Miss Ida Grade 8 Learning Plan 1.1 July 30-JAugust 1, 2024.docx

**Divine Light Academy** **Las Pinas** **AY 2024-2025** **Learning Plan 1.1 (Technical Writing)** First Quarter **Subject Area** \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ [ ] \_\_\_ **Subject** \_\_\_\_\_\_\_\_\_\_\_[English] \_\_\_\_\_\_ **Grade Level** \_\_\_\_\_\_[\_\_ \_Grade 8...

**Divine Light Academy** **Las Pinas** **AY 2024-2025** **Learning Plan 1.1 (Technical Writing)** First Quarter **Subject Area** \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ [ ] \_\_\_ **Subject** \_\_\_\_\_\_\_\_\_\_\_[English] \_\_\_\_\_\_ **Grade Level** \_\_\_\_\_\_[\_\_ \_Grade 8]\_\_\_\_\_\_\_\_\_\_\_\_ **Date Submitted:** \_\_\_\_[July 24, 2024]\_\_\_\_\_ **Date of Implementation** \_\_\_[July 30-August 1, 2024]\_\_\_ **Number of Days** \_\_[3 days]\_\_\_\_\_\_ **Prepared by:** \_\_­[Ms. Ida Almira V. Datiles]\_\_\_\_ **Checked by** \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ **Week 1** +-----------------------------------------------------------------------+ | **Content Standard** | | | | The learner demonstrates communicative competence through his/ her | | understanding of Afro-Asian Literature and other texts types for a | | deeper appreciation of Philippine Culture and those of other | | countries. | +=======================================================================+ | **Performance Standard :** | | | | The learners demonstrates communicative competence through his/ her | | understanding of literature and other texts types for a deeper | | appreciation of Philippine Culture and those of other countries. | +-----------------------------------------------------------------------+ | **Christian Formation Standard:** | | | | The learners at all times during interactions with others show the | | deeply ingrained core values as Divinians (L.I.G.H.T). | +-----------------------------------------------------------------------+ | **Essential Question:** | | | | 1\. How can learning to write clearly and accurately in technical | | writing help us show love and care by effectively sharing important | | information with others? | | | | 2\. In what ways does practicing technical writing reflect our | | commitment to integrity and excellence in communicating precise and | | truthful information? | | | | 3\. How can developing our technical writing skills promote harmony | | and demonstrate our God-centeredness by helping us work together | | and support each other in understanding complex topics? | +-----------------------------------------------------------------------+ | **Enduring Understanding**: | | | | Learning how to write clearly and accurately is very important | | because it helps us share information that others can easily | | understand. This skill is useful in many areas of life, such as | | school projects, work, and everyday communication. By practicing this | | type of writing, we become better at explaining things and helping | | others, which is a valuable ability to have. | +-----------------------------------------------------------------------+ | **Competencies** (with Codes) | +-----------------------------------------------------------------------+ | **Objectives**: | | | | 1\. Identify the key components of technical writing, including | | clarity, accuracy, and organization, by analyzing examples and | | discussing its elements. | | | | 2\. Appreciate for the importance of clear and accurate | | communication by reflecting on how technical writing skills can | | help you share information effectively and support others in | | understanding complex topics. | | | | 3\. Create a well-organized technical document by writing a simple | | how-to guide on a chosen topic, incorporating clarity, accuracy, | | and appropriate formatting. | +-----------------------------------------------------------------------+ **Subject Matter:** [Introduction to Technical Writing] **Resources:** **Learning Experiences** +-----------------------------------------------------------------------+ | **ENGAGE: (Day 1)** | | | | **Class Routine:** | | | | **Opening Prayer.** | | | | **Attendance checking** | | | | B. **Direction: Origami is simply the art of folding paper. "Oru" in | | Japanese means \'to fold\' and "Kami" in Japanese means | | \'Paper\', so it translates as \'To fold paper\'. By simply | | following the steps we will create a simple paper heart | | Origami.