English for Academic and Professional Purposes

SEMI-DETAILED LESSON PLAN IN EAPP

Myla B. Reyes
I. Objective
1. Differentiate fact from opinion (CS_EN11/12A-EAPP-Id-f11)

II. Subject Matter

A. Topic
Facts and Opinion
B. References
English for Academics and Professional Purposes
(Diwa SHS series) p.37
C. Teaching Materials
PowerPoint presentation, cartolina
III. Procedure
A. Activity
Read the passage below. Analyze the underlined clauses.

Abraham Lincoln was the 16th president of the

United States. He grew up in a log cabin in the state of
Kentucky. He is the president responsible for the
Emancipation Proclamation, the document abolishing
slavery. He gave many speeches as president, and
was the most eloquent president. He was assassinated
on April 15, 1865.
What can you say about the underlined clauses in the box?

Before determining whether a statement is a fact or opinion, review

or discuss first the definition of each.

FACT- It is objective. It is a true piece of information and is neither

influenced by personal judgment nor feelings.

OPINION- It is subjective. It is an expression of judgment and is

influenced by one’s beliefs or feelings.
Since fact and opinion are already defined, do the activity
below.

Identify whether each statement below is a FACT or OPINION. Write

your answer on the space provided before each number.

__________1. Carlo is a chef.

 __________2. Carlo is a skilled, good looking chef.
__________3. Marvin is in the culinary business.
__________4. Marvin is very successful in the culinary business.
__________5. Loraine is a bar tender.
__________6. Loraine is an amazing bar tender.
__________7. Goldilocks has several branches in the Philippines.
__________8. The cakes of Goldilocks are tasty.
__________9. There are Eat All You Can restaurants in San Fernando,
Pampanga.
__________10. Cabalen is an awesome Eat All You Can restaurant.
B. Analysis

The students will then analyze each statement by justifying whether

a statement is a fact or opinion. From there the students realize that
numbers that numbers 1,3,5,7, and 9 contains factual information. On the
other hand, numbers 2,4,6,8 and 10 contain opinions because adjectives
are used for instance skilled, good looking, amazing, and successful.

C. Abstraction

There are some statements wherein people may agree of

containing opinions, however, the assent does not make the statements
true because others think the other way.

Therefore, in order to identify whether a statement is a fact or

opinion, just remember that opinion contains personal judgment.

D. Application

Students will be instructed to do the activity below.

Identify crowd draw fast food chains (TVL), basketball players

(Sports), prominent people (Academics) in our country or abroad. Write
their names and short descriptions about them. For each fast food chain,
basketball player, and prominent person, write one fact and one opinion
about it, him, or her. Use the pattern below.

1. Name: ________________________________________
Description: ___________________________________
Fact: __________________________________________
Opinion: _______________________________________

IV. Evaluation
 Write a short narrative/composition of the recent remarkable place
you have just been to. Underline the sentences that contain facts and
box the opinions.
V. Assignment
VI. Remarks
VII. Reflection
 English for Academic and Professional Purposes
SEMI-DETAILED LESSON PLAN IN EAPP
Myla B. Reyes
I. Objectives
1. Define plagiarism. (CS_EN11/12A-EAPP-Id-f12)
2. Appreciate the importance of citing one’s work

II. Subject Matter

A. Topic
Plagiarism
B. References
English for Academic and Professional Purposes p.62
English for Academic and Professional Purposes p.132
C. Teaching Materials
PowerPoint presentation, pictures, handouts
III. Procedure
A. Activity
Show pictures to students and let them remember the controversy
behind these pictures (www.philstar.com<2015/12/03)

B. A
n
 alysis
Even pictures are copied and owned as someone’s property.
And this act commits plagiarism.
Plagiarism is the act of presenting the words, ideas, images,
sounds, or the creative expression of others as your own
The following are the different ways on how one commits
plagiarism

