The lesson plan aimed to teach students to identify properties of well-written texts, including organization, coherence, cohesion, and mechanics. Students would review intertext and hypertext concepts. They would then analyze sample texts and critique one based on properties like organization. The goal was for students to understand what makes a text well-written and organized, and how that impacts readers. Students would also discuss critical reading and evaluating a provided text using a rubric.
The lesson plan aimed to teach students to identify properties of well-written texts, including organization, coherence, cohesion, and mechanics. Students would review intertext and hypertext concepts. They would then analyze sample texts and critique one based on properties like organization. The goal was for students to understand what makes a text well-written and organized, and how that impacts readers. Students would also discuss critical reading and evaluating a provided text using a rubric.
The lesson plan aimed to teach students to identify properties of well-written texts, including organization, coherence, cohesion, and mechanics. Students would review intertext and hypertext concepts. They would then analyze sample texts and critique one based on properties like organization. The goal was for students to understand what makes a text well-written and organized, and how that impacts readers. Students would also discuss critical reading and evaluating a provided text using a rubric.
The lesson plan aimed to teach students to identify properties of well-written texts, including organization, coherence, cohesion, and mechanics. Students would review intertext and hypertext concepts. They would then analyze sample texts and critique one based on properties like organization. The goal was for students to understand what makes a text well-written and organized, and how that impacts readers. Students would also discuss critical reading and evaluating a provided text using a rubric.
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School Campalanas National High School Grade: 11- Titanium
Daily Teacher Ms. Jeralyn B. Patay Learning Reading & Writing
Lesson Log Area: Date / November 16, 2016/ 7:30-9:30 A.M Quarter: 3 Time: I.OBJECTIVES A. Content Standard The learner realizes that information in a written text may be selected and organized to achieve a particular purpose. B. Performance Standard The learner critiques a chosen sample of each pattern of development focusing on information selection, organization and development. C. Learning Competencies/Objectives Identifies properties of a well-written text (EN11/12RWS-IIIgh-4) a. organization (EN11/12RWS-IIIgh-4.1) b. coherence and cohesion (EN11/12RWS-IIIgh-4.2) c. language use (EN11/12RWS-IIIgh-4.3) d. mechanics (EN11/12RWS-IIIgh-4.4) II. CONTENT Properties of a Well-Written Text III. LEARNING RESOURCES Textbooks, TG, CG A. References 1. Teacher’s Guide Pages 2. Learner’s Materials pages 3. Curriculum Guide: p.1 4. Additional Materials from Learning Resources B. Other Learning Resources IV. PROCEDURES A. Reviewing previous lesson or presenting Review students about intertext and hypertext. the new lesson B. Establishing a purpose for the lesson At the end of the lesson, the students will be able to identify the properties present in a well-written text or critique a sample text evaluating some of its properties. C. Presenting Examples/instances of new Ask students some probing questions: lesson 1. What makes a good text? 2. What are the essential things to be considered in evaluating or critiquing a text or an article? 3. Why there’s a need to organize a written text well? D. Discussing new concepts and practicing Introduce to students the different properties a well-written text should have. new skills #1 a. organization b. cohesion/coherence c. language use d. mechanics E. Discussing new concepts and practicing *Provide students sample written texts with evident properties. new skills #2 *Have them read the texts and instruct them to point out what part of the text illustrates organization, cohesion and others. F. Developing mastery *Provide students a sample well-written text and a sample of a poorly developed (Leads to Formative Assessment) text. *Incite students to differentiate the two samples. G. Finding Practical applications of Process and discuss student’s observations of the sample texts taking into account concepts and skills the properties discussed earlier. H. Making generalizations and abstractions *Ask: about the lesson If a text is properly organized, what effects does it bring/give to the writer and the reader? *Accept varied answers from the students I. Evaluating Learning *Present to students a sample written text. *Direct students to critique or evaluate the text by identifying the properties evident or used in the text. *Let them use the rubric in doing the activity for them to be guided. Tell them that they can also share additional comments about the text if necessary. *Have them share their answers with the class. J. Additional activities for application or Ask: remediation What is critical reading? V. REMARKS VI. REFLECTION A. No. of learners who earned 80% on the formative assessment B. No. of Learners who require additional activities for remediation C. Did the remedial lessons work? No. of learners who have caught up with the lesson. D. No. of learners who continue to require remediation E. Which of my teaching strategies worked well? Why did these work? F. What difficulties did I encounter which my principal or supervisor can help me solve? G. What innovation or localized materials did I use/discover which I wish to share with other teachers? Inspected by:
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