** | | | | **"Paper Heart Origami"** | | | | **Source:** **Tan, K. (2024, May 6). How to fold an origami heart ❤️ | | Step-by-Step Instructions. Origami.me. | | https://origami-me.translate.goog/heart/?\_x\_tr\_sl=en&\_x\_tr\_tl=t | | l&\_x\_tr\_hl=fil&\_x\_tr\_pto=sc** | | | | **Teacher's comment: As we admire our precious paper heart origami, | | remember the importance of following procedures carefully.** | | | | C. **Eliciting Prior Knowledge (5 minutes)** | | | | **Direction: **After your motivational activity, try to answer the | | following questions: | | | | a. **What steps did you find most challenging when following the | | origami instructions, and why?** | | | | b. **How did the clarity of the instructions affect your ability to | | complete the origami heart?** | | | | c. **Can you describe a time when you followed written instructions | | for something other than origami? How did those instructions | | compare to the ones you used today?** | | | | d. **If you were to write a how-to guide for making a paper heart, | | what key elements would you include to ensure clarity and ease of | | understanding?** | | | | **Teacher\'s comment: **Excellent job, class. Thank you for sharing | | your answers with the class. | +=======================================================================+ | **2. Explore: (Day 1)** | | | | **A. Discuss objectives** | | | | **B. Exploration of Concepts:** | | | | **Direction:** Find a pair and from the list of words below, choose | | the word that corresponds to each sentence. ( 10 minutes ) | | | | 1. It is a characteristic of Technical Writing that emphasizes the | | importance of formatting of the document properly. | | | | 2. Readers who must act on a document need to be able to apply the | | information efficiently and effectively. | | | | 3. In writing we must be free from grammatical errors, punctuation | | mistakes, and should have appropriate format standard. | | | | 4. Say what you mean and only what you mean, keeping the reader in | | mind, and avoiding unnecessarily complicated words. | | | | 5. It is the logical bridge between words, sentences, and | | paragraphs. | | | | 6. Expressing oneself in the fewest number of words at the same time | | retaining completeness in meaning | | | | Answer Keys: | | | | 1. C. Consistency | | | | 2. B. Comprehesive | | | | 3. E. Correctness | | | | 4. A. Clarity | | | | 5. D. Coherence | | | | 6. F. Conciseness | | | | | | | | A. **Lesson Proper:** | | | | ***What is Technical Writing?*** | | | | - It is an act of communicating, through writing, business, | | industry profession and organization. | | | | - It is more objective, clear and accurate. | | | | - It is consice and unemotional presentation of facts. | | | | - It uses scientific tasks and technical vocabulary; tables, graphs | | and figures to clarify and support textual discussion and | | conventional report forms. | | | | Technical writing is the type of writing where the author is writing | | about a particular subject that requires direction, instruction or | | explanation | | | | **Three Purpose of Technical Writing** | | | | 1. Gives information | | | | 2. Analyze events and their implications | | | | 3. Persuade and influences decisions. | | | | **Characteristics of Technical Writing:** | | | | 1. **Clarity:** | | | | | | | | 2. **Comprehensive:** | | | | | | | | 3. **Consistency**: | | | | | | | | 4. **Coherence:** | | | | To contrast | | | | 5. **Correctness**: | | | | | | | | 6. **Conciseness**: \"Expressing oneself in the fewest number of | | words at the same time retaining completeness in meaning.\" | | | | **Technical Writing Process:** | | | | 1. Identify the audience | | | | 2. Determine the objective | | | | 3. Gather information | | | | 4. Oraganize data | | | | 5. Edit, revise and finalize | | | | **Outputs of Technical Writing** | | | | 1\. **Abstract**: An abstract is a brief summary of a research | | article, thesis, and review. | | | | 2\. **Graphic** Aids: It involves the use of pictures, videos, | | charts or internet material that relate to the subject. | | | | 3\. **Memorandum**: A written message in business or diplomacy. | | | | 4\. **Instructional** **Manual**: Instructional book or booklet that | | is supplied with almost all technologically advanced consumer | | products such as vehicles, home appliances. | | | | **We can compare technical writing with non-technical writing on the | | following basis:** | | | | 1. **The purpose of writing:** The purpose of non-technical