A Detailed Lesson in EAPP

Republic of the Philippines
Department of Education
Region I
Schools Division of Ilocos Norte
LUZONG NATIONAL HIGH SCHOOL
Pagudpud, Ilocos Norte
A DETAILED LESSON PLAN IN ENGLISH FOR ACADEMIC AND

PROFESSIONAL PURPOSES
Text Structure
(Grade 12-GAS, 12-ABM, 12-TVL)
Date of Teaching: September 22, 2021
Prepared by:
ABBEGAIL PEARL A. DOMINGO

SHS Teacher II
Checked by:
THELMA R. SACSAC
Master Teacher II
Noted by:
GLADYS A. ACOBA, EdD

School Principal IV
Page | 1
A Detailed Lesson Plan in English for Academic and Professional Purposes
Topic: Text Structure
Content Standard: The learner understands nature and processes of text structure
Learning Competencies:
 retell novels/short stories/movies using own words

 link present to previous lesson
 discuss lesson through PowerPoint presentation
 employ several kinds of text structures
 share experiences during the pandemic using different common text structures
LEARNING ENDSTATES:
What skills & competencies, values & attitudes (7 self-mastery skills) are being developed? To what
degree should students be assessed?
1. Learning to THINK: Understands text structure.

2. Leaning to DO: Employ several kinds of text structure.
3. Learning to FEEL: Values the functions and purposes text structures.
4. Learning to COMMUNICATE: Discusses the nature, process and functions of text structures.
5. Learning to INTUIT: Reflects how several text structures affects several situations.
6. Learning to LEAD: Models proper kinds of text structures.
7. Learning to BE: Effective writer.
II. ESSENTIAL QUESTION:
How important are the kinds of text structures in real life?
III.MATERIALS, METHODS, AND ACTIVITIES
Materials Methods Activities

Pictures/Cartoons about Brainstorming Oral Sharing about the pictures
novels/movies/short stories presented
Worksheets/Module
Slide presentation Lecture Method / Oral sharing Interactive Discussion
through Google meet
Laptop ICT-based learning Summarize experiences
IV. RUBRIC FOR ASSESSMENT
V. INSTRUCTIONAL PHASES
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Teacher’s Activity Student’s Activity
Routinary Activity
Good morning class! Good morning ma’am.
Before you take your seats, kindly

arrange your chairs properly.
(Students follow the instructions properly)
Is anyone absent today? None ma’am.
It’s good to know that all are present

today.
Before we proceed to our lesson, let’s have a game.

The game is titled, PIC-TALK. The student who will
tell the summary following the given text structure in
one-minute will get a prize from me. (The teacher will
present it using PowerPoint presentation.)
The students will take a look at the
presentation and getting ready to answer.
Each slide consists of a picture or a title of a

novel/short story/movie and then tell something about
of each. Are you ready?
Yes ma’am.
Who will answer for number 1…?

The students will recite.
This classroom strategy enables the learners to

become more engaged in the learning in order to
enforce positivity. They will be more motivation and it
fosters controlled competitiveness among individual
learners and as a group.
That’s right! Do you have any questions or

clarifications regarding our last topic?
None ma’am.
If none, then let us proceed to our lesson for today.
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ACTIVATE (Creating Focus and Purpose)
This morning, I will activate your previous knowledge
about our past lesson. You will match the informal
vocabulary in the list with the more appropriate formal
options from the box. Are you ready? (presenting
PPT)
Yes Ma’am.
(After answering all the issues presented, the teacher

will ask how do they link the previous lesson to the
present).
We can use them in our present lesson Ma’am.
This teaching strategy enables the learners to digest

information based on their own understanding
through ICT-based learning
The students will recite and will be given a

You are right! point.
ACQUIRE
Have you enjoyed the last two activities?
Yes Ma’am.
(The teacher discusses further through given example)
(Teaching strategies that develop literacy) and

