Semi Detailed Lesson Plan For Demo

A SEMI-DETAILED LESSON
PLAN FOR READING AND

WRITING 11 & ENGLISH FOR
ACADEMIC PURPOSES 12
PREPARED BY:
BENEDICTO, KENDY CLEARE D.
DATE OF TEACHING:
JUNE 19, 2023

Theme: Introduction of Academic Writing
Subtheme: Academic Writing and its Types
Essential Question: How will you use your knowledge about academic writing in your daily writing
activities?
Focus Question: How will you identify and differentiate the types of Academic Writing according to
their function/s?
I. OBJECTIVES:
At the end of one-hour session, the students are expected to:
Cognitive: To classify and differentiate Academic writing from other types of written
works through analysing its different types;
Affective: to demonstrate appreciation of Academic writing and its type in writing

drills through the aid of identifying the purpose, audience, language and style in
writing;
Psycho-motor: to create a formal written report about your experiences last

academic year.
II. CONTENT/SUBJECT MATTER:
A. Lesson Topic: Introduction of Academic Writing and its Types
B. Learning Competency:
 Explains how one’s purpose is a crucial consideration in academic and professional writing.
EN11/12RWS-IVdg-11
 Summarizes findings and executes the report through narrative and visual/graphic forms.
CS_EN11/12A-EAPP-IIe-j-11
 Writes various reports.
CS_EN11/12A-EAPP-IIe-j-12
C. Skills to be Develop: Writing and Comprehension Skill
D. Values: Appreciation of the purpose and use of the different types of Academic Writing
III. LEARNING RESOURCES:
A. Materials: Laptop, PowerPoint presentation of Introduction of Academic Writing and its

Types
B. References:
Grammar and Composition 4 by Prentice Hall and Proficiency in English by Simeon Tabunda.
Retrieved from:
Overview - Grammar & Composition - Academic Guides at Walden University

What Is an Academic Paper?: Institute for Writing Rhetoric. Dartmouth College.
Retrieved from:
Academic Writing Style - Organizing Your Social Sciences Research Paper - Research Guides at
University of Southern California (usc.edu)
IV. PROCEDURES:
A. Preliminary Activities
The teacher will start the class by playing a short clip prayer video.
https://
www.youtube.com/watch?v=brAZ_INL8q
After the prayer, the teacher will check the attendance and remind the students
about the Rules to be observe in the class.
Rules:
1. Listen carefully during the discussion.

2. Active participation must be demonstrated through hand raising before
answering a question.
After the presentation of the rules, the teacher will provide the daily objectives:
At the end of the lesson, the learners are expected to:
• Define academic writing and distinguish it from other

writings.
• Identify the purpose, audience, language and style of
academic writing
• Create a formal written report about your experiences last
academic year
B. Motivational Activity
Title: Do I Care? (Fact or Bluff Academic Writing Version
Directions:
1. The teacher will instruct the students to stand to ensure their active
participation.
2. The teacher will ask the students to go with their group for the activity.
3. The teacher will instruct the students to raise their right hand if their answer
is BLUFF, and left hand if their answer is FACT.
4. The teacher will present on the screen a sentence and the students will
determine if it’s a FACT or BLUFF.
• FACT- Academic Materials
• BLUFF- Non-academic Materials
5. The teacher will provide 1 point per correct answer. This point will be added
to their recitation score for the day.
(Sample Slides for the Activity)
C. Analysis
The teacher will begin the discussion proper through an activity.
Title: Let’s Brain Storm

Directions:
1. The teacher will instruct the students to provide word, concept, phrase or
idea regarding the words Academic and Writing.
2. After gathering 5-10 words, concepts, phrases or ideas for each words, the
teacher will now ask the students to create their own definition of Academic
writing through combining the words in a meaningful sentence.
3. Once the activity is done, the teacher will provide 5 points for the student/s
who will create the most accurate definition.
Now, the teacher will present the slide containing the definition of Academic Writing
and its Types.
A. Introduction to Academic Writing
Academic Writing:
Academic writing is writing which communicates ideas, information and research to

the wider academic community. It can be divided into two types: student academic writing,
which is used as a form of assessment at university, as well as at schools as preparation for
university study; and expert academic writing, which is writing that is intended for
publication in an academic journal or book. Both types of academic writing (student and
expert) are expected to adhere to the same standards, which can be difficult for students to
master.
B. Why do we study Academic Writing?
Academic writing is arguably the most important skill in academic contexts, since
writing is the main method of academic communication. It is also the most difficult skill for
most students to master.
C. Types of Academic Writing
I. Descriptive Academic Writing

 The simplest type of academic writing is descriptive. Its purpose is to provide
facts or information. An example would be a summary of an article or a
report of the results of an experiment.
 The kinds of instructions for a purely descriptive assignment include:
'identify ', ' report', ' record', ' summarise ' and 'define '.
II. Analytical Academic Writing

 It’s rare for a university-level text to be purely descriptive. Most academic
writing is also analytical. Analytical writing includes descriptive writing, but
also requires you to re-organise the facts and information you describe into
categories, groups, parts, types or relationships.
 The kinds of instructions for an analytical assignment include: ' analyse ', '
compare ', ' contrast', ' relate ', ‘and ' examine '.
 How to make your writing more ANALYTICAL?
To make the writing more analytical you must:
 Spend plenty of time planning.

