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English SHS - Reading and Writing Skills

The document discusses a third quarter pretest for a reading and writing skills class. It contains 25 multiple choice questions testing concepts like identifying parts of a text, comprehending purpose and meaning, and evaluating claims. The questions cover topics such as text structure, graphic organizers, critical reading, and analyzing discourse.

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0% found this document useful (0 votes)

3K views409 pages

English SHS - Reading and Writing Skills

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albern ray balean

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Textual eveidence

Reading and Writing Skills 11

Daily Lesson Plan
Second Semester

Third Quarter

Writers:

Nilson M. Amas
Kristine Dawn Q. Causing
Chonie Janelle A. Elimanco
Rajan A. Galila
Jessiemae D. Talip Marivic
C. Sotto

Reading and Writing Skills 11

Reading and Writing Skills for Grade 11 | 1

Third Quarter Pretest

Name: Date: ______________

Grade & Section:
Score: ________ ______

Directions: Read the following statements carefully. Write the letter of your answer on the space
provided before each number.

______1. What is generally considered as a written material, especially long piece of writing as in
a book, a letter, or a newspaper?
A. discourse C. connectives
B. text D. ideas
______2. What is being referred as a formal and often lengthy discussion of a topic, where
concepts and insights are arranged in an organized and logical manner?
A. Discourse C. Debate
B. Text D. Speech
_____3. What outline should be used to develop the major divisions of long report and it is in a
sentence form?
A. outline C. sentence outline
B. topic outline D. phrase outline
_____4. What is being referred as the road map for the paper, in other words, it tells the reader
what to expect from the rest of the paper?
A. topic outline C. sentence outline
B. thesis statement D. topic sentence
_____5. What technique in selecting and organizing information in which participants generate
new ideas and solutions through intensive and freewheeling group discussion?
A. brainstorming C. graphic organizer B.
outline D. focused group discussion
_____6. What information can you supply in a Venn diagram?
A. document of student’s own learning
B. logical relationships between groups of things
C. series of events
D. three aspects of a topic
_____7. Which of the following describes something without conveying the writer’s own emotion?
A. subjective description C. objective description
B. personal description D. the use of adjectives
______8. Which of the following statements expresses subjective description?
a. Death from hunger and dehydration among elderly natives has increased.
b. John is diligent and conscientious worker.
c. John’s safety record contains no violations and he has been promoted twice in the
past five years.
d. The ceiling is missing all panels, exposing open wiring.
______9. Katie defines the word “soul” as a mysterious force within the human body that gives
life and yet is separate from it. What type of definition was used?
A. connotation C. synonyms
B. denotation D. operational definition

Reading and Writing Skills for Grade 11 | 2

______10. What is the purpose of identifying the pattern of development in paragraph writing?
A. To form a proper structure in organizing the ideas of your paragraph
B. To present a clear and interesting paragraphs
C. To have a focus on how to construct ideas and sentences in the paragraph
D. All of the Above
______11. What quality of a text that gives its overall meaning?
A. cohesion C. intertextuality
B. coherence D. situationality
______12. Which of the following is NOT a characteristic of an effective language?
A. concrete and specific C. constructive
B. concise D. vague
______13. What term is used to describe the technical aspects of writing such as spelling,
punctuation, capitalization, etc.?
A. criteria C. technicalities
B. mechanics D. format
_______14. Which is NOT a characteristics of an effective language?
A. Concrete and specific language
B. Constructive, not destructive
C. Familiar words, not obscure
D. Abstract and creative language
_______15. Effective language requires brevity or conciseness of language. What does ‘concise’
mean?
A. Direct and verbose words C. All of the above
B. Using few words and avoiding fillers/filters D. None of the choices _______16.
Which of the following DOES NOT describe critical reading?
A. Critical reading is to make judgements about how a text is argued.
B. Critical reading is a way of asking “What information can I get out of it?”
C. Critical reading is looking for ways of thinking about the subject matter.
D. Critical reading is a more advanced form and a higher level of reading.
_______17. What is reading?
A. The ability to recognize letters, numbers, and other characters in a written text.
B. The ability to speak out the words of a text.
C. The ability to process and decode symbols to derive meaning from a text.
D. The ability to gain information from the text read and apply to daily living.
_______18. The statement “Excessive television viewing has caused the steady decline in the
reading ability of children and teenagers.” can be classified as _________
A. claims of policy C. claims of value
B. claims of fact D. claims of cause and effect
_______19. The following statements are claims of fact, EXCEPT _____________. A.
Excessive consumption of alcohol can lead to several diseases.
B. Television newscasting influences the way Americans think about social and political
issues.
C. An improved sewer system would solve these flood drainage problems.
D. Honesty is the best policy.
_______20. How would you consider a statement as claims of value?
A. If inferences are made based on data, documents, and scientific observation results
and research.
B. If it refers to presentation of opinion about something using language.
C. If it attempts to prove that some action, belief, or condition is right or wrong, good or
bad.

Reading and Writing Skills for Grade 11 | 3

D. If it requires proposal of clear and measurable action or steps.
_______21. Which of the following is not a purpose of discourse?
A. To inform C. To entertain
B. To persuade D. To destruct
_______22. Which of the following graphic organizers can be used to sort or classify information or
objects into different categories?
A. Web C. Compare-contrast Matrix
B. Classification table D. Venn Diagram
_______23. (1) American women gained status during World War II. (2) Many of them took over men’s
jobs in factories and farms as men enlisted into the military. (3) As a result, they learned new
skills and experienced work outside of the home. (4) Also, women were allowed to serve in the
military following the bombing of Pearl Harbor, so they felt the pride of being in the military
service. (5) Lastly, because of the absence of men, women made decisions for themselves and
their families.
What is the main idea of the paragraph?
A. American women gained status during World War II.
B. Women were allowed to serve in the military.
C. Women took over men’s jobs as men enlisted into the military.
D. Women made decisions for themselves and their families.
_______24. Self defense is a basic human right. Therefore, everyone should carry a handgun. The
italicized sentence is called _________
A. assumption C. conclusion
B. premise D. evidence
_______25. Which of the following does not exemplify a claim of policy?
A. The death penalty should be abolished because it does nothing to prevent murder.
B. Legislation should be passed to stop the sales of cigarettes.
C. The age at which people can get a driver’s license must be raised to 18.
D. Rap music makes its audience members prone to violence.
_______26.”There are three reasons I don’t have a credit card. The first reason is that using a piece of
plastic instead of cash makes it too easy for me to buy things I can’t afford. For instance, last week
I saw a 4,000.00 php pair of pink sandals in my favorite shoe store. Of course, I don’t need pink
sandals, nor I can afford them. With a credit card, however, I would now own those sandals and
be worrying about how to pay for them. The second reason I don’t have a credit card is that I
would end up in debt like my friend Sara, the shopaholic. Sara got a credit last year, and she
already owes 30,000.00 php. She buy things that she doesn’t really need such as jewelry and
designer sunglasses. She will be in debt for years. The third reason I don’t have a credit card is the
difficulty in understanding the fine print in the credit card contract. If I don’t read the fine print, I
can be surprised. For example, some credit companies will raise my interest rate if I make
payment even one day late. To sum up, credit cards may be a convenience for some people, but
for me, they are plastic ticket to financial disaster.” What is the topic sentence in the
selection? A. There are three reasons I don’t have a credit card.
B. Credit cards are plastic ticket to financial disaster.
C. Credit cards are convenience for some people.
D. Using a piece of plastic instead of cash makes it too easy for me to buy things I can’t
afford.
______27. Jane is assigned to report about the menstrual cycle in her Biology class, which of the
following graphic organizers can be used to illustrate her topic?
A. clock diagram C. cycle diagram
B. decision-making diagram D. Venn diagram
_______28. Customer orders for custom mountain bikes are delivered 4 weeks later than
regular mountain bikes. To address this issue, the shop owner can best identify the
problem

Reading and Writing Skills for Grade 11 | 4

through ______________
A. Venn diagram C. fishbone diagram
B. chain diagram D. cycle diagram
_______29. Which among the following topics can be a subject of persuasive paragraph?
A. Apollo 11 space mission
B. Blue Whales’ first baseball game of the new season
C. Air-conditioning of all classrooms
D. First plane ride
______30. How the ideas in these sentences are logically linked? “In recent years viruses have
been shown to cause cancer not only in chickens but also in mice, cats, and even in
some primates. Therefore, it is a reasonable hypothesis that viruses might cause
cancer in humans”.
A. The two sentences have different topic sentences.
B. It uses “therefore” as a concluding connectives to support the argument.
C. The second sentence reiterates the idea of the first.
D. The overall text has meaning.
______31. Which sentence uses formal language?
A. We cordially invite you to our wedding day.
B. The research project won’t continue next year.
C. It was raining cats and dogs.
D. Hey guys! Wanna go to the party tonight?
______32. “Natasha’s basement was our sanctuary. I return to it in my best dreams and wake up
feeling like I could die happy.” How did the writer get the reader’s attention on her
descriptive essay?
A. The writer emphasized the name of the owner of the basement who is Natasha.
B. The writer uses poetic devices.
C. The writer let the readers know what he/she is describing as soon as possible
instead of leaving them guessing.
D. The writer uses correct series of adjectives to achieve better description of what
he/she is talking about at the beginner of his/her paragraph.
______33. What graphic organizer can be used to clarify the relationship between specific events
and the outcomes deriving from them, thus illustrating the concepts of consequences,
inevitability, and causality?
A. Cause-Effect Chain C. Classification table
B. Problem-Solution Map D. Venn Diagram
______34. “Madagascar has one of the world’s oldest systems of natural reserves. This system, established
during the early 1900s, was designed to protect lemurs and other animal species unique to the
island. However, due to severe economic hardship, this island country lacks the funds to properly
manage the reserves; as a result, many species risks extinction. One recent solution to this
problem has been offered by the international community. If Madagascar begins to better protect
its reserves, its foreign debt will be reduced. This incentive should lead to some level of
improvement.” What graphic organizer is suitable to illustrate the text?
A. Cause-Effect Chain C. Classification table
B. Problem-Solution Map D. Venn Diagram
______35. A baby is a miracle and gift from heaven. This miracle is formed in the mother’s womb
for 9 precious months. It starts from two gamete cells which met and are fertilized in a
woman’s ovaries. After some time, it come down to the fallopian tube to the uterus walls
and attaches there. It becomes an embryo to fetus to a tiny baby until it is ready to come
out and see the world. What kind of process pattern is presented here?
A. Process Narration C. Process Explanation
B. Process Instruction D. Process Action

Reading and Writing Skills for Grade 11 | 5

______36. Which essay title do you think will not make use of a Venn diagram? A.
Differences between the Daily Lives of Teenagers Today and a Century Ago
B. Material and Non-Material Factor of Happiness
C. Iphone 5s versus iPhone 6
D. Effective Leadership
______37. Which of the following topic sentences is more specific?
A. Studying overseas was deemed to be very difficult.
B. Studying overseas was deemed to be very difficult as survey shows.
C. Studying overseas was deemed to be very difficult for 63% of the people surveyed
who cited a range of difficulties including homesickness, loneliness, difficulty making
foreign friends, changes to diet, health problems, weight gain and difficulties with
money and jobs.
D. Studying overseas was deemed to be very difficult due to several factors like
homesickness, loneliness, difficulty making foreign friends, etc.
______38. Which of the following situations uses brainstorming technique in selecting
information correctly?
A. Lily, as the leader of the group called a meeting in order to decide for an upcoming
event. However, she critics and turns down every idea because it does not fit her
liking.
B. John, a crew of Jollibee, introduced a new idea in a forum on how to attract more
customers. His idea was discussed and criticized by other crews even though his ideas
was not even tabled yet.
C. Carla, the president of the Graduating Class, presented the goals and objectives of the
class meeting to let her batch mates think of ideas on themes for their upcoming
Senior’s Prom.
D. Lacey, the SK chairman, created a drop box for all the youth of their barangay to drop
ideas for their Araw ng Barangay Celebration activities.
_______39. “As a child at the age of two, my sister and I had pictures taken together. My sister and
I are ten months and three weeks apart. In this special family picture was look identical.
Our big, dark blue and brown eyes and smile resemble two calm little girls, enjoying the
moment with peaceful smiles on our faces. In our long, dark red and blue dresses we sit
straight up in front of a warm red fireplace surrounded by green plants. Our dark brown,
wavy hair even matched. We both had baby pink bows off to the side of our heads that
resemble a blooming flower. Growing up our family consisted of our father, my sister,
and I. My sister and I have both been there for each other through “the thick and the
thin.” My photograph pf my sister and reveals how close we are in age and through this
paragraph it also reveals how close we are when it comes to love and friendship.” What
major type of graphic organizer the text can be classified?
A. Cause and Effect C. Comparing and Contrasting
B. Sequencing D. Describing
_______40. The multiple concussions sustained by players make it hard to justify letting the
players fight. Fights also slows the game down, and many other leagues have exciting,
fast-paced games that don’t involve fighting. It also seems a bit strange that a fight is
permitted during a hockey game, but fighting off the ice is considered a crime. Finally,
little kids often look up to players as role models, and might try to emulate the actions of
their heroes.
Based on the give supporting details, which of the following sentences is the strongest topic
sentence?
A. Hockey is a very violent sport.
B. There are a number of strong reasons to ban fighting in hockey.
C. In order to protect our children, we must ban all fighting from hockey.
D. Hockey fights are the most exciting part of the game.

Reading and Writing Skills for Grade 11 | 6

“The more that you read, the more things you will know. The more that you
learn, the more places you’ll go”
- Dr Seuss, I can Read with my Eyes Shut
Prepared by:
RAJAN A. GALILA
MARIVIC U. CORDOVA
ARLYN B. DAWADIAS KRISTINE
DAWN CAUSING

Pretest Answer Key:

1. B 21. D
2. A 22. B
3. C 23. A
4. B 24. C
5. A 25. D
6. B 26. A
7. C 27. C
8. B 28. C
9. B 29. C
10. D 30. B
11. B 31. A
12. D 32. C
13. B 33. A
14. D 34. B
15. B 35. B
16. B 36. D
17. C 37. C
18. D 38. C
19. D 39. D
20. C 40. B

Daily Lesson Plan in Reading and Writing Skills

Reading and Writing Skills for Grade 11 | 7

I. Objective
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: At the end of the lesson, 80 % of the students will be

able to describe a written text as connected discourse.
(EN11/12RWS-IIIa-1)

Semester: Second Week: 1 Day: 2

II. Content
A. Subject Matter : Text as Connected Discourse
B. Integration :
C. Strategy : Game-based Instruction and Small Group Discussion

III. Learning Resources

A. References
B. Other References Hadley, G. S. (2016). “Written Discourse Analysis:
Investigation and Implications.” Retrieved from
http://www.nuis.ac.jp/~hadley/publication/nuwritnanlysis/writtenanalysis.html
Nordquist, R. (2016). “Expressive Discourse (Composition).” About.com Education.
Retrieved from
http://grammar.about.com/od/e/g/ExpressiveDiscourse.htm
Perez, R.E. (2014). Exit essay: Save the Filipino language. Retrieved from
http://rjaperez.tumblr.com/post/95149266012/exit-essay-save-the-
filipinolanguage
“Text as Connected Discourse”. (2016). Quipper Limited. Retrieved from
https://school.quipper.com/en-PH/courses/reading-and-writing-skills-1/text-
asconnected-discourse.html
C. Materials: Laptop, PowerPoint Presentation, Manila Paper, Marker

IV. Procedure
A. Activation of Prior Knowledge (10 minutes) o
The teacher will group the class into five (5).
o Each group will be given one (1) reading text with process questions in it (see
attached appendix 1) to be analyzed.
o After 5 minutes, each group will present their analysis in front of the class.

Reading Text for Group 1:

Last night, I was walking on my way home when it suddenly rained. I forgot to bring
my umbrella, so I ran to avoid getting completely soaked in the rain. Not seeing where

Reading and Writing Skills for Grade 11 | 8

I was going, I fell into a paddle of water. Then a guy helped me stand up. When I
looked up, I recognized him. Momentarily, I forgot that I was soaking wet and that I
was very cold. He offered to walk me home, and I just nodded. The next day, he and
I saw each other at school. At last, we talked like old friends.

Process Questions
1. What is the text all about?
2. How did the writer share his experience?

Reading Text for Group 2:

The tarsier has soft, grayish fur. It has bat-like ears and a long, rat-like tail. It only
stands about 100 millimeters. It feeds on insects like crickets, beetles, and termites;
and on small animals, too, like lizards, frogs, and small birds. Also, it is capable of
turning its head 180 degrees and jumping backward with accuracy.

Process Questions
1. What is the text all about?
2. How did the writer describe the subjects?

Reading Text for Group 3:

The greenhouse effect is a natural process. As the sun shines, Earth absorbs some of
its energy. Then the greenhouse gases in the atmosphere like water vapor, carbon
dioxide, methane, nitrous oxide, and the ozone absorb and emit that energy. This
energy warms the atmosphere as well as the Earth’s surface. As a result, the process
keeps Earth warm.

Process Questions
1. What is the text all about?
2. How did the writer present the information about greenhouse effect?

Reading Text for Group 4:

Leonardo da Vinci and Michelangelo are regarded as two of the greatest artists from
the Renaissance. Both were geniuses; they mastered techniques that made them
superior to their contemporaries. Also, they were similarly interested in anatomy,
which helped them produce highly realistic works. However, they each had a
distinct style. Da Vinci developed a style that was feminine and full of light. On the
other hand, Michelangelo preferred his works to be masculine and dark.
Process Questions
1. What is the text all about?
2. How did the writer describe the subjects?

Reading Text for Group 5:

Reading and Writing Skills for Grade 11 | 9

personnel and a total of 126 aircraft. It has been active since July 1, 1947. The
Philippine Navy is the naval service branch. It was founded on May 20, 1898 and
has a total of 101 ships and 24,000 active personnel. The Philippine Marine Corps

Reading and Writing Skills for Grade 11 | 10

conducts amphibious and expeditionary warfare as well as special operation missions.
It was established on November 2, 1950, and it has 8,300 active personnel.

Process Questions
1. What is the text all about?
2. How did the writer organize the information about the Armed Forces of the
Philippines?

B. Analysis (5 minutes) o The teacher will ask the following questions to solicit ideas
from the learners:

1. What were your guiding principles in analyzing the reading text?

2. How did you identify that the list is narration, comparison and contrast, definition,
categorization and classification?

o Then, the teacher will consolidate the answers of the students and lead them to the
lesson.

C. Abstraction (30 minutes) o The teacher will tell the students that they will have
“Think Me in Carousel Ride…” activity using the same group.
o The teacher will assign each group a post as their starting point. o The teacher will
instruct each group to gather information by taking down notes for two (2) minutes
only in each post.
o While the students are visiting the posts, the teacher will play a song and the ride will
start as the teacher gives his/her go signal.

Post 1
I. Definition and Purposes of a Discourse
• A discourse is a formal and often lengthy discussion of a topic, where concepts and
insights are arranged in an organized and logical manner. Also, it refers to the way
how language is used to convey meanings or to propel action or provoke a specific
response. It is often associated with speech, but it may also be written. It usually
serves as a writer’s or a scholar’s analysis of a concept or theory proposed by
another writer.
• Below are the purposes of a discourse.
1. To inform – A discourse that aims to inform provides a descriptive and
comprehensive discussion on the topic. It points out what one should know
about a topic or subject.
2. To persuade – A discourse that aims to persuade tries to convince the
readers that the proposed claim or solution is better than any other proposal.
3. To entertain – A discourse that aims to amuse provides a source of
entertainment for its readers.

• Analyzing a discourse is usually contextual. The reader tries to consider several

factors that may have influenced the writer to make certain claims. Those factors
explain the author’s biases, philosophy, and educational and professional
backgrounds, among others. Below are three of those factors.

Reading and Writing Skills for Grade 11 | 11

1. Culture – The beliefs, customs, attitudes, language, and other things
that define culture may influence the author’s perspective on several issues.
Knowing about the culture the author belongs to, the reader may understand
his or her biases.
2. Social environment – The author’s physical surroundings and social
relationships, as well as the culture of the time may have influenced his or her
writing. For instance, during the early decades of the 20th century, most
writers produced works that were classified as “modern” because of its distinct
feature: stream of consciousness.
3. Experiences – Personal accounts or first-hand experience of events,
though subjective, establish credibility and reliability of information presented
in any discourse.

Post 2
II. Types of Discourse
• Argumentation – In this type of discourse, the writer aims to persuade the
audience or readers. He or she presents valid claims or counterclaims, each
supported by evidence, to prove a point. In proving claims, the writer presents
studies, experts’ opinions, and statistical data, among others. Moreover, an
argumentative discourse should appeal to logic or reason instead of emotion.

Example: A recent study confirmed that playing video games may cause
children to become violent. However, this is only true for some children.
Dr. Charlotte Cooper and Dr. Markey Vitasa of ABC University explained
that children who manifest a combination of three personality traits―high
neuroticism, disagreeableness, and low levels of conscientiousness―are
more likely to be aggressive toward others after playing video games.

Explanation: In order to convince the readers, the author of the passage

mentioned a study to support his or her claim about video games. The
author did not simply state that video games may cause children to become
violent; he or she proved it by citing two experts.

• Description – This type of discourse is based on the main impression of the

author about the topic or subject. His or her impression is influenced by prior
knowledge, culture, environment, and experiences, among others. As the writer
describes his or her observations, it triggers sensory images among readers.

Example: When I first saw my childhood friend Margarette, she was about
my younger sister Viv’s height. Her hair was curly and dark, and her skin
was pale. But what really struck me when I first saw her was her big round
blue eyes.

Explanation: Through the author’s description, the reader can infer what
the person Margarette looks like.

• Exposition – This aims to inform, clarify, and explain a phenomenon. It defines

what something is and provides an in-depth discussion about topics that are

Reading and Writing Skills for Grade 11 | 12

usually less explored. Moreover, it gives reader instructions on how something
is done.
Example: How to set up an email account 1. Choose the web host. 2. Look
for the sign up button. Click it. 3. Provide the required information. 4.
Think of a unique username and a password. (Tip: For the password, type
in uppercase or add characters.) 5. Start using the newly setup email
account.

Explanation: The passage gives instructions on how to set up an email

account. Some examples of an exposition may be found in some magazine
articles or editorials, which usually include life hacks.

• Narration – This type of discourse is like storytelling. It recalls events

chronologically. It is told in the first, second, or third person point of view.
Moreover, its structure may be linear or nonlinear. A linear structure follows a
typical format: beginning, middle, end; while a nonlinear structure may start
from the end or in the middle.

Example: I remember the time when I learned how to swim. I was only
eight years old and afraid to bathe in a pool. I envied the kids who played
with inflatable balls and animals. Whenever my family would visit the
clubhouse, I would sit beside the pool and never really jump in to join
them. A summer camp opened in our neighborhood, and my mom thought
of enrolling my brother and me in a swimming class. Two days before the
class started, my mom gave me a pep talk; that made me realize that I did
not want to miss out the fun just because I was afraid.

Explanation: The passage conveys a person’s experience about learning

how to swim. The events are told chronologically, and the story is told in
the first person point of view.

Post 3
III. Literary Discourse
• A literary discourse is generally focused on creative works, including nonfiction.
Also, it includes texts that are used strictly for business communication. The
following are the three types of literary discourse:
1. Poetic – This type of discourse is commonly found in creative works like poems,
novels, short stories, and plays. It focuses on how language is used to form themes
and convey ideologies. Some meanings in creative works are explicit, while some
are implied, especially in poems. Ordinary words, especially those used in a
poem, are made appealing through sound patterns.

Example: The Road Not Taken (An Excerpt) By Robert Frost

I shall be telling this with a sigh
Somewhere ages and ages hence:
Two roads diverged in a wood, and I
— I took the one less traveled by,
And that has made all the difference.

Reading and Writing Skills for Grade 11 | 13

Explanation: In the text, the author used the roads as a metaphor for making
life decisions. Also, notice that the last words in the poem rhyme: sigh, I, and
by; hence and difference.

2. Expressive – This type of discourse is commonly found in academic journals,

letters, diaries, and blogs. It is a personal narrative and is typically written in the
first person point of view. In the process, the writer reveals something about his or
her identity. In literary terms, expressive discourses are referred to as creative
nonfiction.

Example: The Diary of a Young Girl (An Excerpt) By Anne Frank Sunday,
21 June 1942. Everyone at school is waiting to hear what happens next. Who
will move up a class, and who will stay down? We’re all trying to guess! I
think my girlfriends and I will be OK, though we’ll have to wait patiently to
find out. Most of my teachers like me, but old Mr. Keesing gets angry with
me because I often talk too much! He made me do some extra homework and
write about
‘Someone Who Talks Too Much.’

Explanation: Based on the passage, the writer is describing what she felt
while waiting for the big announcement in school. She describes what she is
like in school—talkative—and how sociable she is as most of her teachers
like her.

3. Transactional – This type of discourse is commonly found in instructional

materials, advertisements, and editorial articles, among others. It is directive in
nature as it provides detailed information on how something is done or achieved.
Moreover, it encourages the reader to do something or to take action.

Example: How to Cook Chicken Tinola

Ingredients:
1/2 kg chicken wings
1 red onion, peeled and sliced
1 clove of garlic, peeled and crushed
1 small ginger, peeled and julienned
1 small green papaya, peeled and cut into wedges
1-2 stalks of malunggay 1 teaspoon of salt
1 teaspoon of pepper 3-
4 cups of water
Procedure:
1. Prepare all the ingredients.
2. Heat the pan in a medium flame. Add 2–3 tablespoons of oil.
3. Sauté garlic, onion, and ginger. Add chicken wings and sauté for 3–4
minutes.
4. Pour 3–4 cups of water. Let it simmer.
5. Add the papaya. Simmer until the chicken becomes tender.

Reading and Writing Skills for Grade 11 | 14

6. Add the malunggay leaves. 7. Add salt and pepper to taste. 8. Serve and
enjoy.

Explanation: The recipe above shows the instructions in cooking chicken

tinola. It is a list that shows the step-by-step detail in cooking the dish.

Post 4
IV. Academic Discourse
• An academic discourse is expository or argumentative in nature. Sometimes, it
presents an individual’s insights regarding a concept or method in a scholarly way. •
Unlike other discourses, an academic discourse uses formal language and the third
person point of view; it maintains an objective tone. It avoids using figures of
speech and idiomatic expressions, including biased or stereotyped and sexist
language. Its examples include essays, journals, book reviews, synthesis, literature
review, and research, among others.
Example: Medea is portrayed as an empowered woman in the Euripides’
play. It is a far cry from how women were viewed and represented in the
Ancient Greece. Women then were mainly portrayed as in charge of
producing children, taking care of them, and being a mistress of the
household. Medea’s character defies and challenges conformities. Her
deeds, though evil in nature, stem from the strength of her mind… Medea,
although elicits pity from the audience during the first part of the play as an
abandoned wife and mother, in the end, is feared and abhorred as she proves
to be aware of how wicked her deeds are and yet would not have it the other
way around: “I understand what evil I am about to do but my wrath is
stronger even than my thoughts…” (Euripides 27).

Explanation: The text is a review of Euripides’ famous play Medea. The

critic, although stating his or her insights of the play, writes in an objective
tone, using the third person point of view. Moreover, the review does not use
a figure of speech or idiomatic expression to describe, elaborate, or prove a
point.

• Structures or formats of academic discourses may vary depending on the approved

or recommended style guide to use. Below is a general format.
1. Introduction – In this part, the writer states the significance of the topic
and the issues that need to be addressed. Also, the writer mentions the
objectives of the discourse and how it may be beneficial or detrimental.
2. Body – In this part, the writer discusses the methods of gathering
information. He or she then presents the findings and interprets them.
Moreover, he or she formulates arguments and supports them with
evidence.
3. Conclusion – In this part, the writer reiterates the claims and asserts his or
her stand. He or she may include insights and recommendations for
further studies.

Post 5
V. Characteristics of Connected Discourse
Reading and Writing Skills for Grade 11 | 15
• Written text is also described as written discourse, especially when a simple analysis
of it reveals that it is connected discourse, e.g. It uses cohesive devices,
connectives, conjunctions, and repetitions.

• Written text acquires the characteristics of connected discourse when:

1. Its ideas are linked logically.
2. There is logical organization and development of the theme.
3. There is use of repetition, reference, conjunctions, connectives and other
transitional devices.

Example: “There are three reasons I don’t have a credit card. The first reason is
that using a piece of plastic instead of cash makes it too easy for me to buy things I
can’t afford. For instance, last week I saw a 4,000.00 php pair of pink sandals in my
favorite shoe store. Of course, I don’t need pink sandals, nor I can afford them. With
a credit card, however, I would now own those sandals and be worrying about how
to pay for them. The second reason I don’t have a credit card is that I would end up
in debt like my friend Sara, the shopaholic. Sara got a credit last year, and she
already owes 30,000.00 php. She buy things that she doesn’t really need such as
jewelry and designer sunglasses. She will be in debt for years. The third reason I
don’t have a credit card is the difficulty in understanding the fine print in the credit
card contract.
If I don’t read the fine print, I can be surprised. For example, some credit
companies will raise my interest rate if I make payment even one day late. To sum
up, credit cards may be a convenience for some people, but for me, they are plastic
ticket to financial disaster.”

Explanation: The author directly state the central theme of the paragraph in the first
sentence which is further develop by the following sentences. Also, the author use
transitional devices to logically linked liked the ideas in the paragraph: “first”,
“second”, “third”, and “To sum up”. Furthermore, the author use repetition to keep
the readers to the theme: “The first reason…”, “The second reason…”, and “The
third reason…”

o After the ride, the students will be asked to sit with their groupmates, discuss the
information they gathered, and make a summary of their understanding for 10
minutes.
o Then, each group will assign one or two members to present their summary and
understanding in front of the class.

D. Application (15 minutes) o The teacher will instruct the students to get a pair to read ,
describe and answer the process questions of Abraham Lincoln’s Gettysburg Address
(see attached Appendix 2)

Abraham Lincoln’s Gettysburg Address.

Fourscore and seven years ago our fathers brought forth, on this continent, a
new nation, conceived in liberty, and dedicated to the proposition that all men are
created equal. Now we are engaged in a great civil war, testing whether that nation,
or any nation so conceived, and so dedicated, can long endure. We are met on a great
Reading and Writing Skills for Grade 11 | 16
battle-field of that war. We have come to dedicate a portion of that field, as a final
resting-place for those who here gave their lives, that that nation might live. It is
altogether fitting and proper that we should do this. But, in a larger sense, we cannot
dedicate, we cannot consecrate—we cannot hallow—this ground. The brave men,
living and dead, who struggled here, have consecrated it far above our poor power to
add or detract. The world will little note, nor long remember what we say here, but it
can never forget what they did here. It is for us the living, rather, to be dedicated here
to the unfinished work which they who fought here have thus far so nobly advanced. It
is rather for us to be here dedicated to the great task remaining before us—that from
these honored dead we take increased devotion to that cause for which they here gave
the last full measure of devotion—that we here highly resolve that these dead shall
not have died in vain—that this nation, under God, shall have a new birth of freedom,
and that government of the people, by the people, for the people, shall not perish from
the earth.

Process Questions:
1. What is the speech all about?
2. What is the purpose the speaker?
3. What makes the reading text a connected discourse?
E. Assessment o The Application serves as the assessment

F. Assignment o The students will be asked to read Renz Perez Exit Essay “Save the
Filipino Language” (See attached Appendix 3). After reading the essay, explain why it is
considered an academic discourse and not a literary discourse, or vice versa. Support
your claims by citing lines from the essay.

Exit Essay: Save the Filipino Language o

By Renz E. Perez

The Filipino language plays a huge part in the lives of the countrymen. It is the
heart and soul of the country as it symbolizes oneness in words, speech, and thought.
Language is something one continuously learns as he/she grows up. Truly, a country’s
language paves way for bigger and better opportunities that will benefit everyone. But
what will happen to this optimistic view of the future if the means of learning one’s
language is taken away from him? This has been one of the hottest issues present in
Philippine society today – the exclusion of the Filipino subject in the tertiary level.
Commission on Higher Education (CHED) has already released a revised general
education (GE) curriculum that implements the dropping of the mandatory Filipino
subjects on the tertiary level. The CHED memorandum order on the new curriculum notes
that the integration of GE courses in senior high school – Grades 11 and 12 – has created
a window for the revision of the current curriculum in colleges. According to CHED, the
revision of the curriculum aims to promote the development of a student’s intellectual
competency, personal and civic competency, and practical skills. CHED also claims that
the Filipino subjects taken under the K to 12 program are sufficient given that students
already have 108 hours under the said subject in Grade 11 alone. “The proposed GEC
strips away remedial courses, those that duplicate subjects in Grades 11 and 12, and
introductory courses to the disciplines,” CHED explained in CMO 20-2013.

Reading and Writing Skills for Grade 11 | 17

The new curriculum includes the following core courses: Understanding the Self;
Readings in Philippine History; The Contemporary World; and Mathematics in the
Modern World. Also included are Purposive Communication; Art Appreciation; Science,
Technology and Society; and Ethics. It requires three courses on the Arts & Humanities;
Social Sciences & Philosophy; and Mathematics Science and Technology clusters. It also
mandates the three-unit Life and Works of Rizal course. As a whole, the number of GEC
units has been reduced from the current 63-51 units down to 36 units for all college
students.
The revision of the curriculum has met various violent reactions and oppositions
from stakeholders, linguists, academics, and even students themselves. Movements from
different universities concerned are currently in motion in order to fight for the life of the
Filipino subjects in the tertiary level. David San Juan (2014), a professor in De La Salle
University-Manila, pointed out that while the memorandum stated that the optional
provision for the teaching of the courses in Filipino dilutes its purpose as most universities
in the country uses English as its default language. In addition to the statements of
oppositions, the Kagawaran ng Filipino of the Ateneo de Manila University avers that
“Hindi lamang midyum ng pagtuturo and Filipino. Isa itong disiplina. Lumilikha ito ng
sariling larang ng karunungan na nagtatampok sa pagka-Filipino sa anumang usapin sa
loob at labas ng akademya.” UP DFPP also reacted on the revision of the curriculum
expressing,
“Ang pagtatanggal ng siyam na yunit ng Filipino sa kolehiyo ay isang anyo ng karahasang
pangkamalayan. Nilulusaw nito ang pagpapahalaga sa kasaysayan at kabihasnang tanging
Filipino ang makakapagpaliwanag.”
On a personal account, being a student myself makes me think twice about the
revision of the GE curriculum in college. Through the years of my schooling, the Filipino
language has been one of the most important factors that shaped me as a person. It is the
language I use at home, in school, and nearly in everywhere I go every day. I couldn’t
stress even more the fact that I am a Filipino living in the Philippines. I grew up in a
family that treasures the native language of the Philippine culture. Hearing about the
mandatory exclusion of the Filipino subjects in college irks me mostly because I cannot
see the point if it is really necessary to remove the Filipino language when in fact; it plays
a big role in the development of the country. Resorting to dropping these subjects in favor
of others, let alone its mere deletion, is senseless. There are far more ways to address the
issue of the student’s incompetence and the revised curriculum is not one of them. It is a
shameful act to kill the nurturing of the native language. We are Filipinos and our
language is something we should be proud of – something that we must treasure. Save the
country from senseless actions by fighting for the life of the Filipino subjects. It is not
impossible to oppose such acts if all countrymen are united towards achieving one goal.
The time to act is now – before it is all too late.
Perez, R.E. (2014). Exit essay: Save the Filipino language. Retrieved from
http://rjaperez.tumblr.com/post/95149266012/exit-essay-save-the-filipino-language

o Students will be asked to do further research on connected discourse and look for a
sample to be submitted the next meeting. (This should be done individually.)

V. Remarks
___________________________________________________________________________
___________________________________________________________________________

Reading and Writing Skills for Grade 11 | 18

Reading Text for Group 1:

Last night, I was walking on my way home when it suddenly rained. I forgot to bring
my umbrella, so I ran to avoid getting completely soaked in the rain. Not seeing
where I was going, I fell into a paddle of water. Then a guy helped me stand up.
When I looked up, I recognized him. Momentarily, I forgot that I was soaking wet
and that I was very cold. He offered to walk me home, and I just nodded. The next
day, he and I saw each other at school. At last, we talked like old friends.

Process Questions
1. What is the text all about?
2. How did the writer share his experience?

Cut here- - - - - - -- - - -- - - -- - -----------------------------------------------------------------------

Reading Text for Group 2:

Process Questions
1.What is the text all about?
2. How did the writer describe the subjects?

Cut here- - - - - - -- - - -- - - -- - -----------------------------------------------------------------------

Reading and Writing Skills for Grade 11 | 19

Reading Text for Group 3:
The greenhouse effect is a natural process. As the sun shines, Earth absorbs some of
its energy. Then the greenhouse gases in the atmosphere like water vapor, carbon
dioxide, methane, nitrous oxide, and the ozone absorb and emit that energy. This
energy warms the atmosphere as well as the Earth’s surface. As a result, the process
keeps Earth warm.

Process Questions
1. What is the text all about?
2. How did the writer present the information about greenhouse effect?

Cut here- - - - - - -- - - -- - - -- - -----------------------------------------------------------------------

Reading Text for Group 4:

Process Questions
1.What is the text all about?
2.How did the writer describe the subjects?

Cut here- - - - - - -- - - -- - - -- - -----------------------------------------------------------------------

Reading Text for Group 5:

The Armed Forces of the Philippines (AFP) are composed of the Philippine Army,
the Philippine Air Force, the Philippine Navy, and the Philippine Marine Corps. The
Philippine Army, the main and largest branch, is responsible for ground warfare. It
was established on December 21, 1935, and it has 86,000 active personnel. The
Philippine Air Force is the aerial warfare service branch. It has 15,000 active
personnel and a total of 126 aircraft. It has been active since July 1, 1947. The
Philippine Navy is the naval service branch. It was founded on May 20, 1898 and
has a total of 101 ships and 24,000 active personnel. The Philippine Marine Corps
conducts amphibious and expeditionary warfare as well as special operation
missions. It was established on November 2, 1950, and it has 8,300 active personnel.

Process Questions
1. What is the text all about?
2. How did the writer organize the information about the Armed Forces of the
Philippines?

Reading and Writing Skills for Grade 11 | 20

Cut here- - - - - - -- - - -- - - -- - -----------------------------------------------------------------------
Appendix 2

Abraham Lincoln’s Gettysburg Address.

Fourscore and seven years ago our fathers brought forth, on this continent, a new
nation, conceived in liberty, and dedicated to the proposition that all men are created equal.
Now we are engaged in a great civil war, testing whether that nation, or any nation so
conceived, and so dedicated, can long endure. We are met on a great battle-field of that war.
We have come to dedicate a portion of that field, as a final resting-place for those who here
gave their lives, that that nation might live. It is altogether fitting and proper that we should
do this. But, in a larger sense, we cannot dedicate, we cannot consecrate—we cannot hallow
—this ground. The brave men, living and dead, who struggled here, have consecrated it far
above our poor power to add or detract. The world will little note, nor long remember what
we say here, but it can never forget what they did here. It is for us the living, rather, to be
dedicated here to the unfinished work which they who fought here have thus far so nobly
advanced. It is rather for us to be here dedicated to the great task remaining before us—that
from these honored dead we take increased devotion to that cause for which they here gave
the last full measure of devotion—that we here highly resolve that these dead shall not have
died in vain—that this nation, under God, shall have a new birth of freedom, and that
government of the people, by the people, for the people, shall not perish from the earth.

