Republic of the Philippines Department of Education Region III-Central Luzon DMGC, City of San Fernando, Pampanga
SEMI-DETAILED LESSON PLANS IN ENGLISH FOR ACADEMIC AND PROFESSIONAL PURPOSES (EAPP)
Authors:
Carmela G. Reyes- Science City of Muňoz Ann Christian A. Francisco- Science City of Muňoz Myla B. Reyes- Pampanga Redemption C. Guinto- Pampanga Rolando C. Estabillo- Angeles City Daniel A. Gamit- Balanga Mar Chan N. Manguera- Tarlac Province Rowella S. Basa Merlene D. Palanog Michelle Grace Delgado Maricar Interior De Guzman-Nueva Ecija Catherine D. Ambrosio-Balanga Perfecto S. Gumatay- Meycauayan Maria Kristina G. Espiritu- Nueva Ecija
English for Academic and Professional Purposes Semi-Detailed Lesson Plan Rolando C. Estabillo
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Objective (Based on the LC) unpacked Learning Competency (Week 7-Day 1) The learner defines a concept paper (CS _ (CS _ EN11/12A-EAPP-Ig-j-19) EN11/12A-EAPP-Ig-j-19) A. Instructional Objective: At the end of the lesson, the students will be able to a. Define a concept paper b. Identify the use of a concept paper Subject Matter: Topic: Writing a Concept Paper A. References: References: 1. Diwa Learning Systems Inc., University Press of First Asia 2016 2. English for Academic and Professional Purposes, Reader First Edition 2016 Department of Education Republic of the Philippines 3. Barrot J., Sipacio, PJ. Communication Today. English For Academic and Professional Purposes for Senior High School. C& E Publishing, Inc. Quezon city. 2016 B. Teaching Materials: Book, Video, Picture Procedure: A. Activity: Let students define a concept paper from their own insights. After formally defining a concept paper, a discussion of its use (Barrot, 2016, p. 156/ Diwa Learning Systems, 2016) will follow. Sample topics are to be given to them for brief readings, and they will be asked later to define concept paper according to its use. Suggested Readings: 1. Boondocks p.85 2. Months of the Year p.87 3. Days of the Week p.91 4. Ketchup p.93 5. Mercury Pollution p.95 6. Hormones in the Body p.97 7. Paleolithic Art p.99 8. Extracts from Words to the Intellectuals Intell ectuals p.101
English for Academic and Professional Purposes Semi-Detailed Lesson Plan Rolando C. Estabillo
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Objective (Based on the LC) unpacked Learning Competency (Week 7-Day 1) The learner defines a concept paper (CS _ (CS _ EN11/12A-EAPP-Ig-j-19) EN11/12A-EAPP-Ig-j-19) A. Instructional Objective: At the end of the lesson, the students will be able to a. Define a concept paper b. Identify the use of a concept paper Subject Matter: Topic: Writing a Concept Paper A. References: References: 1. Diwa Learning Systems Inc., University Press of First Asia 2016 2. English for Academic and Professional Purposes, Reader First Edition 2016 Department of Education Republic of the Philippines 3. Barrot J., Sipacio, PJ. Communication Today. English For Academic and Professional Purposes for Senior High School. C& E Publishing, Inc. Quezon city. 2016 B. Teaching Materials: Book, Video, Picture Procedure: A. Activity: Let students define a concept paper from their own insights. After formally defining a concept paper, a discussion of its use (Barrot, 2016, p. 156/ Diwa Learning Systems, 2016) will follow. Sample topics are to be given to them for brief readings, and they will be asked later to define concept paper according to its use. Suggested Readings: 1. Boondocks p.85 2. Months of the Year p.87 3. Days of the Week p.91 4. Ketchup p.93 5. Mercury Pollution p.95 6. Hormones in the Body p.97 7. Paleolithic Art p.99 8. Extracts from Words to the Intellectuals Intell ectuals p.101
9. Why Sinigang? P.104 10. The Sentiments of Kundiman p.109 11. Our Very Own Arnis p.115 12. Fusion vs. Fission p.117 13. Things: The The Throw-Away Throw-Away Society Society p.120 (English for Academic and Professional Purposes, Reader First Edition 2016, Department of Education Republic of the Philippines) Definition of concept paper may be presented through: Writing, Students’ Students’ Discussion, Discussion, Topic presentation. presentation.
