
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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CUENCA INSTITUTE

SENIOR HIGH SCHOOL COMMUNITY


CUENCA, BATANGAS

English for Academic and Professional Purposes T7.1: Teaching Guide


Topic 7: REACTION PAPER T7: Acid Plan (1st)

TOPIC / LESSON NAME REACTION PAPER

CONTENT STANDARDS The learner understands the principles and uses of a reaction paper/ review/ critique
The learner produces an objective assessment of an event, a person, a place or a thing. Writes a comprehensive
PERFORMANCE STANDARDS review /reaction paper  Performance Arts, Play, Dance, Sports, etc.  Film  Participation in a religious or community
festival  Art Exhibit other media
The learner would be able to:
 Forms opinions based on facts
LEARNING COMPETENCIES
 Cites specific sources to support claims
 Uses appropriate critical approaches* in writing a critique such as formalism, feminism, etc.
Objectives (per meeting) At the end of the lesson, the learner will be able to:
SPECIFIC LEARNING OUTCOMES  Critique an comprehensive review or other media to know how to make a paper works
 Write a reaction paper based on a film

TIME ALLOTMENT 4 hours (September 3-6, 2018)

Photos, videos, visual aids, flash cards


MATERIALS
Power Point Presentation
Wyson; English for Academic and Professional Purposes; 2016 by Vibal Group Inc.
RESOURCES 1253 G. Araneta Avenue, Quezon City
FILES%202017-2018/FIRST%20SEMESTER'S%20FILES/CG-Jhomz/SHS%20Contextualized_English%20for%20Academic
%20and%20Professional%20Purposes%20CG.pdf

Page 1 of 3
CUENCA INSTITUTE
SENIOR HIGH SCHOOL COMMUNITY
CUENCA, BATANGAS

English for Academic and Professional Purposes T7.1: Teaching Guide


Topic 7: REACTION PAPER T7: Acid Plan (1st)

LESSON OUTLINE:
1. INTRODUCTION : Brainstorming in writing ideas
2. MOTIVATION : Verbalize new found knowledge
3. INSTRUCTION/DELIVERY : Discuss the topic about reaction paper
4. PRACTICE : Allow small group activity
5. ENRICHMENT : Summirizing academic text
6. EVALUATION : Film viewing, generate ideas to summarize

MEETING
PROCEDURE LEARNERS’ NEEDS

1. ACTIVITY / INTRODUCTION :
Begin by asking students to brainstorm in writing what has been most important to them in their class
studies. Suggested prompts:
(1) What topics or issues did you find the most interesting?
(2) How do you think this topic or issue will affect you in your future endeavors?

Ask students to fold a piece of notebook paper in half lengthwise and to make two lists—one on the
left side for issues or topics of personal interest (this one will be the longest) and one on the right explaining
personal connections (this one might take more prompting). Ultimately, students are directed to pick an area for
further investigation from their lists.

2. MOTIVATION:
Students must verbalize their new found knowledge with the assistance of visual cues, and they must
be able to respond to reasonable questions from their peers and teacher.

Page 2 of 3
CUENCA INSTITUTE
SENIOR HIGH SCHOOL COMMUNITY
CUENCA, BATANGAS

English for Academic and Professional Purposes T7.1: Teaching Guide


Topic 7: REACTION PAPER T7: Acid Plan (1st)

3. ANALYSIS / INSTRUCTION / DELIVERY : Learning Discussion


Provide a suggested timeline for the entire process:
 Brainstorming Session—up to two weeks
 Discovery Period—two to three weeks
 Presentations—allow fifteen minutes for each student
 Reflection—typed paper in which students reflect on what they have learned and where they
might go from here.
You should expect some students to change their minds about what they’re investigating. As most
writing is rewriting, much thinking should be rethinking. The “discovery” part of this task does not have to be
prolonged, but it should be documented. I also require that this phase include interaction with a live human
being, who either serves as an authority on the topic or gives an additional perspective about the subject under
investigation.

4. ABSTRACTION / PRACTICE :
Students must plan a fifteen-minute presentation on what they have learned. Presentations may include
Power Point shows, guest speakers (in activities where students still take an active role), homemade videos, and
other interactive formats involving the student audience, for example—a student version of Survival. To
conclude this activity, students must reflect on their work by evaluating the experience and pondering how they
can further pursue this area of interest.

5. ENRICHMENT:
Let the students have a group of five, then they will summarize the academi text that will assign to their group.
a. Bullying
b. Pollution
c. Unemployment
d. War on Drugs
e. Lack of Education

Page 3 of 3
CUENCA INSTITUTE
SENIOR HIGH SCHOOL COMMUNITY
CUENCA, BATANGAS

English for Academic and Professional Purposes T7.1: Teaching Guide


Topic 7: REACTION PAPER T7: Acid Plan (1st)

6. ASSESMENT / EVALUATION:
A. The students search for a film then they will summarize the story.
B. Search of what is position paper.

Prepared by: Noted by:


________________________ _________________________
JHOMALYN C. ASUAR LILIA L. REMO

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