Process Questions:

3. What is the speech all about?

4. What is the purpose the speaker?
5. What makes the reading text as a connected discourse?

Cut here- - - - - - -- - - -- - - -- - -----------------------------------------------------------------------

Appendix 3
Exit Essay: Save the Filipino Language
By Renz E. Perez
The Filipino language plays a huge part in the lives of the countrymen. It is the heart
and soul of the country as it symbolizes oneness in words, speech, and thought. Language is
something one continuously learns as he/she grows up. Truly, a country’s language paves
way for bigger and better opportunities that will benefit everyone. But what will happen to
this optimistic view of the future if the means of learning one’s language is taken away from
him? This has been one of the hottest issues present in Philippine society today – the
exclusion of the Filipino subject in the tertiary level.
Commission on Higher Education (CHED) has already released a revised general
education (GE) curriculum that implements the dropping of the mandatory Filipino subjects
on the tertiary level. The CHED memorandum order on the new curriculum notes that the
integration of GE courses in senior high school – Grades 11 and 12 – has created a window
for the revision of the current curriculum in colleges. According to CHED, the revision of the
curriculum aims to promote the development of a student’s intellectual competency, personal
and civic competency, and practical skills. CHED also claims that the Filipino subjects taken

Reading and Writing Skills for Grade 11 | 21

under the K to 12 program are sufficient given that students already have 108 hours under the
said subject in Grade 11 alone. “The proposed GEC strips away remedial courses, those that
duplicate subjects in Grades 11 and 12, and introductory courses to the disciplines,” CHED
explained in CMO 20-2013.
The new curriculum includes the following core courses: Understanding the Self; Readings in
Philippine History; The Contemporary World; and Mathematics in the Modern World. Also
included are Purposive Communication; Art Appreciation; Science, Technology and Society;
and Ethics. It requires three courses on the Arts & Humanities; Social Sciences &
Philosophy; and Mathematics Science and Technology clusters. It also mandates the three-
unit Life and Works of Rizal course. As a whole, the number of GEC units has been reduced
from the current 63-51 units down to 36 units for all college students.
The revision of the curriculum has met various violent reactions and oppositions from
stakeholders, linguists, academics, and even students themselves. Movements from different
universities concerned are currently in motion in order to fight for the life of the Filipino
subjects in the tertiary level. David San Juan (2014), a professor in De La Salle
UniversityManila, pointed out that while the memorandum stated that the optional provision
for the teaching of the courses in Filipino dilutes its purpose as most universities in the
country uses English as its default language. In addition to the statements of oppositions, the
Kagawaran ng Filipino of the Ateneo de Manila University avers that “Hindi lamang midyum
ng pagtuturo and Filipino. Isa itong disiplina. Lumilikha ito ng sariling larang ng karunungan
na nagtatampok sa pagka-Filipino sa anumang usapin sa loob at labas ng akademya.” UP
DFPP also reacted on the revision of the curriculum expressing, “Ang pagtatanggal ng siyam
na yunit ng Filipino sa kolehiyo ay isang anyo ng karahasang pangkamalayan. Nilulusaw nito
ang pagpapahalaga sa kasaysayan at kabihasnang tanging Filipino ang
makakapagpaliwanag.” On a personal account, being a student myself makes me
think twice about the revision of the GE curriculum in college. Through the years of my
schooling, the Filipino language has been one of the most important factors that shaped me as
a person. It is the language I use at home, in school, and nearly in everywhere I go every day.
I couldn’t stress even more the fact that I am a Filipino living in the Philippines. I grew up in
a family that treasures the native language of the Philippine culture. Hearing about the
mandatory exclusion of the Filipino subjects in college irks me mostly because I cannot see
the point if it is really necessary to remove the Filipino language when in fact; it plays a big
role in the development of the country. Resorting to dropping these subjects in favor of
others, let alone its mere deletion, is senseless. There are far more ways to address the issue
of the student’s incompetence and the revised curriculum is not one of them. It is a shameful
act to kill the nurturing of the native language. We are Filipinos and our language is
something we should be proud of – something that we must treasure. Save the country from
senseless actions by fighting for the life of the Filipino subjects. It is not impossible to
oppose such acts if all countrymen are united towards achieving one goal. The time to act is
now – before it is all too late.

Perez, R.E. (2014). Exit essay: Save the Filipino language. Retrieved from
http://rjaperez.tumblr.com/post/95149266012/exit-essay-save-the-filipino-language

Reading and Writing Skills for Grade 11 | 22

Daily Lesson Plan in Reading and Writing Skills

I. Objective
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: At the end of the lesson, 85 % of the students will be

able to distinguish between brainstorming list and
graphic organize among techniques in selecting and
organizing information. (EN11/12RWS-IIIa-2-
EN11/12RWS-IIIa-2.1)
Quarter: 3 Week: 1 Day: 3

II. Content
A. Subject Matter : Brainstorming List and Graphic Organizers
B. Integration :
C. Strategy : Eclectic Method: interacting, reading, questioning and
elaborating

III. Learning Resources

A. References
B. Other References Luman, R. (2001). “ Modesto Junior College Power Point
Presentation on Brainstorming Getting Ideas Before you Write”. Retrieved from
https://www.google,kisi.deu.edu.tr/userweb/mehmetali.ilgin/Brainstorming.ppt
“Creative Activities, Games and Exercises for Effective Group Problem
Solving” (2015) Retrieved from https://mftro.com/creative-
brainstormingactivities/
Baraceros, E. (2008), Communication Skills I, p. 164-167 C.
Materials: Manila paper, Marker, Tape

IV. Procedure
A. Activation of Prior Knowledge (10 minutes) o The teacher will group the class into
three (3). o Each group will be given the same reading text which is the story entitled
“At the Library”, and they will be answering the process questions about the story
( see attached appendix 1)

Reading Text and process question for Group 1-3:

Reading and Writing Skills for Grade 11 | 23
At the Library

Process Questions

1. The chart shows a list of

A. the ten groups of fiction books available in the library.
B. the ten reasons to get your own library card. C. the ten alphabetical listing for
fiction
D. the ten groups in the Dewey Decimal System and sample topics.
2. According to the graphic, in which section would you find a book about swimming?
A. 400
B. 600
C. 700
D. 900
3. From the graphic , you know the 300 section would most likely have a book about
A. Olympic figure skaters
B. The respiratory system
C. Holidays around the world

Reading and Writing Skills for Grade 11 | 24

D. Former U.S. Presidents

o After 5 minutes, each group will present their analysis in front of the class.

B. Analysis (5 minutes) o The teacher will ask the following questions to solicit ideas
from the learners:
1. In the doing the activity, what are the cues that helped you
determine the answers?
2. How do we call the activity that you have engage with?
o Then, the teacher will consolidate the answers of the students and lead them to
the lesson.

C. Abstraction (30 minutes) o The teacher will discuss the characteristics of

Brainstorming and Graphic Organizers and how they distinguish from each other
through a power point presentation.

Brainstorming is a method for generating ideas to solve a design problem. It

usually involves a group, under the direction of a facilitator. The strength of
brainstorming is the potential participants have in drawing associations
between their ideas in a free-thinking environment, thereby broadening the
solution space.
Types of Brainstorming
1. Clustering
2. Listing
3. Free Writing

Graphic Organizer is a communication tool that uses visual symbols to

express knowledge, concepts, thoughts, or ideas, and the relationships between
them. Other names: knowledge map, concept map, story map, cognitive
organizer, advance organizer, or concept diagram

COMMON GRAPHIC FEATURES

A. chart list of information
B. diagram drawing that shows arrangement and labeled parts of a whole
C. flowchart series of boxes and arrows to show step-by-step progression
D. graph shows the relationship between numbers of things
E. illustration drawing of people, a place, an object, or an event
F. map drawing of part of Earth to show features like oceans, countries,
mountains, or roads
G. photo printed image of people, a place, an object, or an event
H. realia detailed photo of a real historical object, like a poster, map, or
newspaper article
I. table a systematic arrangement of data in rows and columns
J. timeline lists facts along a line in the order in which they happened

Reading and Writing Skills for Grade 11 | 25

D. Application (10 minutes) o With the same grouping of the students ,the teacher will
instruct them to read the selection “Mighty Muscles”, and answer the process
questions (see attached Appendix 2)

Mighty Muscle

Process Questions:
1. What kind of graphic does the author use to show the biceps and triceps?
a. a photo b. a graph c. a timeline d. a diagram
2. To show people exercising, the author uses
a. a map. b. an illustration. c. a flowchart. d. a photo.
3. How does the graphic of the biceps and triceps clarify the text?
a. by showing where muscles are attached to arm bones
b. by showing how high an arm can reach
c. by comparing the lengths of bones in the arm
d. by listing all the parts of the digestive system
4. Which other graphic would best clarify information in the article?
a. a timeline showing the ages from childhood to old age
b. a flowchart showing how muscles move food through the digestive system
c. a map showing where local hospitals are located
d. a photo of someone eating

Reading and Writing Skills for Grade 11 | 26

5. What are the words that identify parts on a diagram called?
a. Memos b. Titles c. Labels d. quotations

Then the students will be asked to make or write a vignette of their experience wherein you
can use graphic organizers.
Group 1: Fishbone
Group 2: Concept map
Group 3: KWL Table

E. Assessment (5 minutes) o The teacher will let the students go back to their proper
arrangement and prepare for the Peel and Share Activity which serves as their
assessment.
o The teacher prepares a paper cabbage. In each pages of the paper cabbage
prompt questions are written. o To start the game the teacher plays a music. The
teacher passes the paper cabbage to a student and continuously passes it to other
students until the music stops. The student who holds the paper cabbage as the
music stops must peel off one paper cabbage and complete the prompt questions
on the previous lesson. The game continues until the music ends.

Prompt questions used in the paper cabbage activity.

1. What is brainstorming?
2. What are the different kinds of Brainstorming?
3. What are the differences between clustering, listing and free writing?
4. What is graphic organizer?
5. Give examples of graphic organizers and distinguish them from one
another.

o Distinguish brainstorming from graphic organizer as technique in selecting and

organizing information.

F. Assignment
o The students will be asked to read the selection “Condor Comeback” (See
attached Appendix 3) After reading the essay, in a 1/2 crosswise , the students
will be asked to brainstorm and make a cause and effect web stating the factors
that affects the life span of Condors . (This should be done by pair)

Reading and Writing Skills for Grade 11 | 27

Reading and Writing Skills for Grade 11 | 28

___________________________________________________________________________
Appendix 1
Reading Texts for Activation of Prior Knowledge:
Reading Text and process question for Group 1-3:

At the Library

Process Questions
1. The chart shows a list of
A. the ten groups of fiction books available in the library.
B. the ten reasons to get your own library card. C. the ten alphabetical listing for fiction
D. the ten groups in the Dewey Decimal System and sample topics.
2. According to the graphic, in which section would you find a book about swimming?
A. 400
B. 600
C. 700
D. 900
3. From the graphic , you know the 300 section would most likely have a book about
A. Olympic figure skaters
B. The respiratory system
C. Holidays around the world
Reading and Writing Skills for Grade 11 | 29
D. Former U.S. Presidents
Appendix 2
Mighty Muscle

Process Questions:
1. What kind of graphic does the author use to show the biceps and triceps?
a. a photo b. a graph c. a timeline d. a diagram
2. To show people exercising, the author uses
a. a map. b. an illustration. c. a flowchart. d. a photo.
3. How does the graphic of the biceps and triceps clarify the text?
e. by showing where muscles are attached to arm bones
f. by showing how high an arm can reach
g. by comparing the lengths of bones in the arm
h. by listing all the parts of the digestive system
4. Which other graphic would best clarify information in the article?
e. a timeline showing the ages from childhood to old age
f. a flowchart showing how muscles move food through the digestive system
g. a map showing where local hospitals are located
h. a photo of someone eating

Reading and Writing Skills for Grade 11 | 30

5. What are the words that identify parts on a diagram called?
a. Memos b. Titles c. Labels d. quotations
Appendix 3
Condors Comeback

Reading and Writing Skills for Grade 11 | 31

Reading and Writing Skills for Grade 11 | 32
Daily Lesson Plan in Reading and Writing Skills

I. Objective
A. Content Standards : The learner realizes that information in a written
text may be selected and organized to achieve a
particular purpose.

B. Performance Standards : The learner critiques a chosen sample of each

pattern of development focusing on information
selection, organization, and development.

C. Learning Competencies : At the end of the lesson, 80 % of the students will

be able to distinguish between topic outline and
sentence outline among techniques in selecting
and organizing information
(EN11/12RWS-IIIa-2.3 EN11/12RWS-IIIa-2.4)

Quarter: 3 Week: 1 Day: 4

II. Content
A. Subject Matter : Topic outline and Sentence outline
B. Integration :
C. Strategy : Cooperative Learning; Eclectic Method:
interacting, reading, questioning, elaborating

III. Learning Resources

A. References
B. Other references
Kornhaber.,D. (2000). “Outlining “. Writing Center at Harvard University.
Retrieved from https://writingcenter.fas.harvard.edu/pages/outlining
Tips for Writing a Paragraph. (n.d.). Retrieved from
http://homepage.usask.ca/~dul381/common/paragraph.html
C. Materials: Manila paper, Marker, Tape

IV. Procedure
A. Activity (5 minutes) o The teacher will group the class into five (5).
o Each group will be given strips of paper, and they will be arranging it to form an
outline ( see attached appendix 1)
o After 3 minutes, each group will present their outline in front of the class.

B. Analysis (5 minutes) o The teacher will ask the following questions to solicit
ideas from the learners:
1. In the doing the activity, what are the cues that helped you determine the answers?
2. How do we call the activity that you have engaged with?
3. How do we call your output a while ago? What do you think is it, and is it an
example of what?
Reading and Writing Skills for Grade 11 | 33
o Then, the teacher will consolidate the answers of the students and lead them to the
lesson.
C. Abstraction (30 minutes) o The teacher tell the students about outlining it two
main type , its structure and how they distinguish from each other through a
discussion

An outline is a snapshot of your paper, capturing the important points. It helps you to take
your paper from a clear introduction to a logical conclusion, supported by your research is
essentially a guide to writing your paper, something like an of assembly instructions.

An outline is a general plan on what we are going to write. You can compare making an
outline to drawing plans to build a house. Before one begins build a house, it is best to draw
up plans to make sure that a house is built in the way you want. The same is true with writing
an outline.

Title
I. Introduction
II. Main Topic
A. Subtopic
1. Key point
2. Key point
a. Detail
b. Detail B. Subtopic
1. Key point
2. Key point
III. Main Topic
A. Subtopic
1. Key point
2. Key point
IV. Conclusion

Teacher will discuss the difference between the two types of an outline: topic outline and
sentence outline.
TOPIC OUTLINE
- It is brief.
- It makes use of word, words, or phrases.
- Its parallel structure reveals the logic that you’ll follow in your paper.

SENTENCE OUTLINE
- It is specific rather than simply generalizing.
- It makes use of sentences and end punctuations.

Sample of a topic outline

Thesis Statement: The abuse of alcohol and drugs can affect a person economically,
psychologically, and physically.

Reading and Writing Skills for Grade 11 | 34

I. Economical Effects
A. Alcohol
1. Cost of alcohol purchases
2. Cost of driving under the influence (DUI) or drunk driving
B. Drugs
1. Cost of drug purchases
2. Cost of drug arrest
II. Psychological effects
A. Alcohol
1. Mental impairment
2. Mental addiction
B. Drugs
1. Mental impairment
2. Mental addiction
III. Physical effects
A. Alcohol
1. Liver disease
2. Alcohol poisoning
B. Drugs
1. Brain damage
2. Drug overdose

Sample of a Sentence Outline

I. Alcohol and drug abuse can affect one economically.

A. The cost of alcohol abuse is high and getting higher.
1. Alcohol costs are always rising because of rising production costs as well as taxes.
2. The cost of DUI or drunk driving can be enormous.
B. The cost of drug abuse can be high.
1. The cost of drugs fluctuates drastically according to the type of drug, its availability,
and the amount.
2. Even the arrest for the possession of a minute amount of drugs can result in high bail
and court cost.
II. Alcohol and drug abuse can have psychological effects.
A. Alcohol abuse can damage a person psychologically.
1. Alcohol is a depressant and can alter the personality of anyone.
2. The abuse of alcohol can lead to the psychological addiction to alcohol. B.
Drugs abuse has many psychological implications. III. Alcohol and drug abuse can
affect one physically.
A. Alcohol and drug abuse can cause physical problems.
1. The most common disease among alcoholics is cirrhosis of the liver.
2. The massive consumption of alcohol can lead to alcohol
Poison and death.
B. Drug abuse has many physical implications.
1. Drug abuse has been linked to the damage of brain tissue.
2. The unpredictability of drugs can lead to an overdose and death.

Reading and Writing Skills for Grade 11 | 35

The teacher further give tips in outlining.
• Do not mix topic and sentence outline method • Indent properly.
• In a sentence outline, begin each point with a CAPITAL LETTER and place a period
after each division, number, or letter, and at the end of the sentence.
• In a topic outline, begin each point with a CAPITAL LETTER and place a period after
each division, number, or letter. DO NOT place periods after ideas.
• Strive for parallel wording among outline topics and sub-topics.
D. Application (10 minutes) o With the same grouping of the students ,the teacher will
instruct them to read the selections “Sleeping in tent ” and “Choosing a college or
university”, and make an outline about it (see attached Appendix 2)
o Then the students will be asked to present their outline in class and assigned a
reporter to discuss the difference of the two outlines. o After each group have
presented the other groups will be asked to give feedback on the other group’s output.

E. Assessment (5 minutes) o The teacher will let the students go back to their proper
arrangement and prepare for the Individual Paper and Pencil Test which serves as their
assessment.(see attached Appendix 3)

F. Assignment o The students will be asked to make a sentence outline on their ambition
in life in a 1 whole sheet of paper applying the structure and making a sentence outline.

V. Remarks
___________________________________________________________________________
___________________________________________________________________________

Possible answer:

The Sun

Reading and Writing Skills for Grade 11 | 36

I. General Information
A. Size
1. Diameter
2. Circumference
B. Parts of the Sun
1. Photosphere
2. Chromosphere
3. Corona
II. How the sun affects Earth
A. Sunlight
B. Food – stored sunlight
C. Invisible sunlight and health

Cut here- - - - - - -- - - -- - - -- - -----------------------------------------------------------------------

Appendix 2

1. Make a topic outline on the passage “Choosing a college or university”.

Choosing a college or university can be difficult high school graduates. The most
difficult part is finding a university that prepares them well for their future career. In
order to get a good job, the curriculum that is taught must be thorough and up-to-date. In
addition, the professors must be highly qualified and respected in their fields. Another
difficulty in choosing a university or college is affordability. Students need to be able to
pay not only the tuition fees but also the living expenses. Fortunately, some institutions
might be able to offer scholarships if students cannot afford the fees. Of course, a good
location is also very important when choosing a school. The environment should be safe
and quiet to facilitate studying. Moreover, there should be possibilities near the school
for part time or summer jobs related to major to provide some practical work experience.
High school graduates should consider all of these points carefully so they can choose the
most appropriate college or university for them.

Possible Answer
I. Choosing a college or university can be difficult for high school graduates.
A. Good preparation for your major
1. Thorough, solid curriculum
2. Qualified professors
B. Affordability
1. Ability to pay tuition and living expenses
2. Possibility of scholarships
C. Good Location
1. Study environment
2. Possibilities of part time job in major
2. Make a sentence outline on the passage “Sleeping in tent”.

If you sleep in a tent, the most important thing to look for in a good camping spot is the
quality of the ground. First, the ground has to be level. People who sleep in a tent sleep on the

Reading and Writing Skills for Grade 11 | 37

ground. For that reason, any jagged rocks or uneven ground can mean trouble. Both problems
can cause discomfort and prevent a good night’s sleep. If the ground is not level, it is best to
keep looking for a better camping spot. Second, a good camping spot should be on high
ground. Low spots are bad, because if it rains, water can collect under the tent. Also, low
ground can be spongy and damp.
No one wants a water- bed in his tent. Finally, it is really nice to have a few trees around.
Leafy tress provide shade. In the summer time they are nature’s air conditioning. Trees also
smell good, especially pine trees. They add fragrance to the fresh air. In addition, it’s a good
idea to hang your food high in the trees. That way, you are less likely to have unwelcome
visitors. Find these qualities in your camping spot, and you will not be disappointed.

Possible answer:

Here is the outline of the above paragraph.

Sleeping in tent
Topic Sentence: If you sleep in a tent, the most important thing to look for in a good camping
spot is the quality of the ground.

I. The ground has to be level.

A. People in tents sleep on the ground.
B. Jagged rocks and uneven ground mean trouble.
II. A good spot should be on high ground.
A. Low spots can collect rain.
B. Low ground can be spongy and damp.

III. It is nice to have a few trees around.

A. They provide shade.
B. They smell good.
C. They make a camp site safe (from bears).

Concluding Sentence: Find these qualities in your camping spot and you will not be
disappointed.

Cut here- - - - - - -- - - -- - - -- - -----------------------------------------------------------------------

Appendix 3

In a 1/4sheet of paper, make an outline using the data below and distinguish the the
two types of outlining.

1. Read the words and phrase below , decide which of the two name the general
category or main topics. Next find the words that name the subtopics that go
under each of the main topics. Finally decide which words and phrases could be
sub-subtopics of the sub topics listed.

Reading and Writing Skills for Grade 11 | 38

Possible answer:

2. In 3-5 sentences, describe the difference between topic outline and sentence
outline. (answers will vary on the responses of the learners)

Detailed Lesson Plan in Reading and Writing Skills 11

I. Objectives
A. Content Standards : The learner realizes that information in a written
text may be selected and organized to achieve a
particular purpose.

Reading and Writing Skills for Grade 11 | 39

B. Performance Standard : The learner critiques a chosen sample of each
pattern of development focusing on information
selection, organization, and development.

C. Learning Competencies : At the end of the lesson, 80% of the leaner

distinguishes between and among patterns of
development in writing across disciplines
(EN11/12RWS-IIIbf-3).

Quarter: 3 Week: 2 Day: 5

II. Content
A. Subject Matter : Patterns of Development (Introductory)
B. Integration :
C. Strategy : Deductive

III. Learning Resources

A. References : Agena, M.G., Gabelo, N., Geron, C., (et. al.). (2016).
Reading-Writing Connection for the 21st Century Learners for
Senior High School. Malabon City: Mutya
B. Other References : https://www.crestmont.edu/pdf/candidates-reserarch-
papers.pdf
C. Materials : Laptop, PowerPoint Presentation, Activity Sheets

IV. Procedure
Preliminary activities: (5 minutes)
 Setting the class
 picking up pieces of papers/wrapper on the floor
 Prayer
 Greeting
 Checking of attendance

A. Activating Prior Knowledge (5 minutes)

• The teacher will post/project words on the board for students to read and somehow
analyze a bit.
Philippines
Asia
Manila
Recto

Follow Up Question:
• Do you recognize the hierarchy among the items?
Arrange them in general to specific order by using the Roman numeral-capital letter-
Arabic number outline format as shown:
1._____________________________________
A._______________________________
Reading and Writing Skills for Grade 11 | 40
1._________________________
2._________________________

B. Analysis (5 minutes)
After the activity, the teacher asks:
1. Were you familiar with the activity?
2. Why and how did you come up with such arrangement?
(Note: Must remember that the farther the entry from the margin, the more specific it
should be).

C. Abstraction (15 minutes)

(The teacher starts to introduce and deepen the lesson of the day: Patterns of
Development)

Patterns of Development

Patterns of Development are structures writers use to organize their ideas. As a writer,
you have to be familiar with the different patterns of development so that you would
know how to connect your ideas and provide enough details in your writing.

Patterns of Development in writing across disciplines:

a) narration
b) description
c) definition
d) exemplification / classification
e) comparison and contrast
f) cause and effect
g) problem - solution
h) h. persuasion

Patterns of Development are used to arrange ideas to achieve the writer’s purpose in
writing the text. For example, when writers would like to define a term, that writer
would be stating what the term means to them as the central idea of the text. And
then, in the body of the text, writers would provide examples, description, and many
other facts to support the definition of the term stated in the thesis. Even though, the
text includes a description, the reader will still be able to tell that the writer intends to
make the readers realize that the text is primarily concerned with defining a term and
not merely visualize whatever the word signifies. A pattern of development
determines the central idea of the text.

Outlining
Knowing the different structures of texts will help you arrange your ideas into an
outline which will be your guide in creating a first draft of your writing.

Reading and Writing Skills for Grade 11 | 41

D. Application (15 minutes)
(Students will have a Practice Activity)

Practice selecting and organizing information through the different stages of the
writing process by doing the following:
1. Think of a subject you find interesting.
2. Logically organize your ideas or notes about the subject.
3. Write a main idea.
4. Add cohesive devices to your sentences whenever appropriate.
5. Edit your work for errors in grammar, punctuation, spelling, and format.
6. Organize your ideas or notes about the subject by writing them on the blanks
below:
7. __________________________________________________________________
__________________________________________________________________

8. Now, organize your group of notes by order of importance. Do it by deciding

where to write a particular idea---in the topic sentence or supporting sentence. The
idea that you will put in the topic sentence must be a general idea which all the
other ideas fall under. The rest of the ideas will be part of the supporting
sentences.
Reading and Writing Skills for Grade 11 | 42
Topic Sentence :_________________________________________
Supporting Sentences:_________________________________________
_________________________________________
_________________________________________
9. As you arrange your ideas, try to include appropriate cohesive or transitional
devices to make the ideas flow smoothly and logically.
10. Now that you have you first draft, edit your work by answering the questions
below.
a) Is your main idea clearly stated?
b) Does your summary have an introduction, body, and conclusion?
c) Does the body of your summary contain ideas that support your main idea?
d) Does your summary contain language not appropriate to your audience or
reader (for this activity, your teacher?
e) Do you find any mistakes in grammar, spelling, punctuation, and formatting in
your summary?
(What you have actually done is write a general-to-specific text.).

E. Assessment
--The application will serve as an assessment.—

F. Assignment
Research and study furthermore the Patterns of Development.

VI. Reflection
1. No. of learners who earned 80% in the evaluation
______________________________________________________________________
2. No. of learners who require additional activities for remediation who scored below 80%
______________________________________________________________________ 3.
Did the remedial lessons work? No. of learners who have caught up with the lesson
______________________________________________________________________ 4.
No. of learners who continue to require remediation
______________________________________________________________________ 5.
Which of my teaching strategies worked well? Why did these work?
______________________________________________________________________ 6.
What difficulties did I encounter which my principal or supervisor can help me solve?
______________________________________________________________________
7. What innovation or localized materials did I use/discover which I wish to share with other
teachers?
______________________________________________________________________

Reading and Writing Skills for Grade 11 | 43

Daily Lesson Plan in Reading and Writing Skills - 11

I. Objective
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 : At the end of the lesson, 80 % of the students will

be able to distinguish narration and description as
patterns of development in writing across
disciplines. (EN11/12RWS-IIIbf-3.1)

Quarter: 3 Week: 2 Day: 6

II. Content
A. Subject Matter : Patterns of Development: Narration
B. Integration :
C. Strategy : 4As , Instruction and Small Group Discussion

III. Learning Resources

IV. Procedure
Preliminary/Introductory Activities (5 minutes)
1. Prayer
2. Greetings
3. Classroom management
4. Checking of attendance
5. Review of the previous lesson

A. Activation of Prior Knowledge (10 minutes) o The

teacher will group the class into five (5).
o Each group will be given one (1) reading text with guided activity in it ( see
attached appendix 1) to be analyzed.
o After 5 minutes, each group will present their analysis in front of the class.
Reading and Writing Skills for Grade 11 | 44
Reading Text for Group 1:

The Flowers from the Moon

High in the mountains of Mt. Kubo, a far, less travelled and quite unknown place lived a tall,
dark and handsome prince whose great wish was to journey to the moon, because he loved its
gentle glow. His dream finally came true, when the full moon came. When he reached the
glowing and brilliant moon he discovered its light came from the moon king’s beautiful and
gorgeous daughter.

He meet the moon king’s daughter and the two young people soon fall in love, but the worlds
they come from was just too different and soon they had to part. As a sign of her great love,
the moon king’s daughter gave the prince one of the smooth and lovely flowers that covered
the moon like snow and this was how the first alpine flower was brought to earth.

Taken from 366 and More Fairy Tales, 1990

Guided Activity 1

List what happened in order.

1._________________________________________________________________
2__________________________________________________________________
3.__________________________________________________________________
4.__________________________________________________________________
5.__________________________________________________________________

Reading Text for Group 2:

Saint Valentine

Saint Valentine was a tall, blue-eyed priest who lived long ago at the time of the Roman
Emperor, Claudius II. Claudius would not let soldiers marry. However, Valentine secretly
performed marriage services for them. Then, he was discovered and was thrown in a dark and
dirty jail. Valentine fell in love with the jailer’s daughter while he was in prison. On the day
he was put to death he sent her a little note which he signed, Your Valentine. Nowadays,
many people think that Saint Valentine’s Day has something to do with that story.
(Adapted from Child craft-Celebrations)
http://englishjuniorhighschool.blogspot.com/2012/04/saint-valentine-saint-valentinewas.html

Reading and Writing Skills for Grade 11 | 45

Guided Activity 1

List what happened in order.

Reading Text for Group 3:

Babu and the Lion

Next morning, he heard a loud roar. In front of him...., at the mouth of the cave..., was
a very big lion. You see, Babu was scared to death! Kind of scary, isn’t it? But he could not
escape.

But the lion didn’t attack him. It was tamed. There was a large thorn in its right front
foot. The lion looked at Babu. It seemed to say something like:”Please help me. It’s very
painful.” Babu walked bravely to the lion and pulled out the thorn. Babu and the lion turned
out to be friends.

Guided Activity 1

List what happened in order.

Reading and Writing Skills for Grade 11 | 46

5.__________________________________________________________________
Retrieved from: http://englishjuniorhighschool.blogspot.com/2012/05/babu-and-lion-one-
daythere-was-slave.html

Reading Text for Group 4:

Long time ago, in a small village near the beach in West Sumatera, lived a woman
and her son, Malin Kundang.
Malin Kundang's father had passed away when he was a baby, and he had to live
hard with his mother. Malin Kundang was a healthy, dilligent, and strong child. He usually
went to the sea to catch fish, and brought it to his mother, or sold it in the town.

One day, when Malin Kundang was sailing as usual, he saw a merchant's ship
which was being raided by a small band of pirates. With his brave and power, Malin
Kundang defeated the pirates. The merchant was so happy and asked Malin Kundang to
sail with him. Malin Kundang agreed. Many years later, Malin Kundang became a
wealthty merchant, with a huge ship, loads of trading goods, many ship crews, and a
beautiful wife. In his journey, his ship landed on a beach. The villagers reconigzed him,
and the news ran fast in the town: Malin Kundang became a rich man and now he is here.
His mother, in deepful sadnees after years of loneliness, ran to the beach to meet her
beloved son again.
When the mother came, Malin Kundang, in front of his well dressed wife, his
crews and his own gloriness, denied to meet that old, poor and dirty woman. For three
times she begged Malin Kundang and for three times yelled at him. At last Malin Kundang
said to her "Enough, old woman! I have never had a mother like you, a dirty and ugly
peasant!" Then he ordered his crews to set sail.
Enraged, she cursed Malin Kundang that he would turn into a stone if he didn't
apologize.
Malin Kundang just laughed and set sail.
In the quiet sea, suddenly a thunderstorm came. His huge ship was wrecked and
it was too late for Malin Kundang to apologized. He was thrown by the wave out of his
ship, fell on a small island, and suddenly turned into stone.
http//www.st.rim.or.jp/~cycle/#second

Guided Activity 1

List what happened in order.

1._________________________________________________________________
2__________________________________________________________________
3.__________________________________________________________________
4.__________________________________________________________________
Reading and Writing Skills for Grade 11 | 47
5.__________________________________________________________________

Reading Text for Group 5:

Through time men have waged war. Some for power, some for glory, some for honour. and
some for love.
In ancient Greece. the passion of two literature’s of most notorious lovers. Paris prince of
Troy and Helen , Queen of Sparta ignited as a war that would devastate civilization. When
Paris spirits away from her husband, King Menelaus, it was an insult that could not be
suffered. Familiar pride dictated that an affront to Manelaus was an affront to his brother,
powerful King of the Mycenaeans , who soon united all the massive tribes of Greece to
steal Helen back from Troy in defence of his brother’s honour.
In truth, Argamemnon’s pursuit of honour was computed by his overwhelming greed-he
needs to conquer Troy to control seize of the Aegean, thus insuring the supremacy of his
already vast empire. The walled city under leadership of King Priam and defended by mighty
prince Hector, was a citadel that no army had ever been able to breach.

One man alone stood as the key to victory or defeated over Troy – Archilles , believed to be
the greatest warrior alive.
Arrogant, rebellious and seemingly invincible, Archilles had allegiance to nothing and no
one, save his own glory. It was his insatiable hunger for eternal renown that led him to
attack the gates of Troy under Agamemnon’s banner – but it would be love for Brisies,
Prince Hector’s Cousin that ultimately decided his fate.
Two words would go to war for honour and power. Thousands would fall in our suit of
glory. And for love, a nation would burn to the ground.
<Channel4.com/film TroyE4>

Guided Activity 1

Story Elements
Theme: ______________________
Setting: _________________________________
Main Character/s in the text: ________________________________ Main
Characters problem/goal: _____________________________________
Plot:
List what happened in order.
1._________________________________________________________________
2__________________________________________________________________
3.__________________________________________________________________
4.__________________________________________________________________
5.__________________________________________________________________

B. Analysis (5 minutes) o The teacher will ask the following questions to solicit ideas
from the learners:

3. How did you like the activity?

4. What difficulty did you encounter while doing the activity?

Reading and Writing Skills for Grade 11 | 48

5. What were your observations on the activity?
6. What do you think is the relevance of this activity to our lesson for today?

o Then, the teacher will consolidate the answers of the students and starts introducing and
deepening the lesson of the day.

C. Abstraction (25 minutes)

Patterns of Development: Narration
Narration is a pattern of development in writing that is used to tell a story or focus on
a set of events.
Narrative text includes any type of writing that relates a series of events and includes
both fiction (novels, short stories, poems) and nonfiction (memoirs, biographies, news
stories). Both forms tell stories that use imaginative language and express emotion,
often through the use of imagery, metaphors, and symbols. Students need to know how
narrative texts work and how to read them, because stories are used for many
important purposes. The purpose of narrative text is to entertain, to gain and hold a
reader's interest; however, writers of memoirs and novels often relate complex stories
that examine universal ideas, events, and issues. In addition, speakers, advertisers, and
politicians use stories to persuade us to accept or reject an idea.
In effect, students need to learn the purposes and methods of narration in order to
understand the narrative framework and to eliminate frustration when they read. When
students know the narrative elements, they can more easily follow the story line and
make successful predictions about what is to occur. In addition, understanding these
elements develops higher-level thinking skills. For example, the complications in a
plot are related to cause and effect, and awareness of character's motives can lead to
analysis. All in all, the narrative form is unique, because authors relate ideas they want
to express about how people behave and what they believe. These ideas, or themes,
generally relate to universal truths and make connections to the reader's experiences.

Elements of Narrative Paragraph

1. Setting. The time and location in which a story takes place.
2. Characters are significant part of the story.
3. Plot is a planned, logical series of events having a beginning, middle, and end.

There are five essential parts of plot:

a. Exposition. The part of the story where the characters and the setting are revealed.
b. Rising Action. This is where the events in the story become complicated and the
conflict of the story is exposed.
c. Climax. The highest point of interest and the turning point of the story.
d. Falling Action. The events and complications begins to resolve themselve
e. Point of View is the perspective of the writer in narrating the story.
- First person point of view, Second person point of view, Third person point of
view
o After that narrative pattern is already clear with the students, the teacher will show
some pictures from the texts which was given recently.
o The pictures that will be shown will be utilized for the next pattern to be discussed.
So students might be able to distinguish the 2 patterns that will be tackled for the day,
their similarities, and differences and how they can help each pattern’s development.
Reading and Writing Skills for Grade 11 | 49
D. Application (10 minutes) o The students will be asked to read “Only in the Philippines
by : the one who won the world of nowhere “(See attached Appendix 3) After reading the
essay, answer the tasks attached.

Only in the Philippines

[by : the one who won the world of nowhere]
We Filipinos are known to be hospitable and that we value our families so much.
We never forget to wear a smile because of the positive attitude that we possess amidst our
problems or even after disasters come our way. These are the main reasons why we should
be proud of our race. Because our population is mostly composed of Roman Catholics, our
faith and the traditions of the Church become part of our everyday living. From the
switching-on of the sun’s light until the back-up lighting from the moon, we practice our
Christian values and beliefs -----this is evident in our prayer recitals. We celebrate every
special occasion with great preparations, one of which is the Christmas season.
When darkness falls and overrules the sunlight, sparkling eyes rove around the new
sights to behold. This usually starts on the first day of September and is only seen in the
Philippines. Playful rainbow colors enthusiastically move about in the dark grey walls which
were once lifeless and cold. This is but one of the marvelous sights as the most-awaited
celebration comes near.
The material things are but usual things to be excited about; it is the different kind of
freshness in the air, as if each place we go had been sprayed with the sweetest scent of the
most expensive perfume, which makes Christmas a one of a kind celebration. People from
all walks of life unite in decorating their homes, inside and out. For the rich ones, dancing
colors of green, red, yellow and blue from an expensive lantern rule the night. Human-sized
Santa Clauses projected the best smiles as they sit under a humongous Christmas tree
bejeweled with gaudy Christmas balls.
On the barrio setting, branches of real trees are placed in the living room dangled with
only eight to ten ball candies making it the sweetest Christmas tree ever. From the upper
corners of the paintless walls, the stringed hand-made paper decors waltzed to the happy
tunes of Christmas songs played on local radio stations. Little children roam the streets and
like baby moths they circle the amplified light posts which had been magically turned into a
Christmas light post with its boasting Christmas lights.
For the month of October, lovely voices are heard from children and choir groups
roaming at night and singing Christmas carols. As the month of December comes, another
most-awaited activity is the “Simbang Gabi”, the Holy Mass celebrated for 9 consecutive
nights as a preparation for Christmas Eve. These are only some main activities that we long
for as it reminds us how special Christmas is.
So, what is Christmas for us Filipinos? With our long preparation and celebration any
one can say that it is the longest festival in our country. For young Filipinos, it is the time
when most grins are seen, parents are less likely to scold them, school works do not give too
much pressure because there’s none, candies and chocolates fill their stomachs, ninangs and
ninongs finally appear with their heart-warming gifts, best dresses are worn and new shoes
pamper their feet. For older ones, this is the time when ”thank you” becomes a common
expression, sweat shirts and long sleeves which were kept in the deepest part of the closet are
finally worn, and friends, both old and new, finally meet for the longest time.
Christmas is more than just a celebration; it is a blissful way of welcoming the
coming of our savior Jesus Christ. As one united nation bonded with faith in God and love

Reading and Writing Skills for Grade 11 | 50

for family, we signify this season as a very special occasion as it is the time when we share
precious moments together with our loved ones. Filipinos love Christmas but it does not
mean that we should only get excited and prepare for the activities on the month of
December, it means that we should feel the Christmas spirit all the time of the year and do
good deeds each day of our lives.
From http://maenged.blogspot.com/2011/11/only-in-philippines-descriptive-essay.html

A. Answer the following questions:

1. What is the article about?
2. What transition words and phrases are used in the text to show logical
arrangement?
B. Analyze the text by writing the main idea and supporting details on the blanks.
Main Idea: _______________________________________________
Supporting Point 1:________________________________________
Supporting Point 2:________________________________________
Supporting Point 3:________________________________________

E. Assessment o The Application serves as the assessment

F. Assignment
Did you notice the descriptive words and phrases in the specific details? See the
samples below and the look for more in the article. Find as many as you can.
1. Playful rainbow colors
2.
3.
4.
5.

