A Lesson Plan in English for Academic and

Professional Purposes with GAD Integration

(Quarter 1 – Week 2)
(Time Frame: 2 hours/2 sessions)
Prepared by: Kenneth John L. Flores
SHST-II, Manuel S. Nasser Sr. NHS, Division of the City of Mati
___________________________________________________________________

Content Standard: The learners acquire knowledge of appropriate

Performance Standard:
Learning Competencies:
I. OBJECTIVES
reading strategies for a better understanding of
academic texts.
The learners produce a detailed abstract of
information gathered from the various academic
texts read.
The learners paraphrase/explain a text using one’s
own words (CS_EN11/12A-EAPP-Ia-c-7).

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

A. Summarize an academic text; and
B. Identify means in eliminating violence against women.

II. SUBJECT MATTER

A. Topic: Summarizing
The Sob Sister’s Story, a story about a
murder victim
B. Source: English for Academic and Professional
Purposes: Reader
English for Academic and Professional
Purposes: Teacher’s Guide
C. Materials: LCD Projector, Laptop, Chalkboard
D. GAD Integration Concepts: Eliminate All Forms of Violence Against
Women
E. Time Frame: 2 hours/2 sessions

III. PRELIMINARY ACTIVITIES

A. Prayer
B. Greetings
C. Checking of Attendance
 D. Review
(The teacher will ask the students about the previous lesson and asks
follow up questions if necessary. The past lesson will then be
connected with the coming lesson.)

IV. PROCEDURE

A. Activity

Motivating Introduction
Ask the students the following questions:
a. Have you heard of people committing crimes because of love?
b. Who are the usual victims of such crimes?
c. What are common crimes against women?
d. Explain if such acts are justifiable.
(Listen to the students’ point of view. Help them to process their
answers, emphasizing the need to rise above human weaknesses
and uphold moral values. Emphasize also that all forms of violence,
especially that which are done to women, must be condemned.)

B. Analysis

a. Ask the class to read “The Sob Sister’s Story”, (see Appendix A).
b. Make the students observe the type of language used in the text.
c. Ask the students how they got to know what happened in “The Sob
Sister’s Story.”
d. Who is narrating the story? How does the narrator feel about what
happened in the story?
e. What was the crime done to the girl? Why do you think this
happened?
f. Discuss with the students the structure and features of the story;
pay particular attention to the elements of fiction.
g. Let the students re-tell the story in their own words.

Present to students the following concepts:

Violence against women is very common in our society. Any form of
violence against women is an attack to human rights. Domestic violence is
a common violence against women. These usually occur in homes. This is
a social concern and everyone is encouraged to be vigilant and
participative in these battles. These forms of violence stems from the
unequal views of men and women. Men generally see themselves as
 superior over women but this must not be so. All are equal in the eyes of
God so everyone must be given equal rights and opportunities.

C. Abstraction

What is a Summary? How do you Summarize?

Article summaries provide the reader with an understanding of your

sources in a way that is more thorough and more complete than a
paraphrase or direct quote.
If you need to summarize an article, here's what you should do.
a. Scan and highlight the article. Before sitting down to read the entire
article, scan the article and highlight or underline the major points.
 Write down or highlight the question asked or purpose of the article.
 Take note of the thesis statement or hypothesis.
 Highlight any supporting points.
 Write or highlight the method used to perform the research, if
included in the article.
 Mark down findings, conclusions, or results.
b. Read the article thoroughly. After marking down the basics, read the
article sincerely, paying close attention to detail.
Consider reading each section a few times for an even richer
understanding.
Ask yourself about the article as you read it. Mentally track the
progress of the article to determine if the results and conclusions drawn
seem complete and sensible.
c. Take notes in your own words. As you read the article for
thoroughness, write down any significant facts or interesting details in
your own words.
By writing the information in your own words, you minimize the risk
of accidentally plagiarizing the article.
Do not simply "rephrase" exact statements by swapping a few
words around. Instead, completely rewrite the information and do not
look at the text as you write.
If you have difficulty keeping things in your own words, focus on
writing down short phrases instead of full sentences.
d. Summarize each section. At the end of each major train of thought,
pause to summarize the main point of the section in a single sentence.
If the article unexpectedly begins to move into another main point, stop
long enough to write the main point of the previous section before you
continue reading.
 D. Application

Let the students go over the text “A Sob Sister’s Story”. Make the
students summarize the text and let them observe the guidelines in
making a correct summary (for checking, refer to Appendix B). Make sure
that they follow the guidelines and consider making a draft first before
making the final output. Making a draft enables a writer to reflect more on
his work allowing the checking of possible mistakes and areas for
correction and improvement.

V. EVALUATION

Group the students into 3 (8-10 members, depending on class size).

Give them time to prepare for a role-play activity (for checking, refer to
Appendix C). They should act a symposium. There will be assigned
students to act as credible authorities who will be the speakers and who
will answer questions from the participants.
The general theme of the symposium shall be “How to Avoid Violence
Against Women.”
Topics can include common violence against women, ways to promote
women empowerment, ways to avoid violence against women, etc.
Make sure that all members of the groups assume a role in the
symposium. Roles include speakers/experts (government officials,
lawmakers, law enforcers, etc.), moderators/hosts, participants/audience.
Props and costumes are encouraged to make the presentation lively and
engaging.