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B. Analysis: The students will present an analysis on the important use of a concept paper. Topics may be chosen from the selection above. C. Abstraction: Ask students to summarize the topic or generalize what they have learned from the topic A. Application: Let students write a simple concept paper from a topic of their own choice. Evaluation: The students will have a quiz on the definition and uses of a concept paper. Assignment (Optional) Remark_________________________ Reflection
English For Academic and Professional Purposes Semi-Detailed Lesson Plan Rolando C. Estabillo CONCEPT-BASED LESSON I.
Objective (Based on the LC) unpacked Learning Competency (Week 7-day 2 and 3) The learner determines the ways a writer can elucidate on a concept by definition, explication and clarification (CS _ EN11/12A-EAPP-Ig-j-20) A. Instructional Objective At the end of the lesson, the students will be able to: a. determine the way a writer can expound a concept paper by means of definition b. make their own definition of a concept paper
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Subject Matter: Topic: Writing a Concept Paper A. References: 1. Diwa Learning Systems Inc., University Press of First Asia 2016 2. English for Academic and Professional Purposes, Reader First Edition 2016 Department of Education Republic of the Philippines 3. Barrot J., Sipacio, PJ. Communication Today. English For Academic and Professional Purposes for Senior High School. C& E Publishing, Inc. Quezon city. 2016 4. Enhanced Teacher’s Manual Barrot J., Sipacio, PJ. Communication Today. English For Academic and Professional Purposes for Senior High School. C& E Publishing, Inc. Quezon city. 2016 B. Teaching Materials: Books, Videos, Pictures Procedure Topic: Ways in Explaining a Concept. (Barrot, 2016. p. 157). A short discussion preconditions the class to the topic/s. A. Activity: Divide the group into three groups and assign each group to do the following activities: Topic 1. Definition.
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a. Defining Definition: informal, formal, extended (Barrot, p.157) b. Selecting a topic for reading or a presentation of a sample video for concept formulation. Here, students are tasked to formulate a concept then let them elucidate or explain their formulated concept by definition. Suggested Activity: The first group will take this part then let them come up with a definition of a phenomenon or idea using any of the suggested topics below. (Barrot, 2016. Enhanced Teacher’s Manual, p. 96) a. Portrait of Monalisa (https://google.com.monalisa) b. A phenomenon of something (any related video available) c. Choose from the selection above (text) Topic 2. Explication. a. Defining Explication (Barrot, p.157) b .By analyzing and breaking down ideas in detail from a text or from a video, students will be able to unfold the specific meaning of a concept. Suggested Activity: The second group will be asked to come up with an explication of a literary work using one of the suggested topics below. (Barrot, 2016. Enhanced Teacher’s Manual, p. 96) a. The Road Not Taken by Robert Frost (Barrot, p.159) b. Choose from the Selections above Topic 3. Clarification. The students obtain an informal feedback on the ideas as a preliminary for a project proposal (p.159). In this part of the lesson, students will analyze a concept by looking or understanding of an example by specifying its characteristics to arrive at one working definition. (Barrot, p.159) Suggested Activity: Create a third group for this part then let them present a clarification of a concept using one on the suggested topics below. (Barrot, 2016. Enhanced Teacher’s Manual, p. 96)
a. Sample Clarification Text (Barrot, p.159) b. Choose from the selection above At the end of these activities, the students will be asked to share their output. Correct misconceptions if any.
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For Suggested Writing Activity: The students may use the following suggested structures/formats in writing their concept paper. A. Concept paper for a Project 1. Cover Page 2. Introduction 3. Rationale/ Background 4. Project Description 5. Project Needs and Cost (Barrot, p.161) B. Concept Paper for Academic Research 1. Title Page 2. Background of the Study 3. Preliminary Literary Review 4. Statement of the Problems/Objectives 5. Abridged Methodology 6. Timeline 7. References (Barrot, p.161) B. Analysis: Let the students analyze the selected topics and from the lessons and activities, let them enumerate varieties of ways in elucidating a concept by definition, explication and clarification. C. Abstraction: Ask students to generalize what they have learned from the topic. D. Application: Lay down various topics from various fields and let students choose and write their own simple concept paper. Evaluation: The students will have a quiz on the definition and uses of a concept paper. Assignment (Optional) Remark_________________________ Reflection
English For Academic and Professional Purposes Semi-Detailed Lesson Plan Rolando C. Estabillo CONCEPT-BASED LESSON I.