 Turning in someone else’s work as your own

 Copying words or ideas from someone else without giving
credit
 Failing to put a quotation in quotation marks
 Giving incorrect information about the source of quotation
 Changing words but copying the sentence structure of a
source without giving credit
 Copying so many words or ideas from a source that makes up
the majority of your work, whether you give credit or not
 Copying media (especially images) from other Web sites to
paste them into your own paper or web sites
 Making a video using footage from other’s videos or using
copyrighted music as part of the soundtrack
 Performing another person’s copyrighted music
 Composing a piece of music that borrows heavily from
another composition

C. Abstraction
Plagiarism is not only the verbatim copying of another
person’s work but also copying an idea even if you have stated it in
your own words.

D. Application

Based on the list of the different ways on how one commits

plagiarism, have you committed any acts of it? If so are you aware
of it?

IV. Evaluation
Ask the following questions
1. What is plagiarism?
2. What are the different ways on how one commits plagiarism?

V. Assignment
VI. Remarks

VII. Reflection
 English for Academic and Professional Purposes
SEMI-DETAILED LESSON PLAN IN EAPP
Myla B. Reyes

I. Objectives
1. Differentiate reaction paper, review paper and critique
from one another (CS_EN11/12A-EAPP-Id-f13)
2. Appreciate the importance of reaction paper, review
paper and critique paper.

II. Subject Matter

A. Topic
Review Paper, Reaction Paper and Critique Paper
B. References
English for Academic and Professional Purposes p.63
English for Academic and Professional Purposes p.145

C. Teaching Materials
PowerPoint presentation, handouts
III. Procedure
A. Activity

Distribute handouts of reaction paper, review paper and critique

paper.

http://webspace.ship.edu/jacamp/sample_reaction.htm
http://www.andrews.edu/~closserb/215_sample_review.html
http://www.westga.edu/~kielborn/studentexample.html
What questions in your minds that were answered by the texts?
What are the differences among the three papers?

B. Analysis

The reaction paper allows or asks a person to write a reaction on

something that he or she had seen, heard, or experienced.

For example, after watching a movie, you would be saying a lot of

things about it.

In writing a reaction paper, here are some of the questions that you
need to ask:
 1. What is the main topic of the reading material or item that
I will be reacting to?
2. What are its strengths and weaknesses?
3. Do I agree with the points, arguments, and claims of the
writer? What are my reactions about the content?

The review paper has content that is slightly on the next level of
critical thinking. It is usually a term used for the write up of journalists or
columnists expressing their personal opinions. Aside from this, a review
paper balances opinions with facts, thus giving a paper a more matured
outlook.

So in writing a review paper of the same movie, you will try to give a
balanced outlook of the movie.

1. What is the main topic of the reading material or item that

I will be reviewing?
2. What are its strengths and weaknesses?
3. What are my opinions about these strengths and
weaknesses?

The critique paper is the most academic in nature among the three.
It is commonly used in senior high school, in college, and even in graduate
school. It may be the most challenging to write among the three types of
paper. It is an intellectual discourse integrating just a few personal
opinions, facts supported by sources, and other aspects.

C. Abstraction

There are slight differences among reaction paper, review paper

and critique paper. Actually, these can be used interchangeably.
However, their usage depends on the grade level that is required to do
them.

There are additional tips in writing a reaction paper, review paper

and critique paper.

http://tipsforresearchpaperandessays.blogspot.com/2013/03/how-
to-write-reactin-paper.html

http://www.saidsimple.com/content/How-to-Write-a-Review

http://sites.stfx.ca/writingcentre/files/How_to_Write_a_Critique.pdf
 D. Application

What are the things that you need to consider in writing a reaction, a
review, or a critique paper?