Reading and Writing Skills for Grade 11 | 51

___________________________________________________________________________
Appendix 1
Reading Texts for Activation of Prior Knowledge:

Reading Text for Group 1:

The Flowers from the Moon

Taken from 366 and More Fairy Tales,

1990 Guided Activity 1
Story Elements
Theme: ______________________
Setting: _________________________________
Main Character/s in the text: ________________________________ Main
Characters problem/goal: _____________________________________
Plot:

List what happened in order.

-------------------------------------------------------------------------------------------------------------

Reading Text for Group 2:

Saint Valentine

Reading and Writing Skills for Grade 11 | 52

(Adapted from Child craft-Celebrations)
http://englishjuniorhighschool.blogspot.com/2012/04/saint-valentine-saint-valentinewas.html
Guided Activity 1

List what happened in order.

-------------------------------------------------------------------------------------------------------------

Reading Text for Group 3:

Babu and the Lion

One day, there was a slave whose name was Babu. His master was very, very bad.
You know, he often punched Babu and did not offer him food for days. Poor Babu! So he
escaped into a forest and slept in a cave.
Next morning, he heard a loud roar. In front of him...., at the mouth of the cave..., was
a very big lion. You see, Babu was scared to death! Kind of scary, isn’t it? But he could not
escape. But the lion didn’t attack him. It was tamed. There was a large thorn in its right front
foot. The lion looked at Babu. It seemed to say something like:”Please help me. It’s very
painful.” Babu walked bravely to the lion and pulled out the thorn. Babu and the lion turned
out to be friends.

Guided Activity 1
Story Elements
Theme: ______________________
Setting: _________________________________
Main Character/s in the text: ________________________________ Main
Characters problem/goal: _____________________________________
Plot:

List what happened in order.

Reading and Writing Skills for Grade 11 | 53

5.__________________________________________________________________

http://englishjuniorhighschool.blogspot.com/2012/05/babu-and-lion-one-day-there-
wasslave.html

Reading Text for Group 4:

One day, when Malin Kundang was sailing as usual, he saw a merchant's ship which
was being raided by a small band of pirates. With his brave and power, Malin Kundang
defeated the pirates. The merchant was so happy and asked Malin Kundang to sail with him.
Malin Kundang agreed.
Many years later, Malin Kundang became a wealthty merchant, with a huge ship, loads of
trading goods, many ship crews, and a beautiful wife. In his journey, his ship landed on a
beach. The villagers reconigzed him, and the news ran fast in the town: Malin Kundang
became a rich man and now he is here. His mother, in deepful sadnees after years of
loneliness, ran to the beach to meet her beloved son again.
When the mother came, Malin Kundang, in front of his well dressed wife, his
crews and his own gloriness, denied to meet that old, poor and dirty woman. For three
times she begged Malin Kundang and for three times yelled at him. At last Malin Kundang
said to her "Enough, old woman! I have never had a mother like you, a dirty and ugly
peasant!" Then he ordered his crews to set sail.

Enraged, she cursed Malin Kundang that he would turn into a stone if he didn't
apologize.
Malin Kundang just laughed and set sail.
In the quiet sea, suddenly a thunderstorm came. His huge ship was wrecked and
it was too late for Malin Kundang to apologized. He was thrown by the wave out of his
ship, fell on a small island, and suddenly turned into stone.
http//www.st.rim.or.jp/~cycle/#second

Guided Activity 1

Story Elements
Theme: ______________________
Setting: _________________________________
Main Character/s in the text: ________________________________ Main
Characters problem/goal: _____________________________________
Plot:
List what happened in order.
1._________________________________________________________________
2__________________________________________________________________
3.__________________________________________________________________
Reading and Writing Skills for Grade 11 | 54
4.__________________________________________________________________
5.__________________________________________________________________

-----------------------------------------------------------------------------------------------------------
Reading Text for Group 5:

Through time men have waged war. Some for power, some for glory, some for
honour. and some for love.
In ancient Greece. the passion of two literature’s of most notorious lovers. Paris prince of
Troy and Helen , Queen of Sparta ignited as a war that would devastate civilization. When
Paris spirits away from her husband, King Menelaus, it was an insult that could not be
suffered. Familiar pride dictated that an affront to Manelaus was an affront to his brother,
powerful King of the Mycenaeans , who soon united all the massive tribes of Greece to
steal Helen back from Troy in defence of his brother’s honour.
In truth, Argamemnon’s pursuit of honour was computed by his overwhelming greed-he
needs to conquer Troy to control seize of the Aegean, thus insuring the supremacy of his
already vast empire. The walled city under leadership of King Priam and defended by
mighty prince Hector, was a citadel that no army had ever been able to breach.

<Channel4.com/film TroyE4>

Guided Activity 1

Reading and Writing Skills for Grade 11 | 55

Daily Lesson Plan in Reading and Writing Skills

I. Objective
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: At the end of the lesson, 80 % of the students will be able
to distinguish narration as patterns of development in
writing across disciplines. (EN11/12RWS-IIIbf-3.1)

Quarter: 3 Week: 2 Day: 7

II. Content
A. Subject Matter : B. Patterns of Development: Narration
Integration :
C. Strategy : Picture to Story

III. Learning Resources

A. References
B. Other References o Spafford, D. (2010). Picture Story. British Council. Retrieved
from https://www.teachingenglish.org.uk/article/picture-story
C. Materials: PowerPoint, Reading Materials and Pictures

IV. Reinforcement Activity

Picture to Story Preparation o Prepare a set of
pictures that are likely to stimulate the interest and imagination of your students.
Procedure o Show the picture to the students and have them work in groups to prepare some
questions about the photo. Below is an attachment with an example photo. Here
are some example questions the students may ask.

Who is the man? How old is the man? Where does he live?
Who is he talking to? What is he talking about? What is he saying?
How does he feel? Why is he looking worried? What will happen to him?

Reading and Writing Skills for Grade 11 | 56

o When the students are working together monitor and help with the question
forming. Provide advice and correction if necessary. If students are struggling
to think of questions, provide prompts. o When you feel the students have
produced enough questions ask students to ask you the questions orally.
o When you receive a question ask another group to answer. o When they
answer (using their imaginations) write their answers on the board.
o When you have exhausted all the questions, have the students work in pairs
and tell a story to each other based on the answers given. If they want to
change any details tell them that this is fine.
o Change pairs and have the students tell their stories again.
o Now change pairs again. This time ask them to write the story they have told
together.
o Monitor and offer advice and help if necessary. o Stick the finished stories on
the walls and encourage students to read each other’s and comment.
Extension o Give each pair of students a different picture. They must write a story based on
the picture. If you have recording equipment available students could record their
completed stories. This could then be played to all students while they look at a
copy of all the original pictures. Students could then match the pictures to the
recorded stories. Alternatively they could read the stories and match them to the
pictures.

V. Remarks
Reading and Writing Skills for Grade 11 | 57
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________

I. Objective
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: At the end of the lesson, 85 % of the students will be able
to distinguish narration and description as patterns of
development in writing across disciplines.
(EN11/12RWS-IIIbf-3.2)

Quarter: 3 Week: 2 Day: 8

II. Content
A. Subject Matter : B. Patterns of Development: Description
Integration :
C. Strategy : 4As , Instruction and Small Group Discussion (SGD)

III. Learning Resources

A. References: Agena, M.G., Gabelo, N., Geron, C., (et. al.). (2016).Reading-
WritingConnection for the 21st Century Learners forSenior High School.
Malabon City: Mutya

Reading and Writing Skills for Grade 11 | 58

B. Other References
C. Materials: PowerPoint, Reading Materials and Answer sheets

IV. Procedure
Preliminary/Introductory Activities (5 minutes)
1. Prayer
2. Greetings
3. Classroom management
4. Checking of attendance
5. Review of the previous lesson

A. Activation of Prior Knowledge (10 minutes) o The teacher will tell the students that
they’ll be having “Show and Tell Me” activity with the same group.
o The teacher will assign each group a set of pictures from the reading text they had
during the narration lesson as a starting point.
o The teacher will instruct each group to gather information about the picture from the
reading text or if there is no information provided, students will be asked to put the
necessary information or description about it on their own.

Group 1
Alpine Flowers Mountain

Reading and Writing Skills for Grade 11 | 59

Moon

__________________________________________________________________________

Group 2
Saint Valentine Jail

Reading and Writing Skills for Grade 11 | 60

Group 3
Lion Forest

Reading and Writing Skills for Grade 11 | 61

___________________________________________________________________________
___________________________________________________________________________

Group 4
Sea Merchandise Ship

Reading and Writing Skills for Grade 11 | 62

Group 5
War Ancient Greece

Reading and Writing Skills for Grade 11 | 63

o After providing the information from the reading texts and providing
information/description by themselves, each group will choose one or two members to
present the gathered information/description.

B. Analysis (5 minutes) o After the activity the students will be asked shortly,
1. What challenges did you encounter during the activity?
2. What kind of words did you use in the activity? (Descriptive words)
3. Did the descriptive words or the sensory images ( may it be visual, touch,
taste, hearing and etc.) make the object/subject clear and more interesting?
4. Was it related/the same or different from the pattern of the previous activity?

After the class interaction, teacher checks each group’s answers.

A. 1. The teacher will cite out and emphasize the information listed by the
students as a result of using their observation to describe the pictures given.
B. Then, the teacher will sum up the answers of the students and elaborate
another pattern.

C. Abstraction (20-25 minutes)

Patterns of Development: Description

Two Kinds of Description

1. Objective Description. It describes something without conveying the writer’s

own emotions. This kind of description is used in technical or scientific writing but can
also be used in other kinds of writings.
Reading and Writing Skills for Grade 11 | 64
2. Subjective Description. It conveys feelings and emotions about a person,
place, or thing. In addition to conveying impressions, subjective descriptions contain
specific details, just as objective descriptions do.

D. Application (5-10 minutes) o The teacher will instruct the students to get a
pair to read and answer the.
o Students will read the article and answer the activity using the attached graphic
organizers.
o Students will fill in the 5W’s and the sequence of events and find all the descriptive
words being used and categorize it according to the different senses.

A Stranger on Summer
Charo B. Antang
It is only six in the morning but the sun is already shining so bright. Yes, I can feel
the summer heat now. This is the first day of my vacation from school. My first day after the
ten long months of waking early. Now. I can enjoy the bed until six in the morning without
the alarm clock waking me or mother shouting just to wake me up.
The school is just few kilometers from our home. But the traffic is terrible. Besides,
I was enrolled to the first shift that I have to wake up at four and be in school before 6:00. For
a fifteen year old teenager, it’s a hell.
Facing the open sliding window, I stretch my arms and yawn. Our orchids just
below it are beaming with flowers. I can smell the fried tilapia from our kitchen. I like fried
tilapia matched with raw tomatoes for the breakfast, of course with a hot chocolate. I was so
busy for school that I missed waking up with a lovely morning like this.
Enjoying the fresh air, though it’s no longer cold, I heard mother calling for the
breakfast. Yes, since it’s a rest from school, eating breakfast together will be a regulation to
follow. I grab my hairbrush, tied my hair and hurry for the dinning. Only to be surprised by a
new face sitting beside Kuya Edgar, my brother.
Mother understood my query looks. She introduced our visitor. I understand that
Rolly, his name is a son of her best friend whose family is now residing at California.
According to her, Rolly will be having his vacation here in the Philippines and will be
staying with us until Mid of May. That Rolly had just arrived from the airport early this
morning. After exchanging “hi” and “hello”, we started the breakfast. I examined
him with a quick look in between scoops and I noticed that he has a gorgeous looks.
“Bongga.” I told myself. Aside from a white complexion, he has an angelic face match with
thick eyebrows and a pair of tantalizing eyes. I can see the handsome actor Luis Manzano in
him.
After the breakfast, Dad hurried for the office and kuya for his enrolment. He
will be having his summer class to reload him from other subjects since he will be having his
on the job training (OJT) during the second semester comes next school year. Mom told me
she will rush to the market for our lunch. Left at home is me and Rolly. I invited him at the
balkonahe and had our “get- to -know each other talks.” Rolly told me it is his first vacation
since they left for California when he was only seven. He missed the beautiful beaches in
Cavite that he requested to have this vacation on summer rather than on Christmas. He told
me his sacrifices of saving every single penny from his school baon so as to have littlie to
spend during this summer vacation.

Reading and Writing Skills for Grade 11 | 65

While having our dinner on Friday, we planned an outing at one of the Cavite’s
best beaches, the Royal Ann’s Beach Resort. We agreed on early morning of Saturday, to
enjoy the beach while it’s still cold avoiding the strong heat of the sun. Everybody’s excited
but no one could pay the glow of excitement on Rolly’s face.
It’s 5:50 in the morning when we started the walk. Rolly couldn’t wait for the
sun to shine; he started exploring the beach, swimming. He only leaves the water when Mom
shouted for the breakfast. While eating, Dad and Mom warned us not to go far and avoid the
deep part of the beach.
I started enjoying the cold water when I saw Rolly walking with a group of girls. They are
laughing and seem to be enjoying each other’s company. For a reason I cannot explain, I felt
bad. Am I jealous to Rolly? No, must not be.
I changed my wet shirt and short and spent the time in the kubo helping mom
prepare our lunch. I was busy grilling our chicken barbecue when my attention was called by
several men rushing to the shore followed by other beach goers. “What’s happening?” I
asked Kuya Edgar who is approaching us.
“A group of beach goers riding a boat had drowned. I think the boat is overloaded.”
“Where is Rolly?” Asked Daddy.
Only then we realized that Rolly is not with us. We looked for him in the seashore
but we did not find him. We’re all running looking for him in every group of teenagers, but
no one could tell us. Until we saw the rescue team carrying a man with body built similar to
Rolly.
Dad run to them but he’s not Rolly. He’s a different man.
We are all desperate to find Rolly. We searched everywhere hoping that Rolly is
just around with the group of ladies I last saw him with. But he is nowhere to be found, until
we saw another group of rescue team rushing to the shore carrying two ladies and a man
who, in my eyes is already dead, head and shoulders down with almost no evidence of life.
And I can’t believe, that man wearing the short exactly the same with Rolly’s one. We heard
Dad’s shouting, “He is Rolly.” I can’t explain how I run very fast and hold him in my arm. I
am caressing his face, hugging, kissing him and crying.
Dad took him from me and rushed to the ambulance. Mom and I were left on the beach. I
learned from a group of beach goers that the group of Rolly went on boating with five others
which is more than the capacity of the boat. Nobody could tell what exactly happen when
they were off the shore. Thanks God a boat of beach rescuers saw them.
Everything happens so fast. I am still startled when my cellphone rung. It is Kuya
Edgar on the line telling us that doctors saved Rolly. It’s only matter of minutes of delay, that
might have caused Rolly’s death.
It was the last time I went to beach for swimming. That experience gave me one
important lesson, suppress your excitement and listen to adults.

Posted by BUGS MaEngEd at 7:52 PM

Source: http://maenged.blogspot.com/2011/11/narrative-writing.html

Reading and Writing Skills for Grade 11 | 66

o
Using Venn Diagram write the similar features and differences of Narration and
Descriptive Pattern

E. Assessment o The Application serves as the assessment

F. Assignment

Reading and Writing Skills for Grade 11 | 67

___________________________________________________________________________
Appendix 1

Reading and Writing Skills for Grade 11 | 68

I started enjoying the cold water when I saw Rolly walking with a group of girls. They are
laughing and seem to be enjoying each other’s company. For a reason I cannot explain, I felt
bad. Am I jealous to Rolly? No, must not be.
I changed my wet shirt and short and spent the time in the kubo helping mom
prepare our lunch. I was busy grilling our chicken barbecue when my attention was called by
several men rushing to the shore followed by other beach goers. “What’s happening?” I
asked Kuya Edgar who is approaching us.
“A group of beach goers riding a boat had drowned. I think the boat is overloaded.”
“Where is Rolly?” Asked Daddy.
Only then we realized that Rolly is not with us. We looked for him in the seashore
but we did not find him. We’re all running looking for him in every group of teenagers, but
no one could tell us. Until we saw the rescue team carrying a man with body built similar to
Rolly.
Dad run to them but he’s not Rolly. He’s a different man.
We are all desperate to find Rolly. We searched everywhere hoping that Rolly is
just around with the group of ladies I last saw him with. But he is nowhere to be found, until
we saw another group of rescue team rushing to the shore carrying two ladies and a man
who, in my eyes is already dead, head and shoulders down with almost no evidence of life.
And I can’t believe, that man wearing the short exactly the same with Rolly’s one. We heard
Dad’s shouting, “He is Rolly.” I can’t explain how I run very fast and hold him in my arm. I
am caressing his face, hugging, kissing him and crying.
Dad took him from me and rushed to the ambulance. Mom and I were left on the beach. I
learned from a group of beach goers that the group of Rolly went on boating with five others
which is more than the capacity of the boat. Nobody could tell what exactly happen when
they were off the shore. Thanks God a boat of beach rescuers saw them.
Everything happens so fast. I am still startled when my cellphone rung. It is Kuya
Edgar on the line telling us that doctors saved Rolly. It’s only matter of minutes of delay, that
might have caused Rolly’s death.
It was the last time I went to beach for swimming. That experience gave me one
important lesson, suppress your excitement and listen to adults.
Posted by BUGS MaEngEd at 7:52 PM
Source: http://maenged.blogspot.com/2011/11/narrative-writing.html

Reading and Writing Skills for Grade 11 | 69

o
Using Venn Diagram write the similar features and differences of Narration and
Descriptive Pattern
Daily Lesson Plan in Reading and Writing Skills

I. Objective
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: At the end of the lesson, 80 % of the students will be able
to distinguish description as patterns of development in
writing across disciplines. (EN11/12RWS-IIIbf-3.2)

Quarter: 3 Week: 3 Day: 9

II. Content
A. Subject Matter : Patterns of Development: Description
B. Integration :
C. Strategy : 4As , Instruction and Small Group Discussion (SGD)

III. Learning Resources

Reading and Writing Skills for Grade 11 | 70

A. References
B. Other References
C. Materials : PowerPoint, Reading Materials and Pictures

IV. Reinforcement Activities

Activity 1: Personification Parade (Group) o Students will be grouped into five. Each group
will be assigned to list down words that can be used to describe a sensory experience.
▪ Group 1: Sight
▪ Group 2: Hearing ▪ Group 3: Touch ▪ Group 4: Smell
▪ Group 5: Taste o With the same group, they will come up with at least three
personification parade using the words they’ve listed. A sample
personification parade will be shown to them. Representatives from each
group will then present their output and the rest of the students will guess
what object is being described.
o The group will look for three (3) inanimate objects and they are going to
personify it by describing the object in four (4) lines with the last line “Who am
I?” Example:
I always need a pair.
I walk with you, wherever you go.
I can keep your feet from dirt.
Who am I?

Answer: Shoes

Activity 2: Photo Essay (Individual) o The teacher asks students to pull out their pictures
(which was given as an assignment).
o Out from the picture the students will compose at least 3-5 paragraphs describing
the picture.
o Students output will be written on a bond paper. Picture will be pasted on top and
descriptive paragraphs below and with the use of highlighter, they are going to
highlight the descriptive words or phrases used in their paragraphs.
o The teacher will present the following rubric to the students. Photo Essay
Rubric
Criteria 10 8 6 4 Score

Thematic statement is Thematic statement Thematic statement is Thematic statement

Thematic universal and is universal and somewhat universal is lacking a universal
Statement relevant to the photo relevant to the photo and relevant to the message and relevant
shown. Connection shown. Connection photo shown. to the photo shown is
to the photo is to the photo is strong Connected to the lacking. Connection
original and able to and able to be proven photo and able to be to the photo is
be proven in the in the paragraph. proven in the lacking.
paragraph. paragraph.
Photos Photos have a clear Photos are interesting Photos have a lack of Photos must be
statement and the but the connection to connection to the explained to
connection to the the paragraph is not message of the understand the
paragraph is evident. obvious. paragraph. connection to the
paragraph.

Reading and Writing Skills for Grade 11 | 71

Analysis The photo and the The photo and the The photo lacks a The photo has no real
connection to the connection to the connection to the connection to the
paragraph is well paragraph relies on paragraph. theme of the
written, analytical and one aspect only. paragraph.
original.
Grammar The paragraphs are The paragraphs have The paragraphs have The paragraphs have
and free of any grammar few grammar errors grammar errors or grammar errors and
Structure errors or descriptive or descriptive word descriptive word descriptive words are
word misusage. misusage. misusage. misused.
TOTAL SCORE

V. Remarks
___________________________________________________________________________
___________________________________________________________________________
VI. Reflections
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?
___________________________________________________________________________
Daily Lesson Plan in Reading and Writing Skills

I. Objective
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: At the end of the lesson, 80 % of the students will be able
to distinguish definition as patterns of development in
writing across disciplines. (EN11/12RWS-IIIbf-3.3)

Quarter: 3 Week: 3 Day: 10

II. Content
A. Subject Matter : B. Patterns of Development: Definition,

Reading and Writing Skills for Grade 11 | 72

Integration :
C. Strategy : 4As , Instruction and Small Group Discussion (SGD)

III. Learning Resources

IV. Procedure
Preliminary/Introductory Activities (5 minutes)
1. Prayer
2. Greetings
3. Classroom management
4. Checking of attendance
5. Review of the previous lesson

A. Activity (10 minutes) o The teacher will group the class into five (5).
o Each group will be given one (1) reading text with guided activity in it ( see
attached appendix 1) to be analyzed.
o After 5 minutes, each group will present their analysis in front of the class.
ORGANICALLY SPEAKING
Organic – free from chemical injections or additives, such as antibiotics or hormones.

WHERE WE ARE NOW

When it comes to food and beverages these days, the word “organic” has blanketed the
entire health and fitness industry. As the above definition states, organic food and drink is
free of antibiotics, hormones and pesticides. So many people who want to stay away from
these chemicals have gone to a diet consisting mostly or exclusively of organic items.
Consuming foods in this state is seen to be as close to natural as it gets, which makes it
highly sought after when trying to get and stay healthy.
The interesting thing about consuming organic foods is that it has somehow become “the
Holy Grail” for so many. They figure that if they consume a diet of exclusively or mostly
organic items, then they are bound to be more healthy and fit. The term organic simply
points out the fact that the item is in its most natural state possible before you consume it.

It doesn’t account for the amount of calories, fats or anything else that may be detrimental
to your quest for creating the best you. Just because something is organic doesn’t mean it
is good for you – I’d rather have you eat a non-organic apple over a bag of organic potato
chips any day!

THE TRUTH IS IN THE PUDDING

Reading and Writing Skills for Grade 11 | 73

line with your current diet and goals. I love the idea of consuming as many naturally
grown products as possible, but it has to be done with some level of investigation.

Is organic food better for you than non-organic? That’s the word on the street. But, when
it comes to making consistently healthy choices just remember that fruit and veggies are
always a better option than potato chips or cookies – even if the chips and cookies are
organic!

ANTHONY WILKINS IS CO-OWNER AND OPERATOR OF ALLOY PERSONAL

TRAINING FOR WOMEN IN SUWANEE, GA.
http://www.alloypersonaltrainingcenter.com/organically-speaking/

Guide Questions
1. Have you heard of the word organic?
2. What do you already know about the word organic?
3. What do you think are the synonyms of the word “organic”?
4. How does the author define the word organic ?
5. Define the word organic based on the information in the text you have read.

Next, fill in and organize the information you’ve gathered by answering the guide questions

(Term) Organic

DEFINITION

Synonyms Examples

above from the reading material to the graphic organizer below.

B. Analysis (5 minutes) o The teacher will ask the following questions to solicit
ideas from the learners:
1. How did you like the activity?
2. What difficulty did you encounter while doing the activity?
3. What were your observations on the activity?
4. What do you think is the relevance of this activity to our lesson for today?

o Then, the teacher will consolidate the answers of the students and starts introducing
and deepening the lesson of the day.

D. Abstraction (25 minutes)

Patterns of Development: Definition

A definition explains what a term means. When you want your readers to know exactly
how you are using a certain term or an unfamiliar concept, you use definition.

Reading and Writing Skills for Grade 11 | 74

Types of Definition
1. Formal Definition. The definitions provided in dictionaries are examples of formal
definition, which generally include three elements:
a) term, the word being defined;
b) class, which refers to the (big) group to which the term belongs; and
c) Differentiating features, the word or phrase that makes it different with the others
from the same class.

Examples of Formal Definition:

a) Scientific writing is a form of writing that is based on actual and relevant
studies.) (The term is “scientific writing” the class is “writing” and the
differentiating features is that is based on actual and relevant studies.)

b) Science is the field of study which attempts to describe and understand the nature
of the universe in whole or part.
(The term is “science” The class is “field of study”. And the differentiating
features is that “attempts to describe and understand the nature of the universe in
whole or part.”)

2. Informal Definition. The three common informal definitions are operational

definitions, synonyms, and connotations.
a) Operational Definitions give the meaning of an abstract word for one particular
time and place.
Example: An excellent score when you get more than 95% in the test.

b) Synonyms, or words that mean the same as another word. Example: a

student’s intelligence (or mental capacity) is measured by using intelligent
quotient (IQ) test. Intelligence is defined by providing its synonym on intellectual
ability.

c) Denotation and Connotation. Denotation is the exact meaning of the word.

Example: Kindness is the quality of being friendly, generous, and considerate.

d) Connotation is an idea or meaning suggested by or associated with a word or

thing Example: The autumn leaves were falling in the courtyard. (The word
“autumn” means something coming to an end.)

3. Definition Paragraph. A definition paragraph is a definition sentence which is

extended into a paragraph by adding meanings, descriptions, narrations and other
kinds of paragraph development to make clear the term being defined. The paragraph
starts with a definition sentence which is used as the topic sentence. Then, each
group/class in the definition is developed into supporting sentences and concluding
statement.

E. Application

Reading and Writing Skills for Grade 11 | 75

Individual Activity
Directions. Read the article presented below and answer the given questions.

Comprehension Questions
1. What is the topic sentence of the paragraph?

___________________________________________________________________________
___________________________________________________________________________
2. Analyze how the one-sentence definition is expanded into a paragraph.
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________

3. What are the supporting details?

E. Assessment
Activity 2 : Reflect Upon (Individual) ESSAY
o What do you encounter every day that you can define in a more interesting way by
looking at its meaning from another point of view?

IV. Remarks
___________________________________________________________________________
__________________________________________________________________________
_

Reading and Writing Skills for Grade 11 | 76

V. Reflections
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?
___________________________________________________________________________
Appendix 1
ORGANICALLY SPEAKING
Organic – free from chemical injections or additives, such as antibiotics or hormones.

WHERE WE ARE NOW

The interesting thing about consuming organic foods is that it has somehow become “the
Holy Grail” for so many. They figure that if they consume a diet of exclusively or mostly
organic items, then they are bound to be more healthy and fit. The term organic simply points
out the fact that the item is in its most natural state possible before you consume it. It doesn’t
account for the amount of calories, fats or anything else that may be detrimental to your quest
for creating the best you. Just because something is organic doesn’t mean it is good for you –
I’d rather have you eat a non-organic apple over a bag of organic potato chips any day!

THE TRUTH IS IN THE PUDDING

And that’s just it: so many people fail to realize that there are so many organic food items that
are just as bad or even worse for you than those that are not organic. The word organic in and
of itself does not make a good or beverage option healthy. You still need to investigate each
item, organic or not, to make sure that what you are consuming is in line with your current
diet and goals. I love the idea of consuming as many naturally grown products as possible,
but it has to be done with some level of investigation.
Reading and Writing Skills for Grade 11 | 77
Is organic food better for you than non-organic? That’s the word on the street. But, when it
comes to making consistently healthy choices just remember that fruit and veggies are always
a better option than potato chips or cookies – even if the chips and cookies are organic!

ANTHONY WILKINS IS CO-OWNER AND OPERATOR OF ALLOY PERSONAL TRAINING

FOR WOMEN IN SUWANEE, GA.
http://www.alloypersonaltrainingcenter.com/organically-speaking/

(Term) Organic

DEFINITION

Synonyms Examples

above from the reading material to the graphic organizer below.

Appendix 2

Individual Activity
Directions. Read the article presented below and answer the given questions.

Reading and Writing Skills for Grade 11 | 78

Comprehension Questions
4. What is the topic sentence of the paragraph?

___________________________________________________________________________
___________________________________________________________________________
5. Analyze how the one-sentence definition is expanded into a paragraph.
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________

6. What are the supporting details?

I. Objective
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: At the end of the lesson, 80 % of the students will be able
to distinguish definition as patterns of development in
writing across disciplines. (EN11/12RWS-IIIbf-3.3)
Reading and Writing Skills for Grade 11 | 79
Quarter: 3 Week: 3 Day: 11

II. Content
A. Subject Matter : Patterns of Development: Definition
B. Integration :
C. Strategy : 4As , Instruction and Small Group Discussion (SGD

III. Learning Resources A.

References :
B. Other References :
C. Materials : PowerPoint, Reading Materials and Answer sheet

IV. Reinforcement Activities Activity 1: D’ CoDe Me o The teacher provides several words that the
students will define connotatively and denotatively.

Words Connotative Denotative

1. Pen
2. White
3. Heart
4. Mathematics
5. Library
6. Mother
7. Water
8. Sleep
9. Christmas
10. Time

Activity 2: Scribe Me Now! o The teacher asks the students to choose one word from
activity one (1) and develop it into a paragraph. o The teacher presents the rubric below
for the students to be guided.
Criteria 5 4 3 2 Score

Definition is Definition is Definition is Definition has

Word universal and somewhat lacking no relevance to
Usage relevant to the universal and universal and the topic.
topic. relevant to the relevance to
topic. the topic.
Content have a Content are Content have Content must
Structure clear statement interesting but a lack of be explained to
and the the connection connection to understand the

Reading and Writing Skills for Grade 11 | 80

connection to to the the message connection to
the paragraph is paragraph is of the the paragraph.
evident. not obvious. paragraph.
Grammar The paragraphs The paragraphs The The paragraphs
and are free of any have few paragraphs have grammar
Structure grammar errors grammar errors have grammar errors and
or descriptive or descriptive errors or descriptive
word misusage. word misusage. descriptive words are
word misused.
misusage.
Total Score

V. Remarks
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
VI. Reflections
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?
___________________________________________________________________________
Daily Lesson Plan in Reading and Writing Skills

I. Objective
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: At the end of the lesson, 80 % of the students will be able
to distinguish exemplification/classification as patterns
of development in writing across disciplines.
Reading and Writing Skills for Grade 11 | 81
(EN11/12RWS-IIIbf-3.4)

Quarter: 3 Week: 3 Day: 12

II. Content
A. Subject Matter : Exemplification/Classification
B. Integration :
C. Strategy : 4As , Instruction and Small Group Discussion (SGD)

III. Learning Resources

IV. Procedure
Preliminary/Introductory Activities (5 minutes)
1. Prayer
2. Greetings
3. Classroom management
4. Checking of attendance
5. Review of the previous lesson

A. Activating Prior Knowledge (10 minutes)

o The teacher will tell the students that they will be having a game “Pinoy Henyo”
activity.
o The class will be grouped into 2 groups.
o Each group should pick a pair to represent their team.
Mechanics:
1. Each group should have a pair to represent their group: one as the guesser and the
other one who is only allowed to respond to the guesser’s question with a yes, no
or maybe.
2. Time limit is 3 minutes, the timer starts at once when the word is revealed.
3. 5 seconds shall be added as penalty to the one responding other answers than yes,
maybe or no.
4. The timer stops when 3 minutes is reached. Penalties shall be added to the end
time. The computed end time will be the final result.
5. The group with the most words guessed in a span of 3 minutes wins.

B. Analysis (5 minutes)
After the activity, the teacher asks:
1. How did you like the activity?
2. What challenges did you encounter during the activity?
3. How were you able to come up/guess the word given?

Reading and Writing Skills for Grade 11 | 82

4. Do you think it would it be related to the pattern of the previous activity or would
it be another pattern?

D. Abstraction (25 minutes)

Pattern of Development: Classification

This pattern allows you to either divide a topic into its component parts, or to
categorize (or classify) a group of related items or events. When dividing you begin
with one central topic and break that down into multiple parts. Think about medicine.
Medicine is one of several branches of science and it can be divided into numerous
categories or specialties. Doctors can specialize in internal medicine, dermatology, the
immune system, feet, ears, eyes etc.

Classification works in the other direction, putting things together based on shared
qualities or characteristics. Imagine that all those doctors are at a doctor convention and
in order to make sense of them you need to organize them into groups according to their
specialty. Either way you end up with doctors grouped by specialty but division
illustrates differences, while classification focuses on similarities.
• Classification is sorting. o focus is on similarities
• Division is breaking into parts.
o focus is on differences

Principle of Classification

The Principle of Classification is whatever rule or characteristic ect. you are using to
determine which items are grouped together. For example, if you were classifying clothing
you might classify by color and put all green clothes into a category, with all red clothes in a
separate category, and all blue clothes in a third. Your principle of classification would then
be color. Or you might classify by size, putting smalls together, mediums together and so on.

Remember to ONLY USE ONE PRINCIPLE OF CLASSIFICATION AT A

TIME otherwise your designations will be confusing and irrelevant.
These buttons are classified (sorted or grouped) by color. Looking at this picture, what other
characteristics might you use for grouping them?

Writing the Classification/Division Paragraph

Topic Sentence
As in any other paragraph, you'll want to begin your classification/division paragraph
with a topic sentence. In this pattern, that topic sentence should introduce the reader
to the items or concepts that you'll be categorizing and explain what the principle of
classification will be.

Supporting Sentences
Your supporting sentences should identify the different categories into which you're
classifying or dividing the main topic (i.e. clothes, doctors, ect.), with an explanation

Reading and Writing Skills for Grade 11 | 83

as to what makes that category different from the other categories. For example, why
do we divide dentists and brain surgeons into different categories?

Concluding Sentence
Bring your paragarph full circle with a concluding sentence that describes why all of
these categories are related, and why the distinctions you've pointed out are
important.

Sequence
Writing a classification/division paragraph produces something like a list, but it's
important to keep a logical order to your categories. Figure out what your order will
be before you start and then be consistent to help your reader understand.

Transitional phrases
can be divided is a kind/type/part of can
be classified falls under
can be categorized is related to/associated with

Exemplification
Exemplification writing uses specific, vivid examples for the purpose of adding more
information to explain, persuade, define, or illustrate a general idea. Likewise,
exemplification provides solid support and strong evidence to prove the writer’s main
statement. Appropriate examples also create interest in a writing assignment. By
supplying specific examples, the writer adds additional who, what, when, where, why,
and how information to elaborate on the main idea of a paragraph or essay. Good
examples are logically related to the topic and provide the mental imagery needed by
the reader to make important connections. Making these connections with suitable
examples is important so that the author’s intended meaning, difficult concepts, or
unfamiliar ideas are made known and clearly understood.

E. Application (10 minutes)

The class will be divided into 3 groups.
Each group will be given an activity sheet to answer including the instructions.
(Three Activity sheets were provided for the three groups below.)

Reading and Writing Skills for Grade 11 | 84

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Reading and Writing Skills for Grade 11 | 87
F. Assessment
(Application will serve as Assessment)

G. Assignment
o The teacher will instruct the students to group themselves into 5 to read and answer
the activity (see Appendix 2).
o Students will read the article and answer the activity using the graphic organizer
attached to it.
o Representative from each group will present their answers in class randomly.

Reading and Writing Skills for Grade 11 | 88

The Geography of English 102 by
Ima Ersatz
You can tell a lot about students in a classroom before they open their mouths or put pen
to paper. You can tell a lot about what kind of student they are according to where they have
chosen to sit in a classroom (assuming they're allowed to sit where they want). I know this
from personal experience. When I was in college, my favorite perch was always well to the
back of the classroom — not necessarily in the Back Row, because I thought that was
reserved for true, inveterate slackers, but just in front of the Back Row. It was part of my
scheme to get through four years of college without ever being called on in class. I had other
devices -- pretending to be scribbling notes furiously in my notebook or looking up
something in my book (Profs won't bother you if they think you're taking notes on their
precious words), pretending to be suffering from a nasty cold -- but none more effective over
the long haul of a semester than simply choosing my seat carefully.
How I loathed the students in Front Row, especially Bob Engstrom! He always raised
his hand to ask and answer questions. That was bad enough, but all class long he bobbed his
head up and down in agreement with everything the professor said. I wanted to throw
spitballs at the back of that bobbing head. I would have whacked that head with my copy of
Bleak House if it weren't so far in front of me. I continue to associate everyone in Front Row
with the back of Bob Engstrom's head.
Later on — irony of ironies — I became a college instructor who depended greatly on
students' willingness to participate in class discussion. I can confirm that what I learned
earlier from the back of the classroom is true. Front Rows are students who want to appear
more interested in what's going on in the class; they interact more often and more expertly
with the instructor, and they get better grades. Back Seats are either too shy or unwilling to
engage in the life of the class; they get lower grades. I have no statistical analysis to back this
up, but I'd bet a new eraser on it.
The geography of the classroom is divided into additional segments. Actually, I've found
that Back Seats are not necessarily the best seats for avoiding the eye of the questioning
professor. A professor who stands in front of his class might well look over Front Seats and
look Back Seats right in the eye. This is bad for Back Seats because the professor knows why
they're sitting there and will overlook the waving arms of Front Seats to get at the squirming,
coughing victims of Back Seatdom. For this very reason, SIDE SEATS are often the safest.
Not only are they more comfortable — year after year students have been leaning their sleepy
heads against the walls until there is a nice groove worn in the plaster — but the instructor
needs stereoscopic vision to catch them. Thus, if they do fall asleep, Side Seats are far less
apt to fall onto the floor because they enjoy the support of the wall, but they are also never in
the direct gaze of the instructor. Surprising point of fact: the very best seat for avoiding the
instructor's questions might very well be the FIRST ROW, SIDE SEAT (either side, perhaps
depending on whether the instructor is left- or right-handed or blind in one eye).
The largest segment of classroom geography, of course, is the area of CENTER SEATS,
that circle of seats in the middle of the classroom, not front or back or off to the sides. Here
you find the good friendly citizens of academia. They haven't really made a commitment to
being an academic star, nor are they willing, quite yet, to write you off and fall asleep on you.
The students of Center Seats deserve the benefit of the doubt, always; they will get B's and
C's, and frequently there will be a pleasant surprise sitting among them — perhaps they came
to class late and couldn't find a seat in the front or they just wanted to be disguised for some
reason.