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Objective (Based on the LC) unpacked Learning Competency (Week 8-Day 1) The learner identifies in which a concept paper may be effectively used to improve our society (CS _ EN11/12A-EAPP-Ig-j21) A. Instructional Objective At the end of the lesson, the students will be able to: a. Identify situations which a concept paper may be effectively used to improve society b. Write a concept paper that deals with how to help improve our society. Subject Matter: Topic: Writing a Concept Paper A. References: 1. Diwa Learning Systems Inc., University Press of First Asia 2016 2. English for Academic and Professional Purposes, Reader First Edition 2016 Department of Education Republic of the Philippines 3. Aspiras, L. English for Academic and Professional Purposes. 2016 B. Teaching Materials: Video, Picture, Textbook Procedure A. Activity: Divide the group into groups and assign each group to do the following activities: A brief discussion on the two concept paper discourse, Concept-Driven and Data-Driven concept paper, will be done prior to the classroom activity. ConceptDriven Topic 1. Concept-Driven Discourse This discourse often begins with the presentation of a concept, such as term, hypothesis, or theory, and then applies the concept to the data being analyzed. (Aspiras, 2016) Example. A sociologist may hypothesize that poverty has an “X” effect on children in urban areas. The sociologist will then
go out and study and collect data to support or refute his hypothesis. (Aspiras, p.298)
Topic 2. Data-Driven Discourse This is a discourse that begins with data that are used to build a theory or support an interpretation. Example. A data-driven writing product is the literary analysis paper. When writing a literary analysis, students begin with the data (the text) and then use the text to develop a theory or an interpretation of the text. For instance, a student may read a novel (short story preferred) and notice some kind of pattern in the text (imagery, word choice, etc.) and then use this pattern to offer an interpretation of what the pattern means or suggests about the text as a whole. (Aspiras, p.298) Videos and images may be used in the discussion of the topics as supplements. After the discussions of the texts, let the students in group to work their own simple concept paper using Concept-Driven or Data-Driven. Suggested topics can be any of the following: 1. Curfew for Minors (ORDINANCE NO. 002 OF 2017) masnewspaper.wordpress.com/2016/07/17/ordinance) 2. Proper Garbage Disposal-Barangay Ordinance No.2011-24 (https://www.google.com.ph/amp/s/delmontenaming mahal.wordpress.com/2011/11/28) 3. The Tree (poem by Robert Frost (http://google.com.the,tree.robert.frost)
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B. Analysis: Let students analyze that social order and cleanliness in the environment are vital issues and essential in utopian society. C. Abstraction: Ask students to summarize the topic or generalize what they have learned from the topic D. Application: Let students write their own concept paper. Evaluation: Presentation of their concept papers will be the assessment for the day. Assignment (Optional) Remark_________________________ Reflection
English for Academic and Professional Purposes Semi-Detailed Lesson Plan Daniel A. Gamit
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Objectives Learning Competency: The learner comprehends various kinds of concept papers. LC Code: CS_EN11/12A-EAPP-Ig-j-22 A. Instructional Objective: By the end of the lesson, the students will have been able to 1. distinguish definition, explication, and clarification as exposition techniques used in writing a concept paper 2. understand thoroughly a particular kind of concept paper read through the exposition techniques used
II. Subject Matter A. Topic Kinds of Concept Paper through Exposition Techniques Used B. References Barrot, Jessie S. English for Academic and Professional Purposes for Senior High School. C & E Publishing, Inc. 2016 Mondez, Remelyn G. English for Academic and Professional Purposes. Diwa Learning Systems Inc. 2016 Saqueton, Grace M. English for Academic and Professional Purposes. Rex Bookstore. 2016 C. Teaching Materials Handouts, tablet, laptop, projector, pocket Wi-Fi III. Procedure A. Activity Motivation: Think about this question: Who do you think is more masculine, your class nerd or your basketball star. Explain your answer.