IV. Evaluation
How are the reaction, the review, and the critique papers different
from one another?
V. Assignment
VI. Remarks
VII. Reflection
 English for Academic and Professional Purposes
SEMI-DETAILED LESSON PLAN IN EAPP
Myla B. Reyes

I. Objectives
1. Present ideas convincingly (CS_EN11/12A-EAPP-Id-f13)
2. Appreciate a work of Art

II. Subject Matter

A. Topic
Art
B. References
(DepEd Copy, LM) English for Academic and
Professional Purposes p.45
Rex Bookstore: English for Academic and Professional
Purposes p.66
C. Teaching Materials
PowerPoint presentation, pictures
III. Procedure
A. Pre-reading
1. Unlocking Difficulties
Have the students look up the meanings of these expressions
in order for them to read the text with greater facility.
a. Cubist style
b. Filtered through the artist’s eyes
c. Visual argument
d. Multiple perspectives
e. Stronghold
f. Outrage
g. Mural
h. Devastation of war
i. Commissioned
j. Atrocity
k. Imminent
l. Critically acclaimed
m. Depicts images simultaneously
n. Assumptions
o. Emotional cacophony of war
p. Carnage of war

2. Motivation
 What does the painting below illustrate?

Guernica by Pablo Picasso (1937) DepEd LM EAPP p.45)

Interest the students in the role that these art works played in
reacting to socio-political events and advancing the artists’ views and
positions. Mention the powerful Victor Hugo novel turned stage play and
movie, Les Miserables; silversmith Paul Revere’s engraving, the Boston
Massacre, which mainly galvanized the anti-British Revolution; Francisco
Goya’s The Third of May1808, the most famous and extreme depiction of
Napoleon’s execution of Spanish rebels; even Jose Rizal’s Noli Me Tangere
which inspired our own anti-Spanish revolution.

2. Motive question

Why did Picasso title his painting, Guernica?

B. During Reading
Use PAUSE, POST and REFLECT technique in reading. Once in
a while the students stop reading and answer the questions posted.

Art

(1) The French artist Georges Braque (1882-1963) once said. “In art
there can be no effect without twisting the truth.” While not all artists
would agree with him, Braque, who with Pablo Picasso originated the
cubist style, “saw” things from a different perspective than the rest of us,
and he expressed his vision in his paintings. All art is an interpretation of
what the artist sees. It is filtered through the eyes of the artist and
influenced by his or her own perceptions.

(2) Throughout history, artists have applied their craft to advance

religious, social, and political visual arguments. Portraits of kings and
queens present how the monarchs wanted their people to see them, with
symbolic tools of power such as scepters, crowns and rich vestments. Art in
Churches and cathedrals was used as a means of visual instruction for
people who could not read. Much modern art reveals impressions feelings
and emotions without remaining faithful to the actual thing depicted.
While entire books are written about the meaning and function of art, let’s
examine how one particular artist, Pablo Picasso (1881-1973), created a
visual argument.

Pablo Picasso’s Guernica

(3) Pablo Picasso, with fellow artist Georges Braque, invented

a style of painting known as cubism. Cubism is based on the idea
that the eye observes things from continually changing viewpoints,
as fragments of a whole. Cubism aims to represent the essential
reality of forms from multiple perspective angles. Thus, cubist
paintings don’t show reality as we see it.
Rather, they depict pieces of people, places, and things in an
unstable field of vision.

(4) Picasso’s painting Guernica represents the essence of

cubism. During the Spanish Civil war, the German air force bombed
the town of Guernica, the cultural center of the Basque region in
northern Spain and a Loyalist stronghold. In only a few minutes on
April 26, 1937, hundreds of men, women and children were
massacred in the deadly air strike. Two months later, Picasso
expressed his outrage at the attack in a mural he titled simply,
Guernica.

Who is Picasso’s Target Audience?