Reading and Writing Skills for Grade 11 | 89

Of course you will find deviations from this geography. Every once in a while, an
academic superstar will sit in Back Row. Be assured she will be treated as an alien by her
nearby classmates, and rightfully so. And, as a young teacher, in my very first literature class
at the University of Connecticut, I was dumbfounded by a student who insisted on sitting in
the very Front Row Center and yet fell profoundly asleep every class. It couldn't have been
my fault; the others in Front Row were predictably alert. But fifteen minutes into the class
this student's head would begin the old bob-and-weave and snap-to-attention and soon he
would all but snore and drool. I was hypnotized by his drooping eyes and the class began to
pay more attention to his weaving head than to my scintillating lecture. I should have taken
up a collection to buy him a cup of coffee. It couldn't have been my fault, after all. He just
didn't understand where he belonged in the geography of the classroom. From
http://guidetogrammar.org/grammar/composition/classification.htm

Points to Ponder:
• Why does the writer present the categories in this order?
• Can you think of other categories based on the classroom's "geography" that the
writer didn't list?
• Does this essay seem aimed toward a specific audience? If so, what kind?
• Do or did you fit into any of these categories in the classroom? Does the essay
inspire you to try sitting elsewhere in the classroom the next time you begin a
class?
• Can you sum up the writer's point (if there is one)? Can you point to a thesis
statement or place where the point of the essay seems to "happen"?

Instruction: Organize/Put into categories the classified information and its example in text
inside the organizer.
A. Generate supporting details for the main idea of your classification text using the
gathered information from the reading material.

CLASSIFICATION1 CLASSIFICATION 2 CLASSIFICATION 3

Characteristics Characteristics Characteristics

Examples Examples Examples

Reading and Writing Skills for Grade 11 | 90

IV. Remarks
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________

I. Objective
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: At the end of the lesson, 80 % of the students will be able
to distinguish classification and exemplification as
patterns of development in writing across disciplines.
(EN11/12RWS-IIIbf-33.4)

Quarter: 3 Week: 4 Day: 13

Reading and Writing Skills for Grade 11 | 91

II. Content
A. Subject Matter : Classification and Exemplification.
B. Integration :
C. Strategy : 4As , Instruction and Small Group Discussion (SGD)

III. Learning Resources

A. References :
B. Other References
C. Materials : PowerPoint, Reading Materials and Answer sheet

IV. Reinforcement Activity

Activity 1: Fit Me Right!

o The teacher asks the students to look for a pair.
o The teacher instructs the students to use their own ideas and try to divide each of the
topics below into 3 categories using an appropriate graphic organizer. Then they
practice writing sentences under each category to express their classifications.
1. Classifying Friends
2. Classifying Classmates
3. Classifying Students

Activity 2:
o The teacher asks the students to choose among the topics given in activity 1 and
compose a 2-3 paragraphs from it.
o The teacher presents the rubric to the students.

Criteria 10 8 6 4 Score

Content have a Content are Content have Content must be

Structure clear statement interesting but a lack of explained to
and the the connection connection to understand the
connection to to the the message of connection to
the paragraph is paragraph is not the paragraph. the paragraph.
evident. obvious.

Reading and Writing Skills for Grade 11 | 92

Grammar The paragraphs The paragraphs The The paragraphs
and are free of any have few paragraphs have grammar
Structure grammar errors grammar errors have grammar errors and
or descriptive or descriptive errors or descriptive
word misusage. word misusage. descriptive words are
word misused.
misusage.
Total Score

I. Objective
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: At the end of the lesson, 80 % of the students will be able
to distinguish between and among patterns of
development in writing across disciplines.
(EN11/12RWS-IIIbf-3.5)

Reading and Writing Skills for Grade 11 | 93

Quarter: 3 Week: 4 Day: 14

II. Content
A. Subject Matter : B. Patterns of Development: Comparison and Contrast
Integration :
C. Values : Sharing ,cooperation and patience
D. Strategy : 4As , Instruction and Small Group Discussion (SGD)

III. Learning Resources

A. References: Agena, M.G., Gabelo, N., Geron, C., (et. al.). (2016). Reading-Writing
Connection for the 21st Century Learners for Senior High School.
Malabon City: Mutya
B. Materials: PowerPoint, Reading Materials and Answer sheets\

IV. Procedure
Preliminary/Introductory Activities (5 minutes)
1. Prayer
2. Greetings
3. Classroom management
4. Checking of attendance
5. Review of the previous lesson

A. Activating Prior Knowledge (10 minutes) o The teacher will group the class into five
(5). o Each group will be given one (1) reading text with guided activity in it (see
attached appendix 1) to be analyzed.
o After 5 minutes, each group will present their analysis in front of the class.

Pre-reading:
1. Read the title. What questions can you ask yourself about the title?
2. What is the topic of the article?
3. What do you already know about the topic?

While reading:
Look at the key words.
Which ideas in the text can you relate to?

Title: Technology over the Past Fifty Years

There have been many advances in technology over the past fifty years. These have
revolutionized the way we communicate with people who are far away. Compare and
contrast methods of communication used today with those which were used in the past.

Before the advent of computers and modern technology, people communicating over long
distances used traditional means such as letters and the telephone. Nowadays we have a vast
array of communication tools which can complete this task, ranging from email to instant
messaging and video calls. While the present and previous means of communication are

Reading and Writing Skills for Grade 11 | 94

similar in their general form, they differ in regard to their speed and the range of tools
available.

One similarity between current and previous methods of communication relates to the form
of communication. In the past, both written forms such as letters were frequently used, in
addition to oral forms such as telephone calls. Similarly, people nowadays use both of these
forms. Just as in the past, written forms of communication are prevalent, for example via
email and text messaging. In addition, oral forms are still used, including the telephone,
mobile phone, and voice messages via instant messaging services.

However, there are clearly many differences in the way we communicate over long
distances, the most notable of which is speed. This is most evident in relation to written
forms of communication. In the past, letters would take days to arrive at their destination. In
contrast, an email arrives almost instantaneously and can be read seconds after it was sent. In
the past, if it was necessary to send a short message, for example at work, a memo could be
passed around the office, which would take some time to circulate. This is different fromthe
current situation, in which a text message can be sent immediately.

Another significant difference is the range of communication methods. Fifty years ago, the
tools available for communicating over long distances were primarily the telephone and the
letter. By comparison, there are a vast array of communication methods available today.
These include not only the telephone, letter, email and text messages already mentioned, but
also video conferences via software such as Skype or mobile phone apps such as Wechat,
and social media such as Facebook and Twitter.

In conclusion, methods of communication have greatly advanced over the past fifty years.
While there are some similarities, such as the forms of communication, there are significant
differences, chiefly in relation to the speed of communication and the range of
communication tools available. There is no doubt that technology will continue to progress
in future, and the advanced tools which we use today may one day also become outdated.

Checklist
Below is a checklist for cause and effect essays. Use it to check your own writing.
Item OK? Comment

The essay is a comparison and contrast essay

An appropriate structure is used, either block or
pointby-point

Compare and contrast structure words are used

accurately

The criteria for comparison/contrast are clear

The essay has clear thesis statement

Reading and Writing Skills for Grade 11 | 95

Each paragraph has a clear topic sentence

The essay has strong support (facts, reasons,

examples, etc.)
The conclusion includes a summary of the main
points

Post-reading:
1. What is the writer’s main argument?
2. How does the writer support the main argument?
3. Do you notice any faulty reasoning in the arguments? If so, what are these?
4. Has the author convinced you to agree to the main argument of the text?

Teacher’s Guide
Title: Technology over the Past Fifty Years

However, there are clearly many differences in the way we communicate over long
distances, the most notable of which is speed. This is most evident in relation to written
forms of communication. In the past, letters would take days to arrive at their destination. In
contrast, an email arrives almost instantaneously and can be read seconds after it was sent. In
the past, if it was necessary to send a short message, for example at work, a memo could be
passed
around the office, which would take some time to circulate. This is different from the current
situation, in which a text message can be sent immediately.

Another significant difference is the range of communication methods. Fifty years ago, the
tools available for communicating over long distances were primarily the telephone and the

Reading and Writing Skills for Grade 11 | 96

letter. By comparison, there are a vast array of communication methods available today.
These include not only the telephone, letter, email and text messages already mentioned, but
also video conferences via software such as Skype or mobile phone apps such as Wechat,
and social media such as Facebook and Twitter.

Legend

Contrast
Compare
Compare Transitions
Contrast Transition

From https://www.eapfoundation.com/writing/essays/candc/

B. Analysis (5 minutes) o The teacher will ask the following questions to solicit
ideas from the learners:
5. How did you like the activity?
6. What difficulty did you encounter while doing the activity?
7. What were your observations on the activity?
8. What do you think is the relevance of this activity to our lesson for today?

o Then, the teacher will consolidate the answers of the students and starts introducing and
deepening the lesson of the day.

C. Abstraction (20-25minutes)
Patterns of Development: Compare and Contrast
Compare and contrast is a common form of academic writing, either as an essay
type on its own, or as part of a larger essay which includes one or more paragraphs
which compare or contrast.
What are compare & contrast essays?
To compare is to examine how things are similar, while to contrast is to see
how they differ. A compare and contrast essay therefore looks at the similarities of
two or more objects, and the differences. This essay type is common at university,
where lecturers frequently test your understanding by asking you to compare and
contrast two theories, two methods, two historical periods, two characters in a novel,
etc. Sometimes the whole essay will compare and contrast, though sometimes the
comparison or contrast may be only part of the essay. It is also possible, especially for
short exam essays, that only the similarities or the differences, not both, will be
discussed.
Structure

Reading and Writing Skills for Grade 11 | 97

There are two main ways to structure a compare and contrast essay, namely using a
block or a point-by-point structure. For the block structure, all of the information
about one of the objects being compared/contrasted is given first, and all of the
information about the other object is listed afterwards. This type of structure is similar
to the block structure used for cause and effect and problem-solution essays. For
the point-by-point structure, each similarity (or difference) for one object is followed
immediately by the similarity (or difference) for the other. Both types of structure
have their merits. The former is easier to write, while the latter is generally clearer as
it ensures that the similarities/differences are more explicit.

D. Application
The students will be grouped into 5 groups.
Each group will be given an activity sheet.
Each group will be given an allotted time to do the activity.

Reading and Writing Skills for Grade 11 | 98

Activity 1
Writing Similarities and Differences.

Exercise 1
Directions. Write sentences by comparing and contrasting the pictures below.
1. Classroom Laboratory

Similarities:
___________________________________________________________________________
_______________________________________________________________

Differences:
___________________________________________________________________________
_______________________________________________________________

2. Telescope Microscope

Similarities:
___________________________________________________________________________
_______________________________________________________________

Differences:
___________________________________________________________________________
_______________________________________________________________

Reading and Writing Skills for Grade 11 | 99

3. Coffee Tea

Similarities:
___________________________________________________________________________
_______________________________________________________________

Differences:
___________________________________________________________________________
_______________________________________________________________

4. Computer Calculator

Similarities:
___________________________________________________________________________
_______________________________________________________________

Differences:
___________________________________________________________________________
_______________________________________________________________

Reading and Writing Skills for Grade 11 | 100

5. Weather Barometer Thermometer

Similarities:
___________________________________________________________________________
_______________________________________________________________

Differences:
___________________________________________________________________________
_______________________________________________________________

Prior to answering the given task, each team leader should divide the task/item to each
members like in Group 1 they might have 10 members if the class consists of 50
students and divided into 5 groups, so the team leader can assign two students in one
item/ item # 1, another two members on #2 and so on, so everyone can and will
function accordingly. (Note: The division of task is relevant and important for the
next activity. So everyone needs to be involved. ☺)
After the allotted time, the groups will be randomly asked to present their
answers. (Sharing of ideas)

E. Assessment
(The Application serves as the assessment)

F. Assignment
I. Writing the Main Idea for a Comparison and Contrast Text
You have learned that when you write a main idea or thesis statement of any text
you are supposed to compose a clear sentence that contains your topic and your main
point about the topic. That is why you have to choose your topic first, and formulate
your opinion.
A. Choosing a Topic for a Comparison and Contrast Essay
B. Formulating an Opinion

Reading and Writing Skills for Grade 11 | 101

II. Supporting the main idea
When you write comparison and contrast essay, you should
➢ Choose two comparable topics, that is, two things that belong to the same
kind;
➢ State your overall opinion of the comparison of the two topics;
➢ Assign comparable points which you will use to analyse whether the two
topics are similar or different; and
Use transition words that signal comparison and contrast.

Using/Incorporating the task answered previously by the students, the students will be
asked then to create/develop the topic they have into a paragraph using any method
discussed earlier. This activity won’t be hard for them since they already had a
similarities and differences listed done in the previous activity.

While reading:
Look at the key words.
Which ideas in the text can you relate to?

Reading and Writing Skills for Grade 11 | 102

Title: Technology over the Past Fifty Years

However, there are clearly many differences in the way we communicate over long
distances, the most notable of which is speed. This is most evident in relation to written
forms of communication. In the past, letters would take days to arrive at their destination. In
contrast, an email arrives almost instantaneously and can be read seconds after it was sent. In
the past, if it was necessary to send a short message, for example at work, a memo could be
passed
around the office, which would take some time to circulate. This is different fromthe current
situation, in which a text message can be sent immediately.

Reading and Writing Skills for Grade 11 | 103

Checklist
Below is a checklist for cause and effect essays. Use it to check your own writing.

Item OK? Comment

The essay is a comparison and contrast essay

An appropriate structure is used, either block or pointby-

point

Compare and contrast structure words are used

accurately

The criteria for comparison/contrast are clear

The essay has clear thesis statement

Each paragraph has a clear topic sentence

The essay has strong support (facts, reasons, examples,

etc.)

The conclusion includes a summary of the main points

Teacher’s Guide

Title: Technology over the Past Fifty Years

Reading and Writing Skills for Grade 11 | 104

similar in their general form, they differ in regard to their speed and the range of tools
available.

However, there are clearly many differences in the way we communicate over long
distances, the most notable of which is speed. This is most evident in relation to written
forms of communication. In the past, letters would take days to arrive at their destination. In
contrast, an email arrives almost instantaneously and can be read seconds after it was sent. In
the past, if it was necessary to send a short message, for example at work, a memo could be
passed
around the office, which would take some time to circulate. This is different from the current
situation, in which a text message can be sent immediately.

Legend
Contrast
Compare
Compare Transitions
Contrast Transition
From https://www.eapfoundation.com/writing/essays/candc/

Detailed Lesson Plan in Reading and Writing Skills 11

I. Objectives
A. Content Standards : The learner realizes that information in a written
text may be selected and organized to achieve a
particular purpose.

Reading and Writing Skills for Grade 11 | 105

B. Performance Standard : The learner critiques a chosen sample of each
pattern of development focusing on information
selection, organization, and development.

C. Learning Competencies : At the end of the lesson, 80% of the leaner

distinguishes between and among patterns of
development in writing across disciplines.
(EN11/12RWS-IIIbf-3.5)

Quarter 3 Week 4 Day 15

II. Content
A. Subject Matter : Comparison And Contrast Reinforcement Activity
B. Integration : Music,
C. Strategy : Reading, Independent Learning

III. Learning Resources

A. References :
B. Other References : Disney Silly Symphony. The Ant and the Grasshopper.
Retrieved from https://www.youtube.com/watch?v=N3J0XLhQZl4
Reading a Comparison and Contrast Essay. Retrieved from:
http://www.sps186.org/downloads/basic/297553/Alternative
%20Readings.pdf
C. Materials : Laptop, PowerPoint Presentation,

IV. Procedure
Preliminary activities: (5 minutes)
 Setting the class
 Prayer
 Greeting
 Checking of attendance

A. Activating Prior Knowledge (15 minutes) Watch: Disney’s Short Film Adaptation
of “The Ant and the Grasshopper”
Source: https://www.youtube.com/watch?v=N3J0XLhQZl4

B. Analysis (5 minutes)
1. Compare and Contrast the ant and the grasshopper?

Reading and Writing Skills for Grade 11 | 106

2. Which do you think is better between the two?
3. What moral can be derived from the fable?
4. Which one are you?

C. Reinforcement Activity
See full overview, activity and mechanics at
http://www.sps186.org/downloads/basic/297553/Alternative%20Readings.pdf

Reading and Writing Skills for Grade 11 | 107

Reading and Writing Skills for Grade 11 | 108
Reading and Writing Skills for Grade 11 | 109
V. Remarks
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________

VI. Reflection
1. No. of learners who earned 80% in the evaluation
______________________________________________________________________
2. No. of learners who require additional activities for remediation who scored below
80%
_____________________________________________________________________
_ 3. Did the remedial lessons work? No. of learners who have caught up with the lesson
_____________________________________________________________________
_ 4. No. of learners who continue to require remediation
_____________________________________________________________________
_ 5. Which of my teaching strategies worked well? Why did these work?
_____________________________________________________________________
_ 6. What difficulties did I encounter which my principal or supervisor can help me solve?
______________________________________________________________________
7. What innovation or localized materials did I use/discover which I wish to share with
other teachers?

Reading and Writing Skills for Grade 11 | 110

______________________________________________________________________ APPENDIX
A

Answer Key:

Reading and Writing Skills for Grade 11 | 111

Daily Lesson Plan in Reading and Writing Skills

I. Objective
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: At the end of the lesson, 80 % of the students will be able
to distinguish between and among patterns of
development in writing across disciplines.
(EN11/12RWS-IIIbf-3.6)

Quarter: 3 Week: 4 Day: 16

II. Content
A. Subject Matter : Patterns of Development: Cause and Effect
B. Integration : Values: Sharing ,cooperation and patience
C. Strategy : 4As , Instruction and Small Group Discussion (SGD)

III. Learning Resources

IV. Procedure
Preliminary/Introductory Activities (5 minutes)
1. Prayer
2. Greetings
3. Classroom management
4. Checking of attendance
5. Review of the previous lesson

A. Activating Prior Knowledge (10 minutes) o The teacher will instruct the students to
group themselves into 5 groups, same groups will do, to read and answer the
activity (see Appendix 2).
o Students will read the article and answer the activity.
o Representative from each group will present their answers in class randomly.

Reading and Writing Skills for Grade 11 | 112

Pre-reading:
1. Read the title. What questions can you ask yourself about the title?
2. What is the topic of the article?
3. What do you already know about the topic?

While reading:
Look at the key words.
Which ideas in the text can you relate to?
Title:
Cause and Effect: More and More women are now going out to work and some
of them are now the major salary earner in the family

In the past, most women stayed at home to take care of domestic chores such as cooking or
cleaning. Women's liberation and feminism have meant that this situation has been
transformed and in contemporary society women are playing an almost equal role to men in
terms of work. This has had significant consequences, both in terms of the family, for
example by improving quality of life and increasing children's sense of independence, and
also for society itself with greater gender equality.

The main reasons behind the increase of women in the workplace are women's liberation
and feminism. The women's liberation movement originated in the 1960s and was
popularized by authors such as Simone de Beauvoir. As a consequence of this, new
legislation emerged, granting women equal rights to men in many fields, in particular
employment. Because of feminist ideas, men have taken up roles which were previously
seen as being for women only, most importantly those related to child rearing. As a result of
this, women have more time to pursue their own careers and interests.

These have led to some significant effects, both to family life and to society as a whole.

Although the earning capacity of a woman in her lifetime is generally much less than that of a
man, she can nevertheless make a significant contribution to the family income. The most
important consequence of this is an improved quality of life. By helping to maintain a steady
income for the family, the pressure on the husband is considerably reduced, hence improving
both the husband's and the wife's emotional wellbeing. Additionally, the purchasing power of
the family will also be raised. This means that the family can afford more luxuries such as
foreign travel and a family car.

A further effect on the family is the promotion of independence in the children. Some might
argue that having both parents working might be damaging to the children because of a
lack of parental attention. However, such children have to learn to look after themselves at
an earlier age, and their parents often rely on them to help with the housework. This
therefore teaches them important life skills.

Reading and Writing Skills for Grade 11 | 113

rights to protect themselves against domestic violence and sexual discrimination in the
workplace.

In conclusion, the increasing number of women at work has brought about some important
changes to family life, including improved quality of life and increased independence for
children, as well as affecting society itself. It is clear that the sexes are still a long way from
being equal in all areas of life, however, and perhaps the challenge for the present century is
to ensure that this takes place.

From https://www.eapfoundation.com/writing/essays/cande/
Checklist
Below is a checklist for cause and effect essays. Use it to check your own writing.

Item OK? Comment

The essay is a cause and effect essay

An appropriate structure is used,

eitherblock or chain

Cause and effect structure words are used

accurately

The essay has clear thesis statement

Each paragraph has a clear topic sentence

The essay has strong support (facts, reasons,

examples, etc.)

The conclusion includes a summary of the

main points

Post-reading:
1. What is the writer’s main argument?
2. How does the writer support the main argument?
3. Do you notice any faulty reasoning in the arguments? If so,
what are these?
4. Has the author convinced you to agree to the main argument
of the text? What course of action is the author persuading person to do?

Teacher’s Guide

Cause and Effect: More and More women are now going out to work and some
of them are now the major salary earner in the family

Reading and Writing Skills for Grade 11 | 114

The main reasons the increase of women in the workplace are women's liberation
behind and

feminism. The women's liberation movement originated in the 1960s and was
popularized
by authors such as Simone de Beauvoir. As a of , new legislation
consequence this emerged,
granting women equal rights to men in many fields, in particular employment.Because of
feminist ideas, men have taken up roles which were previously seen as being for women
only, most importantly those related to child rearing. As a result of this, women have more
time to pursue their own careers and interests.

These have led to some significant effects, both to family life and to society as a whole.

As regards society, the most significant impact of women going to work is greater gender
equality. There are an increasing number of women who are becoming politicians, lawyers,
and even CEOs and company managers. This in turn has led togreater equality for women in
all areas of life, not just employment. For example, women today have much stronger legal
rights to protect themselves against domestic violence and sexual discrimination in the
workplace.
In conclusion, the increasing number of women at work has brought about some important
changes to family life, including improved quality of life and increased independence for
children, as well as affecting society itself. It is clear that the sexes are still a long way from

Reading and Writing Skills for Grade 11 | 115

being equal in all areas of life, however, and perhaps the challenge for the present century is
to ensure that this takes place. Legend:
Cause
Effects
Effect 1
Effect 2
Effects Transition
CausesTransition
From https://www.eapfoundation.com/writing/essays/cande/

B. Analysis (5 minutes) o The teacher will then ask the following questions to solicit
ideas from the learners:
1. How did you like the activity?
2. What difficulties did you encounter while doing the activity?
3. What were your observations on the activity?
4. Was it related/the same or different from the pattern of the previous activity?

o Then, the teacher will consolidate the answers of the students for clarification.

C. Abstraction (25minutes)

Cause and effect Pattern Development

The Cause and effect essay is another common essay type, either as an essay type on
its own, or as part of a larger essay which includes one or more paragraphs examining
causes and effects.
Structure
There are two main ways to structure a cause and effect essay. These are similar to the
ways to structure problem-solution essays, namely using a block or a chain structure.
For the block structure, all of the causes are listed first, and all of the effects are listed
afterwards. For the chain structure, each cause is followed immediately by the effect.
Usually that effect will then be the cause of the next effect, which is why this
structure is called 'chain'. Both types of structure have their merits. The former is
generally clearer, especially for shorter essays, while the latter ensures that any affects
you present relate directly to the causes you have given.

Cause and Effect Paragraph

A cause is what makes a particular thing happen.

An effect is what results from a particular situation, activity, or behaviour.

You write cause-and-effect paragraphs when your purpose is to help readers understand
why something happened or is happening, or when you want to show readers how one thing
affects something else. You can also use cause-and-effect writing to predict future events.

When planning a cause-and-effect paragraph is making sure that causal relationship exist--that
one event caused another event and did not just precede it in time.
Reading and Writing Skills for Grade 11 | 116
A cause-and-effect paragraph can be organized in two ways: (1) Identify the effect in the
topic sentence and write about its cause; or (20 write about the cause in the topic sentence
and write about its effect.

Transitional Devices for Cause and Effect

To Show Causes
1. The first cause(second, third)
2. The first reason (second, third
3. Yet another factor
4. Because
5. Is caused by
6. Results from

To Show Effects
1. One important effect
2. Another result
3. A third outcome
4. As a result
5. Consequently
6. Then, next, therefore, thus, so

Reading and Writing Skills for Grade 11 | 117

D. Application
(Assessment will serve as application)

E. Assessment
Instruction. Read the paragraph article below and answer the comprehension questions.

Reading and Writing Skills for Grade 11 | 118

The Influence of Video Games to Children

Video games have been a part of children's life for the past few decades. It all started when
Atari came up with its first gaming console, which included a very simple game of tennis.
The controller had just one stick and one button to play with. Now, we have many different
types of consoles available in the market with very complex games that requires controllers
with two or more sticks and a variety of buttons. Video games are almost second nature to
the modern children and they are more comfortable playing them. Playing video games can
have many different effects (both positive as well as negative) on children. Some of these
effects include increasing hand-eye coordination and increasing dexterity mental skills; a
decreased interest in other activities such as studies and sports; and a very negative effect of
inducing violence.

One of the most positive effects of video games is increasing the dexterity of a child and
improving his or her hand-eye coordination. As mentioned earlier, the new video games that
are coming out are extremely complex and they involve the movement of many different
kinds of sticks and buttons on the controllers. These can be very good for children as they
learn to make fast connections between what they see and what their hands and fingers are
doing. This allows them to think quickly and improves their reflexes. The newest games are
very precision-based and it takes very minute and accurate movements for the children to
control the characters. This helps in making the children much more adept at handling and
operating real-life machinery and objects.

Another effect that playing videogames have on children is that they tend to get addicted to
playing these games and give them foremost priority. This takes the children away from their
other responsibilities, such as doing house chores, homework, and other physical activities.
Children also end up spending more time playing videogames in front of television screens
than playing real and actual sports that involve physical exercise. This in turn can have many
health-related problems for the children, as they can get obese if they don't exercise and stay
home playing video games. This is perhaps the worst negative effect that videogames can
have on children. Parents and educators all over the world are concerned about this
phenomenon and they are urging the children to not spend so much time playing video
games. Many new video game consoles, such as the new Nintendo WII, have come out with
games that require users to actually get up and move.

Many researchers have talked about the effects of viewing violence in the media and how it
affects children. Videogames takes this to another level, where the children are actually
participating in being violent in the video games. There are many game out there that allow
the children to play arm bearing characters who can kill anyone that they want, steal cars, and
commit many different kinds of crime. These games can have negative implications on the
children as they get immune to the idea of committing crime and end up believing that it is
all right. Research is still ongoing on this negative effect and it has not entirely been proven
or disproven as of yet.

We find that playing videogames can have various effects on the children, both positive as
well as negative. Even though the children can benefit by increasing their dexterity and
improving their reflexes, the cost of them losing out on their physical exercise and

Reading and Writing Skills for Grade 11 | 119

homework, as well as their becoming prone to violent acts, are way too much. It is important
that the parents and the educators take up this problem seriously and enable certain rules and
regulations that allow children to divide their time responsibly between playing videogames
and completing their studies and other responsibilities.

Questions:
1. What are the advantages and disadvantages of video games?
2. What are the effects of video games on children?
3. What are the roles of the parent and teachers in addressing the problems of video
games?

F. Assignment

While reading:
Look at the key words.
Which ideas in the text can you relate to?

Title: Technology over the Past Fifty Years

Reading and Writing Skills for Grade 11 | 120

Item OK? Comment

The essay is a comparison and contrast essay

Reading and Writing Skills for Grade 11 | 121

An appropriate structure is used, either block or pointby-
point

Compare and contrast structure words are used

accurately

The criteria for comparison/contrast are clear

The essay has clear thesis statement

Each paragraph has a clear topic sentence

The essay has strong support (facts, reasons, examples,

etc.)

The conclusion includes a summary of the main points

Teacher’s Guide

Title: Technology over the Past Fifty Years

Reading and Writing Skills for Grade 11 | 122

email and text messaging. In addition, oral forms are still used, including the telephone,
mobile phone, and voice messages via instant messaging services.

However, there are clearly many differences in the way we communicate over long
distances, the most notable of which is speed. This is most evident in relation to written
forms of communication. In the past, letters would take days to arrive at their destination. In
contrast, an email arrives almost instantaneously and can be read seconds after it was sent. In
the past, if it was necessary to send a short message, for example at work, a memo could be
passed
around the office, which would take some time to circulate. This is different from the current
situation, in which a text message can be sent immediately.

Legend
Contrast
Compare
Compare Transitions
Contrast Transition
From https://www.eapfoundation.com/writing/essays/candc/

Daily Lesson Plan in Reading and Writing Skills

I. Objective
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: At the end of the lesson, 80 % of the students will be able
to distinguish between and among patterns of
development in writing across disciplines.
(EN11/12RWS-IIIbf-3.6)
Reading and Writing Skills for Grade 11 | 123
Quarter: 3 Week: 5 Day: 17

II. Content
A. Subject Matter : Patterns of Development: Cause and Effect
B. Integration :
C. Values : Sharing ,cooperation and patience
D. Strategy : 4As , Instruction and Small Group Discussion (SGD)

III. Learning Resources

A. References: Agena, M.G., Gabelo, N., Geron, C., (et. al.). (2016).Reading-Writing
Connection for the 21st Century Learners for Senior High School. Malabon City:
Mutya
B. Other Reference: https://eslflow.com/wp-content/uploads/2017/10/Cause_effect_
transitions_worksheet.pdf
https://eslflow.com/wpcontent/uploads/2017/10/Cause_effect_essay_le
sson_brainstorming___outlining.pdf
https://eslflow.com/wp-content/uploads/2017/10/Causes___effects_
worksheet_x3_red.pdf
A. Materials: PowerPoint, Reading Materials and Answer sheets\

IV. Procedure
Preliminary/Introductory Activities (5 minutes)
1. Prayer
2. Greetings
3. Classroom management
4. Checking of attendance
5. Review of the previous lesson

A. Reinforcement Activity on Cause and Effect

Activity 1: Cause and Effect Transition Worksheet

Reading and Writing Skills for Grade 11 | 124

(Answers for this exercise can be found in the pdf attached found on Other References above.)

Activity 2: Writing Activity

Writing a cause-and-effect essay is basically explaining the reason why an event or

phenomenon occurred and/or what its results could be.
Students will be grouped into 5-6 groups. Each group is tasked to pick one scenario
below that they need to provide causes and effects.

Reading and Writing Skills for Grade 11 | 125

TASK 1

Reading and Writing Skills for Grade 11 | 126

TASK2
After filling out TASK 1, students will proceed to TASK 2.
Students will select, organize and develop the information gathered in
Task1 using the guide in Task 2.

(For clearer version, see attached PDF above in Other References)

Reading and Writing Skills for Grade 11 | 127

G. What innovation or localized materials did I use/discover which I wish to share with other
teachers?
___________________________________________________________________________ Daily
Lesson Plan in Reading and Writing Skills

I. Objective
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: At the end of the lesson, 80 % of the students will be

able to distinguish problem-solution and persuasion as
patterns of development in writing across disciplines.
(EN11/12RWS-IIIbf-3.7)

Quarter: 3 Week: 5 Day: 18

II. Content
A. Subject Matter : Patterns of Development: Problem-Solution
B. Integration :
C. Values : Sharing ,cooperation and patience
D. Strategy : 4As , Instruction and Small Group Discussion (SGD)

III. Learning Resources

IV. Procedure
Preliminary/Introductory Activities (5 minutes)
1. Prayer
2. Greetings
3. Classroom management
4. Checking of attendance
5. Review of the previous lesson

A. Activation of Prior Knowledge (15 minutes) o

The teacher will group the class into five (5).

Reading and Writing Skills for Grade 11 | 128

o Each group will be given one (1) reading text with guided activity in it ( see
attached appendix 1) to be analyzed.
o After 5 minutes, a representative from each group will present their analysis in
front of the class.

Pre-reading:
1. Read the title. What questions can you ask yourself about the title?
2. What is the topic of the article?
3. What do you already know about the topic?
While reading:
Look at the key words.
Which ideas in the text can you relate to?

Obesity and Poor fitness

Consumption of processed and convenience foods and our dependence on the car have led to an
increase in obesity and reduction in the fitness level of the adult population. In some countries,
especially industrialized ones, the number of obese people can amount to one third of the population.
This is significant as obesity and poor fitness lead to a decrease in life expectancy, and it is
therefore important for individuals and governments to work together to tackle this issue and
improve their citizens' diet and fitness.

Obesity and poor fitness decrease life expectancy. Overweight people are more likely to have
serious illnesses such as diabetes and heart disease, which can result in premature death. It is
well known that regular exercise can reduce the risk of heart disease and stroke, which means
that those with poor fitness levels are at an increased risk of suffering from those problems.
Changes by individuals to their diet and their physical activity can increase life expectancy.
There is a reliance today on the consumption of processed foods, which have a high fat and
sugar content. By preparing their own foods, and consuming more fruit and vegetables,
people could ensure that their diets are healthier and more balanced, which could lead to a
reduction in obesity levels. In order to improve fitness levels, people could choose to walk or
cycle to work or to the shops rather than taking the car. They could also choose to walk up
stairs instead of taking the lift. These simple changes could lead to a significant improvement
in fitness levels.

In short, obesity and poor fitness are a significant problem in modern life, leading to lower
life expectancy. Individuals and governments can work together to tackle this problem and so
improve diet and fitness. Of the solutions suggested, those made by individuals themselves
are likely to have more impact, though it is clear that a concerted effort with the government

Reading and Writing Skills for Grade 11 | 129

is essential for success. With obesity levels in industrialized and industrializing countries
continuing to rise, it is essential that we take action now to deal with this problem.

Checklist
Below is a checklist for the main body of an essay. Use it to check your own writing,
or the class will be divided into five groups.

Item OK? Comment

The essay is a problem-solution essay

An appropriate structure is used, either

block or chain

The essay has a clear thesis statement

Each paragraph has a clear topic sentence

The essay has strong support (facts,

reasons, examples, etc.)

The conclusion includes a summary of the

main points

B. Analysis (5minutes) o The teacher will ask the following questions to solicit
ideas from the learners:

1. How did you like the activity?

2. What difficulty did you encounter while doing the activity?
3. What were your observations on the activity?
4. What do you think is the relevance of this activity to our lesson for today?

o Then, the teacher will consolidate the answers of the students and starts introducing
and deepening the lesson of the day.

D. Abstraction (20-25 minutes)

Reading and Writing Skills for Grade 11 | 130

Pattern of Development: Problem-Solution
What are problem -solution essays/paragraph?
Problem-solution essays consider the problems of a particular situation, and give solutions
to those problems. They are in some ways similar to cause and effect essays, especially in
terms of structure (see below). Problem-solution essays are actually a sub-type of another
type of essay, which has the following four components:
• Situation
• Problem
• Solution
• Evaluation

The 'situation' may be included in the essay prompt, in which case it will not be needed in
the main body. If it is needed, it can often be included in the introduction, especially for
short essays. The 'evaluation' may be included as part of the conclusion or omitted
altogether, especially for short essays.
There are two main ways to structure a problem-solution essay. These are similar to the ways to
structure cause and effect essays, namely using a block or a chain structure. For the block
structure, all of the problems are listed first, and all of the solutions are listed afterwards. For the
chain structure, each problem is followed immediately by the solution to that problem. Both types
of structure have their merits. The former is generally clearer, especially for shorter essays, while
the latter ensures that any solutions you present relate directly to the problems you have given.
The two types of structure, block and chain, are shown in the diagram below. This is for a short
essay, which includes the 'situation' in the introduction and 'evaluation' in the conclusion. A
longer essay, for example one of around 1,000 words, with citations, would probably have these
two sections as separate paragraphs in the main body.

Structure

Chain
Introduction
(including 'situation')
Block Problem 1
Introduction &
(including 'situation') Solution to Problem 1
Problem 1 Problem 2
Problem 2 &
... Solution to Problem 2
Transition sentence/paragraph Problem 3
Solution 1 &
Solution 2 Solution to Problem 3
... ...
Conclusion (including Conclusion (including
'evaluation') 'evaluation')

Reading and Writing Skills for Grade 11 | 131

E. Application (15 minutes) Group
Activity:
Instruction: Identify some problems in the a) family, b) home, c) school, and d)
community around you and provide written solutions to them. Write your answers in
a paragraph form.

Problem Solution
Home
Family
School
Community

F. Evaluation o The Application serves

as the assessment

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?__________

Reading and Writing Skills for Grade 11 | 132

Appendix 1
Pre-reading:
1. Read the title. What questions can you ask yourself about the title?
2. What is the topic of the article?
3. What do you already know about the topic?

While reading:
Look at the key words.
Which ideas in the text can you relate to?

Obesity and Poor fitness

Reading and Writing Skills for Grade 11 | 133

reduction in obesity levels. In order to improve fitness levels, people could choose to walk or
cycle to work or to the shops rather than taking the car. They could also choose to walk up
stairs instead of taking the lift. These simple changes could lead to a significant improvement
in fitness levels.
Governments could also implement initiatives to improve their citizens' eating and exercise
habits. This could be done through education, for example by adding classes to the
curriculum about healthy diet and lifestyles. Governments could also do more to encourage
their citizens to walk or cycle instead of taking the car, for instance by building more cycle
lanes or increasing vehicle taxes. While some might argue that increased taxes are a negative
way to solve the problem, it is no different from the high taxes imposed on cigarettes to
reduce cigarette consumption.
In short, obesity and poor fitness are a significant problem in modern life, leading to lower
life expectancy. Individuals and governments can work together to tackle this problem and so
improve diet and fitness. Of the solutions suggested, those made by individuals themselves
are likely to have more impact, though it is clear that a concerted effort with the government
is essential for success. With obesity levels in industrialized and industrializing countries
continuing to rise, it is essential that we take action now to deal with this problem.

Checklist
Below is a checklist for the main body of an essay. Use it to check your own writing,
or the class will be divided into five groups.

Item OK? Comment

The essay is a problem-solution essay

An appropriate structure is used, either

block or chain

The essay has a clear thesis statement

Each paragraph has a clear topic sentence

The essay has strong support (facts,

reasons, examples, etc.)