Before Reading: Pair up with a classmate and identify a male celebrity whom you think exudes manhood/manliness. On a sheet of paper, list down five reasons to support your choice. Be ready to discuss your answers in class. You may draw or sketch your celebrity or use your gadgets (smartphones, tablets, laptops) to show the picture of the celebrity as visual aid. Answer the following questions based on your answers or descriptions: 1. What are your ideas about manhood/manliness? 2. What are the dominant notions about manhood/manliness. Why? Hold on your thoughts on manhood/manliness as you read our sample essay. Find out how your ideas match Paul Theroux’s. Annotate the text as you read. Circle the words or concepts that are not familiar to you, especially those that have references to American culture. You may also write your questions about the essay. Reading Text (handouts): Being A Man by Paul Theroux B. Analysis About the Structure: 1. What is the essay about? What is its thesis? 2. How did the author develop his thesis? 3. What is the purpose of the writer? 4. What are the words you found difficult to understand? 5. Are there concepts mentioned in the text that you are not familiar with? 6. Based on the language and style of the writer, who do you think is the target audience of this essay? About the Content: 1. Why does the author dislike being a man? 2. Based on his definitions, what is his concept of being a man? 3. Does your concept of manhood/manliness match to the author’s concept of manhood? What accounts for the similarities or differences? What/Who has influenced your concept? 4. What do you think are the issues in the author’s definitions of manhood?
After-Reading: Were you able to identify the different exposition techniques used in the essay? Give the statement or that part of the essay where a particular exposition technique is used. Ponder on this: This article was written in 1985 in American context. What does the article say about gender differences in 1985 and in the earlier years? Do the author’s claims still hold true up to now? Are his ideas also applicable in the Philippine setting? Cite instances that support your answer. What are the gender-related issues that are still prevalent in our country nowadays? C. Abstraction What you have just discussed is an example of a definition of concept. The author used other exposition techniques, but the emphasis is definition of concept. D. Application Based on Theroux’s essay, infer what a concept paper is – it’s nature, purpose, and characteristics. Write your observations on this table. How would these help you comprehend a particular concept paper?
Purpose
Content
Qualities
IV. Evaluation Evaluation is simultaneously done through the activities during the students’ presentations. V. Assignment (Optional) VI. Remarks VII.Reflection
English for Academic and Professional Purposes (EAPP) Semi-Detailed Lesson Plan Mar Chan N. Manguera, M.A.Ed.-English I. Objectives Learning Competency: Explains and clarifies concepts in fields such as: a. Art b. Business LC Code: CS_EN11/12A-EAPP-Ig-j-23 CS_EN11/12A-EAPP-Ig-j-23.1 CS_EN11/12A-EAPP-Ig-j-23.2 Week 8 Day 4 A. Instructional Objectives At the end of the lesson, the students are expected to: • Identify the concepts used in the field of Art and Business. • Discuss the first draft of concept paper about Art or Business. II. Subject Matter A. Topic: Explaining and Clarifying Concepts in the fields of Arts and Business B. References: Cruz, R.T. et.al. (2013). Cross-Currents English for the Professions. Quezon City: C & E Publishing, Inc. Department of Education (2016). English for Academic and Professional Purposes (Reader). Quezon City: Sunshine Interlinks Publishing House, Inc. Saqueton, G.M and Uychoco M.T.A. (2016). English for Academic and Professional Purposes. Manila: REX Book Store. C. Teaching Materials: Curriculum Guide, Textbooks, LCD Projector, Samples of Arts or Business concept papers
III. Procedure A. Activity • Group students into four members each, and they will identify the problems that teenagers face brought about by social-cultural, economic, or political issues. Dramatize the scenario which depicts the identified problem. • Through a discussion, think of possible solutions to address the problems. Process students responses. • Present some samples of concept papers, which are Art and Business in nature. Then, use them as springboards for discussing the three ways of explaining a concept paper: Definition, Explication, and Clarification. B. Analysis • Divide the class into three groups. Ask the first group to come up with a definition of a phenomenon or idea, the second to make an explication of a short literary work, and the third to present a clarification of a concept. C. Abstraction • Show samples of art and business concept papers, and through thorough discussion, they are going to identify the reasons why they are called art or business concept papers. • Discuss the format in writing an art or business concept papers and also the things that they need to consider in writing such kinds. Format 1. Paper size 8.5” x 11” 2. Spacing: Double-spaced 3. Font: Times New Roman 4. Font size: 12 5. Margins: 1 inch on all sides 6. Footer: Page number (Page__ of__) 7. Header: School logo (left side), your name (right side)
D. Application • Tell students to go to the library, search the Internet, or do a simple field research to add substance to the content of their concept papers. They may be encouraged to go to art museums or visit business establishments to have a close encounter. They will be given ample time to finish their concept papers in the succeeding days. IV. Evaluation • The teacher will group students by pair. Each pair will brainstorm regarding the topic of the concept paper they will write on. • To evaluate the concept paper, the criteria below will be used.