(5) Knowing the history of the painting can help us

understand whom Picasso was trying to reach. In January 1937,
Picasso was commissioned to paint a mural for the 1937 Exposition
Internationale des Arts et Techniques dans la Vie Moderne, an art
exhibition to open in France in May of the same year. Although he
had never been a political person, the atrocity of Guernica in April
compelled him to express his anger and appeal to the world.
(6) Before the mural went to display, some politicians tried to
replace it with less “offensive” piece of art. When the picture was
unveiled at the opening of the expo, it was received poorly. One
Critic described it as “the work of madman.” Picasso had hoped
that his work would shock people. He wanted the outside world to
care about what happened at Guernica.
However, Picasso may have misjudged his first audience, In
1937, Europe was in the brick of world war. Many people were in
denial that the war could touch them and preferred to ignore the
possibility that it was imminent. It was this audience who first viewed
Guernica---an audience that didn’t want to see a mural about
warm an audience that was trying to avoid the inevitable. Years
later the mural would become one of the most critically acclaimed
works of art of the twentieth century.

What Claims Is Picasso Making in the Image?

(7) Picasso’s painting comprises many images that make up

an entire scene. It depicts simultaneously events that happened
over a period of time. The overall claim is that war itself is horrible.
The smaller claims address the injustice of Guernica more directly. A
mother wails in grief over her dead infant a reminder that the
bombing of Guernica was a massacre of innocent. Picasso also
chose to paint his mural in black and white, giving it the aura of a
newspaper, especially in the body of the horse. He could be saying,
“This is news” or “This is a current event that you should think about.”
(8) It should be mentioned that Picasso created many version
of the images in the mural, carefully considering their position,
placement, and expression, sometimes drawing eight or nine
versions of a single subject. He thoughtfully considered how the
images would convey his message before he painted them in the
mural.

What Shared History or Cultural Assumptions Does Picasso Make?

(9) The assumptions in any argument are the principles or

beliefs that the audience takes for granted. These assumptions
implicitly connect the claim to the evidence. By naming his mural
Guernica, Picasso knew that people would make an immediate
connection between the chaos on the wall and the events of April
26, 1937. He also assumed that the people viewing the painting
would be upset by it, In addition, there are symbols in the painting
that would have been recognized by the people at the time such
as the figure of the bull in the upper-left-hand corner of the mural, a
long-time symbol for the Spain.

What is Picasso’s Supporting Evidence?

(10) Although Picasso was illustrating a real event, cubism

allowed him to paint “truth” rather than “reality.” If Picasso was
trying to depict the horror of Guernica and by extension, the terror
and chaos of war, all the components of his mural serve as
supporting evidence. The wailing figures panicked faces, the
darkness contrasted by jumbled images of light all project the horror
of war. Even the horse looks terrified. Overall, Guernica captures the
emotional cacophony of war. Picasso wasn’t just trying to say, “War
is hell.” He was also trying to impress upon his audience that such
atrocities should never happen again. In essence, Picasso was
making an appeal for piece by showing its opposite the carnage of
war.
The following questions might be posted while reading the
selection.

 Explain how and why “art is an interpretation,” not a

faithful depiction of reality.
 What is meant by art as a visual argument?
 What are achieved by the cubist style of painting?
 On which shared historical experience does Picasso
base his painting, Guernica?
 Why would Picasso think that “people viewing the
painting would be upset by it?” In what way does
cubism allow Picasso to paint “truth rather than
reality?”
 Which symbols in the painting would the viewers
have readily recognized?

C. Post Reading
A. Comprehending the text
1. Which images catch your attention, and why?
2. What, do you think, is the main image?
3. Which images are found in the foreground?
 4. Why do you think Picasso arranged the images in the way he
did?
5. How do these images relate to one another?
6. How would you describe the images?
7. Which of these images are underscored? Which are
exaggerated or idealized?
8. What are gained by his use of black and white?
B. Answering the motive question

Sample answer: The painting was entitled “Guernica”. It is one

of the towns in Spain where massacre of innocents occurred.

C. Engagement Activity

Relate the Martial Law in Mindanao specifically in Marawi to the war

experienced in Guernica. Encourage the students to share their insights
regarding the issue. They may use symbolism as presented in the text.