The conclusion includes a summary of the

main points

Post-reading:
Reading and Writing Skills for Grade 11 | 134
1. What is the writer’s main argument?
2. How does the writer support the main argument?
3. Do you notice any faulty reasoning in the arguments? If so, what are these?
4. Has the author convinced you to agree to the main argument of the text?
5. What course of action is the author persuading person to do? If there is?

Teacher’s Guide
Below is a problem-solution essay on the topic of obesity and poor fitness. It uses the block
structure.
Obesity and Poor fitness
Consumption of processed and convenience foods and our dependence on the car have led to an
increase in obesity and reduction in the fitness level of the adult population. In some countries,
especially industrialized ones, the number of obese people can amount to one third of the
population. This is significant as obesity and poor fitness lead to a decrease in life
expectancy, and it is therefore important for individuals and governments to work
together to tackle this issue and improve their citizens' diet and fitness.

Obesity and poor fitness decrease life expectancy. Overweight people are more likely to
have serious illnesses such as diabetes and heart disease, which can result in premature
death. It is well known that regular exercise can reduce the risk of heart disease and
stroke, which means that those with poor fitness levels are at an increased risk of
suffering from those problems.
Changes by individuals to their diet and their physical activity can increase life
expectancy. There is a reliance today on the consumption of processed foods, which have
a high fat and sugar content. By preparing their own foods, and consuming more fruit
and vegetables, people could ensure that their diets are healthier and more balanced,
which could lead to a reduction in obesity levels. In order to improve fitness levels,

Reading and Writing Skills for Grade 11 | 135

people could choose to walk or cycle to work or to the shops rather than taking the car.
They could also choose to walk
up stairs instead of taking the lift. These simple changes could lead to a significant
improvement in fitness levels.

Governments could also implement initiatives to improve their citizens' eating and
exercise habits. This could be done through education, for example by adding classes to
the curriculum about healthy diet and lifestyles. Governments could also do more to
encourage their citizens to walk or cycle instead of taking the car, for instance by building
more cycle lanes or increasing vehicle taxes. While some might argue that increased taxes
are a negative way to solve the problem, it is no different from the high taxes imposed on
cigarettes to reduce cigarette consumption.
In short, obesity and poor fitness are a significant problem in modern life, leading to
lower life expectancy. Individuals and governments can work together to tackle this
problem and so improve diet and fitness. Of the solutions suggested, those made by
individuals themselves are likely to have more impact, though it is clear that a concerted
effort with the government is essential for success. With obesity levels in industrialized
and industrializing countries continuing to rise, it is essential that we take action now to
deal with this problem.
From https://www.eapfoundation.com/writing/essays/problemsolution/

Legend:
Situation
Problem
Solution
Solution 1 (Pink Font with Underline)
Solution 2( Red Font with Underline)
Evaluation
Detailed Lesson Plan in Reading and Writing Skills 11

I. Objectives
A. Content Standards : 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 : At the end of the lesson, 80% of the leaner

distinguishes between and among patterns of
development in writing across disciplines.
(EN11/12RWS-IIIbf-3.7)

Quarter 3 Week 5 Day 19

Reading and Writing Skills for Grade 11 | 136

II. Content
A. Subject Matter : Reinforcement Activity on Problem-Solution
B. Integration :
C. Strategy : Writing and Composition

III. Learning Resources

A. References :
B. Other References :
C. Materials : Fish Bowl or Box

IV. Procedure
Preliminary activities: (5 minutes)
 Setting the class
 picking up pieces of papers/wrapper on the floor
 Prayer
 Greeting
 Checking of attendance

A. Reinforcement Activity
Activity 1: Life Skills Social Scenarios “What will you do?”
Students will be called randomly in class. The student will pick a question/problem
inside a fishbowl or box and answer it in 1 minute.

Sample Questions:
1. You lent your friend a DVD, but he hasn’t given it back yet. What will you do?
2. You are trying to watch a movie and your friend is being too loud. What will
you do?
3. You want to go to your friend’s birthday party, but you are nervous about the
large crowd. What will you do?
4. You feel like one of your friends is upset with you, but you don’t know why.
What will you do?
5. You want to turn on the computer, but your friend isn’t sharing. What will you
do?
6. You are at the mall and a friend dare you to steal something. What will you
do?
7. You saw your friend steal something from your classmate’s bag, but he denies
it. What will you do?
8. You are already riding a taxi going to the school, however you forgot your
wallet at home. What will you do?
9. You forgot to do your homework which is due that day. Your teacher warned
you (the class) that copied homework will not be given any points. What will
you do?
10. You found a lot of liter around the garbage can, what will you do?
11. A waiter in a well-known restaurant spilled some gravy on your shirt in
accident. What will you do?

Activity 2: Essay Writing

Reading and Writing Skills for Grade 11 | 137
The students will be tasked to write an essay regarding different problems/issues in
the society nowadays. The students should write solutions as voice of the youth to
the problems presented. Moreover, the structure of writing a problem-solution essay
as presented in the previous classes should be evident in the students’ work.

Sample Topics: (The students may choose 1 or more topics to discuss)

1. Child Labor
2. Teenage Pregnancy
3. Drugs
4. Students who are frequently absent or out of school youth or dropping out
5. Unemployment rate
6. Sleeping in class
7. Low grades / Rampant Cheating
8. Tardiness
9. Cramming during exams or finals
10. Frequent Flooding due to clogged drainage / Improper Garbage Disposal

V. Remarks
______________________________________________________________________
______________________________________________________________________
VI. Reflection
1. No. of learners who earned 80% in the evaluation
______________________________________________________________________
2. No. of learners who require additional activities for remediation who scored below 80%
______________________________________________________________________
3. Did the remedial lessons work? No. of learners who have caught up with the lesson
______________________________________________________________________
4. No. of learners who continue to require remediation
______________________________________________________________________ 5.
Which of my teaching strategies worked well? Why did these work?
______________________________________________________________________
6. What difficulties did I encounter which my principal or supervisor can help me solve?
______________________________________________________________________
7. What innovation or localized materials did I use/discover which I wish to share with other
teachers?
______________________________________________________________________
Daily Lesson Plan in Reading and Writing Skills

I. Objective
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.

Reading and Writing Skills for Grade 11 | 138

C. Learning Competencies: At the end of the lesson, 80 % of the students will be
able to distinguish problem-solution and persuasion as
patterns of development in writing across disciplines.
(EN11/12RWS-IIIbf-3.8)

Quarter: 3 Week: 5 Day: 20

II. Content
A. Subject Matter : Patterns of Development: Persuasion
B. Integration :
C. Values : Sharing ,cooperation and patience
D. Strategy : 4As , Instruction and Small Group Discussion (SGD)

III. Learning Resources

IV. Procedure
Preliminary/Introductory Activities (5 minutes)
1. Prayer
2. Greetings
3. Classroom management
4. Checking of attendance
5. Review of the previous lesson

A. Activation of Prior Knowledge (15 minutes) Persuasive text activity

cards.
Instruction: the class will be divided into groups. Each group will be given a card to
discuss in front of the class. The group should be able to persuade other groups about
the topic/issue given to them.

Reading and Writing Skills for Grade 11 | 139

B. Analysis (5minutes)
1. How did you like the activity?
2. What difficulty did you encounter while doing the activity?
3. What were your observations on the activity?
4. Was it related/the same or different from the pattern of the previous activity?

D. Abstraction (20-25 minutes)

Pattern of Development: Persuasion

Persuasion means to convince someone that your opinion on a subject is the right
one. There are many forms of persuasion, you might not even know you are being
persuaded. For example advertisements are persuading you to buy a certain product.
Or family is always trying to convince you to do something or that they are always
right.

It is important to consider the audience as your write persuasively. Directing your

paragraph toward a particular audience can be helpful. Consider what kind of
evidence this audience would respond to. When you take your audience into
consideration, you will make your persuasive paragraph more convincing.

Methods of Persuasion
• Facts- A statement of what is.
• Referring to authority- An expert who can be relied on to give unbiased facts and
information.
• Examples- An example should clearly relate to the argument and should be typical
enough to support it.
• Predicting the consequence- Helps the reader visualize what will occur if
something does or does not happen.

Reading and Writing Skills for Grade 11 | 140

• Answering the opposition- Answering possible critics shows you are aware of the
opposing opinion and are able to respond to it.

Transitional Expressions for Persuasion Paragraphs

1. Give Reasons
a. first (second, third)
b. another, next
c. last, finally
d. because, since, for
e. although
2. Answer the Opposition
a. of course
b. some may say
c. nevertheless
d. on the other hand
3. Draw Conclusions
a. therefore
b. thus
c. hence
d. Consequently

E. Application (15 minutes) o The teacher will instruct the students to group themselves
into 5 groups, same groups will do, to read and answer the activity (see Appendix 2).
o Students will read the article and answer the activity. o Representative from each
group will present their answers in class randomly.

o The teacher will ask the following questions to solicit ideas from the learners:

Below is a well-developed persuasive paragraph from the essay "The End of an Illusion,"
which was written by Jamie Fast when she was a student in an English Composition 1
course. The topic of Jamie's essay is the short story "Miss Brill," by Katherine Mansfield.

Pre-reading:
1. Read the title. What questions can you ask yourself about the title?
2. What is the topic of the article?
3. What do you already know about the topic?

While reading:
Look at the key words. Which ideas in the text can you relate to?

Miss Brill by
Kathrine Mansfield

Miss Brill's ritual of visiting the park every Sunday helps her to cope with
loneliness. It is clear how much enjoyment the old woman derives from the simple activity
as the narrator states, "Oh, how fascinating it was! How she enjoyed it! How she loved
sitting [t]here, watching it all!" The weekly outing provides an opportunity for Miss Brill
Reading and Writing Skills for Grade 11 | 141
to place herself in the company of others and to leave behind "the little dark room" in
which she lives. Miss Brill employs the tactics of listening and watching to passively
include herself in the activities of the park crowd. She is expert at "sitting in other people's
lives for just a minute" by eavesdropping. This habit of "listening as though she didn't
listen" helps her to feel included. Being an avid people watcher, Miss Brill pays rapt
attention to those who surround her. By the same care she takes in noticing others, she
hopes that "no doubt somebody would have noticed if she hadn't been there" in
attendance. This thought allows her to feel a sense of community with the strangers at the
park. Miss Brill seizes every opportunity she can to imagine herself as having some
connection with the individuals she observes in attempt to garner a sense of belonging.
She even likens herself to being a part of the "family" that the band plays to. In effect, the
weekly outing provides a means to escape the isolation felt in her solitary existence for a
period of time by engaging herself in the happenings at the park. However, as Miss Brill
observes and listens, she prefers to view her world through a proverbial set of rose colored
glasses to protect herself from confronting the truth of her lonely existence.

F. Evaluation o The Application serves as

the assessment

VI. Reflection
B. 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?__________

Reading and Writing Skills for Grade 11 | 142

Appendix 1
Pre-reading:
1. Read the title. What questions can you ask yourself about the title?
2. What is the topic of the article?
3. What do you already know about the topic?

While reading:
Look at the key words. Which ideas in the text can you relate to?

Miss Brill by
Kathrine Mansfield
Miss Brill's ritual of visiting the park every Sunday helps her to cope with
loneliness. It is clear how much enjoyment the old woman derives from the simple activity
as the narrator states, "Oh, how fascinating it was! How she enjoyed it! How she loved
sitting [t]here, watching it all!" The weekly outing provides an opportunity for Miss Brill
to place herself in the company of others and to leave behind "the little dark room" in
which she lives. Miss Brill employs the tactics of listening and watching to passively
include herself in the activities of the park crowd. She is expert at "sitting in other people's
lives for just a minute" by eavesdropping. This habit of "listening as though she didn't
listen" helps her to feel included. Being an avid people watcher, Miss Brill pays rapt
attention to those who surround her. By the same care she takes in noticing others, she
hopes that "no doubt somebody would have noticed if she hadn't been there" in
attendance. This thought allows her to feel a sense of community with the strangers at the
park. Miss Brill seizes every opportunity she can to imagine herself as having some
connection with the individuals she observes in attempt to garner a sense of belonging.
She even likens herself to being a part of the "family" that the band plays to. In effect, the
weekly outing provides a means to escape the isolation felt in her solitary existence for a
period of time by engaging herself in the happenings at the park. However, as Miss Brill
observes and listens, she prefers to view her world through a proverbial set of rose colored
glasses to protect herself from confronting the truth of her lonely existence.

o What course of action is the author persuading person to do?

Reading and Writing Skills for Grade 11 | 143

Teacher’s Guide
Below is a well-developed persuasive paragraph from the essay "The End of an Illusion,"
which was written by Jamie Fast when she was a student in an English Composition 1
course. The topic of Jamie's essay is the short story "Miss Brill," by Katherine Mansfield.

Miss Brill by
Kathrine Mansfield
Miss Brill's ritual of visiting the park every Sunday helps her to cope with loneliness. It
is clear how much enjoyment the old woman derives from the simple activity as the
narrator states, "Oh, how fascinating it was! How she enjoyed it! How she loved sitting
[t]here, watching it all!" The weekly outing provides an opportunity for Miss Brill to
place herself in the company of others and to leave behind "the little dark room" in
which she lives. Miss Brill employs the tactics of listening and watching to passively
include herself in the activities of the park crowd. She is expert at "sitting in other
people's lives for just a minute" by eavesdropping. This habit of "listening as though
she didn't listen" helps her to feel included. Being an avid people watcher, Miss Brill
pays rapt attention to those who surround her. By the same care she takes in noticing
others, she hopes that "no doubt somebody would have noticed if she hadn't been
there" in attendance. This thought allows her to feel a sense of community with the
strangers at the park. Miss Brill seizes every opportunity she can to imagine herself as
having some connection with the individuals she observes in attempt to garner a sense
of belonging. She even likens herself to being a part of the "family" that the band plays
to. In effect, the weekly outing provides a means to escape the isolation felt in her
solitary existence for a period of time by engaging herself in the happenings at the
park. However, as Miss Brill observes and listens, she prefers to view her world
through a proverbial set of rose colored glasses to protect herself from confronting the
truth of her lonely existence.

Note:
Text highlighted in yellow indicates the primary claim of the paragraph, the main idea that the
writer attempts to prove in the paragraph.
Text highlighted in light yellow indicates the writer's development of the main idea that
begins the paragraph, usually the writer's explanation of how the evidence she presents
supports the main idea.
Text highlighted in light green indicates supporting evidence, facts that the writer uses to support
the idea that begins the paragraph.
The final sentence is a transitional sentence that takes readers to the main idea in the next body
paragraph.

Reading and Writing Skills for Grade 11 | 144

(Notice how well the writer stays focused on developing the main idea that begins the
paragraph and how well she uses plenty of specific evidence to support and develop her
interpretation. The writer has succeeded in her main objective in this paragraph: proving
the truth of the claim that appears in the topic sentence at the beginning of the paragraph:
"Miss Brill's ritual of visiting the park every Sunday helps her to cope with loneliness." )
Paragraph on "Miss Brill" copyright Jamie Fast.
Page copyright Randy Rambo, 2017.
From https://www2.ivcc.edu/rambo/eng1001/paragraph_development.htm

Detailed Lesson Plan in Reading and Writing Skills 11

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 : At the end of the lesson, 80% of the leaner

distinguishes between and among patterns of
development in writing across disciplines.
(EN11/12RWS-IIIbf-3.8)

Quarter 3 Week 6 Day 21

II. Content
A. Subject Matter : Reinforcement Activity On Persuasion
B. Integration :
C. Strategy : Game Based Activity

III. Learning Resources

A. References :
B. Other References :
C. Materials : Dice, Board, White cartolinas, FB like
icon/sticker

IV. Procedure Preliminary activities: (5

minutes)
 Setting the class
 picking up pieces of papers/wrapper on the floor
 Prayer
 Greeting
 Checking of attendance

A. Activating Prior Knowledge (15 minutes)

Reading and Writing Skills for Grade 11 | 145

Using the Diagram below, write the important features or characteristics of the two
patters of development.

Problem-
Persuasion
Solution

Reading and Writing Skills for Grade 11 | 146

B. Analysis (5 minutes)
a. In what ways can problem-solution skills and persuasion skills help you in
your everyday living?

C. Activity (30 minutes)

Title: Persuasive Writing Advert.
The class will be divided into groups. Each group will roll a dice to know what type
of persuasive writing advertisement they need to do according to specifications stated
on the board. Finished outputs will be posted on the wall outside the classroom. The
most liked output will receive additional points.

Reading and Writing Skills for Grade 11 | 147

6. What difficulties did I encounter which my principal or supervisor can help me solve?
______________________________________________________________________
7. What innovation or localized materials did I use/discover which I wish to share with other
teachers?
______________________________________________________________________

Detailed Lesson Plan in Reading and Writing Skills 11

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 : At the end of the lesson, 80% of the leaner

distinguishes between and among patterns of
development in writing across disciplines:
(EN11/12RWS-IIIbf-3)

Quarter 3 Week 6 Day 22

II. Content
A. Subject Matter : Distinguishing Patterns of Development
B. Integration :
C. Strategy : Game based strategy, organizer

III. Learning Resources

A. References :
B. Other References :
C. Materials : Answer sheet, signal cards (Similar, Different),
stick/ruler
IV. Procedure Preliminary activities: (5
minutes)
 Setting the class
 picking up pieces of papers/wrapper on the floor

Reading and Writing Skills for Grade 11 | 148

 Prayer
 Greeting
 Checking of attendance

A. Reinforcement Activity (35 minutes)

Instructions:
1. The class will be divided into 8 groups, representing the eight patterns of
development. Each group should master their assigned pattern and identify their
similarities and differences among the other patterns of development. Each group
will be given 5 minutes to prepare.
▪ Group 1- Narration
▪ Group 2 - Description
▪ Group 3 – Definition
▪ Group 4 – Exemplification/Classification
▪ Group 5 – Comparison and Contrast ▪ Group 6 – Cause and Effect
▪ Group 7 – Problem and Solution
▪ Group 8 - Persuasion
2. After the 5-minute preparation, each group should prepare to speak out the
difference or similarities of their pattern with the other pattern pointed by the
teacher.

Example: With the use of the signal cards (Difference on the front face and
Similarity on the other), the teacher will point Difference to Group 1 and a
stick/ruler to Group 5. So, Group 1 will speak out a difference of Narration to
Comparison/Contrast.

3. If the group cannot answer the difference/similarities correctly, they lose a point.

Generalization (20 minutes)

By Pair: Distinguish Patterns of Development
Sum up and distinguish all Patterns of Development using the organizer below. After
10 minutes, the pair will compare outputs with the other pairs to expand learning and
clarify concepts, and learn collaboratively.
Names of classmates whom students compared outputs with should be signed at the
back of the papers/answer sheets.

Reading and Writing Skills for Grade 11 | 149

NARRATION DESCRIPTION DEFINITION CLASSIFICAT COMPARISON CAUSE & PROBLEM- PERSUASION
ION & & CONTRAST EFFECT SOLUTION
EXEMPLIFIC
ATION

Example:

VI. Reflection
1. No. of learners who earned 80% in the evaluation
______________________________________________________________________
2. No. of learners who require additional activities for remediation who scored below 80%
______________________________________________________________________
3. Did the remedial lessons work? No. of learners who have caught up with the lesson
______________________________________________________________________
4. No. of learners who continue to require remediation
______________________________________________________________________ 5.
Which of my teaching strategies worked well? Why did these work?
______________________________________________________________________
6. What difficulties did I encounter which my principal or supervisor can help me solve?
Reading and Writing Skills for Grade 11 | 150
______________________________________________________________________
7. What innovation or localized materials did I use/discover which I wish to share with other
teachers?
______________________________________________________________________

Appendix A

SIMILARITY
DIFFERENC
E
Appendix B

Reading and Writing Skills for Grade 11 | 151

Reading and Writing Skills for Grade 11 | 152
Daily Lesson Plan in Reading and Writing Skills

I. Objective
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: At the end of the lesson, 80 % of the students will be able
to distinguish between and among patterns of
development in writing across disciplines: a. narration
b. description c. definition d. exemplification /
classification e. comparison and contrast f. cause and
effect g. problem - solution and h. persuasion
(EN11/12RWS-IIIbf-33.1-8)

Quarter: 3 Week: 6 Day: 23

II. Content
A. Subject Matter : B. Review on Patterns of Development
Integration :
C. Strategy : Pass a “mic”

III. Learning Resources A. References:

B. Other References o Semma, M. (n.d). Pass the “mic”. Retrieved from
https://tophat.com/blog/interactive-classroom-activities/
C. Materials: PowerPoint, Reading Materials and Answer sheet

IV. Review Activity

Pass the “mic”
o A week before the review, ask students to email you two to five key terms or
theories that they feel they need to brush up on. Take all that data and
compress it until you have a solid working list of what students want to review
most. o In class, provide students with visual access to the list (I found writing
all the terms on a chalkboard to be most effective). Instruct the class to have
their notes out in front of them, with a pad of paper or blank Word document
at their fingertips, and encourage them to take notes as the review is in
progress. o A trinket of sorts (I highly recommend a plush ball), used as a
“microphone,” helps to give students equal opportunity to direct the review
without putting individuals on the spot too aggressively. The rules are simple:
she or he who holds the “mic” can pick one term from the list and using their
notes, can offer up what they already know about the term or concept, what
they are unsure of, or what they need more elaboration on. o Actively listen to
the speaker and give them some positive cues if they seem unsure; it’s okay to
Reading and Writing Skills for Grade 11 | 153
help them along the way, but important to step back and let this review remain
student centered. Once the speaker has said their piece, open
the floor to the rest of the class for questions or additional comments. If you
find that the discussion has taken a departure from the right direction, re-
center the class and provide further elaboration if need be.
o Erase each term discussed from the list as you go, and have the speaker pass
(or throw) on the “mic” to a fellow classmate, and keep tossing the ball around
after each concept/term is discussed.

I. Objective
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.

Reading and Writing Skills for Grade 11 | 154

(EN11/12RWS-IIIbf-33.1-8)
Quarter: 3 Week: 6 Day: 24

II. Content
A. Subject Matter : Quiz on Patterns of Development

o The teacher instructs the students to answer the worksheet.

Patterns of Development Activity

Name: ______________ Section: _ Date: ________

Instruction: Read and understand the following texts. Then, identify and explain the pattern
of development being referred in the following text. Write your answer on the
space provided before each text.
Text 1:
Last night, I was walking on my way home when it suddenly rained. I forgot to bring
my umbrella, so I ran to avoid getting completely soaked in the rain. Not seeing
where I was going, I fell into a paddle of water. Then a guy helped me stand up.
When I looked up, I recognized him. Momentarily, I forgot that I was soaking wet
and that I was very cold. He offered to walk me home, and I just nodded. The next
day, he and I saw each other at school. At last, we talked like old friends.

Pattern of Development: ____________________________

Text 2:______________________________
The tarsier has soft, grayish fur. It has bat-like ears and a long, rat-like tail. It only
stands about 100 millimeters. It feeds on insects like crickets, beetles, and termites;
and on small animals, too, like lizards, frogs, and small birds. Also, it is capable of
turning its head 180 degrees and jumping backward with accuracy.

Pattern of Development: ____________________________

Reading and Writing Skills for Grade 11 | 155

Text 3:_______________________________
The greenhouse effect is a natural process. As the sun shines, Earth absorbs some of
its energy. Then the greenhouse gases in the atmosphere like water vapor, carbon
dioxide, methane, nitrous oxide, and the ozone absorb and emit that energy. This
energy warms the atmosphere as well as the Earth’s surface. As a result, the process
keeps Earth warm.

Pattern of Development: ____________________________

Text 4:_______________________________
Leonardo da Vinci and Michelangelo are regarded as two of the greatest artists from
the Renaissance. Both were geniuses; they mastered techniques that made them
superior to their contemporaries. Also, they were similarly interested in anatomy,
which helped them produce highly realistic works. However, they each had a distinct
style. Da Vinci developed a style that was feminine and full of light. On the other
hand, Michelangelo preferred his works to be masculine and dark.

Pattern of Development: ____________________________

Text 5:________________________________
The Armed Forces of the Philippines (AFP) are composed of the Philippine Army,
the Philippine Air Force, the Philippine Navy, and the Philippine Marine Corps. The
Philippine Army, the main and largest branch, is responsible for ground warfare. It
was established on December 21, 1935, and it has 86,000 active personnel. The
Philippine Air Force is the aerial warfare service branch. It has 15,000 active
personnel and a total of 126 aircraft. It has been active since July 1, 1947. The
Philippine Navy is the naval service branch. It was founded on May 20, 1898 and
has a total of 101 ships and 24,000 active personnel. The Philippine Marine Corps
conducts amphibious and expeditionary warfare as well as special operation
missions. It was established on November 2, 1950, and it has 8,300 active personnel.

Pattern of Development: ____________________________

Reading and Writing Skills for Grade 11 | 156

Text 6: ________________________________
Salmonellosis is a type of food poisoning caused by Salmonella enterica bacterium.
People who are infected with such illness experience abdominal cramps, fever, and
diarrhea. Consequently, they suffer from severe dehydration, vomiting, headaches,
and body aches. Furthermore, salmonellosis can lead to complications, such as
Reiter’s syndrome (reactive arthritis) and focal infection.

Pattern of Development: ____________________________

Text 7:_________________________________
American women gained status during World War II. Many of them took over
men’s jobs in factories and farms as men enlisted into the military. As a result, they
learned new skills and experienced work outside of the home. Also, women were
allowed to serve in the military following the bombing of Pearl Harbor, so they felt
the pride of being in the military service. Lastly, because of the absence of men,
women made decisions for themselves and their families.

Pattern of Development: ____________________________

Text 8: _________________________________
I have always enjoyed the French fries at McDonald’s and other fast-food
restaurants, but I have never realized just how much work goes into making them
until I watched in the television a potato processing plant in Hermiston, Oregon.
The process begins with freshly dug potatoes being shoveled from trucks onto
conveyor belts leading into the plant. During this stage, workers must sort out any
rocks that may have been dug up with the potatoes because these could severely
damage the automated peelers. After the potatoes have gone through the peelers,
they travel on a conveyor belt through the “trim line”. Here, workers cut out any
bad spots, being careful not to waste potatoes by trimming too much. Next, the
potatoes are sliced in automated cutters and then fried for about a minute. After
this, they continue along a conveyor belt to the “wet line”. Here, workers again
look for bad spots, discarding out any rotten pieces. At this point, the potatoes go to
a second set of fryers for three minutes before being moved to subzero freezers for
ten minutes. Then it’s on to the “frozen line” for final inspection. The inspected
fries are weighed by machines and then sealed into five-pound plastic packages,
which are weighed again by workers who also check that the packages are properly
sealed. The bags are then packed into boxes and made ready for shipment to
various McDonald’s and other restaurants across the Western United states. This
Reading and Writing Skills for Grade 11 | 157
process goes on continuously, twenty-four hours a day, to bring us consumers the
tasty French Fries we all enjoy so much.

Pattern of Development: ____________________________

I. Objectives:
A. Content Standards : 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 Competency: At the end of the lesson, 80 % of the learners are

expected to identify organization as a property of well-
written text. (EN11/12RWS-IIIgh—4.1)

Reading and Writing Skills for Grade 11 | 158

Quarter: 3 Week: 7 Day: 25

II. Content:
A. Subject Matter: Organization of a well-written text
B. Integration:
C. Strategies: Collaborative Learning

III. Learning Resources: A. Reference:

Gabelo,N.,Geron,C.,Agena,M.G.,Mendoza,L.,Platero,L.,Agnes,F.,…Santillana,
P.M. (2016). Reading-Writing Connection for the 21st CENTURY LEARNERS
for Senior High School.Malabon City: Mutya Publishing House. B. Other
references:
C. Materials: Chalk, printed articles and worksheets

III. Procedure:
A. Activity: (5 minutes) o Draw a diagram on the board where students can write their
thoughts about the characteristics of an organized well-written text.
o Give a sample idea and then invite the class to write anything they know as a
way of activating prior knowledge. After ten (10) minutes, call some students
to read the insights written on the board. (15 minutes)

Ideas are
presented
clearly
Characteristics of
an organized
well-written
text.

B. Analysis: (5 minutes) o After the activity, ask the students with the the following
questions:

1. What challenges did you encounter during the activity?

2. How were you able to come up with those ideas?

C. Abstraction: (20 minutes) o Tell the students that they are going to identify
organization as a property of a well-written text. o Begin explaining that the
organization of text serves as the framework or outline of what readers expect to
know. Thus, it is important to effective writing that written texts have to be organized
to in order to give readers a clear overview about the topic. An organized text clearly
leads to understanding the information presented in a logical progression and
completeness of ideas. Organization focuses on two areas: text structures specific to
the particular genre and the cohesive elements that tie clauses, sentences, and
paragraphs together into a cohesive whole. o Then, tell the students that an

Reading and Writing Skills for Grade 11 | 159

introduction to be considered organized have to offer readers’ direction, general idea
or necessary background about the topic. This part explains why the topic is relevant.
The use of a quotation or an anecdote will make an introduction inviting for readers to
read through. However, there are many techniques or styles on starting an to write an
article depending on the purpose.

How to write and introduction

The introduction has a number of purposes.

a. Get the reader interested in your paper.
b. Tell the reader what you are writing about.
c. The introduction may explain why the topic is relevant or why you have
wittern the paper.

In a newspaper article, the writer wants you to be interested enough to read

the article, so they start off with something exciting and maybe show a little
bit of mystery. That is what you want to do in your intro.
How to draw in your reader? Some ways to get your reader interested are:
1. Start with a quote that is related to your topic.
2. Start with a short story or anecdote that is related to your topic. If it is a
book, you can start by describing in a few sentences a poignant scene of
the book and then relating it to what you will be writing about. A
memorable scene or one which suspense, or intrigue works well – but use
only a few sentences to describe it.
3. If your essay is about a book or poem, pull one of the important phrases to
use as a quote to get you started.

o The organization of ideas in the body of the text depends on the type of writing
such as Research or Narrative story structure. o Researchers have identified
five basic organizational structures: sequence, description, cause and effect,
compare and constrast, and problem and solution. Sequence uses time,
numerical, or spatial order as the organization structure.
Some narrative genres that use a chronological sequence structure are personal
narrative genres (memoirs, autobigraphical incident, autobigraphy), imaginate
story genres( fairytales, folktales, fantasy, science fiction), and realistic fiction
genres.Narrative story structures include an initiating event , complicating
actions that build to a high point , and a resolution. Many narratives also
include the protagonist’s goals and obstacles that must be overcome to achieve
those goals.

o Expound to students that writing an organized conclusion is restating topic

discussed and the major points presented. This does not mean copying the
same wordings of the introduction or body, instead it has to be stated in a
different way. Remember also not to leave readers hanging by giving vague
statements.

D. Application: (20 minutes) o In the same group, provide the students with activity
sheets (see attached Appendix 2 & 3 for printing purposes) as an application of
Reading and Writing Skills for Grade 11 | 160
identifying how organized the text is. Tell them that it will be done in 20 minutes. You
may ask students to use a 1 whole sheet of paper if in case the worksheet will be used
for the other class

Instruction: Read the article and answer the process questions in a matrix.

Benefits of Short Stories

by Herb Leibacher

1
A short story is a literary work that tells a series of event in a specific setting.
These series of events are the product of the writer's powerful mind and imagination.
They are the result of contemplations, and realizations done by the writer either
during his gloomy or happy days. Short stories are the outlet of the writer's emotions.
It is through short stories that a writer directly or indirectly expresses his ideals,
beliefs and opinions regarding issues that continually confronting the society. Thus
stories are written due to several purposes such as to inspire, to educate, to entertain
and to provoke one's emotions.

2
Whichever the purpose of a particular story, one thing that is very much sure is
that stories have lots of benefits to everyone.

3
For children stories teach them moral lessons which will be planted in their
young minds and that they can ponder upon as they grow older. Other than that, they
help in the enhancement of children's imaginative thinking which leads to creativity.
According to some experts, children are being trained to think imaginatively while
listening or reading stories in accordance to how the writer describes the setting,
characters, and events that took place in the story. More than that, children are taught
to focus their attention to a specific topic so that if they will be engaged to more
complicated brainstorming or emersions they won't have any difficulty. One thing
more, their vocabularies will be developed. As a result, this will help them develop
their communication skills both in oral and written communication.

4
For older person, stories especially with those that contain humor entertain
people. Short stories would also provoke questions in the minds of people regarding
life and society. Short stories enables them see realities even though the events in the
stories did not happen in actual scenes; but there are several situations in life that can
be related to those events. The readers are made to see and think of the realities in life.
Another thing is that stories teach people to appreciate the beauty of life. This is
because through short stories that the adventures of people are told. These characters
are used to symbolize things in the real society. It is through them that writers relate
the message they wanted their readers to grasp. Despite the fact that these characters
shown in these stories don't exist in real life, their struggles can be compared to
someone in real life.
5
Those benefits mentioned above are only among the many benefits of reading
short stories. Seeing those benefits that stories can give, it is just correct to conclude
that reading short stories is helpful to all.
Article Source: http://EzineArticles.com/5019035

Reading and Writing Skills for Grade 11 | 161

E. Assessment: 10 minutes o Group the students into triads where each group will be
given a checklist (see attached Appendix 1 for printing purposes). You may ask the
students to use ½ crosswise in answering the checklist. Inform them that the activity
will be done in ten (10) minutes only.

F. Assignment
o Tell the class to review the lessons discussed about the organization of text.

VI. Reflection:

A. No. of learners achieve 80%:_________

B. No. of learners who require additional activities for remediation:________
C. Did the remedial lessons work?__________
D. No. of learners who have caught up the lesson:___________
E. No. of learners who continue to require remediation:_________
F. Which of my teaching strategies worked well? Why did these work?_______ G.
What difficulties did I encounter which my principal or supervisor help me solve?
__________
H. What innovations or localized materials did I used/ discover which I wish to share with
other teacher?

Appendix 1. Organization of a text checklist

Appendix 2. Reading text

Reading and Writing Skills for Grade 11 | 163

Instruction: Read the article and answer the process questions in a matrix.
Benefits of Short Stories
by Herb Leibacher

1
A short story is a literary work that tells a series of event in a specific setting. These series of events

are the product of the writer's powerful mind and imagination. They are the result of contemplations, and
realizations done by the writer either during his gloomy or happy days. Short stories are the outlet of the
writer's emotions. It is through short stories that a writer directly or indirectly expresses his ideals, beliefs
and opinions regarding issues that continually confronting the society. Thus stories are written due to
several purposes such as to inspire, to educate, to entertain and to provoke one's emotions. 2
Whichever the purpose of a particular story, one thing that is very much sure is that stories have lots of
benefits to everyone.
3
For children stories teach them moral lessons which will be planted in their young minds and that they can
ponder upon as they grow older. Other than that, they help in the enhancement of children's imaginative
thinking which leads to creativity. According to some experts, children are being trained to think
imaginatively while listening or reading stories in accordance to how the writer describes the setting,
characters, and events that took place in the story. More than that, children are taught to focus their attention
to a specific topic so that if they will be engaged to more complicated brainstorming or emersions they won't
have any difficulty. One thing more, their vocabularies will be developed. As a result, this will help them
develop their communication skills both in oral and written communication.
4
For older person, stories especially with those that contain humor entertain people. Short stories would
also provoke questions in the minds of people regarding life and society. Short stories enables them see
realities even though the events in the stories did not happen in actual scenes; but there are several
situations in life that can be related to those events. The readers are made to see and think of the realities in
life. Another thing is that stories teach people to appreciate the beauty of life. This is because through short
stories that the adventures of people are told. These characters are used to symbolize things in the real
society. It is through them that writers relate the message they wanted their readers to grasp. Despite the fact
that these characters shown in these stories don't exist in real life, their struggles can be compared to
someone in real life.
5
Those benefits mentioned above are only among the many benefits of reading short stories. Seeing those
benefits that stories can give, it is just correct to conclude that reading short stories is helpful to all.

Article Source: http://EzineArticles.com/5019035

Questions Explain with textual evidences (Cite lines or words from the Benefits of
Short Stories)

1. What makes the

introduction a good one?

2. What are the major

points presented in the
text?

3. Do you agree that the

text is organized? Why?

Reading and Writing Skills for Grade 11 | 164

Lesson Plan in Reading and Writing Skills

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 Competency: At the end of the lesson, 80 % of the learners are

expected to identify organization as a property of well-
written text. (EN11/12RWS-IIIgh—4.1)

Quarter: 3 Week: 7 Day: 26

Reading and Writing Skills for Grade 11 | 165
II. Content:
A. Subject Matter : B. Organization of a well-written text
Integration :
C. Strategies : Collaborative Learning

III. Learning Resources: A.

Reference:
Gabelo,N.,Geron,C.,Agena,M.G.,Mendoza,L.,Platero,L.,Agnes,F.,…Santillana,
P.M. (2016). Reading-Writing Connection for the 21st CENTURY LEARNERS
for Senior High School.Malabon City: Mutya Publishing House. B. Other
references:
C. Materials: Chalk, printed articles and worksheets

III. Reinforcement:

o Have the students work in pairs as they answer the activity below.

Directions: The following paragraph is effectively developed with specific examples.

The paragraph is also well-organized, but it lacks a satifactory concluding sentece.
Respond to the questions that follow “Junk Food Junkie”

Junk Food Junkie

I confess: I am the worst junk food junkie in this great gluttonous galaxy of sugar,
salt, and fat. You can keep your lentils, granola, and prunes. I want calories and
carbohydrates, burgers and fries.
Within minutes after waking up grouchy and puffy eyed in the morning, I stumble
to the kitchen and pour myself a tall glass of ice cold Pepsi. Ahh! My tongue tingles and
my eyes pop open. I then have the energy to eat. I rummage through the refrigerator,
push aside the yogurt and apples, and there it is: a slice of congealed pepperoni pizza.
That's enough to get me off to school and through my first class. Of course, I then head
to the store on my first break for a Snickers bar and a Diet Mountain Dew. The "lite" soft
drink, you see, compensates for the calories in the candy. An hour or two later, for lunch,
I gobble down a row of Golden Double Stuf Oreos and a peanut butter sandwich, all
sloshed down with a pint of chocolate milk. Later in the afternoon I stop at Five Guys to
devour a double bacon cheeseburger and a monster order of sodium-loaded fries. Finally,
before going to bed, I knock off a bag of Philly Cheese Steak Rippled Potato Chips--
dripping with onion dip.

Source: https://www.thoughtco.com/example-paragraph-junk-food-junkie-
1690563

1. Comment on the kind of introduction used by the writer.

________________________________________________________________________
________________________________________________________________________

Reading and Writing Skills for Grade 11 | 166

________________________________________________________________________
________________________________________________________________________

2. Write your own strong concluding paragraph to end the essay.

Study Questions
1. The writer uses time order to organize her examples. List the time transitions that
you find in the paragraph.
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
2. Identify the short sentences used by the writer to guide us from the Pepsi example to
the pizza example.
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
3. What sentence does the writer use to guide us from the pizza example to the next
example?
_____________________________________________________________
____________________________________________________________________
_
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
4. Create a sentence that you think would conclude this sentence effectively.
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________

o Have the students present their output in the class and process their answers in
relation to how a text shoulf be organized. Here are sample responses to the study
questions that accompany the student paragraph developed with examples--"Junk
Food Junkie".
(1) The time transitions in this paragraph include "Within minutes after waking,"
"then," "An hour or two later," "Later," and "Finally."