Content
(30%)
Organization
(30%)
Style
(15%)
Grammar and Mechanics
(15%)
Documentation and Sources
(10%)
Total
(100%)
V. Assignment (Optional) • Look up to the definitions of the following legal terms:
VI. Remarks
1. concur
5. impute
2. redoubtable
6. extortionate
3. nefarious
7. supra
4. denunciation
8. Reclusion perpetua
English for Academic and Professional Purposes (EAPP) Semi-Detailed Lesson Plan Mar Chan N. Manguera, M.A.Ed.-English
I. Objectives Learning Competency: Explains and clarifies concepts in fields such as: c. Law d. Philosophy LC Code: CS_EN11/12A-EAPP-Ig-j-23.3 CS_EN11/12A-EAPP-Ig-j-23.4 Week 9 Day 1 A. Instructional Objectives At the end of the lesson, the students are expected to: • Discover jargons in the field of law and Philosophy. • Show appreciation of the essence of the sample quotes. II. Subject Matter A. Topic: Explaining and Clarifying Concepts in the fields such as Law and Philosophy. B. References: Cruz, R.T. et.al. (2013). Cross-Currents English for the Professions. Quezon City: C & E Publishing, Inc. Department of Education (2016). English for Academic and Professional Purposes (Reader). Quezon City: Sunshine Interlinks Publishing House, Inc. Saqueton, G.M and Uychoco M.T.A. (2016). English for Academic and Professional Purposes. Manila: REX Book Store. C. Teaching Materials: Curriculum Guide, Textbooks, Quote samples
III. Procedure A. Activity • Flash some hash tag samples and asks students what might have prompted someone to write the hash tags? #Equalrights; #NotoCapitalPunishment; #iloveGod; #dogoodtothers; #dountoothersasyouwoldlikethemdotoyou; #Feminism B. Analysis • Show quote samples related to Philosophy and Law, and let students read and comprehend each one. Process the elicited responses.
“The Law is a profession of words.”
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“ Language is the marrow of the Law.”
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David Melinkoff
“ The unexamined life is not worth living.”
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Anonymous
“ He who has a why to live can bear almost anyhow.”
Socrates
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Nietzsche
C. Abstraction • Give more samples of quotes, and ask students to form groups with five members each and work on explaining and clarifying the meaning of the quotes as samples, which reflect one’s views in the fields of law and philosophy. D. Application • Arrange the following jumbled sentences to form a coherent text for an affidavit of loss. Affidavit of Loss A. On January 10, 1999, I lost the original of the above Certificate of Participation when we moved to our new house in Makati City, during which we relocated a number of personal possessions.
B. I am executing this affidavit to comply with the requirements of Security Bank for the reconstitutions of the said document. C. Affiant further sayeth naught. D. I, WILHELMINA A. POBRE, of legal age, married, Filipino citizen, with residence address at 51-G Yakal Street, Makati City under oath, depose and state: E. Together with my husband, own a Certificate of Participation No. 0044335 issued by Security Bank in the principal amount of P100,000.00. F. Diligent search of said document among our personal effects provided futile and unavailing.
(1)__________________________________________________________________ ____________________________________________________________________.
(2)__________________________________________________________________ ____________________________________________________________________.
(3)__________________________________________________________________ ____________________________________________________________________.
(4)__________________________________________________________________ ____________________________________________________________________.
(5)__________________________________________________________________ ____________________________________________________________________.
(6)__________________________________________________________________ ____________________________________________________________________.