IV. Evaluation

( writing activity will be the next day)

V. Assignment

Choose a restaurant where you all want to go. When you are
already there, ask for their specialties and choose a few favorites. Take
photographs of the food and the restaurant. Interview the manager of the
Officer in Charge, and explain that you are doing this for the purpose of
writing a restaurant review (Saqueton & Uychoco, 2016).

VI. Remarks
This lesson is good for two days. This reading text is just a springboard
to prepare the students for the writing activity the next day.

VII. Reflection
 English for Academic and Professional Purposes
SEMI-DETAILED LESSON PLAN IN EAPP
Myla B. Reyes

I. Objective
1. Use appropriate language for specific discipline
(CS_EN11/12A-EAPP-Id-f14)

II. Subject Matter

A. Topic
Writing a Review Paper
B. References

Communicate Today: English for Academic and Professional

Purposes p.145

C. Teaching Materials
PowerPoint presentation, handouts
III. Procedure
A. Pre-writing
Show to students the different resource materials like
magazines, books, newspaper, and journal. Instruct them to look for
the bibliography or reference page.
1. Unlocking Difficulties
Guidelines in writing a reaction paper, review, or critique
1. For articles or journals
a. Read, view, or listen to the work to be reviewed carefully to
get the main topic or the concepts presented
b. Relate the content of the work to what you already know
c. Focus on discussing how the book treats the topic
d. Situate your review
e. Report the type of analysis or mode of presentation the writer
used.
f. Examine whether the findings are adequately supported
g. Suggest points for improvement of the reasoning, explanation,
presentation of ideas.
h. Compare the writer’s explanation of the topic to that of
another expert from the same field of study.
i. Point out other conclusions or interpretations that the writer/
creator missed out
 j. Show your agreement with the writer’s or creator’s ideas and
present an explanation for this agreement
2. For artworks and other media
a. When critiquing artworks or posters, make sure to use
speculative verbs such as evoke, create , appear, and
suggest to show that your interpretation of the artist’s work is
just that- an interpretation.
b. Presume that the reader has not yet seen the material you
are reviewing, so make sure to describe it to them.
c. For artworks, describe the material in simple terms to help the
audience visualize it.
3. On general note, your reaction paper’s conclusion may focus
on the following ideas
a. Did the work hold your interest?
b. Did the work annoy or excite you?
c. Did the work prompt you to raise questions to the author?
d. Did the work lead you to some realization?
e. Did the work remind you of other materials that you have
read, viewed, or listened to in the past?
2. Activity. The table below serves as a guide in the restaurant
observation.
PHASE OBSERVATION
Ambiance
Value of Money
Food
Service
Others

B. During Writing
Write a group restaurant review. Make sure to describe the food
and the restaurant, as well as the dining experience, which include
the service of the restaurant and the kind of dishes served to you
and your friends. If possible, include the history of the restaurant and
what they are known for.

The students are given sample reaction paper, review and

critique. These serve as their guide in writing a review paper.
http://webspace.ship.edu/jacamp/sample_reaction.htm
http://www.andrews.edu/~closserb/215_sample_review.html
http://www.westga.edu/~kielborn/studentexample.html
 Rubrics is used to grade their written output. (refer to LM)
C. Post writing

The students will be instructed to do the peer teaching,

allowing their classmates to read their work and post some
comments and suggestions. Through this, their work will be
improved.

D. Evaluation

Recall the last movie you have just watched and write a short
film review.

E. Assignment
F. Remarks
G. Reflection
 English for Academic and Professional Purposes
SEMI-DETAILED LESSON PLAN
Redemption C. Guinto

I. OBJECTIVES:
A. Apply the principles of writing effective reviews and critiques.
B. Enumerate the factors to be considered in ethical writing.
LC CODE: (CS_EN11/12A-EAPP-Id-f-15) Raises legitimate, contrary views in an
appropriate manner.
II. SUBJECT MATTER:
A. Factors to Consider in Ethical Writing
B. English for Academic and Professional Purposes by Remilyn G. Mondez, Diwa
Learning Systems, Inc., Makati, City 2016
C. Communicate Today: English for Academic and Professional Purposes for
Senior High School. C&E Publishing, Quezon City, 2016.
D. Laptop, multimedia projector
III. PROCEDURES:
A. ACTIVITY
Students recall the previous lesson about plagiarism and gives examples of
plagiarism.