VI. ASSIGNMENT

Seek out information from your barangay or neighboring barangays

about cases documented about any violence against women (rape, child
abuse, domestic violence, murder, etc.). They may not necessarily be very
detailed but try to find out the reasons and the results of the cases. Ask
also barangay officials on programs they have implemented to promote
gender equality and women empowerment.
Present your output through a 300-word essay. Suggest ways on how
to avoid violence against women and what programs are needed to
promote gender equality and women empowerment.
VII. REMARKS

(This is the part of the Lesson Plan in which the teacher shall document
specific instances that result in continuation of lessons to the following day in case of
re-teaching, insufficient time, transfer of lessons to the following day as a result of
class suspension, etc.)

VIII. REFLECTION

(Should be filled out right after the lesson. In here, questions like “What went
well with my lesson? Which part/s need/s improvement/revision? etc.” are answered.
The teacher can also share thoughts and feelings about his/her lesson.
Appendix A

The Sob Sister’s Story

The dead girl, beautiful and peaceful in death, her scarlet lips slightly parted
as though whispering a caress to her lover, her blue eyes gentle and unquestioning
as a baby’s, lay in the murderer’s arms like a child who has been rocked to sleep.
Her golden hair falling in profusion about her shoulder all but concealed the cruel
welt of red about her throat. The murderer, clutching is still burden to him, like a
mother holding an infant, appeared dazed. As the police came in, he rose to meet
them, still carrying his precious burden in his arms. The officers had almost to force
him to relinquish her. He could not answer questions- could merely clutch the closer
to his breast all that remained of the girl he loved better than life, and mutter, “I love
her, I love her,” like a man in a dream. A few hours later when I saw him in the sordid
surroundings of the 10th Precinct Station House, so different from the cozy cottage
which had been the abode of a tragic love, he was still dry-eyed, though his face
wore a ghastly pallor. But when tried to question him, I became aware of terrific
strain under which he suffered, and he showed all signs of a man on the verge of
hysteria. When I tried to draw from him the motive for the pitiful tragedy, he could
only rely, his pale boyish face like a mask: “I killed her, but God didn’t say a word, a
word.”
At last he managed pitifully to say: “I killed her so that she would be mine
alone for always!”
And this is the irony of fate! The very greatness of his love made him strangle
her. Separated as they were wealth, social position, and all that implies, it was only
in death that they could be united.
Who are we to pass judgment on such love?
Appendix B

RUBRICS IN CHECKING THE SUMMARY

CATEGORY 4 3 2 1
Content The summary The summary The summary The summary
contains the contains many contains some does not
most important of the most of the most contain the
points of the important important most important
original text. points of the points of the points of the
original text. original text. original text.
Organization Sentences are Sentences are Sentences are There is no
arranged in a arranged in not arranged in logical
logical and somewhat a logical and arrangement of
clear manner logical and clear manner the sentences
which allows clear manner and hinders at all parts of
easy which allows understanding the summary.
understanding understanding of the reader.
of the reader. of the reader.
Mechanics The summary The summary The summary The summary
(Grammar & is free from all has 1-3 has 4-5 has more than
Spelling) grammatical grammatical grammatical 5 grammatical
and spelling and spelling and spelling and spelling
errors. errors. errors. errors.
 Appendix C

RUBRIC FOR SYMPOSIUM PRESENTATION

CATEGORY 4 3 2 1 Score
Information is Information is The group The audience
presented in a presented in mostly jumped around cannot
logical and logical and the understand the
Organization interesting interesting sequence presentation: presentation
sequence which which audience can The group had because there is
and Time audience can follow: The group trouble no sequence of
Management follow: The group nearly followed the following the information: The
followed the allotted time. allotted time. group did not
allotted time. follow the allotted
time.
The members The members acted The members The members did
acted naturally, naturally, maintained acted naturally, act naturally, did
maintained eye eye contact with maintained eye not maintain eye
contact with audience, relaxed, contact with contact with
audience, relaxed, and acted out their audience, audience, were
Delivery and acted out their roles in most of the relaxed, and not relaxed, and
roles throughout presentation. acted out their did not act out
the presentation. roles their roles
occasionally throughout the
throughout the presentation.
presentation.
Preparation was Preparation was Preparation Preparation was
evident. Questions somewhat evident. was not truly not truly evident.
and explanations Questions and evident. Questions and
are clearly explanations are Questions and explanations are
presented in all presented in most explanations presented
Preparedness parts of the parts of the are presented unclearly in all
presentation. presentation. unclearly in parts of the
most parts of presentation.
the
presentation.
The group was The group was The group was The group was
synchronized and somewhat rarely not synchronized
showed originality synchronized and synchronized and did not show
Collaboration and creativity in showed originality and showed originality and
and their presentation. and creativity in originality and creativity in their
Originality some parts of the creativity in few presentation.
presentation. parts of the
presentation.

All the ideas Most the ideas Some of the None of the ideas
presented are presented are clear, ideas presented are
clear, correct, and correct, and presented are clear, correct, and
Content appropriate to the appropriate to the clear, correct, appropriate to the
given topic. given topic. and appropriate given topic.
to the given
topic.

Total Points (out of 20): _________