IV. Evaluation • Provide students more samples of sayings/quotes, and let students explain how they have understood them. They will have to write their answers using three to five sentences for each explanation. V. Assignment (Optional) • The following are the other commonly used Latin words and phrases. Look up their definitions. You may use a legal dictionary or glossary. 1. quo warranto
6. certiorari
2. ex post facto
7. subpoena
3. ex parte
8. prima facie
4. habeas corpus
9. in personam
5. bona fide
10. functus officio
VI. Remarks
English for Academic and Professional Purposes (EAPP) Semi-Detailed Lesson Plan Mar Chan N. Manguera, M.A.Ed.-English
I. Objectives Learning Competency: Explains and clarifies concepts in fields such as: e. Politics f. Religion LC Code: CS_EN11/12A-EAPP-Ig-j-23.5 CS_EN11/12A-EAPP-Ig-j-23.6 Week 9 Day 2 A. Instructional Objectives At the end of the lesson, the students are expected to: • Discover concepts in the field of Politics and Religion. • Debate on important issues concerning the Church and the State. II. Subject Matter A. Topic: Explaining and Clarifying Concepts in the fields such as Politics and Religion B. References: Cruz, R.T. et.al. (2013). Cross-Currents English for the Professions. Quezon City: C & E Publishing, Inc. Department of Education (2016). English for Academic and Professional Purposes (Reader). Quezon City: Sunshine Interlinks Publishing House, Inc. Saqueton, G.M and Uychoco M.T.A. (2016). English for Academic and Professional Purposes. Manila: REX Book Store. C. Teaching Materials: Curriculum Guide, Textbooks, LCD Projector
III. Procedure A. Activity • Politics or Religion Write P if the statement relates to Politics and R if it relates to Religion. ________________ 1. Hinduism includes the worship of many gods and the belief that after you die you return to life in a different form. ________________ 2. Marxism depicts the belief that the struggle between social classes is a major force in history, and that there should eventually be a society in which there are no classes. ________________ 3. Catholicism comprises the faith, practice, or system of Catholic Christianity. ________________ 4. The Bible is a sacred scripture of Christians comprising the Old Testament and New Testament. ________________ 5. The legislative branch of the government is responsible to the making of laws. ________________ 6. The martial law imposed by the government throughout the city stopped the riots. ________________ 7. A Salesian is a member of the Society of St. Francis de Sales founded by St. John Bosco in Turin, Italy in the 19th century and devoted chiefly to education. B. Analysis • Through the use of PowerPoint Presentation, discuss the different concepts identified in the first activity. Use still pictures to motivate and add interest to the learners. C. Abstraction • Ask the question below to gauge student’s comprehension: “What is the importance of understanding the concepts in the field of Politics and Religion in appreciating the Filipino culture?” D. Application
• Divide the class into small groups, and ask them regarding certain issues in the Philippines wherein conflicts arise between the Church and the State. Encourage debate among the students for interactive learning to happen. Process the students’ responses. IV. Evaluation • Tell students to give their own concepts in the fields of politics and religion. Then, ask them about their knowledge on those different concepts, and how their day to day living is affected by these notions. V. Assignment (Optional) VI. Remarks
English for Academic and Professional Purposes (EAPP) Semi-Detailed Lesson Plan Mar Chan N. Manguera, M.A.Ed.-English
I. Objectives Learning Competency: Explains and clarifies concepts in fields such as: g. Science h. Sports LC Code: CS_EN11/12A-EAPP-Ig-j-23.7 CS_EN11/12A-EAPP-Ig-j-23.8 Week 9 Day 3 A. Instructional Objectives At the end of the lesson, the students are expected to: • Describe concepts in the field of Science and Sports. • Reflect on the important aspects of the passage. II. Subject Matter A. Topic: Explaining and Clarifying Concepts in the fields such as Science and Sports B. References: Cruz, R.T. et.al. (2013). Cross-Currents English for the Professions. Quezon City: C & E Publishing, Ic. Department of Education (2016). English for Academic and Professional Purposes (Reader). Quezon City: Sunshine Interlinks Publishing House, Inc. Saqueton, G.M and Uychoco M.T.A. (2016). English for Academic and Professional Purposes. Manila: REX Book Store. C. Teaching Materials: Curriculum Guide, Textbooks, LCD Projector
III. Procedure A. Activity • Think about these questions: 1. What recent major breakthrough in the field of Science in which the students are knowledgeable about? 2. What kind of self-defense techniques do the students know? B. Analysis • Tell students to underline the concepts in the following passages that relate to science and sports. Then, fill in the table below.