(2) and (3) These sentences should be easy to spot:

- "Ahh! My tongue tingles and my eyes pop open. I then have the energy to eat."
- "That's enough to get me off to school and through my first class."

Reading and Writing Skills for Grade 11 | 167

Note that complete sentences--as well as individual words and phrases--can be used to
make smooth transitions in a paragraph.

(4) Various answers are possible. Here's the concluding sentence that appeared in the
student's original paragraph: "Only then do I drift off to sleep, counting onion rings in
the deep fry and hot dogs on the grill."

VI. Reflection:

A. No. of learners achieve 80%:_________

Lesson Plan in Reading and Writing Skills

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

Reading and Writing Skills for Grade 11 | 168

development focusing on information selection,
organization, and development.

C. Learning Competency: At the end of the lesson, 80 % of the learners are

expected to identify cohesion and coherence as
properties of a well-written text (EN11/12RWS-IIIgh-
4.2).

Quarter: 3 Week: 7 Day: 27

II. Content:
A. Subject Matter : Cohesion and Coherence
B. Integration :
C. Strategies : Group work

III. Learning Resources: A.

References:
✓ Barrot, J. (2016). Academic Reading & Writing For Senior High
School.Quezon City: C & E Publishing,Inc.
✓ Gabelo,N.,Geron,C.,Agena,M.G.,Mendoza,L.,Platero,L.,Agnes,F.,…
Santillana, P.M.(2016). Reading-Writing Connection for the 21st CENTURY
LEARNERS for Senior High School. Malabon City: Mutya Publishing House.
✓ Williams, J. S. (2007). Style: Lessons in clarity and grace (9th ed.). New York,
NY: Pearson Longman. B. Other refererences:
✓ www.uwb.edu/wacc/what-we-do/eslhnadbook/coherence
✓ www. aeo.sllf.qmul.ac.uk/Files/Cohesion/Cohesion.htm

C. Materials: Chalk, printed articles and worksheets

III. Procedure
A. Activity (10 minutes) o As you begin the class, tell the students that they are
going to identify cohesion and coherence as properties of a well-written text.
o Using a PowerPoint (see attached Coherence and Cohesion PowerPoint)
present Williams’ analogy of a jigsaw puzzle to give an idea about coherence
and cohesion.
o Flash the PowerPoint while reading its content.
- What image is formed in the jigsaw puzzle?
- The jigsaw puzzle is forming the picture of a daisy.
- As an analogy, each piece of this jigsaw puzzle represents a sentence.
- All of the sentences together form a complete idea or picture, in this case the
flower.
- What if one of the pieces is part of a rose garden instead of the daisy?
- Is there something wrong with the jigsaw puzzle?
- Yes because one part is about a picture of a garden not of the daisy.
- What does this picture symbolize in terms of writing sentences to express an
idea?

Reading and Writing Skills for Grade 11 | 169

- This picture symbolizes some writing errors when one sentence in a paragraph
focused on a related topic—roses and daisies are both flowers—but not
contributing to the big picture of the daisy. o Then, tell the students that it is
therefore important to convey ideas in an understandable manner. Like the
jigsaw puzzle, each part should contribute to the totality of the message being
delivered.

B. Analysis: (10 minutes) o After the activity, ask the class with the following
questions and them share their ideas to their classmates :
1. How did you find the activity?
2. What difficulty did you encounter in the activity?
3. What were your observations with the activity?
4. What do you think is the relevance of this activity to our lesson for
today?

C. Abstraction: (25 minutes) o In deepening the concepts coherence and

cohesion, let the students read the PowerPoint presentation and explain further for
clarity.

Contents of the PowerPoint presentation:

Cohesion refers to the flow of your writing wherein your ideas are logically organized and
appropriately sequenced in the paragraph so that they are easy to understand and follow .
Basically, coherence refers to the “rhetorical” aspects of your writing, which include
developing and supporting your argument (e.g. thesis statement development), synthesizing
and integrating readings , organizing and clarifying ideas. (source:
www.uwb.edu/wacc/whatwe-do/eslhnadbook/coherence).

When a paragraph has unity, all the sentences relate directly to the main idea. If there is a
sentence off topic at all, this begins to create confusion to the readers.

When a paragraph has coherence, your reader can easily see how all of the details are
connected.

Simply, to establish coherence, order details in a way that makes sense and show a
connection by using transitional words.

Cohesion refers to linking words that help you connect ideas and show relationships from
one sentence to another, and from one paragraph to another paragraph.The cohesion of
writing focuses on the “grammatical” aspects of writing. (source:
www.uwb.edu/wacc/whatwe-do/eslhnadbook/coherence).

o In addition, tell the students that there are six ways of creating cohesion in
conveying ideas. o Have the students grouped with five members each and give
them the The Six Ways of Creating Cohesion (see attached Appendix 1 for
printing purposes) to discuss among themselves in 15 minutes.

Reading and Writing Skills for Grade 11 | 170

The six ways of creating cohesion

Ellipsis is when we omit words because they are

Ellipsis understood from the context (e.g. “John can type and I can
[type] too, I don’t want to go out, do you? [want to go out]
Lexis is a way of creating cohesion using: synonyms (e.g. “
Lexis beautiful” for “lovely”); hyponyms and superordinates
“flower”). Lexical chains are created in a text by using
words in the same lexical set (e.g. “army” , “soldiers”,
“barracks”, “weapons”).These techniques allow for the
central themes to be reiterated in a way that avoids
monotony fo the reader.
Conjunction includes listing of words such as , “firstly”,
Conjunction “next”, “lastly”; linkers for addition (e.g. “moreover”,
“and”, “also”); concession (e.g. “but”, “however”,
“despite”) and cause and effect (e.g. “so”, “because”, “as a
result”).
Substitution uses a word/phrase to replace a word/phrase
used earlier. For instance “the one(s)” and “the same” can
Substitution be replaced by “do” (e.g. “The authorities said they had
acted , but nobody believed they had “done”.) In speaking ,
whole cluases can be replaced by, “so” or “not” (e.g. “I
hope so/not”)
Cohesive nouns are kind of lexical reference. They can
summarize many words in one (e.g. “attitude”, “solution”,
Cohesive nouns “difficulty”) and have been called ‘umbrella’ nounnns do
this reason. They are used to signal what is to come (e.g.
“the problem to be discussed…”), or can refer back e.g
“The issue mentioned above…”)

Source: www. aeo.sllf.qmul.ac.uk/Files/Cohesion/Cohesion.htm

o Let the students ask questions for clarification.

D. Application (15 minutes):

o Flash the Reading Text (see attached Coherence and Cohesion powerpoint)
and ask the class to read it aloud.

Paragraph 1: Writing is not always easy. Writing can be hard sometimes. Some
people read a lot. Writing comes more easily to those people.

Paragraph 2: Writing is not always easy; in fact it can be hard, but it comes
more easily to those who read a lot.

Reading and Writing Skills for Grade 11 | 171

o Then, ask the class with the following questions as they compare and contrast
both paragraphs.

- What is the topic of both paragraphs?

- Therefore “writing is not always easy” is the topic sentence. -
Does each sentence tackle about the same topic?
- What makes Paragraph 2 better than Paragraph 1?
- Does Paragraph 1’s sentence flow into the next quite easily? -
Can the readers follow without too much effort?
- Does Paragraph 2’s sentence flow into the next easily? -
Can the readers follow without too much effort?

E. Assessment o Have the students work in pairs in accomplishing the task below (see
attached Appendix 2)

Test I. Identify the techniques of cohesion used in each sentence.

__________1. The art gallery was exhibiting all his paintings, but not the sculptor or
his early etchings. (Answer: Lexis)
__________2. Mario went alone to the party, which was fancy dress, and he made
his
costume himself. (Answer: Reference)
__________3. The teachers attending the lecture all took notes and asked a lot of
questions. (Answer: Lexis)
__________4. Over a million pesos was spent last year. This investment was needed
and was wisely spent. (Answer: Cohesive nouns)
__________5. I wanted to take another chocolate cake , but I knew I must not.
(Answer: Ellipsis)
__________6. My room is very dark and hers is similar. (Answer: Reference)
__________7. I need to buy some new dresses and those blue ones look lovely!
(Answer: Reference)
__________8. The cat bit him, therefore, he needed medical attention immediately.
(Answer: Conjunction)
__________9. Ann was quite happy to handle the snake , although the others did not
want to. (Answer: Ellipsis)
__________10. The children were always fighting, but some parents seemed
concerned
about the problem. (Answer: Cohesive nouns )

Test II. Underline two sentences that make the paragraph below not coherent as it
tackles about credit cards.

Credit cards are convenient, but dangerous. People often get them in order to
make large purchases easily without saving up lots of money in advance. Have you

Reading and Writing Skills for Grade 11 | 172

ever been confused about the difference between a credit and debit card? This is
especially helpful for purchases like cars, kitchen appliances, etc., that you may need
to get without delay. However, this convenience comes at a high price: interest rates.
The more money you put on your credit card, the more the bank or credit union will
charge you for that convenience. If you’re not careful, credit card debt can quickly
break the bank and leave you in very dire economic circumstances! Debit cards draw
money directly from your checking account when you make the purchase

(Source: www. literaryterms.net/coherence)

Test II Answer Key

Credit cards are convenient, but dangerous. People often get them in order to
make large purchases easily without saving up lots of money in advance. Have you
ever been confused about the difference between a credit and debit card? This is
especially helpful for purchases like cars, kitchen appliances, etc., that you may need
to get without delay. However, this convenience comes at a high price: interest rates.
The more money you put on your credit card, the more the bank or credit union will
charge you for that convenience. If you’re not careful, credit card debt can quickly
break the bank and leave you in very dire economic circumstances! Debit cards draw
money directly from your checking account when you make the purchase

F. Assignment
Tell the students to write their one most memorable experience in life in a ½ sheet of paper
which will be passed next meeting.

VI. Reflection:

A. No. of learners achieve 80%:_________

B. No. of learners who require additional activities for remediation:________
C. Did the remedial lessons work?__________
D. No. of learners who have caught up the lesson:___________
E. No. of learners who continue to require remediation:_________
F. Which of my teaching strategies worked well? Why did these work?_______ G. What
difficulties did I encounter which my principal or supervisor help me solve?
__________
H. What innovations or localized materials did I used/ discover which I wish to share with
other teacher?

Reading and Writing Skills for Grade 11 | 173

Appendix 1

The Six Ways of Creating Cohesion

Ellipsis is when we omit words because they are understood

Ellipsis from the context (e.g. “John can type and I can [type] too, I
don’t want to go out, do you? [want to go out]
Lexis is a way of creating cohesion using: synonyms (e.g. “
Lexis beautiful” for “lovely”); hyponyms and superordinates
“flower”). Lexical chains are created in a text by using
words in the same lexical set (e.g. “army” , “soldiers”,
“barracks”, “weapons”).These techniques allpw for the
central themes to be reiterated in a way that avoids
monotony fo the reader.
Conjunction Conjunction includes listing of words such as , “firstly”,
“next”, “lastly”; linkers for addition (e.g. “moreover”,
“and”, “also”); concession (e.g. “but”, “however”,
“despite”) and cause and effect (e.g. “so”, “because”, “as a
result”).
Substitution Substitution uses a word/phrase to replace a word/phrase
used earlier. For instance “the one(s)” and “the same” can
be replaced by “do” (e.g. “The authorities said they had
acted , but nobody believed they had “done”.) In speaking ,
whole cluases can be replaced by, “so” or “not” (e.g. “I
hope so/not”)
Cohesive nouns Cohesive nouns are kind of lexical reference. They can
summarize many words in one (e.g. “attitude”, “solution”,
“difficulty”) and have been called ‘umbrella’ nounnns do
this reason. They are used to signal what is to come (e.g.
“the problem to be discussed…”), or can refer back e.g
“The issue mentioned above…”)

Source: www. aeo.sllf.qmul.ac.uk/Files/Cohesion/Cohesion.html Appendix 2

COHERENCE & COHESION WORKSHEET

Names: ____________ Score:

I. Instruction: Identify the techniques of cohesion used in each sentence.

__________1. The art gallery was exhibiting all his paintings, but not the sculptor or his early
etchings.
__________2. Mario went alone to the party, which was fancy dress, and he made his
costume himself.

Reading and Writing Skills for Grade 11 | 174

__________3. The teachers attending the lecture all took notes and asked a lot of questions.
__________4. Over a million pesos was spent last year. This investment was needed and
was wisely spent.
__________5. I wanted to take another chocolate cake , but I knew I must not.
__________6. My room is very dark and hers is similar.
__________7. I need to buy some new dresses and those blue ones look lovely!
__________8. The cat bit him, therefore, he needed medical attention immediately.
__________9. Ann was quite happy to handle the snake , although the others did not want
to.
__________10. The children were always fighting, but some parents seemed concerned about
the problem.

Test II. Underline the sentences that make the paragraph not coherent.

Credit cards are convenient, but dangerous. People often get them in order to make large
purchases easily without saving up lots of money in advance. This is especially helpful for
purchases like cars, kitchen appliances, etc., that you may need to get without delay. However,
this convenience comes at a high price: interest rates. The more money you put on your credit
card, the more the bank or credit union will charge you for that convenience. If you’re not careful,
credit card debt can quickly break the bank and leave you in very dire economic circumstances!

Appendix 3

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Reading and Writing Skills for Grade 11 | 176
Reading and Writing Skills for Grade 11 | 177
Reading and Writing Skills for Grade 11 | 178
Lesson Plan in Reading and Writing Skills

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 Competency : At the end of the lesson, 80 % of the learners are

expected to identify cohesion and coherence as
properties of a well-written text (EN11/12RWS-IIIgh-
4.2).

Quarter: 3 Week: 7 Day: 28

II. Content:
A. Subject Matter : Cohesion and Coherence
B. Integration :
C. Strategies : Group work

III. Learning Resources: A. References:

Gabelo,N.,Geron,C.,Agena,M.G.,Mendoza,L.,Platero,L.,Agnes,F.,…Santillana, .M.
(2016). Reading-Writing Connection for the 21st CENTURY LEARNERS for
Senior High School. Malabon City: Mutya Publishing House. B. Other refererences:
www.rwc.hunter.cuny.edu/reading-writing/on-line/eva-b.html C.
Materials: Printed worksheets

III. Reinforcement Activity: o Group the students into three members each to
accomplish the tasks below

Activity 1: Coherence
Instruction: Join the two sentences to make ONE sentence, using AND, SO, BECAUSE,
BUT or OR.
1. I could not go out last night. I was too busy.
2. I could not go with my friend. My friend went without me.
3. My friend went to the cinema to see a film. The film wasn't very good.
4. The cinema was full of people. They were all smoking.
5. I like people. I don't like smoke.
6. Do you want an orange juice? Would you like a beer?
7. It was my birthday. He didn't send me a card.
8. I didn't write to him. He didn't write to me.
9. My brother and I live and work in different places. We still communicate with one
another, through different media of communication.

Reading and Writing Skills for Grade 11 | 179

10. Monday afternoon is a convenient time for me to meet you. Thursday afternoon is a
convenient time for me to meet you.
Activity 2: Reorganizing sentences
Instruction: The following paragraph has cohesion and coherence. Notice how the italicized
words and phrases (called transitions) guide us along, helping us see how one detail leads to
the next. Please rearrange the sentences to make a good unified and cohesive paragraph.

Why I Don't Make My Bed

A. Finally, and most importantly, I think bed-making is an awful way to waste time in the
morning.
B. Although some people may think that I am a slob, I have some sound reasons for
breaking the bed-making habit.
C. Therefore, I enjoy sleeping in a rumpled mass of sheets and blankets.
D. I would rather spend those precious minutes checking my email or feeding the cat than
tucking in corners or snapping the spread.
E. If there is ever a fire inspection or a surprise date, I suppose I can dash in there to fluff
up the pillow and slap on a spread. Otherwise, I am not bothered.
F. Ever since I moved into my own apartment last fall, I have gotten out of the habit of
making my bed--except on Fridays, of course, when I change the sheets.
G. In addition, I think that a tightly made bed is uncomfortable: entering one makes me
feel like a loaf of bread being wrapped and sealed.
H. In the first place, I am not concerned about maintaining a tidy bedroom because no
one except me ever comes in my apartment.

(1) ___ (2) _ (3) _ (4) ___

(5) _____ (6) _____ (7) _____ (8) _____

Activity 3: Identifying Irrelevant Details

Instruction: Cross out the irrelevant sentences and put the numbers of those in the spaces
provided. The number of spaces will tell you the number of irrelevant sentences in each
paragraph.

1. How to Prevent Cheating

(1) Teachers should take steps to prevent students from cheating on exams. (2) To begin
with, teachers should stop reusing old tests. (3) Even a test that has been used once is soon
known on the student grapevine. (4) Students will check with their friends to find out, for
example, what was on Dr. Thompson's biology final last term. (5) They may even manage to
turn up a copy of the test itself, "accidentally" not turned in by a former student of Dr.
Thompson's. (6) Teachers should also take some common sense precautions at test time. (7)
They should make students separate themselves--by at least one seat—during an exam, and
they should watch the class closely. (8) The best place for the teacher to sit is in the rear of
the room, so that a student is never sure if the teacher is looking at him or her. (9) Last of all,
teachers must make it clear to students that there will be stiff penalties for cheating. (10) One
of the problems with our school systems is a lack of discipline. (11) Teachers never used to
give in to students' demands or put up with bad behavior, as they so today. (12) Anyone
caught cheating should immediately receive a zero for the exam. (13) A person even
Reading and Writing Skills for Grade 11 | 180
suspected of cheating should be forced to take an alternative exam in the teacher's office. (14)
Because cheating is unfair to honest students, it should not be tolerated.

The numbers of the irrelevant sentences are _ _

2. A Dangerous Cook

(1) When my friend Tom sets to work in the kitchen, disaster often results. (2) Once he tried
to make toasted cheese sandwiches for us by putting slices of cheese in the toaster along with
the bread; he ruined the toaster. (3) Unfortunately, the toaster was a fairly new one that I had
just bought for him three weeks before, on his birthday. (4) On another occasion, he had cut
up some fresh beans and put them in a pot to steam. (5) I was really looking forward to the
beans, for I eat nothing but canned vegetables in my dormitory. (6) I, frankly, am not much
of a cook either. (7) The water in the Teflon pan steamed away while Tom was on the
telephone, and both the beans and the Teflon coating in the pan were ruined. (8) Finally,
another time Tom made spaghetti for us, and the noodles stuck so tightly together that we had
to cut off slices with a knife and fork. (9) In addition, The meatballs were burned on the
outside but almost raw on the inside. (10) The tomato sauce, on the other hand, turned out
well. (11) For some reason, Tom is very good at making meat and vegetables sauces. (12)
Because of Tom's kitchen mishaps, I never eat at his place without an Alka-Seltzer in my
pocket, or without money in case we have to go out to eat.

The numbers of the irrelevant sentences are ___ ___ ___ ___ ___

3. Why Adults Visit Amusement Parks

(1) Adults visit amusement parks for several reasons. (2) For one thing, an amusement park
is a place where it is acceptable to "pig-out" on junk food. (3) At the park, everyone is
drinking soda and eating popcorn, ice-cream, or hot dogs. (4) No one seems to be on a diet,
and so buying all the junk food you can eat is a guilt-free experience. (5) Parks should
provide stands where healthier food, such as salads or cold chicken, would be sold. (6)
Another reason people visit amusement parks is to prove themselves. (7) They want to visit
the park that has the newest, scariest ride in order to say that they went on the Parachute
Drop, the seven-story Elevator, the Water Chute, or the Death Slide. (8) Going on a scary
ride is a way to feel courageous and adventurous without taking much of a risk. (9) Some
rides, however, can be dangerous. (10) Rides that are not properly inspected or maintained
have killed people all over the country. (11) A final reason people visit amusement parks is to
escape from everyday pressures. (12) When people are poised at the top of a gigantic roller
coaster, they are not thinking of bills, work, or personal problems. (13) A scary ride empties
the mind of all worries--except making it to the bottom alive. (14) Adults at an amusement
park may claim they have come for their children, but they are there for themselves as well.

The numbers of the irrelevant sentences are _ _ ___

Reading and Writing Skills for Grade 11 | 181

4. My Color Television

(1) My color television has given me nothing but heartburn. (2) I was able to buy it a little
over a year ago because I had my relatives give me money for my birthday instead of clothes
that wouldn't fit. (3) My first dose of stomach acid came when I bought the set. (4) I let a
salesclerk fool me into buying a discontinued model. (5) I realized this a day later when I saw
newspaper advertisements for the set at seventy-five dollars less than I had paid. (6) The set
worked so beautifully when I got it home that I would keep it on until stations signed off for
the night. (7) Fortunately, I didn't get any channels showing all-night movies, or I would
never have gotten to bed. (8) Then I started developing a problem with the set that involved
static noise. (9) For some reason, when certain shows switched into a commercial, a loud
buzz would sound for a few seconds. (10) Gradually, this sound began to appear during a
show, and to get rid of it, I had to click the dial to another channel and click it back. (11)
Sometimes this technique would not work, and I had to pick up the set and shake it to remove
the buzzing sound. (12) I actually began to build up my arm muscles shaking my set; I could
feel the new muscles working whenever I shot a basketball. (13) When neither of these
methods removed the static noise, I would sit popping Tums and wait for the sound to go
away. (14) Eventually I wound up slamming the set with my hand again, and it stopped
working altogether. (15) My trip to the repair shop cost me $62. (16) The set is working well
now, but I keep expecting more trouble.

The numbers of the irrelevant sentences are ___ ___ ___ ___

Source: http://rwc.hunter.cuny.edu/reading-writing/on-line/eva-b.html

Reading and Writing Skills for Grade 11 | 182

Lesson Plan in Reading and Writing Skills

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 Competency : At the end of the lesson, 80 % of the learners are

expected to identify language use as a property of well-
written text (EN11/12RWS-IIIgh—4.3)

Quarter: 3 Week: 8 Day: 29

II. Content:
A. Subject Matter : Language Use
B. Integration :
C. Strategies : Collaborative Learning

II. Learning Resources: A. References:

Barrot, J. (2016). Academic Reading & Writing For Senior High School.Quezon
City :C & E Publishing,Inc.
Gabelo,N.,Geron,C.,Agena,M.G.,Mendoza,L.,Platero,L.,Agnes,F.,…Santillana, P.M
(2016). Reading-Writing Connection for the 21st CENTURY LEARNERS for Senior
High School. Malabon City: Mutya Publishing House. B. Other references:
C. Materials: Powerpoint and printed worksheets

III. Procedure
A. Activity (5 minutes) o After doing all the preliminaries (prayer, greetings, checking
of attendance,etc.), tell the students about the objective of the session which is to
identify language use as a property of a well-written text. o As to motivate students,
allow the students to share insights on the following questions (see attached
Language Use PowerPoint):

1. How important is it to make our thoughts clear when we communicate?

2. How do we use language to express ideas?
Reading and Writing Skills for Grade 11 | 183
3. When can we say that a language used in a certain written text is effective?
4. Why do you think saying “ya gotta do it!” is infomal?
5. Why do you think saying “As we commence the program…” is using formal
language?

B. Analysis (15 minutes) o After the activity, ask the class with the following questions
and them share their ideas to their classmates :
1. How did you find the activity?
2. What difficulty did you encounter in the activity?
3. What were your observations with the activity?
4. What do you think is the relevance of this activity to our lesson for today

C. Abstraction (35 minutes)

➢ Before the students present their output, read on the discussion of what a
language use is all about in a powerpoint presentation (see attached Language
use powerpoint)
➢ Discuss to the students that the way the language is used is one of the clearest
indicators of a well-written text. It enables the writer to effectively communicate
ideas without confusing the reader.
➢ Emphasize that as a writer, it is important not only to think about what you say,
but how you say it. To communicate effectively, it is not enough to have well
organized ideas expressed in complete and coherent sentences and paragraphs.
One must also think about the style, tone and clarity of his/her writing, and
adapt these elements to the reading audience. Again, analyzing one's audience
and purpose is the key to writing effectiveness. In order to choose the most
effective language, the writer must consider the objective of the document, the
context in which it is being written, and who will be reading it.

➢ Highlight that there are at least six main characteristics of an effective language
namely (see attached language use powerpoint):

1. Concrete and specific, not vague and abstract.

2. Concise , not verbose
3. Familiar , not obscure
4. Precise and clear, not in accurate or ambiguous
5. Constructive, not destructive
6. Formality of language

➢ As soon as you are done giving a brief introduction on language use, have the
students present one output and give feedback one after another.
➢ Flash on the screen the activity sheet given to each group so that all students can
also relate to the task given to the other groups.
➢ Before a group shares their answers, let the class read the texts

Language Use Powerpoint Contents

Reading and Writing Skills for Grade 11 | 184

1. Concrete and specific language includes descriptions which create tangible images with
details the reader can visualize. Abstract language is vague and obscure, and does not bring
to mind specific visual images. Consider the two sets of statements below. The statement
on the left is abstract, but the statements become increasingly concrete and specific toward
the bottom.

Abstract Specific

He is a bad roommate He is a lazy and discourteous.

He is untidy and unclean
He doesn’t clean up his own messes He
leaves his dirty dishes in the kitchen
counter.

Your relationship with John is You do not go along well with John.
unacceptable You and John have a lot of arguments.
You and John insult each other too much.
You and John call each other derogatory
name.

➢ Notice how much more effective the statements become as the language
becomes more specific and concrete. The statements which are more abstract
can be interpreted in many possible ways, and leave many questions answered.

2. Concise Language

A hallmark of effective writer is the ability to express the desired message in as few words as
possible. Good writers, in other words, in other words, use language which is straightforward
and to-the-point. Consider the following examples.

1. It is widely discussed by employees 2. Before making a decision about the

that many of them will be forced to whether the person on trial is guilty or
change jobs and take on new innocent in this case , the members of the
responsibilities when the merger jury should be sure to carefully think about,
takes place between the ponder and reflect on all of the reflect on
companies.
all of the important and relevant testimony
in this case.

➢ Notice how long-winded these sentences are, and how easily they could be shortened
and simplifies. An important part of revisiting and editing involves rephrasing
sentences to eliminate excessive wordiness.One way to reduce wordiness is to
eliminate redundant word or phrases. Consider example one above. The phrases “to
Reading and Writing Skills for Grade 11 | 185
change jobs” and “take on new responsibilities” are redundant, and could be
combined into one short phrase to be concise.

➢ Consider example two above. The phrase “…should be sure to carefully think about,
ponder and reflect on…” contains three ways of saying the same thing. This sentence
could be improved by using only one of the key phrases: “ …to reflect on…”

➢ A second way to reduce wordiness is to eliminate “filter” words which serve no

purpose in the sentence.Consider example two above. Notice the excessive wordiness
in the phrase: “Before making a decision about whether the person on trial is guilty or
innocent in this case…” this sentence could simply read:” Before determining the
defendant’s guilt ro innocence…”

3. Familiar Language

➢ Familiar language is that which the reader easily recognizes and understands because
they use it on a regular basis. One of the most important functions of langauage is to
build ‘homophily” or a sense of commonality with one’s readers. Language which is
foreign and unfamiliar to the reader tends to emphasize the differences between writer
and reader, and makes the message difficult to understand. By using language that is
familiar to the reader, the message is likely to have more impact.

➢ Consider this sample letter sent to high school student warning them on the risk of
unhealthy diet:

Individual who maintains a diet of high fat content is exposed to an increased risk of
developing atherosclerosis, which is a build-up of fat deposits on the inner walls of
the arteries. This condition can reduce or cut of the flow of body in the arteries
serving the major organs of the body. This can lead to poor health.

The example above used unfamiliar language to the readers. As a result, the message
loses its impact.

4. Precise and Clear Language

➢ The use of appropriate language is a tricky matter because the meaning of words is
relative and situational. Therefore, words can be interpreted by different people in
different situation. For this reason, it is important to choose language which is as
precise and clear as possible .

A student writers work with a thesaurus in one hand, choosing substitutes from a list of
approximately similar, though unfamiliar, words. "Visage" replaces "face," "endeavors"
replaces "tries," "cogitation" replaces "thought," "subsequent to" replaces "after." Or, as a
result of late-night brainstorming (or having read too many bad financial aid packets,
perhaps?), "at the present time" replaces "now," "in the event of" replaces "if," and "in the
majority of instances" replaces "usually."

Reading and Writing Skills for Grade 11 | 186

A scientist using scientific jargon said “The biota exhibited a one hundred percent
mortality response” which can be translated into plain English as “All the fish died.”

➢ The more precise and clear one’s use of language becomes , the fewer the number of
possible interpretations for a message.

5. Constructive Language

➢ Constructive language phrases a potentially negative message in a positive way,

whereas destructive language directs blame and criticism towards the reader,
creating defensiveness. Readers are likely to become defensive when the writer’s
language express any or all of the following:
• Superiority over the reader
• Indifference or apathy about an issue of importance to the reader
• Negative evaluation or judgment of the reader (as opposed to neutral descriptions
or observations)
• Command or control over the reader
• Skepticism or doubt about the reader's credibility or the legitimacy of their claims
➢ Consider the following examples:

1) Boss to employee: "Your job performance recently has been unacceptable and
there are no excuses for it. You have claimed that you are having some serious
personal problems, but even if this is true, you cannot allow it to affect the quality
of your work. If your work doesn't improve, I'll have to replace you with someone
else."
2) Student to instructor: "You have confused me so badly with your lectures that I
don't know what to do. I am considering dropping out and taking the class next
quarter from Dr. Johnstone, who can explain the information much more clearly. I
don't want to drop out, but I have never been so frustrated with an instructor in my
whole life."
3) Instructor to student: "I have never had a student who was so confused with this
material. Perhaps you should take an easier course from an easier professor. It
makes no difference to me."

Why would these examples create defensiveness in the reader?

How could you change the use of language to make these examples more constructive?

6. Formality of Language

➢ The formality of the language one uses should match the formality of the situation
and the relationship between the writer and reader. Consider the following
examples.

Very Formal: Exceedingly larger segments of the population are expressing their discontent
with medical practitioners who appear more engrossed in amassing financial assets than in
providing efficious car to people with healthy disorders.

Reading and Writing Skills for Grade 11 | 187

Formal: A large number of consumers are complaining about medical doctors who are
apparently more interested in making money than inproviding effective health care.

Informal: A lot of people are unhappy with their doctors who only seem to care about how
much money they make , and not about giving their patients good care.

➢ Notice that any of the three examples could be effective, depending upon the
reader , the writer’s relationship with the reader , and the situation. Under what
conditions might you want to use these different levels of formality?
➢ Notice the difference in formality between the two words shown in pairs
below.Either word might be equally appropriate, depending upon the reader and
situation,

Utilize Use Transpire Happen

Facilitate Help Expedite Quicken
Impediment Obstacle Comprehend Understand
Erroneous Mistaken Exacerbate Worsen

D. Application:
Instruction: (By Pair Activity)
Create a graphic organizer showing the different characteristics of an effective
language. Include in the graph important details of the characteristics.

E. Assignment
Tell the students to study in advance about the mechanics of writing as the new lesson for
next meeting.

VI. Reflection:

A. No. of learners achieve 80%:_________

B. No. of learners who require additional activities for remediation:________
C. Did the remedial lessons work?__________
D. No. of learners who have caught up the lesson:___________
E. No. of learners who continue to require remediation:_________
F. Which of my teaching strategies worked well? Why did these work?_______ G. What
difficulties did I encounter which my principal or supervisor help me solve?
__________
H. What innovations or localized materials did I used/ discover which I wish to share with
other teacher?

Reading and Writing Skills for Grade 11 | 188

Appendix A.
PowerPoint Slides

Reading and Writing Skills for Grade 11 | 189

Reading and Writing Skills for Grade 11 | 190
Reading and Writing Skills for Grade 11 | 191
Reading and Writing Skills for Grade 11 | 192
Lesson Plan in Reading and Writing Skills 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 Competency : At the end of the lesson, 80 % of the learners are

expected to identify language use as a property of well-
written text (EN11/12RWS-IIIgh—4.3)

Quarter: 3 Week: 8 Day: 30

II. Content:
A. Subject Matter : Language Use
B. Integration :
C. Strategies : Collaborative Learning

III. Learning Resources: A. References:

Barrot, J. (2016). Academic Reading & Writing For Senior High School.Quezon City
:C & E Publishing,Inc.
Gabelo,N.,Geron,C.,Agena,M.G.,Mendoza,L.,Platero,L.,Agnes,F.,…Santillana, P.M
(2016). Reading-Writing Connection for the 21st CENTURY LEARNERS
for Senior High School. Malabon City: Mutya Publishing House. B. Other references:
C. Materials: Powerpoint and printed worksheets

IV. Procedure
A. Reinforcement Activity o Group the
students into six (6) groups.
o As soon as they are already in their groups, inform them that they are going to
brainstorm ideas on the given activity sheet for 15 minutes.
o Instruct them ahead of time to have one representative to present their output.
o Give each group an activity sheet (see attached Appendix 1).

Group 1 Activity Sheet: Concrete and specific language

Column 1: Abstract Column 2: Specific

He is a bad roommate He is a lazy and discourteous.

Your relationship with John is You and John insult each other too
unacceptable much.

Reading and Writing Skills for Grade 11 | 193

Process Questions:

1. What makes the sentences in Column 1 abstract?

2. What makes the sentences in Column 2 specific?
3. Which is better in terms of conveying clear message? Why?

Group 2 Activity Sheet: Concise language

1. It is widely discussed by employees 2. Before making a decision about the

that many of them will be forced to whether the person on trial is guilty or
change jobs and take on new innocent in this case , the members of
responsibilities when the merger takes the jury should be sure to carefully
place between the companies. think about, ponder and reflect on all
of the reflect on all of the important
and relevant testimony in this case.

Process Questions:
1. What words/phrase that could be eliminated for being redundant in sentence 1?
2. What phrase could be revised for it expresses the same thought in sentence 2?
3. Did the two sentences appear to be wordy? If yes, how to improve it?

Group 3 Activity Sheet: Familiar language

Here is a letter sent to high school student warning them on the risk of
unhealthy diet:

Individual who maintains a diet of high fat content is exposed to an

increased risk of developing atheroscleriosis, which is a build-up of fat
deposits on the inner walls of the arteries . This condition can reduce or cut
of the flow of body in the arteries serving the major organs of the body.This
can lead to poor health.

Process Questions:
1. Did you easily understand the warning?
2. What are the factors that hinder you in understanding the warning?
3. What then should a writer do to make the message understandable?

Group 4 Activity Sheet: Precise and clear language

Reading Text 1:

A student writer’s work with a thesaurus in one hand, choosing substitutes from a list of
approximately similar, though unfamiliar, words. "Visage" replaces "face," "endeavors"
Reading and Writing Skills for Grade 11 | 194
replaces "tries," "cogitation" replaces "thought," "subsequent to" replaces "after." Or, as
a result of late-night brainstorming (or having read too many bad financial aid packets,
perhaps?), "at the present time" replaces "now," "in the event of" replaces "if," and "in
the majority of instances" replaces "usually."

Reading Text 2:

A scientist using scientific jargon said “The biota exhibited a one hundred percent
mortality response” which can be translated into plain English as “All the fish
died.”

(Source:http://www.butte.edu/departments/cas/tipsheets/style_purpose_strategy/wr
iting_clearly.html)

Process Questions:

1. What makes ideas of Reading Text 1 not understandable?

2. What version of sentenceis preferable to ordinary readers?Why?
3. Is the choice of words depend on who will read articles? Why?

Group 5 Activity Sheet: Constructive language

1) Boss to employee: "Your job performance recently has been unacceptable

and there are no excuses for it. You have claimed that you are having some
serious personal problems, but even if this is true, you cannot allow it to affect
the quality of your work. If your work doesn't improve, I'll have to replace you
with someone else."
(2) Student to instructor: "You have confused me so badly with your
lectures that I don't know what to do. I am considering dropping out and
taking the class next quarter from Dr. Johnstone, who can explain the
information much more clearly. I don't want to drop out, but I have never
been so frustrated with an instructor in my whole life."
(3) Instructor to student: "I have never had a student who was so
confused with this material. Perhaps you should take an easier course
from an easier professor. It makes no difference to me." Process
Questions:
1. Why are the examples above create defensiveness in the reader?
2. How could you change the use of language to make these examples
more constructive?

Group 6 Activity Sheet :Formality of language

Very Formal: Exceedingly larger segments of the population are expressing their
discontent with medical practitioners who appear more engrossed in amassing financial
assets than in providing efficious car to people with healthy disorders.

Reading and Writing Skills for Grade 11 | 195

Formal: A large number of consumers are complaining about medical doctors who are
apparently more interested in making money than inproviding effective health care.

Informal: A lot of people are unhappy with their doctors who only seem to care
about how much money they make , and not about giving their patients good care.

Process Questions:
1. Are the examples above effective depending upon the readers? Why?
2. Under what conditions might you want to use each level of formality?

F. Assessment:
• Instruct the students to find a pair in answering a worksheet

Exercise 1

Direction: Underline the informal words in the following sentences.

1. He’s gonna be angry. (Answer: He is going to be angry)

2. I wanna learn how to ski. (Answer: I want to learn how to ski)
3. Didja like the movie. (Answer: Did you like the movie)
4. We hafta leave now. (Answer: We have to leave now)

Exercise 2

Directions: Match column A with column B as more formal/appropriate word

Column A Column B

1. Help a. sufficient(answer: enough)

2. Buy b. subsequently (answer: next/later)
3. Need c. assistance(answer: help)
4. Get d. entire(answer: whole)
5. Next/Later e. obtain (answer: get)
6. Also/plus f. purchase (answer: buy)
7. Whole g. moreover(answer:also/plus)
8. Enough h. require (answer: need)

Exercise 3

Direction: Write a paragraph that summarizes your learning on how can one use
language to produce an effective well-written text.

VI. Reflection:

A. No. of learners achieve 80%:_________

B. No. of learners who require additional activities for remediation:________
C. Did the remedial lessons work?__________
D. No. of learners who have caught up the lesson:___________
E. No. of learners who continue to require remediation:_________
F. Which of my teaching strategies worked well? Why did these work?_______ G. What
difficulties did I encounter which my principal or supervisor help me solve?
__________
H. What innovations or localized materials did I used/ discover which I wish to share with
other teacher?

Reading and Writing Skills for Grade 11 | 197

Appendix 1

Group 1 Activity Sheet: Concrete and specific language

Column 1: Abstract Column 2: Specific

He is a bad roommate He is a lazy and discourteous.
Your relationship with John is You and John insult each other too
unacceptable much.

Process Questions:

1 . What makes the sentences in Column 1 abstract?

2 . What makes the sentences in Column 2 specific?
3 . Which is better in terms of conveying clear message? Why?

Cut here - ----- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -

Group 2 Activity Sheet : Concise language

1. It is widely discussed by employees 2. Before making a decision about the

Process Questions:
1. What words or phrase that could be eliminated for being redundant in sentence?
2. What phrase could be revised for it expresses the same thought in sentence 2?
3. Did the two sentences appear to be wordy? If yes, how to improve it?