B. ANALYSIS
Students are grouped and each group will draw from a fishbowl. The fishbowl
contains key words which they need to explain; they need to relate the following
words in line with writing a paragraph.
1. Audience
2. Information
3. Values
4. Approach

C. ABSTRACTION
The students should be guided to grasp the following Factors to Consider in
Ethical Writing.

The Structure for Critique of Academic Researches and Articles is also explained
to the class.

D. APPLICATION
Regarding the given issue, write a sentence which would contain your reaction.
Remember to follow “ethical writing” with regards to the given factors.

IV. EVALUATION/ASSIGNMENT
Students will read about Critical Approaches in Writing a Critique.

V. REMARKS
VI. REFLECTION
___out of 54 got ___% proficiency level. The learners easily grasp the lesson thru
_________________.
 English for Academic and Professional Purposes
SEMI-DETAILED LESSON PLAN
Redemption C. Guinto

I. OBJECTIVES:
A. Enumerate and explain critical approaches in writing a critique.

LC CODE: (CS_EN11/12A-EAPP-Id-f-16) Uses appropriate critical approaches

in writing a critique such as formalism, feminism, etc.

II. SUBJECT MATTER:

E. Critical Approaches in Writing a Critique
F. Communicate Today: English for Academic & Professional Purposes for
Senior High School by Dr. Jessie Barrot and Philippe John Sipacio. C& E
Publishing, Inc. 2016
G. English for Academic and Professional Purposes. Department of
Education. Sunshine Interlinks Publishing.
H. Laptop, multimedia projector,
I.
III. PROCEDURES:
A. ACTIVITY
Students watch a short film: Paperman.
https://www.youtube.com/watch?v=1QAI4B_2Mfc

B. ANALYSIS
Students randomly answer the following questions about Paperman:
1. What was the film about? Use only 3 sentences to explain your answer.
2. Did you like the film? Why or why not?
3. Which part of the film did you like best? Why? Which part you did not
like?Why?

C. ABSTRACTION
The students should be guided to grasp the following concepts. Students
can be grouped into four and each group can head the discussion of each
of the approaches. They will also use their approach in critiquing the video
they have watched, using their assigned approaches.

APPLICATION

The individual writing will be done the next day, as it cannot be done within a day.

IV. EVALUATION/ASSIGNMENT

Students will watch the film Heneral Luna. And they will answer the following
questions about the movie.
 1. What is a “historical action movie”?
2. What part of the movie did you like the best? Why? What part did you
liked the least? Why?
3. How different “an action man” is Gen. Luna from the other Filipino heroes
depicted in movies?
4. Why is this movie considered intriguing?
5. Do you agree that Gen. Antonio Luna was assassinated by the
Revolution? Why or why not?

V. REMARKS

VI. REFLECTION
___out of ____ got ___% proficiency level. The learners easily grasp the lesson
thru _________________.
 English for Academic and Professional Purposes
SEMI-DETAILED LESSON PLAN
Redemption C. Guinto

I. OBJECTIVES:
A. Apply the principles of writing effective reviews and critiques.
LC CODE: (CS_EN11/12A-EAPP-Id-f-17) Apply the principles of writing effective
reviews and critique.
II. SUBJECT MATTER:
A. Writing a critique.
B. English for Academic and Professional Purposes by Remilyn G. Mondez,
Diwa Learning Systems, Inc., Makati, City 2016
C. Laptop, multimedia projector
III. PROCEDURES:
A. PRE-WRITING
The teacher will facilitate answering the questions given about the movie
Heneral Luna:

1. What is a “historical action movie”?

2. What part of the movie did you like the best? Why? What part did you
liked the least? Why?
3. How different “an action man” is Gen. Luna from the other Filipino heroes
depicted in movies?
4. Why is this movie considered intriguing?
5. Do you agree that Gen. Antonio Luna was assassinated by the Revolution?
Why or why not?