writing | | to entertain people while that of technical writing is to convey | | information to readers | | | | 2. **The format used for writing:** In Technical Writing, we | | eliminate technical jargons and write in such a way that it is | | understandable by laymen. We need to make sure the meaning of the | | original technical word doesn\'t change. Non-technical Writing | | doesn\'t include or relate to technical stuff. This covers a vast | | range like essay writing, blogging etc. | | | | 3. **The language used for it:** The language used in technical | | writing should be easy to understand and cognitive. Precision in | | writing: | | | | 4. **The precision in writing:** The idea we present in technical | | writing should be accurate, if your idea is wrong your device is | | also wrong. · | | | | 5. **Intent of writing:** The technical writing should not evoke | | some intent, its only objective is to provide information. | | | | **Difference between Technical and Non-Technical Writings** | | | | 1. Technical writing is fact based while non-technical writing is | | fictional and imaginative. | | | | 2. Technical writing can be informative, instructional or | | persuasive, but the non- technical writing is entertaining, | | provocative and captivating. | | | | 3. Technical writing is clear, precise and straightforward while the | | other one is artistic, figurative, symbolic or even vague. | | | | 4. Technical writing has some objective i.e., it should be free from | | personal emotions and it should involve only technical | | information while non-technical one is subjective. | | | | 5. We use specialized vocabulary in technical writing while there is | | no need of it in non- technical writing. | | | | 6. Active vocabulary is used in technical writing while | | non-technical writing is written in elaborated format. | | | | 7. Technical writing is plain while non-technical writing has some | | transitions. | | | | 8. Technical writing is easy to understand while the other one is | | cogitative. | | | | 9. Technical writing demands simplicity while there is some mystery | | in non-technical writing. | | | | 10. Technical writing is free of emotions, precise and accurate while | | non-technical one doesn\'t contain such features. | | | | Examples: | | | | **Sources:** | | | | Usman, M. (2018). | | https://www.scribd.com/document/392195169/Difference-Between-Technica | | l-And-Non-Technical-Writing. | | Scribd. Retrieved July 24, 2024, from | | | | | | : L. Baraceros, E. (2011). Technical writing: In the era of | | globalization and modern technology \[Book\]. Rex Book Store | | | | **Lesson Closure** | | | | **Direction**: What pops into you heads? Share it using the popcorn | | slip below: | | | | **Source**: 60 Digital exit tickets for teachers - The ultimate exit | | ticket guide. (2024, April 19). BookWidgets. | | https://www.bookwidgets.com/blog/2021/04/60-digital-exit-tickets-for- | | teachers-the-ultimate-exit-ticket-guide | +-----------------------------------------------------------------------+ | **Explain: ( Day 2)** | | | | A. **Recap (5 minutes)** | | | | B. **Students' Task (student to student interaction) (25 minutes)** | | | | | | | | 1. **Management must be incorporated in the context of the culture, | | values, mores, and idiosyncrasies of the people wherein it is | | applied and practiced.** | | | | | | | | 2. **Instructional tasks are the core of the learning setting. Most | | teachers maintain control over instructional tasks by making the | | decisions about what is to be taught, what materials and methods | | are to be used, and how much students are allowed to interact.** | | | | | | | | 3. **The most common measure of position and of central tendency is | | the Arithmetic mean (usually called simply the mean). This is | | nothing more than the average learned in elementary school. But | | average is a general term and may refer to any measure of central | | tendency. The mean is the preferred measure for general use with | | test scores.** | | | | | | | | 4. **Clouds are classified according to how they are formed. There | | are two basic types: a. Clouds formed by rising air currents are | | piled up and puffy. They are called \"cumulus\", which means | | piled up or accumulated, b. Clouds formed when a layer of air is | | cooled below the saturation point without vertical movement are | | in sheets or foglike layers. They are called \"status\" meaning | | sheetlike or layered.