A. Iris (An Excerpt) The iris is the coloured part of the human eye. That is, the anterior of the iris has different colours in different individuals and is also marked by lines that converge toward the pupil (as studied in iridology). However, the posterior (back) surface of the iris has a deep purple tint due to two layers of pigmented columnar epithethelium. This pigmented epithelium is usually referred to as the “pars iridica retinae” but is sometimes called simply “uvea” due to the similarity of its colour to that of a ripe purple grape. The iris is composed of a series of layers, including: 1. Flattened endothelial cells on a hyaline basement-membrane. 2. Stroma- consisting of fibres and cells. 3. Muscular fibre- consisting of circular and radiating fibres 4. Pigment- the location of pigment cells differing in different irides 5. Arteries of the iris 6. Nerves of the choroid and iris
B. Our Very Own Arnis (An Excerpt) Pepper Marcelo When it comes to martial arts, there are several styles of fighting which are recognized all over the world. From Asia, these include Japan’s Karate, Korea’s Taekwando, China’s Wushu and Thailand’s Muay Thai. Filipino martial arts have been growing steadily in popularity in recent years. Starting with a minor, underground cult appeal, it is poised to break out as a sports phenomenon not just in its full-contact incarnation, but as an exhibition and display of Pinoy culture as well. Known by many names, styles and formats, including eskrima (as it’s known in Cebu and parts of the Visayas) or the more controversial moniker of kali, its official practitioners have preferred the name arnis, short for “arnis de mano,” which is derived from the Spanish phrase “harness of the hand.” Arnis has become the de facto umbrella term. Concepts
Meanings
C. Abstraction • Pose these questions for the students to answer: Iris (An Excerpt) 1. What is the primary function of iris in the human eye?
_____________________________________________________________________ ____________________________________________________________________. 2. Why is the pigmented epithelium of the iris called “uvea”?
_____________________________________________________________________ ____________________________________________________________________. 3. What would be the effect if human beings do not have iris?
_____________________________________________________________________ ____________________________________________________________________. Our very own Arnis (An Excerpt) by Pepper Marcelo 1. What makes arnis diiferent from other forms of martial arts around the world?
_____________________________________________________________________ ____________________________________________________________________. 2. How did arnis become a sports phenomenon?
_____________________________________________________________________ ____________________________________________________________________. 3. Does Arnis deserve to be proclaimed as country’s official martial art and sport?
_____________________________________________________________________ ____________________________________________________________________. D. Application 1. Draw an original diagram of the human eye or cut out a picture. Label it and ensure that it has all the parts of a good illustration. 2. Make a research on the possible success rate of arnis as a form of self-defense.
IV. Evaluation • Read the excerpt below, and wr ite in the learning log your significant insights regarding the passage. Healing Power of Thinking by Renee Batti One researcher Ms. Bray cites often when she speaks about the benefits of writing is James W. Pennebaker, a professor of psychology at the University of Texas who says he accidentally discovered the power of a certain type of writing through experiments he conducted as a research psychologist in the mid-1980s. In the earliest study, “people were asked about either a traumatic experience or a superficial event for four consecutive days, 15 minutes a day,” he writes in his book, Writing to heal. “To my surprise, those who wrote about their traumas needed less medical attention in the following months than they had previously; and many said the writing had changed their lives.” Research done since that time indicates that “writing is a far more powerful tool for healing than anyone had ever imagined,” Mr. Pennebaker writes. One example given is the effects of expressive writing on the immune system. “The body’s immune system can function more or less effectively depending on the person’s stress level,” he writes, citing studies that have concluded that “emotional writing is associated with general enhancement in immune function.” -Excerpt from “The Write Medicine: Women living with Cancer”
MY LEARNING LOG
V. Assignment (Optional)
VI. Remarks
English for Academic and Professional Purposes (EAPP) Semi-Detailed Lesson Plan Mar Chan N. Manguera, M.A.Ed.-English
I. Objectives Learning Competency: Explains and clarifies concepts in fields such as: i. Tech Voc Home Economics Agri-Fishery LC Code: CS_EN11/12A-EAPP-Ig-j-23.10 CS_EN11/12A-EAPP-Ig-j-23.11 Week 9 Day 4 A. Instructional Objectives At the end of the lesson, the students are expected to: • Gather initial data through collaboration in implementing a program. • Write a short reflection regarding the collaboration. II. Subject Matter A. Topic: Explaining and Clarifying Concepts in the fields such as Home Economics and Agri-Fishery B. References: Cruz, R.T. et.al. (2013). Cross-Currents English for the Professions. Quezon City: C & E Publishing, Ic. Department of Education (2016). English for Academic and Professional Purposes (Reader). Quezon City: Sunshine Interlinks Publishing House, Inc. Saqueton, G.M and Uychoco M.T.A. (2016). English for Academic and Professional Purposes. Manila: REX Book Store. C. Teaching Materials: Curriculum Guide, Textbooks, LCD Projector
III. Procedure A. Activity • Fill in the circles with any words that they can associate with the terminology found in the middle.