(Integration of Content Knowledge- in English for
Academic and Professional Purposes through
advance technology)
(Teaching strategies that develop higher order

thinking skills)
GENERALIZATION
What have you learned from our lesson?
Page | 4
Text structures (WDPI, 2012) refer to the way
authors organize information in text.
Recognizing the underlying structure of texts
can help students focus attention on key
concepts and relationships, anticipate what is
to come, and monitor their comprehension as
they read.
How about the common text structures?
1. Narrative
2. Chronological/Process/Sequence
3. Cause and Effect
4. Problem/Solution
5. Compare and Contrast
6. Definition or Description
Very good!
APPLY, PRACTICE, FORMATIVE

ASSESSMENT
(Teaching strategies using differentiated,

developmentally appropriate learning experience to
address learner's gender, needs, strengths, interests
and experiences.)
Now, let us have a group activity titled, SHS-Talks.

(The teacher will present the activity using a
PowerPoint presentation) Get a ballpen and a paper.
Employ several text structures in your talk. The faster
group, the one who will be given point.
Okay, Good luck!

(Students will get ready).
Okay Ma’am.
SUMMATIVE ASSESSMENT, CLOSURE AND REFLECTION
Page | 5
Group Oral presentation of the previous activity with
rubric.
Additional activities for application or remediation
Directions: Share your personal experiences during

the pandemic applying several text structures.
(it will be graded based on a rubric)
That would be all for now. Goodbye and thank you ma’am.
Goodbye class!
Remarks
RUBRIC FOR GROUP PRESENTATION
Excellent(4) Good (3) Fair(2) Poor (1)
Organization Presentation was very Presentation was Presentation was Presentation lacked
organized and was very fairly organized not clearly organization. Poor
easy to follow. and pretty organized. transitions between
Transitions between followable. Transitions group members
group members were Transitions might between members individual parts.
well planned and have been slightly were jumpy or Presentation lacked
executed cleanly. discontinuous but awkward. order and very
did not take away difficult to follow.
greatly from the
overall
presentation.
Teamwork/ The group worked very The group worked Group Group did not work
Participation well with each other and well with each other communicated well together. There
the presentation was and communicated relatively well with were obvious
shared equally among well. Some a few lapses in the miscommunications
the group members. members presentation; some and lapses in the
participated slightly students presentation.
more than others. dominated the
presentation and
others did not
participate much.
Page | 6
Content Group members had a Most of the group Group members Group members had
stronghold on the members has a solid had only a little to no
content and content was understanding of superficial understanding of the
thoroughly addressed. the content. understanding of content addressed in
No mistakes were made Content missing content. Several the presentation.
with regard to content minor elements or mistakes were
knowledge. contained minor made during the
errors. presentation.
Rubric for Text Structures
Page | 7

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Republic of the Philippines

A DETAILED LESSON PLAN IN ENGLISH FOR ACADEMIC AND

Date of Teaching: September 22, 2021

ABBEGAIL PEARL A. DOMINGO

GLADYS A. ACOBA, EdD

Topic: Text Structure

 retell novels/short stories/movies using own words

1. Learning to THINK: Understands text structure.

III.MATERIALS, METHODS, AND ACTIVITIES

Materials Methods Activities

IV. RUBRIC FOR ASSESSMENT

Before you take your seats, kindly

(Students follow the instructions properly)

Is anyone absent today? None ma’am.

It’s good to know that all are present

Before we proceed to our lesson, let’s have a game.

Each slide consists of a picture or a title of a

Who will answer for number 1…?

This classroom strategy enables the learners to

That’s right! Do you have any questions or

(After answering all the issues presented, the teacher

We can use them in our present lesson Ma’am.

This teaching strategy enables the learners to digest

The students will recite and will be given a

(Teaching strategies that develop literacy) and

(Teaching strategies that develop higher order

What have you learned from our lesson?

APPLY, PRACTICE, FORMATIVE

(Teaching strategies using differentiated,

Now, let us have a group activity titled, SHS-Talks.

Okay, Good luck!

SUMMATIVE ASSESSMENT, CLOSURE AND REFLECTION

Additional activities for application or remediation

Directions: Share your personal experiences during

RUBRIC FOR GROUP PRESENTATION

Excellent(4) Good (3) Fair(2) Poor (1)

Rubric for Text Structures

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