B. DURING WRITING
The teacher will write his/her own critique about Heneral Luna Showing His
Human Side. After each paragraph he/she will explain to the students what’s
going on in his/her mind while he was writing such.

Fans call him “Heneral Mura” because he swears a lot. But that swearing is one of the
reasons why fans (including me) loved the Film Heneral Luna. The portrayal of the main
character is superb. John Arcilla’s acting is spot on. The General’s personality was
beautifully captured in the movie by showing his love and admiration to his mother, his
portrayal of a man of law as he did not exert his rank to get his brother, his being a
lover, and his being an artistic man; as he plays the guitar well.

(Here I included what I heard from other movie goers. How they loved the actor’s
portrayal and what human traits common Filipinos have with the hero.)

He does not mince words when he is angry and says what is on his mind. This gives us a
glimpse of the human side of a hero. Even heroes get mad too. He is also a daredevil
as in one scene when the soldiers are losing their morale in the midst of battle, he
charged against the enemy and only stepped out of his adrenaline-filled reverie when
he was almost killed.
(In this paragraph, the lesser positive but more human side is explained, debunking the
notion of what heroes should be.)

The actors portrayal is very crucial indeed to bring to life the colourful character he is
tasked to breathe life to.
(This includes the end part or the last piece of information which summarizes
everything.)

After this, the students will now write their reaction paper about the movie Heneral
Luna.

C. POST WRITING:
The students will perform Peer Critiquing:

IV. EVALUATION

(If students need additional evaluation.)

The teacher can ask the students to write a short reaction paper about the latest
Teleserye that they like. They can answer the following questions:

V. ASSIGNMENT
Bring your output in the subject in Grade 11 Contemporary Arts or in MAPEH10 (Art
class) and be ready to describe and explain it in front of the class.

VI. REFLECTION
___out of ___ got ___% proficiency level. The learners easily grasp the lesson
thru _________________.
 English for Academic and Professional Purposes
SEMI-DETAILED LESSON PLAN
Redemption C. Guinto

I. OBJECTIVES:
A. Writes an objective/balanced review or critique of a work of art, an
event or a program.
LC CODE: (CS_EN11/12A-EAPP-Id-f-18) Writes an objective/balanced
review or critique of a work of art, an event or a program.
II. SUBJECT MATTER:
A. English for Academic and Professional Purposes by Remilyn G. Mondez,
Diwa Learning Systems, Inc., Makati, City 2016
B. Communicate Today: English for Academic & Professional Purposes for
Senior High School by Dr. Jessie Barrot and Philippe John Sipacio. C& E
Publishing, Inc. 2016
C. Laptop, multimedia projector
III. PROCEDURES:
A. PREWRITING
Students will go back to their group and present their painting last year
during their Grade 11, humanities subject. They will use the following
statements:

1. This is my work/painting last year.

2. I chose this figure/design/images because.....
3. I chose the color scheme/palette because...
4. The sysmbols I included are....which means...
5. Over-all, I like my work and ...

Other students should take notes of some explanations of their group

mates so they can use it in their critique-writing.

B. DURING WRITING

The students will now exchange their artworks/paintings and write their
critique.

C. POST WRITING
Teacher will ask for volunteers who will share their critique in class. Then will ask
the students to have their work encoded in a short bond paper, to be passed
the next day.

IV. EVALUATION/ASSIGNMENT

V. REMARKS
VI. REFLECTION
___out of ___ got ___% proficiency level. The learners easily grasp the lesson
thru _________________.