HOME ECONOMICS
AGRI-FISHERY
B. Analysis • Categorize the terminologies found in the word pool to where they belong. Food and Beverage Housekeeping Agritourism Biodiversity Commercial Fishing
Culinary Arts Aquaculture Bread and Pastry Commercial Cooking Municipal Fishing
Home Economics
Agri-Fishery
C. Abstraction • Ask the question below to uncover the importance of knowing the relevant terms and concepts in the two fields of Home Economics and Agri-Fishery. “What are the significant contributions of Home Economics and Agri-Fishery in the development of our society?”
_______________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ D. Application • Your school just launched a program called “Soar High! Senior High!.” This program is specifically for senior high school students. This program aims to encourage students to develop appreciation and become more familiar with the fields of Home Economics and Agri-Fishery. This is done by transferring to younger students the things they learned in school and through observations, experiences, and researches. • Your section is assigned to teach Grade 7 students. Your teacher has divided the class into two groups, and each group is designated a specific field to talk about. Group 1: Home Economics Group 2: Agri-Fisher
IV. Evaluation • Write a short reflection regarding the initial plan that the students have prepared in launching the school program dubbed “Soar High! Senior High!”
V. Assignment (Optional) VI. Remarks
English for Academic and Professional Purposes (EAPP) Semi-Detailed Lesson Plan Mar Chan N. Manguera, M.A.Ed.-English
I. Objectives Learning Competency: Explains and clarifies concepts in fields such as: i. Tech Voc I.A. ICT LC Code:
CS_EN11/12A-EAPP-Ig-j-23.12 CS_EN11/12A-EAPP-Ig-j-23.13 Week 10 Day 1
A. Instructional Objectives At the end of the lesson, the students are expected to: • Clarify concepts in the field of Industrial Arts and ICT. • Develop under standing of the language of Arts and ICT. II. Subject Matter A. Topic: Explaining and Clarifying Concepts in the fields such as Industrial Arts and ICT. B. References: Cruz, R.T. et.al. (2013). Cross-Currents English for the Professions. Quezon City: C & E Publishing, Inc. Department of Education (2016). English for Academic and Professional Purposes (Reader). Quezon City: Sunshine Interlinks Publishing House, Inc. Saqueton, G.M and Uychoco M.T.A. (2016). English for Academic and Professional Purposes. Manila: REX Book Store. C. Teaching Materials: Curriculum Guide, Textbooks, LCD Projector
III. Procedure A. Activity • Imagine the world without gadgets. On a piece of paper, write a reaction about how one would feel when he/she does not have any gadgets at home.
_______________________________________________________________ _____________________________________________________________________ ____________________________________________________________________ _____________________________________________________________________ ____________________________________________________________________ _____________________________________________________________________ ____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ ____________________________________________________________________ B. Analysis • Classify the following items as either hardware or software. Computer speakers
Keyboard
Touch Pad
Windows Media Player
Photoshop
Keyboard
Mouse
Adobe Reader
Microsoft Office
Hardware
Software
C. Abstraction • Read the following excerpt, and keep the following questions in mind while reading: 1. What is the purpose of the text? 2. Who is the target reader? 3. Has the writer achieved his/her purpose? Hackers, Heroes of the Computer Revolution by Steven Levy The programs they ran were statistical analyses, cross correlations, simulations of an interior of the nucleus of a cell, applications. That was fine for users, but it was sort of a waste in the minds of the hackers. What hackers had in mind was getting behind the console of the TX-0 much in the same way as getting in behind the throttle of a plane, or, as Peter Samson, a classical music fan, put it, computing with the TX-0 was like playing a musical instrument: an absurdly expensive musical instrument upon which you could improvise, compose, and, like the beatniks in Harvard Square a mile away, wail like a banshee with total creative abandon. One thing that enabled them to do this was the programming system devised by Jack Dennis and another professor, Tom Stockman. When the TX-0 arrived at MIT, it had been stripped down since its days at Lincoln Lab: the memory had been reduced considerably, to 4, 096 “words” of eighteen bits each. (A “bit” is a Binary digit, either one or zero. These binary numbers are the only thing computers understand. A series of binary numbers is called a “word”) And the TX-0 had almost no software. So Jack Dennis, even before he introduced the TMRC people to the TX-0, had been writing “systems programs”— the software to help users utilize the machine. D. Application • Using the diagram below, identify the advantages and disadvantages of computers in today’s world.
COMPUTERS IN TODAY’S WORLD
ADVANTAGES
DISADVANTAGES
IV. Evaluation • In a sheet of paper, share insights regarding the words of Alan Turing, The Father of Modern Computer Science regarding the language of computers.