 Create a name for the relationships and categories you find.
 Build each section and paragraph around one of the analytical
categories.
 Make the structure of your paper clear to your reader, by using
topic sentences and a clear introduction.
III. Persuasive Academic Writing
 Persuasive writing has all the features of analytical writing (that is
information plus re-organising the information), with the addition of your
own point of view. Most essays are persuasive, and there is a persuasive
element in at least the discussion and conclusion of a research article.
 Points of view in academic writing can include an argument,
recommendation, and interpretation of findings or evaluation of the work of
others. In persuasive writing, each claim you make needs to be supported by
some evidence, for example a reference to research findings or published
sources
 How to write Persuasive Writing?
To help reach your own point of view on the facts or ideas you must answer
the following:
 Read some other researchers ' points of view on the topic.

 Who do you feel is the most convincing?
 Look for patterns in the data or references.
 Where is the evidence strongest?
 List several different interpretations.
 What are the real-life implications of each one?
 Which ones are likely to be most useful or beneficial?
 Which ones have some problems?
 Discuss the facts and ideas with someone else.
 Do you agree with their point of view?
To develop your argument, you must:
 List the different reasons for your point of view.

 Think about the different types and sources of evidence which you
can use to support your point of view.
 Consider different ways that your point of view is similar to, and
different from, the points of view of other researchers.
 Look for various ways to break your point of view into parts. For
example, cost effectiveness, environmental sustainability, scope of
real-world application.
To present your argument, make sure:

 Your text develops a coherent argument where all the individual
claims work together to support your overall point of view.
 Your reasoning for each claim is clear to the reader.
 Your assumptions are valid.
 You have evidence for every claim you make you use evidence that
is convincing and directly relevant.
After the discussion, the teacher will present again the FACT or BLUFF slides in
motivation activity and instruct the students to identify what type of Academic Writing is the
provided example.
D. Analysis
Title: I can buy you some flowers!

Direction:
1. The teacher will instruct the students to close their eyes while the music is
playing.
2. Once the music ended, the teacher will ask the students to open their eyes.
3. The teacher will now call the student who receive a flower in their desk to
answer one of the questions provided.
 What do you think is the hardest example of Academic writing to
create and why?
 What is your favourite type among all the categories of Academic
writing and why?
 Why do you think providing your point of view is essential when
writing Persuasive type of Academic writing?
E. Application
Title: Seat Work No. 1
Direction:
1. The teacher will ask the student to answer the following question in their
quiz notebook.
2. Each question must be answered with 3-5 sentences only.
3. The teacher will collect the quiz notebook after 5-6 minutes of answering.
 Questions:
 Why is it important for you to learn the different types of Academic
writing?
 How will understanding the nature of different academic text help you
on your future writing activities?
F. Abstraction
Title: Prompt me out!
Direction:
1. The teacher will call 2-3 students to complete the prompt:
“I learned today that…”
2. The teacher will call again 2-3 students to finish the prompt:
“For me, Academic writing is…”
G. Assessment (To be accomplished at the end of the week):
Title: Hi Me from the Past
Direction:
1. The teacher will instruct the students to write a formal written report
according to their experiences from the previous school year. It can the
most memorable experience or the worst experience they have before.
2. The written text must provide function, features and components of
Academic writing, and should consist of 30-50 words only.
3. The teacher will provide Google classroom access to the students for them
to submit their activity.
Initial Criteria for Grading:
 Content: 35%
 Cohesiveness: 25%
 Choice of Words: 20%
 Writing Style: 15%
 Punctuality: 5%

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What are the different types of academic writing discussed in the document?

What are the different types of academic writing discussed in the document?

What is persuasive academic writing and how is it different from analytical writing?

What is persuasive academic writing and how is it different from analytical writing?

A SEMI-DETAILED LESSON

PLAN FOR READING AND

BENEDICTO, KENDY CLEARE D.

JUNE 19, 2023

Subtheme: Academic Writing and its Types

At the end of one-hour session, the students are expected to:

Affective: to demonstrate appreciation of Academic writing and its type in writing

Psycho-motor: to create a formal written report about your experiences last

II. CONTENT/SUBJECT MATTER:

A. Lesson Topic: Introduction of Academic Writing and its Types

C. Skills to be Develop: Writing and Comprehension Skill

III. LEARNING RESOURCES:

A. Materials: Laptop, PowerPoint presentation of Introduction of Academic Writing and its

Overview - Grammar & Composition - Academic Guides at Walden University

1. Listen carefully during the discussion.

At the end of the lesson, the learners are expected to:

• Define academic writing and distinguish it from other

Title: Do I Care? (Fact or Bluff Academic Writing Version

(Sample Slides for the Activity)

The teacher will begin the discussion proper through an activity.

Title: Let’s Brain Storm

A. Introduction to Academic Writing

Academic writing is writing which communicates ideas, information and research to

B. Why do we study Academic Writing?

C. Types of Academic Writing

I. Descriptive Academic Writing

II. Analytical Academic Writing

 How to make your writing more ANALYTICAL?

To make the writing more analytical you must:

 Spend plenty of time planning.

 How to write Persuasive Writing?

 Read some other researchers ' points of view on the topic.

To develop your argument, you must:

 List the different reasons for your point of view.

To present your argument, make sure:

Title: I can buy you some flowers!

Title: Seat Work No. 1

1. The teacher will call 2-3 students to complete the prompt:

“I learned today that…”

“For me, Academic writing is…”

G. Assessment (To be accomplished at the end of the week):

Title: Hi Me from the Past

Initial Criteria for Grading:

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