** | | | | | | | | 5. **And this life lasted for ten years. At the end of ten years, | | they had paid everything, with the rates of usury, and the | | accumulations of the compound.** | | | | **B. Teacher's Task (student to teacher interaction)** | | | | 1. Why do we have to study Technical Writing? Is this beneficial to | | you? How? | | | | 2. Can you provide an example of a document or piece of work that | | would be considered technical writing and explain why it fits | | this category? | | | | 3. Why is it important for technical writing to be clear and | | precise? How can unclear technical writing impact its intended | | audience? | | | | 4. In what professional fields or industries is technical writing | | commonly used, and why is it essential in those fields? | | | | 5. What are some common challenges people might face when engaging | | in technical writing, and how can these challenges be overcome? | | | | **Lesson Closure** | | | | **Journal Entry** | | | | Direction: Using your English notebook, write one paragraph with at | | least 5 sentences about the things you have learned in our lesson | | today. | +-----------------------------------------------------------------------+ | **Extend: ( Day 3)** | | | | **Guided Practice:** | | | | **Direction: With the help of your row, select an object you can find | | in our classroom. Write a detailed technical description of its | | parts, functions, and how it works.** | | | | **Unguided Practice:** | | | | **Direction: Using your English notebook, select a gadget you are | | familiar with. Write a detailed technical description of it, | | including its parts, functions, and how it works.** | +-----------------------------------------------------------------------+ | **Evaluate** | | | | A. Application | | ----------- | | | | Learning how to write clearly and accurately is very important | | because it helps us share information that others can easily | | understand. This skill is useful in many areas of life, such as | | school projects, work, and everyday communication. By practicing | | this type of writing, we become better at explaining things and | | helping others, which is a valuable ability to have. | | | | SEL Activity/Feeling Check-in | | ----------------------------- | | | | **"Enhance and Explain: A User-Friendly Collaborative Technical | | Writing Project"** (5 minutes) | | | | **Direction:** With your group from the guided practice, choose one | | gadget from the collection of gadgets presented by your group members | | in the unguided practice. Discuss the gadget in detail and write a | | comprehensive technical description, including its parts, functions, | | and how it works. Afterward, propose an improvement or modification | | to make the gadget more user-friendly or efficient. | | | | C. **Check if the class has completely targeted the goals for this | | lesson.** | | | | D. Lesson Closure "How did you today?" | | ----------------------------------- | | | | Direction: Choose a color to represent how you feel you did today. | | ------------------------------------------------------------------ | | | |  | +-----------------------------------------------------------------------+ (Engage) create an emotional connection e.g. a need, an interest, a problem, a purpose Teacher presents a situation. Students raise questions and give own perspective and suggest solutions.) Teacher highlights/checks the problems /perspectives that are related to the lesson. Students infer/guess the lesson that can help them answer the problem. (Explore) Teacher provides many avenues for learning ( reading a selection/article/news item, working in groups to find the answer/s, watching a video guided by teachers' questions, listening to the discussion of the teacher, inviting/interviewing a resource person, research ). Formative Assessment: (see Handout on Formative Assessments) 1\. Answering questions of the teacher 2\. Asking questions and calling a classmate to answer it 3\. Working in Groups (Graffiti Wall) (Explain) Students need to say what have been learned in their own ways. (Extend /Elaborate/Empathize ) apply competencies in real world ( how the lesson can improve oneself, others) (Evaluate) (the objectives, the activities, the assessment) 1\. What objective/s have we achieved today? 2\. Was/Were the activities we did today help us answer our Essential Question? 3\. What other ideas/information do we need to answer our essential question?