Cut here - ----- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -

Group 3 Activity Sheet: Familiar language
Here is a letter sent to high school student warning them on the risk
of unhealthy diet:

Individual who maintains a diet of high fat content is exposed to an

Reading and Writing Skills for Grade 11 | 198

Process Questions:
1. Did you easily understand the warning?
2. What are the factors that hinder you in understanding the warning?
3. What then should a writer do to make the message understandable?
Group 4 Activity Sheet

Reading Text 1:

A student writers work with a thesaurus in one hand, choosing substitutes from a
list of approximately similar, though unfamiliar, words. "Visage" replaces "face,"
"endeavors" replaces "tries," "cogitation" replaces "thought," "subsequent to"
replaces "after." Or, as a result of late-night brainstorming (or having read too
many bad financial aid packets, perhaps?), "at the present time" replaces "now,"
"in the event of" replaces "if," and "in the majority of instances" replaces
"usually."

Reading Text 2:

A scientist using scientific jargon said “The biota exhibited a one hundred percent
mortality response” which can be translated into plain English as “All the fish
died.”

(Source:http://www.butte.edu/departments/cas/tipsheets/style_purpose_strategy/
wr iting_clearly.html) Process Questions:

1. What makes ideas of Reading Text 1 not understandable?

2. What version of sentenceis preferable to ordinary readers?Why?
3. Is the choice of words depend on who will read articles? Why?

Cut here - ----- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -

Group 5 Activity Sheet

Reading and Writing Skills for Grade 11 | 199

1) Boss to employee: "Your job performance recently has been unacceptable
and there are no excuses for it. You have claimed that you are having some
serious personal problems, but even if this is true, you cannot allow it to affect
the quality of your work. If your work doesn't improve, I'll have to replace you
with someone else."
(2) Student to instructor: "You have confused me so badly with your
lectures that I don't know what to do. I am considering dropping out and
taking the class next quarter from Dr. Johnstone, who can explain the
information much more clearly. I don't want to drop out, but I have never
been so frustrated with an instructor in my whole life."
(3) Instructor to student: "I have never had a student who was so
confused with this material. Perhaps you should take an easier course
from an easier professor. It makes no difference to me." Process
Questions:
3. Why would these examples create defensiveness in the reader?
4. How could you change the use of language to make these examples
more constructive?

Group 6 Activity Sheet

Very Formal: Exceedingly larger segments of the population are expressing their
discontent with medical practitioners who appear more engrossed in amassing
financial assets than in providing efficious car to people with healthy disorders.

Formal: A large number of consumers are complaining about medical doctors who
are apparently more interested in making money than inproviding effective health
care.

Informal: A lot of people are unhappy with their doctors who only seem to care
about how much money they make , and not about giving their patients good care.
Process Questions:
Process Questions:
1.Are the examples above effective depending upon the readers? Why?
2. Under what conditions might you want to use each level of formality?

Cut here - ----- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -

Appendix 2

Reading and Writing Skills for Grade 11 | 200

LANGUAGE USE WORKSHEET
Names: _____________________________ Score:___________________________

Exercise 1

Direction: Underline the informal words in the following sentences.

1.He’s gonna be angry.

2.I wanna learn how to ski.
3.Didja like the movie.
4.We hafta leave now.
5.I bought apples and grapes.

Exercise 2

Direction. Match column A with column B

Column A Column B

1. Help a. sufficient
2. Buy b. subsequently
3. Need c. assistance
4. Get d. entire
5. Next/Later e. obtain
6.Also/plus f. purchase
7. Whole g. moreover
8. Enough h. require

Exercise 3

Direction: Write a paragraph that summarizes your learning on how can one use
language to produce an effective well-written text.

_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_______________

Reading and Writing Skills for Grade 11 | 201

Lesson Plan in Reading and Writing Skills

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 Competency : At the end of the lesson, 80 % of the learners are

expected to identify mechanics as a property of well-
written text (EN11/12RWS-IIIgh—4.4).

Quarter: 3 Week: 8 Day: 31

II. Content:
A. Subject Matter : Mechanics
B. Integration : Science
C. Strategies : Collaborative Learning

II. Learning Resources: A. References:

✓ Barrot, J. (2016). Academic Reading & Writing For Senior High
School.Quezon City :C & E Publishing,Inc.
✓ Gabelo,N.,Geron,C.,Agena,M.G.,Mendoza,L.,Platero,L.,Agnes,F.,…
Santillan, P.M. (2016). Reading-Writing Connection for the 21st
CENTURY LEARNERS for Senior High School. Malabon City: Mutya
Publishing House. B. Other references:
C. Chalk, Mechanics WOW Card, Fish Bowl, powerpoint on mechanics of writing,
articles and worksheets

III. Procedures:
A. Activity: (10 minutes) o After the preliminary activities, prepare the students to learn
a new topic by telling them the objective of the session which is to identify
mechanics of writing as a property of a well written text.
o Group the students with four members each as they play a “WOW” on Mechanics of
a well-written text. This warm up activity is a modified version of the commonly
known game “BINGO”
o As soon as the students are in their groups, set the atmosphere ready by calling the
attention of the students to listen on the rules of the game called WOW as a modified
version of BINGO game (see attached WOW ppt)
- Each group should be composed of 4 members.
- Each group will be given a WOW card (see attached WOW CARD pdf) on
mechanics of writing.
- Write your answers on the box with corresponding number.

Reading and Writing Skills for Grade 11 | 202

- Be attentive to the teacher on what number you are going to write your
answers.
- The question to be flashed on screen for one (1) minute will be taken from
the fish bowl. For instance, the teacher will get a rolled paper (see attached
WOW for fishbowl pdf) from the fish bowl and would say “letter W with an
exclamation point, number 6…the questions is…”. - After one (1) minute,
checking of answers follow.
- Once a question is answered correctly, mark check the box but if wrong,
just leave it as it is.
- Completing three (3) boxes marked with a check vertically , diagonally, or
horizontally, means you need to shout WOW!
- All in all, the total points you could earn from the card is nine (9) points and
an additional six(6) points for those who could make it perfect.
o After the game, collect all the cards for recording purposes.

B. Analysis (5minutes) o After the game, ask the class with the following questions and
them share their ideas to their classmates :
5. How did you find the activity?
6. What difficulty did you encounter in the activity?
7. What were your observations with the activity?
8. What do you think is the relevance of this activity to our lesson for
today?

C. Abstraction: (20 minutes) o Deepen the lesson by tackling what Mechanics are as
properties of a wellwritten text.
- Mechanics is the term we use to describe the technical aspects of writing, such
as spelling, punctuation, capitalization, etc. Many fiction writers would say
that mechanics are not the most important part of writing. They come second
to other elements such as a good storyline, well-developed characters as so on.
However, mechanics are still very important.
- If your story is not mechanically well-written , many educated readers will not
even bother to read it, either because it’s hard for them to figure our what
you’re trying to say, or they just assume the story won’t be good because it
doesn’t appear to be well-written. Despite the phrase “ Don’t judge a book by
its cover,” appearance matters in frantic. If your story doesn’t look worth
reading, people may not read it. Good mechanics makes a story easy to read,
and attracts more readers.
- Moreover, the technical aspect of writing, also known as mechanics, should
not be overlooked when writing. It is one of the properties of a well-written
text and is characterized as a set of conventions on how to spell, abbreviate,
punctuate, and capitalize a composition. In academic writing and more formal
texts, the following should be observe:
1. Always use standard English
2. Avoid contractions (e.g., shouldn’t)
3. Avoid exclamation marks unless they are part of a direct quotation.
4. Mention the full name of an institution or organization with the
abbreviation in parenthesis, in first mention. Thereafter, use the
abbreviation.
Reading and Writing Skills for Grade 11 | 203
5. Numbers from zero to ten should be spelled out while numbers higher
than ten should be written in figures.
6. Generally, citations are used in academic and formal texts. However, they
are sparingly used in business texts.

D. Application: (15 minutes) o Let the students work in pairs in answering the tasks
below. o In the same group, let the students prepare ½ crosswise of paper to
compare reading texts.
o Let them list down their observation of the Text without Mechanics versus Text
with Mechanics (see attached appendix 1 for printing purposes).
Task 1
Text without Mechanics Text with Mechanics
Pluto was demoted to a dwarf Pluto was demoted to a dwarf
planet in 2006 after the General planet in 2006 after the general
Assembly of the IAU, as it only met 2 assembly of the International
out of the association’s three Astronomical Union (IAU), as it only
requirements to qualify as a Planet met two out of the association’s three
(Library of Congres). The dispute requirements to qualify as a planet
started when Caltech astronomy prof (Library of Congress). The dispute
Mike Brown discovered an Asteroid started when Mike Brown, a professor
bigger than Pluto in 2005 (Cain, 2012).
of astronomy at the California Institute
The science community went wild!
of Technology (Caltech), discovered
Brown’s findings sparked a debate on
whether this new planet , which he an asteroid bigger than Pluto in 2005
named eris, should be added to the ( Cain, 2012). Brown’s findings
roster of 9 Planets. The controversy sparked a debate on whether this new
prompted the International planet , which he named Eris, should
Astronomical Union to meet up and be added to the roster of nine planets.
delineate what a planet is.They came The controversy prompted the IAU to
up with three requirements to classify meet up and delineate what a ‘planet’
a celestial body as a planet and is. They came up with three
removed the Planet Status of Pluto requirements for classifying celestial
based on the new definition. bodies as plantes and removed the
planet status of Pluto based on the new
definition.

E. Assessment
TASK 2
Instruction: Rewrite the sentences below by supplying/changing the correct punctuations
and capitalizations.

1. my Grandma’s BIRTHDAY is on saturday?

2. how many times wIll beth Ride her bike in the Driveway
3. THE Clouds in the Sky are Dark and Stormy?
4. are you going to the beach in jun e or july!
5. aunt kim lives in california?
6. in English class we read Old Man sea Dracula and beowulf.william SHAKESPEARE a
famous playwright wrote macbeth and hamlet?
Reading and Writing Skills for Grade 11 | 204
7. the Dog ran up to anne she picked up the ball and give it to the Owner.
8. what day is it today!
9. “oh no” jean yelled. “why didn’t you tell Me i’m late
TASK 3
Instruction: Make the letter more presentable and effective by supplying the correct
punctuation marks and capitalizations.

dear Sabrina

thanks for Your Letter and it was great to hear from You. you asked me to tell you about
my favorite day of the week Well it’s definitely friday. one reason I like fridays is because i
have my favorite subjects as School; pe and chemistry.

F. Assignment

➢ Tell the students to write in a 1 whole sheet of paper an autobiography with correct
mechanics.

VI. Reflection:

A. No. of learners achieve 80%:_________

B. No. of learners who require additional activities for remediation:________
C. Did the remedial lessons work?__________
D. No. of learners who have caught up the lesson:___________
E. No. of learners who continue to require remediation:_________
F. Which of my teaching strategies worked well? Why did these work?_______ G. What
difficulties did I encounter which my principal or supervisor help me solve?
__________
H. What innovations or localized materials did I used/ discover which I wish to share with
other teacher?

Reading and Writing Skills for Grade 11 | 205

Appendix 1 TASK 1

Text without Mechanics Text with Mechanics

Pluto was demoted to a dwarf Pluto was demoted to a dwarf
planet in 2006 after the General planet in 2006 after the general
Assembly of the IAU, as it only met 2 assembly of the International
out of the association’s three Astronomical Union (IAU), as it only
requirements to qualify as a Planet met two out of the association’s three
(Library of Congres). The dispute requirements to qualify as a planet
started when Caltech astronomy prof (Library of Congress). The dispute
Mike Brown discovered an Asteroid started when Mike Brown, a professor
bigger than Pluto in 2005 (Cain, 2012).
of astronomy at the California Institute
The science community went wild!
of Technology (Caltech), discovered
Brown’s findings sparked a debate on
whether this new planet , which he an asteroid bigger than Pluto in 2005
named eris, should be added to the ( Cain, 2012). Brown’s findings
roster of 9 Planets. The controversy sparked a debate on whether this new
prompted the International planet , which he named Eris, should
Astronomical Union to meet up and be added to the roster of nine planets.
delineate what a planet is.They came The controversy prompted the IAU to
up with three requirements to classify meet up and delineate what a ‘planet’
a celestial body as a planet and is. They came up with three
removed the Planet Status of Pluto requirements for classifying celestial
based on the new definition. bodies as plantes and removed the
planet status of Pluto based on the new
definition.

TASK 2
Instruction: Rewrite the sentences below by supplying/changing the correct punctuations
and capitalizations.

1. my Grandma’s BIRTHDAY is on saturday?

2. how many times wIll beth Ride her bike in the Driveway
3. THE Clouds in the Sky are Dark and Stormy?
4. are you going to the beach in jun e or july!
5. aunt kim lives in california?
6. in English class we read Old Man sea Dracula and beowulf.
7. william SHAKESPEARE a famous playwright wrote macbeth and hamlet?
8. the Dog ran up to anne she picked up the ball and give it to the Owner.
9. what day is it today!
10. “oh no” jean yelled. “why didn’t you tell Me i’m late

Reading and Writing Skills for Grade 11 | 206

TASK 3
Instruction: Make the letter more presentable and effective by supplying the correct
punctuation marks and capitalizations.

dear Sabrina

thanks for Your Letter and it was great to hear from You. you asked me to tell you about my
favorite day of the week Well it’s definitely friday.

one reason I like fridays is because i have my favorite subjects as School; pe and
chemistry.
Lesson Plan in Reading and Writing Skills

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 Competency : At the end of the lesson, 80 % of the learners

are
expected to identify mechanics as a property of well-
written text (EN11/12RWS-IIIgh—4.4).

Quarter: 3 Week: 8 Day: 32

II.Content:
A. Subject Matter : Mechanics
B. Integration : Science
C. Strategies : Collaborative Learning

II. Learning Resources: A. References:

Gabelo,N.,Geron,C.,Agena,M.G.,Mendoza,L.,Platero,L.,Agnes,F.,…
Santillan, P.M. (2016). Reading-Writing Connection for the 21st
CENTURY LEARNERS for Senior High School. Malabon City: Mutya
Publishing House. B. Other references: www.wisecereal.wordpress.com/2015/06/19/a-
short-history-of-punctuation-
by-polly-robertus/ www.
brainly.ph/question/152031#readmore C. Materials:
Worksheets

III. Reinforcement:

Reading and Writing Skills for Grade 11 | 207

o After doing all the preliminaries, have the students work in pairs to accomplish tasks
during the session related to mechanics of writing.
o Tell the class to rewrite the informative article below to make it more readable with
correct punctuations. Then, let them answer the process questions that follow.

Task 1
A Short History of Punctuation by Polly Robertus

EARLYGREEKSHAD HARDLYANYPUNCTUATION
FONOITCERIDEHTDEGNAHCNEVEDNA*
THEIRWRITINGATTHEENDOFEACHLINELATER
GNITIRWFOYAWAOTDEGNAHCYEHT*
THATFAVOREDRIGHTHANDEDPEOPLEANDSHOWED
WHEREANEWPARAGRAPHBEGANBYUNDELINING
THEFIRSTLINEOFITLATERTHEGREEKPLAYWRIGHT
ARISTOPHANES , INVERTEDMARKSTOSHOW , WHERE
THEREADERSSHOULDTAKEBREATH:
THE . ROMANS . MADE . WRITING . MUCH . EASIER .
TO . READ . BY . PUTTING . DOTS . BETWEEN . WORDS .
AND . BY . MOVING . THE . FIRST . LETTER . OF . A .
PARAGRAPH . INTO . THE . LEFT . MARGIN . THEY .
ADAPTED . SOME . OF . THE . GREEK . MARKS. SUCH . AS . THE . COLON . MARK .
TO . INDICATE . PHRASE . ENDINGS:
INTHEEARLYMIDDLEAGESTHISSYSTEMOFPUNCTUATION
BROKEDOWNBECAUSEVERYFEWPEOPLECOULDREAD
ANDWRITE BUTWRITERSKEPTASPACEATTHEENDOF
ASENTENCEANDCONTINUEDTOMARKPARAGRAPHS
EVENTUALLY WORDS WERESEPARATED AGAIN AND NEW SENTENCES BEGAN
WITH A LARGER LETTER

*Hint: Try reading from right to left.

Source: https://wisecereal.wordpress.com/2015/06/19/a-short-history-of-punctuation-bypolly-
robertus/

Process Questions:
1. What makes the informative article unusual?
2. What topic does it tackle?
3. What punctuation marks are described in the article?
4. What problems in writing and reading are caused by improper use of
capitalization and punctuation marks?
5. Are these problems encountered even today?
6. How do we solve such problems?

The text with proper mechanics

A Short History of Punctuation by

Polly M. Robertus
Reading and Writing Skills for Grade 11 | 208
Early Greeks had hardly any punctuation and even changed the direction of their writing at
the end of each line. Later, they changed to a way of writing that favored right - handed
people and showed where a new paragraph began by underlining the first line of it.

Later, the Greek playwright Aristophanes, invented marks to show there readers should take
breath.

The Romans made writing much easier to read by putting dots between words and by moving
the first letter of a paragraph into the left margin. They adapted some of the Greek marks
such as colon mark to indicate phrase endings.

In the early Middle Ages, this system of punctuation broke down because very few people
could read and write but writer skept a space at the end of a sentence and continued to
mark paragraphs.Eventually, words were separated again and new sentences began with a
larger lettter .
Source: https://brainly.ph/question/152031#readmore
Reading and Writing Skills Long Quiz 1
Instruction: 1) Don’t forget to write your name, the date today, and your section. 2) Write neatly. 3) Answer directly
on your ½ lengthwise.

There are moments in our life wherein we are obliged to decide on things we aren’t sure about. The decisions
we make may make our lives better or miserable. Other choices could even change us. So please make the
correct choices and answers today as you read the questions that could maybe, just maybe, make a difference in
your awesome life today. With love, your Teacher (^.^).

1. Which among the following defines text as a connected discourse?

a. When the text has overall meaning.
b. When the text is read and understood.
c. When the text is logically structured.
d. When the text has the seven qualities of a text

2. What are the three critical thinking skills that a reader should possess?
a. Read, think, analyze c. Analyze, assess, decide
b. Analyze, assess, act on d. Read, analyze, assess
3. What is reading?
a. The ability to recognize letters, numbers, and other characters in a written text.
b. The ability to speak out the words of a text.
c. The ability to process and decode symbols to derive meaning from a text.
d. The ability to gain information from the text read and apply to daily living.
4. Which does NOT belong to the group?
a. Cohesion c. Informativity
b. Intertextuality d. Presentability
5. Properly sequence the steps in making a logical division of ideas in a paragraph:
I. Support a point with a convincing detail such
as example or statistics.
II. Write a concluding sentence.
III. Identify one or more supporting ideas.
IV. Compose a sentence that introduces the topic.
V. Introduce each point with a words or
phrase.
a. I-II-III-IV-V c. III-I-V-IV-II

Reading and Writing Skills for Grade 11 | 209

b. II-III-I-V-VI d. IV-III-V-I-II
6. It is one of the qualities of a text which pertains to the writer’s attitude and purpose for writing.
a. Purposefulness c. Intentionality
b. Situationality d. Acceptability
7. Which of the following situations uses brainstorming technique in selecting information correctly?
a. Lily, as the leader of the group called a meeting in order to decide for an upcoming event.
However, she critics and turns down every idea because it does not fit her liking.
b. John, a crew of Jollibee, introduced a new idea in a forum on how to attract more customers.
His idea was discussed and criticized by other crews even though his ideas was not even tabled
yet.
c. Carla, the president of the Graduating Class, presented the goals and objectives of the class
meeting to let her batch mates think of ideas on themes for their upcoming Senior’s Prom.
d. Lacey, the SK chairman, created a drop box for all the youth of their barangay to drop ideas for
their Araw ng Barangay Celebration activities.
8. Gigi woke up very late one Monday morning. She realized that she was already late but they are going
to have a removal exam on their 3rd period class. She still has 20 minutes left to make it to school and
take the test. What graphic organizer can be likely used in situations like this?
a. Clock diagram c. Decision-Making Chart
b. KHWL Chart d. Fishbone diagram
9. It is a type of graphic organizer which is used for organizing the characteristics of a single topic or a
central idea.
a. Star Diagram b. Frayer Model c. Brainstorming d. Y Chart
10. A Frayer Model is likely used in situations when _____________________________.
a. You want to describe ice cream.
b. You want to develop your vocabulary by identifying the definition, characteristics and more
c. You sequence the events of a life of your favorite person.
d. You describe the aspects of a topic.
11. What pattern of development explains what a term means through different means or ways?
a. Narrative c. Classification
b. Definition d. Persuasion
12. What is the purpose of identifying the pattern of development in paragraph writing?
a. To form a proper structure in organizing the ideas of your paragraph
b. To present a clear and interesting paragraphs
c. To have a focus on how to construct ideas and sentences in the paragraph
d. All of the Above
13. Sensory details, keenness in observations, and creative use of words are very important when using
which kind of pattern of development?
a. Narration c. Process
b. Description d. Analogy
14. Complete the analogy: Day is to Month as _________ is to hour
a. Time b. Minute
b. Stage d. Second
15. Complete the analogy: Small is to _____________ as Little is to Big
a. Huge b. Tiny c. Large d. Giant
16. Complete the analogy: Doctor is to disease at __________ is to crimes
a. Detectives b. Criminal c. Guards d. Forensics
17. What kind of definition identifies the term, class, and differentiating feature of a word?
a. Formal Definition c Informal definition
b. Operational Definition d. Connotation
18. “As a model, I only wear 5 inches high heels for my walks. Lower than that is no good for me.” What
type of definition is used here?
a. Formal definition c. Denotations
b. Operational Definition d. Synonyms

Reading and Writing Skills for Grade 11 | 210

19. Every cells in our body divides to create new cells. There are two ways where cells divide, mitosis and
meiosis. Mitosis takes place in the nucleus of a dividing cells. It involves typically a series of steps
consisting of prophase, metaphase, anaphase, and telophase, and results in the formation of two new
nuclei each having the same number of chromosomes as the parent nucleus. This happens in almost all
parts of our body. Meanwhile, meiosis results in the number of chromosomes in gamete-producing
cells or in our reproductive system alone. What type of definition is presented here?
a. Formal Definition c. Extended Definition
b. Definition Paragraph d. Definition
20. A baby is a miracle and gift from heaven. This miracle is formed in the mother’s womb for 9 precious
months. It starts from two gamete cells which met and are fertilized in a woman’s ovaries. After some
time, it come down to the fallopian tube to the uterus walls and attaches there. It becomes an embryo to
fetus to a tiny baby until it is ready to come out and see the world. What kind of process pattern is
presented here?
a. Process Narration c. Process Explanation
b. Process Instruction d. Process Action
21. Which of the following is an influence of video games to children according to the article read in the
activities given?
a. Making a child good in strategies and critical thinking.
b. It develops hand and eye coordination
c. It helps them engage in virtual reality
d. It exercises their creativity and quick thinking.
22. It is the structural framework for writing. It supports readers by making it easy for them to follow a
written paragraph.
a. Organization c. Coherence
b. Cohesion d. Outline
23. A category of transitional words that is used in expressing narratives, instructions, chronological
sequences.
a. Spatial order c. Time Order
b. Numerical Order d. General Order
24. Which is NOT a characteristics of an effective language?
a. Concrete and specific language c. Familiar words, not obscure
b. Constructive, not destructive d. Abstract and creative language
25. Effective language requires brevity or conciseness of language. What does ‘concise’ mean?
a. Direct and verbose words c. All of the above
b. Using few words and avoiding d. None fillers/filters
26. Read: My family owns a restaurant. I love to cook and eat. However, I do not like carrots and cheese. I
went out one morning and smelled the sweet aroma of freshly baked bread.
a. The paragraph is coherent and cohesive.
b. The paragraph is coherent but not cohesive.
c. The paragraph is cohesive but not coherent.
d. The paragraph is neither cohesive nor coherent.
27. Read: A lot of people are unhappy with their doctors who only seem to care about how much money
they make and not on the services they provide. Identify the level of language usage.
a. Informal b. Formal c. Standard d.
Business/Technical
28. In 1996, Tickle-me-Elmo was immensely popular with toddlers,________________ there was a
shortage that caused arguments between many frantic customers. Choose a transitional word below
that logically completes the sentence.
a. As a result, b. On the other hand, c. Nevertheless, d. To sum up,
29. Winter has always been my favourite season. I know that this is an unpopular opinion, but I just can’t
help my love of winter. I’ve always enjoyed the cool, crisp air and blanket of snow that winter brings.
Hot chocolate, ice skating, snow angels also capture my heart. Shoveling the sidewalk is just about the
only part of winter I could do without.
Which of the following sentences makes the strongest topic sentence?
a)Winter is a far better season than summer.
Reading and Writing Skills for Grade 11 | 211
b) Winter has always been my favourite season.
c) Most Canadians don’t love winter.
d) It’s starting to get cold outside; Winter is coming.
30. The multiple concussions sustained by players make it hard to justify letting the players fight. Fights
also slows the game down, and many other leagues have exciting, fast-paced games that don’t involve
fighting. It also seems a bit strange that a fight is permitted during a hockey game, but fighting off the
ice is considered a crime. Finally, little kids often look up to players as role models, and might try to
emulate the actions of their heroes.
Based on the given supporting details, which of the following sentences is the strongest topic
sentence?
a) Hockey is a very violent sport.
b) There are a number of strong reasons to ban fighting in hockey.
c) In order to protect our children, we must ban all fighting from hockey.
d) Hockey fights are the most exciting part of the game.

Test II. Enumeration (23)

1. Qualities of a text (a-g)
2. Patterns of development (a-h)
3. Properties of a well-written text (a-e)
4. Parts of a paragraph (a-c)

Test III. Write a 5 sentence paragraph about Christmas Celebration. The parts of a paragraph, properties
of a text, especially coherence and cohesion, should be applied in your paragraph.
Daily Lesson Plan in Reading and Writing Skills

I. Objective
A. Content Standard : The learner understands the relationship of a written text
and the context in which it was developed.

B. Performance Standards: The learner writes a 1000-word critique of a selected text

on the basis of its claim/s, context, and properties as a
written material.

C. Learning Competency: At the end of the lesson, 85 % of the students will be

able to explain critical reading as looking for ways of
thinking. (EN11/12RWS-IIIij-5)

Quarter: 3 Week: 9 Day: 34

II. Content
A. Subject Matter : B. Critical reading as looking for ways of thinking
Integration :
C. Strategy : Collaborative Learning

III. Learning Resources

A. References
B. Other references
• https://www.slideshare.net/tinelachica04/readinglesson-6-critical-reading-
aslooking-for-ways-of-thinking

Reading and Writing Skills for Grade 11 | 212

• https://slideplayer.com/slide/6115851/
• https://writerswrite.co.za/17-of-the-most-powerful-excerpts-from-poetry/
• http://www.criticalreading.com/critical_reading.htm
• https://www.thoughtco.com/reading-comprehension-worksheet-2-3211738
C. Materials: strips of paper for the text to ne read, pen and paper, manila paper, tape

IV. Procedure
A. Activity (10 minutes) o The teacher will group the class into five (5). o The teacher will
distribute an envelope to each group containing strips of paper with definitions of simple
reading and critical reading (see attached appendix 1) and a piece of Manila paper with
headings CRITICAL READING and SIMPLE READING written on the right and left
side for each type respectively.
o The teacher will instruct the groups to arrange the strips of paper according to the
headings (CRITICAL READING and SIMPLE READING).
✓ The following are the definitions for SR and CR to be written on a strip of paper. The
answers for each statement are written right after.
- Involves identifying and recognizing the meaning of a text. (SR)
- A more advanced form and a higher level of reading. (CR)
- A type of reading whereby the reader analyzes and interpret the reading
material to know if it presents logical ideas and connection of ideas. (CR)
- It gives the basic definition of the text. (SR)
- It reflects on what the text does by making judgment. (CR)
- Its central idea is the message imparted in the text. (SR)
- Its goal is to recognize the author’s purpose in writing the material, understand
the tone, and persuasive elements in it, and to recognize bias in the text. (CR)
- It recognizes what the text says. (SR)
- It recognizes what the text says, reflects on what the text does, and infers on
what the text means. (CR)
- The reader absorbs and understands. (SR)
- The reader actively recognizes and analyzes evidence in the text. (CR) ** Note:
Answers are the ones written in the parentheses.

CRITICAL READING SIMPLE READING

o Then, the teacher will ask the group to post their Manila paper on the wall.

B. Analysis (5 minutes) o The teacher will ask the following questions to solicit ideas from
the learners:
5. What challenges did you encounter during the activity?
6. How did you assess the statements to come up with your answers?

Reading and Writing Skills for Grade 11 | 213

o Then, the teacher will consolidate the answers of the learners and lead them to the
lesson.

C. Abstraction (30 minutes) o The teacher deepens discussion on critical reading based on
the definitions provided during the activity. o The teacher highlights these key points in
critical reading as guide for learners during the discussion
✓ What the text says – restatement – talks about the same topic as the original text.
✓ What the text does – description – discusses aspects of the discussion itself.
✓ What the text means – interpretation – analyzes the texts and asserts a meaning for the text
as a whole.
o With the same group, the teacher provides a paper with line/s from an excerpt.
o The teacher will instruct the groups to read it and to discuss their analysis about it.
o One member shares the output to the class.

Group 1
“. . . I don’t need a whole lot of anything. I just need a little bit if everything.”

Group 2
“. . . Most of us only use 10 percent of our brains. The other 90 percent is full
of untapped potential and undiscovered abilities, which means our minds are
only operating in a very limited way instead of a full stretch. I believe that we
once had full power over our minds. We had to, in order to survive, but as our
world has become more sophisticated and complex, we have forgotten many
of the abilities we had.” ( Geller, 1996)
Group 3
“During my lifetime I have dedicated myself to this struggle of the African
people. I have fought against white domination, and I have fought against
black domination. I have cherished the ideal of a democratic and free society in
which all persons live together in harmony and with equal opportunities. It is
an ideal which I hope to live for and to achieve. But if needs be, it is an ideal
for which
I am prepared to die.” (I am Prepared to Die by Nelson Mandela)
Group 4
“Just remember that the things you put into your head are there forever, he
said. You might want to think about that. You forget some things, don’t you?
Yes. You forget when you want to remember and you remember what you
want to forget.” – Cormac McCarthy, The Road

Group 5
“Sometimes it takes darkness and the sweet confinement of your aloneness to learn,
anything or anyone that does not bring you alive is too small for you” – David Whyte

D. Application (15 minutes) o The teacher will ask the learners to read critically the passage
and answer the following questions based on the content in the basis of what is stated or
implied in the passage.

Reading and Writing Skills for Grade 11 | 214

Years of research had educated me about how sugar, fat, and salt change the
brain. I understood some of the parallels between hyper-palatable foods and drugs
of abuse, and about the links among sensory stimulation, cues, and memory. I'd
met enough people like Claudia and Maria to understand how even the thought of
food could cause them to lose control.
But I wasn't fully prepared for the discoveries I made about irresistibility and
whoosh, the Monster Thickburger and Baked! Cheetos Flamin' Hot, about
indulgence and purple cows. Without necessarily understanding the underlying
science, the food industry has discovered what sells.
I was sitting at Chili's Grill & Bar in Chicago's O'Hare Airport waiting for a
late-night flight. At a nearby table a couple in their early forties was deep into a
meal. The woman was overweight, with about 180 pounds on her five-foot-
fourinch frame. The Southwestern Eggrolls she had ordered were listed as a starter
course, but the enormous platter in front of her had been heaped with food. The
dish was described on the menu as "smoked chicken, black beans, corn, jalapeño
Jack cheese, red peppers, and spinach wrapped inside a crispy flour tortilla," and it
was served with a creamy avocado-ranch dipping sauce. Despite its name, the dish
looked more like a burrito than an egg roll, an only-in-America fusion approach.
I watched as the woman attacked her food with vigor and speed. She held the
egg roll in one hand, dunked it into the sauce, and brought it to her mouth while
using the fork in her other hand to scoop up more sauce. Occasionally she reached
over and speared some of her companion's french fries. The woman ate steadily,
working her way around the plate with scant pause for conversation or rest. When
she finally paused, only a little lettuce was left.
Had she known someone was watching her, I'm sure she would have eaten
differently. Had she been asked to describe what she had just eaten, she probably
would have substantially underestimated her consumption. And she would
probably have been surprised to learn what the ingredients in her meal really were.
The woman might have been interested in how my industry source, who had
called sugar, fat, and salt the three points of the compass, described her entree.
Deepfrying the tortilla drives down its water content from 40 percent to about 5
percent and replaces the rest with fat. "The tortilla is really going to absorb a lot of
fat," he said. "It looks like an egg roll is supposed to look, which is crispy and
brown on the outside."
The food consultant read through other ingredients on the label, keeping up a
running commentary as he did. "Cooked white meat chicken, binder added, smoke
flavor. People like smoky flavor — it's the caveman in them."
"There's green stuff in there," he said, noting the spinach. "That makes me
feel like I'm eating something healthy."
"Shredded Monterey Jack cheese.... The increase in per-capita consumption
of cheese is off the chart."
The hot peppers, he said, "add a little spice, but not too much to kill
everything else off." He believed the chicken had been chopped and formed much
like a meat loaf, with binders added, which makes those calories easy to swallow.
Ingredients that hold moisture, including autolyzed yeast extract, sodium
phosphate, and soy protein concentrate, further soften the food. I noticed that salt
appeared eight times on the label and that sweeteners were there five times, in the
form of corn-syrup solids, molasses, honey, brown sugar, and sugar.
"This is highly processed?" I asked.
"Absolutely, yes. All of this has been processed such that you can wolf it
down fast...chopped up and made ultrapalatable.... Very appealing looking, very
Reading and Writing Skills for Grade 11 | 215
high pleasure in the food, very high caloric density. Rules out all that stuff you
have to chew."
By eliminating the need to chew, modern food processing techniques allow
us to eat faster. "When you're eating these things, you've had 500, 600, 800, 900
calories before you know it," said the consultant. "Literally before you know it."
Refined food simply melts in the mouth.

Questions:
1. It can be inferred from the author's description of the woman eating in paragraph
four that _________
A. The woman prefers to eat at Chili's vs. other restaurants.
B. The woman truly enjoys the foods that she chooses to eat.
C. The woman's efficiency at cleaning her plate adds to her dining experience.
D. The author is disgusted by the woman's consumption.
E. The author believes the woman should take a course in healthy eating.
2. According to the passage, the main reason people overeat is ____________
A. because salt and sweeteners, like corn-syrup solids and brown sugar, are added
to the food.
B. because we don't have to chew our food very much.
C. because people like smoky flavor.
D. because sugar, fat and salt change the brain.
E. because we are used to eating quickly in this modern society.
3. The following are all ingredients in the egg rolls, EXCEPT ________
A. Salt
B. Binders
C. Honey
D. Spinach
E. dark meat chicken
4. Which of the following statements best describes the main idea of the passage?
A. If you eat too much food too quickly, you'll gain weight and become unhealthy.
B. Because refined food is irresistible and easy to eat, it masks how unhealthy it is,
leaving people unaware of the poor food choices they're making.
C. Chili's is one of the restaurants in the U.S. serving unhealthy food to consumers
today.
D. Food consultants and authors are making Americans aware of their unhealthy
eating habits, thus, creating healthier generations for years to come.
E. Refined foods, with salt, sugar, and fat hidden inside, are less nutritious and
more damaging than whole foods.
5. In the first sentence of paragraph four, the word "vigor" most nearly means _____
A. Pleasure
B. Flamboyance
C. Lethargy
D. Energy
E. Craftiness

E. Assessment o The Application will serve as the assessment.

Reading and Writing Skills for Grade 11 | 216

F. Assignment
Define the following terms and give 5 examples for each.
1. Claim of fact
2. Claim of value
3. Claim of policy

VI. Reflections
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?
___________________________________________________________________________
Appendix 1
✓ The following are the definitions for SR and CR to be written on a strip of paper. The
answers for each statement are written right after.
- Involves identifying and recognizing the meaning of a text. (SR)
- A more advanced form and a higher level of reading. (CR)
- A type of reading whereby the reader analyzes and interpret the reading
material to know if it presents logical ideas and connection of ideas. (CR)
- It gives the basic definition of the text. (SR)
- It reflects on what the text does by making judgment. (CR)
- Its central idea is the message imparted in the text. (SR)
- Its goal is to recognize the author’s purpose in writing the material, understand
the tone, and persuasive elements in it, and to recognize bias in the text. (CR)
- It recognizes what the text says. (SR)
- It recognizes what the text says, reflects on what the text does, and infers on
what the text means. (CR)
- The reader absorbs and understands. (SR)
- The reader actively recognizes and analyzes evidence in the text. (CR) ** Note:
Answers are the ones written in the parentheses.
Reading and Writing Skills for Grade 11 | 217
Cut here- - - - - - -- - - -- - - -- - -----------------------------------------------------------------------

Appendix 2

Years of research had educated me about how sugar, fat, and salt change the brain. I
understood some of the parallels between hyperpalatable foods and drugs of abuse, and
about the links among sensory stimulation, cues, and memory. I'd met enough people like
Claudia and Maria to understand how even the thought of food could cause them to lose
control.
But I wasn't fully prepared for the discoveries I made about irresistibility and whoosh,
the Monster Thickburger and Baked! Cheetos Flamin' Hot, about indulgence and purple
cows. Without necessarily understanding the underlying science, the food industry has
discovered what sells.
I was sitting at Chili's Grill & Bar in Chicago's O'Hare Airport waiting for a late-night
flight. At a nearby table a couple in their early forties was deep into a meal. The woman
was overweight, with about 180 pounds on her five-foot-four-inch frame. The
Southwestern Eggrolls she had ordered were listed as a starter course, but the enormous
platter in front of her had been heaped with food. The dish was described on the menu as
"smoked chicken, black beans, corn, jalapeño Jack cheese, red peppers, and spinach
wrapped inside a crispy flour tortilla," and it was served with a creamy avocado-ranch
dipping sauce. Despite its name, the dish looked more like a burrito than an egg roll, an
only-in-America fusion approach.
I watched as the woman attacked her food with vigor and speed. She held the egg roll
in one hand, dunked it into the sauce, and brought it to her mouth while using the fork in
her other hand to scoop up more sauce. Occasionally she reached over and speared some
of her companion's french fries. The woman ate steadily, working her way around the
plate with scant pause for conversation or rest. When she finally paused, only a little
lettuce was left.
Had she known someone was watching her, I'm sure she would have eaten differently. Had
she been asked to describe what she had just eaten, she probably would have substantially
underestimated her consumption. And she would probably have been surprised to learn what
the ingredients in her meal really were.
The woman might have been interested in how my industry source, who had called
sugar, fat, and salt the three points of the compass, described her entree. Deep-frying the
tortilla drives down its water content from 40 percent to about 5 percent and replaces the
rest with fat. "The tortilla is really going to absorb a lot of fat," he said. "It looks like an
egg roll is supposed to look, which is crispy and brown on the outside."
The food consultant read through other ingredients on the label, keeping up a running
commentary as he did. "Cooked white meat chicken, binder added, smoke flavor. People
like smoky flavor — it's the caveman in them."

"There's green stuff in there," he said, noting the spinach. "That makes me feel like I'm
eating something healthy."

"Shredded Monterey Jack cheese.... The increase in per-capita consumption of cheese is

off the chart."

Reading and Writing Skills for Grade 11 | 218

The hot peppers, he said, "add a little spice, but not too much to kill everything else
off." He believed the chicken had been chopped and formed much like a meat loaf, with
binders added, which makes those calories easy to swallow. Ingredients that hold
moisture, including autolyzed yeast extract, sodium phosphate, and soy protein
concentrate, further soften the food. I noticed that salt appeared eight times on the label
and that sweeteners were there five times, in the form of corn-syrup solids, molasses,
honey, brown sugar, and sugar.

"This is highly processed?" I asked.

"Absolutely, yes. All of this has been processed such that you can wolf it down
fast...chopped up and made ultrapalatable.... Very appealing looking, very high pleasure
in the food, very high caloric density. Rules out all that stuff you have to chew."
By eliminating the need to chew, modern food processing techniques allow us to eat faster.

"When you're eating these things, you've had 500, 600, 800, 900 calories before you
know it," said the consultant. "Literally before you know it." Refined food simply melts
in the mouth.

Answer Key:
1. (D) The author is disgusted by the woman's consumption.
Why? A is incorrect because we have no idea where the woman likes to eat. Nothing
in the text makes reference to her preferences. B is incorrect because we can infer that
the woman isn't even aware of what she's eating, so she doesn't truly have the capacity
to enjoy it. C is incorrect because her efficiency is detracting from her dining
experience rather than enhancing it. The author never brings up anything about eating
healthfully in those lines, either, so E is also out. We can infer that he's disgusted by
her consumption because of his judgment he places on her: "Had she known someone
was watching her, I'm sure she would have eaten differently." This implies that she
would have been ashamed to eat as she had, thus showing the author's distaste for her
eating habits.
2. (B) because we don't have to chew our food very much
Why? A, B and C are mentioned in the passage, but not as a causal effect of our
overeating. E is a distractor answer – eating quickly is tied into not chewing, but the
Reading and Writing Skills for Grade 11 | 219
passage does not imply or state that we are used to eating quickly, so we overeat. The
passage gives specific details about the refining process that makes our food easier to
swallow, allowing us to eat more than we should, thus answer B is the very best choice. 3.
(E) dark meat chicken
Why? It's white meat chicken (line 32). This is one of those "hunt and search" types
of detail questions. They can be tricky because they have almost nothing to do with
reading comprehension, but rather focus on how carefully you can find the details
related to the passage.
4. B) Because refined food is irresistible and easy to eat, it masks how unhealthy it is,
leaving people unaware of the poor food choices they're making.
Why? A is too broad, because it fails to mention refined food, which is absolutely key
in the article. C is too narrow because it only mentions Chili's, and the essay goes
beyond just one restaurant. D makes a supposition – that people will be healthier
because of the article. That's never stated or indirectly implied, so it can't be part of
the main idea. E is too narrow, so B is the best choice.
5. D) Energy
Why? Here's where your vocabulary knowledge or your ability to understand vocab
words in context come in handy. If you didn't know the meaning of the word, you
could assume some things based on the text: "…the woman attacked her food with
vigor and speed." Since the conjunction "and" joins two words/phrases with similar
meaning, C is out - lethargy means laziness. The word "attacked" does not coincide
well with pleasure, so A is out. Since the woman was unaware of who was watching
her, flamboyance, B, is out, too. That leaves D and E. Craftiness indicates sneakiness
of some sort and although the woman wasn't being showy, she wasn't sneaking her
food either, so D is the best answer. It fits well with the sentence.

Detailed Lesson Plan for Reading and Writing Skills 11

I. Objectives
A. Content Standard : The learner understands the relationship of a
written text and the context in which it was
developed.

B. Performance Standard : The learner writes a 1000-word critique of a

selected text on the basis of its claim/s, context,

Reading and Writing Skills for Grade 11 | 220

and properties as a written material.

C. Learning Competencies : At the end of the lesson, 80% of the leaners

identified claims explicitly or implicitly made in
a written text: a) Claim of Fact b) Claim of
Policy c)Claim of Value (EN11/12RWS-IVac-9)

Quarter 3 Week 9 Day 35

II. Content
A. Subject Matter : Recognizing Information Explicitly and
Implicitly; Types of Claims
B. Integration : Science
C. Strategy : Group Strategy

III. Learning Resources

A. Reference : Agena, M.G., Gabelo, N., Geron, C., (et. al.). (2016).
Reading-Writing Connection for the 21st Century Learners for
Senior High School. Malabon City: Mutya
B. Other References : Explicit and Implicit Claims in a Text (2017)
https://www.slideshare.net/tinelachica04/readinglesson-7-
explicit-and-implicit-claims-in-a-text
Identifying Implicitly and Explicitly
https://d2ct263enury6r.cloudfront.net/IFukWoCuCTgqtDdk
Gd2JPlWVsJ2ieYaEhqGgtjXantkY9hlh.ppt
C. Materials : Laptop, PowerPoint Presentation, 1/16 illustration boards
(10 pcs or as desired), Chalk,

IV. Procedure
Preliminary activities: (5 minutes)
 Setting the class,
 seat arrangement
 picking up pieces of papers/wrapper on the floor
 Prayer
 greeting
 Checking of attendance.

Instruction: Divide the class into 10 groups (or as desired). Each group will be given an
illustration board and chalk. They will be using them throughout the class time.
The groups will be given points according to their correct answers and
participation in the class activities and discussion. The teacher will keep track of
the scores by tallying the scores on the board. Group with the lowest points will
present a 30-second commercial.

A. Activating Prior Knowledge (5 minutes)

Reading and Writing Skills for Grade 11 | 221

Activity 1: Fact or Bluff (By Group)
Instructions: Series of trivia and information will be shown on screen, the students will
identify whether they are fact or bluff.

1. Oranges are always yellow or orange.

2. A person whose mother tongue is very different from English will ever lose
his/her accent when moving to the United States.
3. A cloud weighs like 100 elephants.
4. Pangea was the name of the Earth’s original (first) continent.
5. Tomatoes are fruit, as well as okra and eggplant.
6. There are people who believe that the earth is flat.
(Answers are found in the PowerPoint Presentation)

B. Analysis (2 minutes)
1. Is it important to identify statements as a fact or bluff? Why?
2. Should we understand a text (claim) explicitly or implicitly?

C. Abstraction (20 minutes)

Activity 1: Unlocking of Terms
Give the definition of the following terms.
1. Explicit 4. Implicit
2. Fact 5. Claim
3. Opinion 6. Inference

Interactive Discussion: Recognizing Explicit and Processing the Implicit

Let the students observe two things about each photo and say them in class.
Example:
1. Spongebob is yellow.
2. Lady Gaga is covering her left eye.
3. Justine Bieber is wearing blue.
4. Rihanna’s hair is short.

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Explicit information is any idea that is stated. Therefore, you need not look for clues
because the information is already stated in the text. On the other hand, implicit
information is understood, it is not stated. You need to think about it and look for
clues as you read. Inference is made when using implicit information.

HOW TO MAKE AN INFERENCE:

1. Read the text and find the clue.
2. Analyze the clues – reading between the lines
3. Decide what inference (conclusion) is justified based on the text.

Example:
“All living things are made up of cells. Since humans are alive, we are also made of
cells. Cells make our body tissue. Tissue makes our body organs. Organs make our
body systems. Cells are the building blocks of our bodies.”

Questions:
(Explicit) 1. What are made of cells?
2. What is the main idea?
(Implicit) 3. How do you know birds are made of cells?

Practice Paragraphs:
“That Summer the fence that stretch through our town seemed bigger. We lived in a
yellow house on one side of it. White people lived on the other. And Mama said,
“Don’t climb over that fence when you play.” She said it wasn’t safe. “

Question: What can you infer from the text?

“It’s hard to live in a small studio apartment with a man who is learning how to
play the violin”. That’s what she told the police as she handed them the broken
bat.”

Questions:
1. What do you think has happened?
2. Why did it happen?
3. How does the story end?

When we understand a text and make inferences, we are making claims. A claim is
made when you state something to be true (Meriam Dictionary). Claims are
significant in supporting proposition/arguments. It is the logical and meaningful
arrangement of claims allows a better judgement of a reader while he/she determines
the value of the claims cited (Gabelo, N., Geron, CT., et.al., 2016).

Types of Claims
1. Claims of Fact. (existence of something/definition or classification/facts -- inferences
about past present or future)

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- Interferences made based on data, documents, and scientific observation result,
and research.

Types of factual claims (generally "objective")

• Factual / historical
• Relational - causal connections
• Predictive

proof required:
• sufficient and appropriate grounds
• reliable authority
• recent data
• accurate, typical data
• clearly defined terms -no loaded language
• clear distinction between fact and inference.

Example: Polar bears are on the verge of extinction due to melting ice caps.

2. Claims of Value (taste & morals / good-bad) [make value judgments/ resolve conflict
between values/ quasi policy (rightness of it; relative merit)]
- Value judgment based on morals, standards, and norms. Claims of Value
require the use of standards and evaluation, presentation of advantages or moral
of standards used, use of examples to concretize abstractions, and use of
credible authority/experts for support.

proof required:
• Establishing standards of evaluation (i.e. a warrant that defines what
constitutes instances of the relevant value)
• note the priority of the value in this instance.
• Establish the advantage (practical or moral) of your standards. • Use
examples to clarify abstract values
• Use credible authorities for support.

Example:
1. Military boot camp is a degrading and humiliating experience.
2. It is immoral to participate in voluntary suicide.
3. The hunting of animals is a barbaric practice.

3. Claims of Policy (action / should or ought) - usually involves sub-claims of fact and
value
- Specific and measurable actions that need to be done in order to address issues
or concerns presented in an argument or proposition.
- Claim of Policy require proposal of clear and measurable actions or steps,
justification of the proposed action, advantages of the proposed action, possible
counter arguments.

proof required:

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• Making proposed action clear
• need (justification)
• plan, (must be workable)
• benefit (advantages)
• consider opposition / counter arguments

Example:
1. People who refuse to recycle should be forced to do alternative community
service.
2. A dress code should be introduced for all public high school students.
3. Texting while driving should be an offense punishable by jail time.

D. Application (8 minutes) Activity 2:

30-second round debate
(note: The divided groups will be fused temporarily to make 2 groups.)

Each group will be discussing a topic and every speaker of the group will be given 30
seconds to talk. Brevity is the key.
Group 1 will be “PRO.” While Group 2 will be “AGAINST” (or they could toss a
coin).
The students are required to use the different claims learned from the discussion to
defend their point. A rubric will be used to rate the speaker’s point.
The class will be given 2 minutes to prepare and 5 minutes for the actual debate.

Sample topics for GAS, HUMMS, STEM

• Same Sex Marriage or Child Abuse
Sample topics for IA and ICT
• Is hacking ethical or not?
• Automation in Work or Manual Labor?

E. Assessment (10 minutes)

Activity 3: Show-Me-Board
Instructions. The students will identify given statements as claim of fact, claim of
value, or claim of policy.
1. Video games make their players violent.
2. Marijuana should be legalized.
3. Using cellphones while driving is dangerous.
4. Adoptees should have the right to know who their parents are.
5. Zoos are not good for the conservation of the species.
6. Examination results provide real indication of ability.
7. Knowing your ancestry is important.
8. Absences cause students to fail.
9. Love is more powerful than hate.
10. Forgiving is forgetting.
11. The separation of church and state should be maintained.

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F. Assignment
Write a 200 word essay on any of the questions below (choose one).
1. Should SHS students undergo mandatory ROTC? Why or why not?
2. Are OFW heroes or traitors?
3. Do you agree on giving sanctions to students who rally and
vandalize the streets protesting against the government?
4. How to develop and show one’s love for the country?
In the essay, you are required to use any claims you learned from the lesson. The
claims should be stated or evident in your paper. Enumerating the claims at the
bottom part of our essay is also accepted.

V. Remarks
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
VI. Reflection
1. No. of learners who earned 80% in the evaluation
______________________________________________________________________
2. No. of learners who require additional activities for remediation who scored below
80%
_____________________________________________________________________
_ 3. Did the remedial lessons work? No. of learners who have caught up with the lesson
_____________________________________________________________________
_ 4. No. of learners who continue to require remediation
_____________________________________________________________________
_ 5. Which of my teaching strategies worked well? Why did these work?
_____________________________________________________________________
_ 6. What difficulties did I encounter which my principal or supervisor can help me solve?
______________________________________________________________________

APPENDIX A

Rubrics for 30-second debate.

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Appendix B
PowerPoint Presentation Slides

Reading and Writing Skills for Grade 11 | 227

Detailed Lesson Plan for Reading and Writing Skills 11

I. Objectives
A. Content Standard : The learner understands the relationship of a
written text and the context in which it was
developed.

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B. Performance Standard : The learner writes a 1000-word critique of a
selected text on the basis of its claim/s, context,
and properties as a written material.

C. Learning Competencies : At the end of the lesson, 80% of the leaners

identified claims explicitly or implicitly made in
a written text: a) Claim of Fact b) Claim of Policy
c) Claim of Value (EN11/12RWS-IVac-9)

Quarter 3 Week 9 Day 36

II. Content
A. Subject Matter : Recognizing Information Explicitly and
Implicitly; Types of Claims
B. Integration : Music, Science, Philosophy
C. Strategy : Small Group Discussion

III. Learning Resources

A. Reference : Agena, M.G., Gabelo, N., Geron, C., (et. al.). (2016).
Reading-Writing Connection for the 21st Century Learners for
Senior High School. Malabon City: Mutya
B. Other References : Explicit and Implicit Claims in a Text (2017)
https://www.slideshare.net/tinelachica04/readinglesson-7-
\explicit-and-implicit-claims-in-a-text
Identifying Implicitly and Explicitly
https://d2ct263enury6r.cloudfront.net/IFukWoCuCTgqtDd
k Gd2JPlWVsJ2ieYaEhqGgtjXantkY9hlh.ppt
C. Materials : Laptop, PowerPoint Presentation,

IV. Procedure
Preliminary activities: (5 minutes)
 Setting the class,
 seat arrangement,
 picking up pieces of papers/wrapper on the floor
 greeting,
 Checking of attendance.
 Collecting of Agreements

A. Activating Prior Knowledge (5 minutes)

Activity: Complete the Table

Fill in the table with information on the different types of claims. Write your answers
on the board.
Reading and Writing Skills for Grade 11 | 229
Claim of Fact Claim of Value Claim of Policy

B. Analysis (2 minutes)
1. What are the unique features of each claim?
2. What influences us when we make claims? What guides or determines our
claims?

C. Abstraction (12 minutes)

Guidelines for Claims (Gabelo, N., Geron, CT., et.al., 2016):
1. The thesis statement or the claim must be debatable. It does not only present
facts but must be open for varied opinions and perspectives.
2. The thesis statement or claim must be narrow.
3. It must have a credible source. Arguments need to have evidence.
4. Resources must be properly cited. Use good referencing.

There are 3 concepts that determines the effectivity of our claims. These concepts
guides the claims made, also called as the Three Rhetorical Appeals.

As we try to discern whether to accept the claims presented, here are some steps
suggested for us to follow in reading and writing claims.
1. Be attentive. Pay attention to the structure and details of the text.
2. Check the facts. Verify the facts and supporting details based on documents,
research, and observations.
3. Be keen in language use. Read the text carefully and try to get the meaning
of words used.
Reading and Writing Skills for Grade 11 | 230
4. Do cross-referencing. Validate the statements and claims by checking the
information published in books, posted via electronic resources, reports, and
other references to avoid misinformation.

D. Application (10 minutes) Activity: Our Claims.

Group the class according to their specialization. Have them formulate 5 claims of
fact, 5 claims of value, and 5 claims of policy based on their specialization.
The students will write their claims in a ½ size cartolina.
*note: this activity can be done during the class or as the teacher may decide.

E. Assessment (20 minutes)

Activity 1: Proof Chart
Directions. Based on the statements listed below, plot in the Proof Chart the category
where each statement belongs. It is possible to have an unequal number of items per
category.

Claim of Fact Claim of Value Claim of Policy

1. The transition of Philippine presidents mark significant changes in our culture

and society. Despite the fact that History classes provide a comprehensive
discussion on these salient events, very few appreciate the positive influence,
the moral changes, and the contribution of the Presidents of the country.
2. Global warming is a serious phenomenon that affects every facet of human life.
We are all responsible and accountable for the environment that we experience
at the moment. This could be addressed by garbage segregation, water
conservation, and marine life conservation.
3. Materialism has invaded every Filipino partly due to advertising. A typical
household is exposed to various types of media: television, radio, print media,
and the internet. The repetitive nature of advertisements through media
reinforces recall among consumers that influence their buying habit.
4. Globally, about 1 in 3 women will be beaten or raped in her lifetime.
5. Positive values need to be reinforced among students. The value of honesty and
integrity, hard work, and resilience are expected to be developed and be
cultivated both in the family and in school.

Activity 2: Inferences.
1. Based on the paragraph below, answer the questions provided.
“It’s hard to live in a small studio apartment with a man who is learning how to play
the violin”. That’s what she told the police as she handed them the broken bat.”

a) What do you think has happened?

b) Why did it happen?
c) How does the story end?

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2. What does the photo infer?

(Text: Well done to Audi and BMW for winning the beauty context. From the winner
of the 2006 International Engine of the Year.)

3. Listen to the song Rainbow Connection by Paul Williams and Kenneth Ascher
from the The Muppet Movie. Compose a 500-word essay (critique) on the song
by making inferences and claims the song contains.

Rainbow Connection lyrics

Why are there so many

Songs about rainbows What's so amazing
And what's on the other side That keeps us star gazing
Rainbows are visions What so we think we might see
They're only illusions Someday we'll find it
And rainbows have nothing to hide That Rainbow Connection
The lovers the dreamers and me
So we've been told and some chose to Believe it
But I know they're wrong wait and see
Have you been fast asleep
And have you heard voices,
Someday we'll find it I've heard them calling my name,
The Rainbow Connection Is this the sweet sound that calls The young
The lovers, the dreamers and me sailors,
The voice might be one and the same.
Who said that every wish
Would be heard and answered I've heard it too many times to ignore it
When wished on the morning star It's something that i'm supposed to be, Someday
Somebody thought of that we'll find it The rainbow connection...
And someone believed it The lovers, the dreamers and me
And look what it's done so far La lala la lala la la la lala la la la

Reading and Writing Skills for Grade 11 | 232

_____________________________________________________________________
_____________________________________________________________________

VI. Reflection
1. No. of learners who earned 80% in the evaluation
______________________________________________________________________
2. No. of learners who require additional activities for remediation who scored below 80%
______________________________________________________________________ 3. Did the
remedial lessons work? No. of learners who have caught up with the lesson
______________________________________________________________________ 4. No. of
learners who continue to require remediation
______________________________________________________________________ 5. Which of
my teaching strategies worked well? Why did these work?
______________________________________________________________________ 6. What
difficulties did I encounter which my principal or supervisor can help me solve?
______________________________________________________________________

Reading and Writing Skills 11

Third Quarter Post Test

Reading and Writing Skills for Grade 11 | 233

Name: Date:
Grade & Section: Score:

Directions: Read the following statements carefully. Write the letter of your answer on the space provided
before each number.

______1. What is generally considered as a written material, especially long piece of writing as in a book, a
letter, or a newspaper?
A. discourse C. connectives
B. text D. ideas
______2. What is being referred as a formal and often lengthy discussion of a topic, where concepts and
insights are arranged in an organized and logical manner?
A. Discourse C. Debate
B. Text D. Speech
_____3. What outline should be used to develop the major divisions of long report and it is in a sentence form?
A. outline C. sentence outline
B. topic outline D. phrase outline
_____4. What is being referred as the road map for the paper, in other words, it tells the reader what to expect
from the rest of the paper?
A. topic outline C. sentence outline
B. thesis statement D. topic sentence
_____5. What technique in selecting and organizing information in which participants generate new ideas and
solutions through intensive and freewheeling group discussion?
A. brainstorming C. graphic organizer B. outline
D. focused group discussion
_____6. What information can you supply in a Venn diagram?
A. document of student’s own learning
B. logical relationships between groups of things
C. series of events
D. three aspects of a topic
_____7. Which of the following describes something without conveying the writer’s own emotion?
A. subjective description C. objective description
B. personal description D. the use of adjectives
______8. Which of the following statements expresses subjective description?
a. Death from hunger and dehydration among elderly natives has increased.
b. John is diligent and conscientious worker.
c. John’s safety record contains no violations and he has been promoted twice in the past five years.
d. The ceiling is missing all panels, exposing open wiring.
______9. Katie defines the word “soul” as a mysterious force within the human body that gives life and yet is
separate from it. What type of definition was used?
A. connotation C. synonyms
B. denotation D. operational definition
______10. What is the purpose of identifying the pattern of development in paragraph writing?
A. To form a proper structure in organizing the ideas of your paragraph
B. To present a clear and interesting paragraphs

Reading and Writing Skills for Grade 11 | 234

C. To have a focus on how to construct ideas and sentences in the paragraph D. All of the Above
______11. What quality of a text that gives its overall meaning?
A. cohesion C. intertextuality
B. coherence D. situationality
______12. Which of the following is NOT a characteristic of an effective language?
A. concrete and specific C. constructive
B. concise D. vague
______13. What term is used to describe the technical aspects of writing such as spelling, punctuation,
capitalization, etc.?
C. criteria C. technicalities
D. mechanics D. format
_______14. Which is NOT a characteristics of an effective language?
A. Concrete and specific language
B. Constructive, not destructive
C. Familiar words, not obscure
D. Abstract and creative language
_______15. Effective language requires brevity or conciseness of language. What does ‘concise’ mean?
A. Direct and verbose words C. All of the above
B. Using few words and avoiding fillers/filters D. None of the choices _______16. Which of the
following DOES NOT describe critical reading?
A. Critical reading is to make judgements about how a text is argued.
B. Critical reading is a way of asking “What information can I get out of it?”
C. Critical reading is looking for ways of thinking about the subject matter.
D. Critical reading is a more advanced form and a higher level of reading. _______17. What
is reading?
A. The ability to recognize letters, numbers, and other characters in a written text.
B. The ability to speak out the words of a text.
C. The ability to process and decode symbols to derive meaning from a text.
D. The ability to gain information from the text read and apply to daily living.
_______18. The statement “Excessive television viewing has caused the steady decline in the reading ability
of children and teenagers.” can be classified as _________
A. claims of policy C. claims of value
B. claims of fact D. claims of cause and effect
_______19. The following statements are claims of fact, EXCEPT _____________. A. Excessive
consumption of alcohol can lead to several diseases.
B. Television newscasting influences the way Americans think about social and political issues.
C. An improved sewer system would solve these flood drainage problems.
D. Honesty is the best policy.
_______20. How would you consider a statement as claims of value?
A. If inferences are made based on data, documents, and scientific observation results and research.
B. If it refers to presentation of opinion about something using language.
C. If it attempts to prove that some action, belief, or condition is right or wrong, good or bad.
D. If it requires proposal of clear and measurable action or steps.
_______21. Which of the following is not a purpose of discourse?
A. To inform C. To entertain
B. To persuade D. To destruct
_______22. Which of the following graphic organizers can be used to sort or classify information or objects into
different categories?
A. Web C. Compare-contrast Matrix
B. Classification table D. Venn Diagram

Reading and Writing Skills for Grade 11 | 235

_______23. (1) American women gained status during World War II. (2) Many of them took over men’s jobs in factories
and farms as men enlisted into the military. (3) As a result, they learned new skills and experienced work
outside of the home. (4) Also, women were allowed to serve in the military following the bombing of Pearl
Harbor, so they felt the pride of being in the military service. (5) Lastly, because of the absence of men, women
made decisions for themselves and their families.
What is the main idea of the paragraph?
A. American women gained status during World War II.
B. Women were allowed to serve in the military.
C. Women took over men’s jobs as men enlisted into the military.
D. Women made decisions for themselves and their families.
_______24. Self defense is a basic human right. Therefore, everyone should carry a handgun. The italicized
sentence is called _________
A. assumption C. conclusion
B. premise D. evidence
_______25. Which of the following does not exemplify a claim of policy?
A. The death penalty should be abolished because it does nothing to prevent murder.
B. Legislation should be passed to stop the sales of cigarettes.
C. The age at which people can get a driver’s license must be raised to 18.
D. Rap music makes its audience members prone to violence.
_______26.”There are three reasons I don’t have a credit card. The first reason is that using a piece of plastic instead of
cash makes it too easy for me to buy things I can’t afford. For instance, last week I saw a 4,000.00 php pair of pink
sandals in my favorite shoe store. Of course, I don’t need pink sandals, nor I can afford them. With a credit card,
however, I would now own those sandals and be worrying about how to pay for them. The second reason I don’t
have a credit card is that I would end up in debt like my friend Sara, the shopaholic. Sara got a credit last year, and
she already owes 30,000.00 php. She buy things that she doesn’t really need such as jewelry and designer
sunglasses. She will be in debt for years. The third reason I don’t have a credit card is the difficulty in understanding
the fine print in the credit card contract. If I don’t read the fine print, I can be surprised. For example, some credit
companies will raise my interest rate if I make payment even one day late. To sum up, credit cards may be a
convenience for some people, but for me, they are plastic ticket to financial disaster.” What is the topic sentence
in the selection? A. There are three reasons I don’t have a credit card.
B. Credit cards are plastic ticket to financial disaster.
C. Credit cards are convenience for some people.
D. Using a piece of plastic instead of cash makes it too easy for me to buy things I can’t afford.
______27. Jane is assigned to report about the menstrual cycle in her Biology class, which of the following
graphic organizers can be used to illustrate her topic?
A. clock diagram C. cycle diagram
B. decision-making diagram D. Venn diagram
_______28. Customer orders for custom mountain bikes are delivered 4 weeks later than regular mountain
bikes. To address this issue, the shop owner can best identify the problem
through ______________
A. Venn diagram C. fishbone diagram
B. chain diagram D. cycle diagram
_______29. Which among the following topics can be a subject of persuasive paragraph?
A. Apollo 11 space mission
B. Blue Whales’ first baseball game of the new season
C. Air-conditioning of all classrooms
D. First plane ride
______30. How the ideas in these sentences are logically linked? “In recent years viruses have been shown to
cause cancer not only in chickens but also in mice, cats, and even in some primates. Therefore, it is
a reasonable hypothesis that viruses might cause cancer in humans”.
A. The two sentences have different topic sentences.
B. It uses “therefore” as a concluding connectives to support the argument.

Reading and Writing Skills for Grade 11 | 236

C. The second sentence reiterates the idea of the first.
D. The overall text has meaning.
______31. Which sentence uses formal language?
A. We cordially invite you to our wedding day.
B. The research project won’t continue next year.
C. It was raining cats and dogs.
D. Hey guys! Wanna go to the party tonight?
______32. “Natasha’s basement was our sanctuary. I return to it in my best dreams and wake up feeling like I could
die happy.” How did the writer get the reader’s attention on her descriptive essay?
A. The writer emphasized the name of the owner of the basement who is Natasha.
B. The writer uses poetic devices.
C. The writer let the readers know what he/she is describing as soon as possible instead of leaving
them guessing.
D. The writer uses correct series of adjectives to achieve better description of what he/she is talking
about at the beginner of his/her paragraph.
______33. What graphic organizer can be used to clarify the relationship between specific events and the
outcomes deriving from them, thus illustrating the concepts of consequences, inevitability, and
causality?
A. Cause-Effect Chain C. Classification table
B. Problem-Solution Map D. Venn Diagram
______34. “Madagascar has one of the world’s oldest systems of natural reserves. This system, established during the
early 1900s, was designed to protect lemurs and other animal species unique to the island. However, due to
severe economic hardship, this island country lacks the funds to properly manage the reserves; as a result,
many species risks extinction. One recent solution to this problem has been offered by the international
community. If Madagascar begins to better protect its reserves, its foreign debt will be reduced. This incentive
should lead to some level of improvement.” What graphic organizer is suitable to illustrate the text?
A. Cause-Effect Chain C. Classification table
B. Problem-Solution Map D. Venn Diagram
______35. A baby is a miracle and gift from heaven. This miracle is formed in the mother’s womb for 9 precious months.
It starts from two gamete cells which met and are fertilized in a woman’s ovaries. After some time, it come
down to the fallopian tube to the uterus walls and attaches there. It becomes an embryo to fetus to a tiny baby
until it is ready to come out and see the world. What kind of process pattern is presented here?
A. Process Narration C. Process Explanation
B. Process Instruction D. Process Action
______36. Which essay title do you think will not make use of a Venn diagram? E. Differences
between the Daily Lives of Teenagers Today and a Century Ago
F. Material and Non-Material Factor of Happiness
G. Iphone 5s versus iPhone 6
H. Effective Leadership
______37. Which of the following topic sentences is more specific? A. Studying
overseas was deemed to be very difficult.
B. Studying overseas was deemed to be very difficult as survey shows.
C. Studying overseas was deemed to be very difficult for 63% of the people surveyed who cited a
range of difficulties including homesickness, loneliness, difficulty making foreign friends, changes
to diet, health problems, weight gain and difficulties with money and jobs.
D. Studying overseas was deemed to be very difficult due to several factors like homesickness,
loneliness, difficulty making foreign friends, etc.
______38. Which of the following situations uses brainstorming technique in selecting information
correctly?
A. Lily, as the leader of the group called a meeting in order to decide for an upcoming event. However,
she critics and turns down every idea because it does not fit her liking.

Reading and Writing Skills for Grade 11 | 237

B. John, a crew of Jollibee, introduced a new idea in a forum on how to attract more customers. His
idea was discussed and criticized by other crews even though his ideas was not even tabled yet.
C. Carla, the president of the Graduating Class, presented the goals and objectives of the class meeting
to let her batch mates think of ideas on themes for their upcoming Senior’s Prom.
D. Lacey, the SK chairman, created a drop box for all the youth of their barangay to drop ideas for
their Araw ng Barangay Celebration activities.
_______39. “As a child at the age of two, my sister and I had pictures taken together. My sister and I are ten months and
three weeks apart. In this special family picture was look identical. Our big, dark blue and brown eyes and smile
resemble two calm little girls, enjoying the moment with peaceful smiles on our faces. In our long, dark red and
blue dresses we sit straight up in front of a warm red fireplace surrounded by green plants. Our dark brown,
wavy hair even matched. We both had baby pink bows off to the side of our heads that resemble a blooming
flower. Growing up our family consisted of our father, my sister, and I. My sister and I have both been there for
each other through “the thick and the thin.” My photograph pf my sister and reveals how close we are in age and
through this paragraph it also reveals how close we are when it comes to love and friendship.” What major
type of graphic organizer the text can be classified?
A. Cause and Effect C. Comparing and Contrasting
B. Sequencing D. Describing
_______40. The multiple concussions sustained by players make it hard to justify letting the players fight.
Fights also slows the game down, and many other leagues have exciting, fast-paced games that don’t
involve fighting. It also seems a bit strange that a fight is permitted during a hockey game, but fighting
off the ice is considered a crime. Finally, little kids often look up to players as role models, and might
try to emulate the actions of their heroes.
Based on the give supporting details, which of the following sentences is the strongest topic sentence?
A. Hockey is a very violent sport.
B. There are a number of strong reasons to ban fighting in hockey.
C. In order to protect our children, we must ban all fighting from hockey.
D. Hockey fights are the most exciting part of the game.

“The more that you read, the more things you will know. The more that you learn, the more
places you’ll go”
- Dr Seuss, I can Read with my Eyes Shut Prepared by:
RAJAN A. GALILA
MARIVIC U. CORDOVA
ARLYN B. DAWADIAS
KRISTINE DAWN CAUSIN

Reading and Writing Skills for Grade 11 | 238

Post Test Answer Key:

1. B
2. A
3. C
4. B
5. A
6. B
7. C
8. B
9. B
10. D
11. B
12. D
13. B
14. D
15. B
16. B
17. C
18. D
19. D
20. C
21. D
22. B
23. A
24. C
25. D
26. A
27. C
28. C
29. C
30. B
31. A
32. C
33. A
34. B
35. B
36. D
37. C
38. C
39. D
40. B

Reading and Writing Skills for Grade 11 | 239

Reading and Writing Skills 11
Daily Lesson Plan
Second Semester

Fourth Quarter

Writers:

Nilson M. Amas
Kristine Dawn Q. Causing
Chonie Janelle A. Elimanco
Rajan A. Galila
Jessiemae D. Talip
Marivic C. Sotto

Reading and Writing Skills for Grade 11 | 240

READING AND WRITING SKILLS
Second Semester
4th Quarter
Pre-Test

Name: Date:
Grade & Section: Score:

Directions: Read the following statements carefully. Write the letter of your answer on the space
provided before each number.

______1. It is a way of providing clickable links to other sections of a document, or other documents
in the internet.
C. intertext C. computer software
D. hypertext D. PDF
______2. What technique is used when a book quotes another book to compare, contrast, or expand a
point?
C. quoting C. intertext D. hypertext D. referencing
______3. The following are characteristics of a hypertext, EXCEPT.
A. The reader is free to navigate information
B. Text no longer flows on a straight line of a book
C. It is a different way of presenting information than the usual linear form.
D. It allows the system to produce the effects of the user’s manipulation. ______4. Which
of the following statements uses intertextuality?
A. William Golding, in his novel Lord of the Flies, takes the story implicitly from
Treasure Island, written by Robert Louis Stevenson.
B. Choose your “adventure novels” to give readers the opportunity to jump from one
page to another depending on the choices the readers have chosen.
C. An indexed presentation of a text is only one of many uses of hypertext, a form of
hyperfiction has evolved where writing is produced especially for presentation in
electronic form.
D. Pride and Prejudice version by Henry Churchyard. For further discussion click here.
_____5. Which of the following best explains that the content of hypertext is non-linear?
A. One has to jump from one place to another in order to read it linearly.
B. It is simply by looking at the number of the footnote and then match it with the actual
note.
C. It is the shaping of text’s meaning by another text.
D. It is the basis of what we know in the worldwide web.
_____6. Which of these sentences DOES NOT describe critical reading?
A. Critical reading is to make judgements of how a text is argued.
B. Critical reading is to find grammatical errors and assess whether the properties of a
well-written text is applied.
C. The aim of critical reading is not to find fault, but to assess the strength of the
evidence and the argument.
D. Critical reading is not primarily to gain information from the text read.
_____7. It refers to an act of giving statements for justification and explanation.
A. Probing C. Reasoning B. Arguing D.
Asserting
_____8. What is the first thing to do in reading critically?

Reading and Writing Skills for Grade 11 | 241

A. Distinguish the kind of reasoning the text employs.
B. Examine the evidence.
C. Determine the central claim or the purpose of the text.
D. Begin to make some judgements about the context.
_____9. As a critical reader, one should ask the following questions, EXCEPT ______ A.
What information can I get from it?
B. How does these texts work?
C. How is this text argued?
D. How is the evidence used and interpreted?
_____10. It is the statement that you can make to reflect your judgement and generalization about the
text you read.
A. Assertions C. Evaluative statement
B. Counterclaims D. Textual Evidence
_____11. A property of a well-written text that refers to the connection if ideas.
A. Mechanics C. coherence and cohesion
B. Organization D. language use
______12. It is a statement that opposes the claims of the writer in the text.
A. Assertion C. Argumentation
B. Counterclaims D. Debate
______13. “I agree with the content of the text because it is not just focusing on the rights of girls but
also on the rights of boys and men.” The statement expresses _________.
A. Counterclaim C. Reflection on the text read
B. Assertion D. Comments based on reader’s point of view
______14. Which statement expresses assertion on one of the properties of a well-written text?
A. By definition is the belief that men and women should have equal rights and
opportunities.
B. I like how the writer used simple words in the text, so that it would easily be
understood not only by adults but by young people like the speaker herself. C. John, I
need a company phone.
D. No, your current situation does not require you to have one.
______15. It is the information gathered from the text that supports your assertion or counterclaim
about the text.
A. Claim C. Rebuttal statement
B. Textual evidence D. Premise
______16. This is a type of textual evidence in which a reader can mention a specific part of the text
to support his assertion or counterclaim.
A. Quoting C. Referencing
B. Summarizing D. Paraphrasing
______17. What type of textual evidence is used in this statement, “process that brought it to their
plate” the readers are made to imagine what an animal goes through.
A. Quoting C. Referencing
B. Summarizing D. Paraphrasing
______18. It refers to the style practiced by teachers and students as they produce educational
materials.
A. Educational Writing C. Academic Writing
B. Business Writing D. Professional Writing
______19. Letter, memo, business e-mail, press release and resume writing are examples of _______
A. Professional Writing C. Informal Writing
B. Academic Writing D. Formal Writing
______20. Which of the following is not a guideline in writing an introduction of a book review?

Reading and Writing Skills for Grade 11 | 242

A. Know the context or information in which the material was written—author’s
background (i.e., life, culture, and beliefs); and social, economic, or political
conditions in which the material was produced.
B. Mention the title of the material, year or date of publication, and author’s name.
C. Come up with a thesis statement which will indicate what your evaluation of the
material.
D. Mention the setting, theme, plot, characterization, and other significant literary
device.
______21. Which of the following statements best describes formal research?
A. Formal Research is done when you conduct a thorough inquiry on a particular topic.
B. Formal Research is conducted on tasks that do not require a highly structured paper as
an output.
C. Formal Research produces innovations and discoveries.
D. Formal Research is a skill that that students can master as it requires writing skills,
obtaining information, and posing convincing arguments.
______21. Which research topic below can be associated as Informal Research?
A. The Effects of Colour on Advertising and its Relationship with Buying Power
B. Determining the Motivation of Toddlers in Learning a Language
C. The Reasons for Cheating
D. The Impact of Remedial Teaching on Improving the Competencies of Low Achievers
______22. What is the purpose of writing a Position Paper?
A. It is used to claim a one-side position on a specific issue.
B. To provide essential information about a book or an article.
C. It is used to state facts and issues.
D. It is used to answer research questions.
______23. Which of the following statements provides recommendation as part of a position paper?
A. The implementation of the K-12 program this year has a tremendous effect on the
Philippines’ education system.
B. This paper will solely focus on its claim that an additional two years is necessary to
improve the quality of education in the country.
C. For that reason, the paper suggests that DepEd and the government should focus on
teacher training and development, for the law and its implementation will not fully
succeed without these teachers that are fully equipped and highly skilled.
D. The mathematics and science test were taken by grade four students in 2003.
______24. It is a document used to present the general plan and justification to pursue a project.
A. Position Paper C. Resume
B. Project Proposal D. Book Review
_____25. What are the important things to be considered in an academic writing?
A. indentions, capitalizations, margins
B. format, focus, style
C. analysis, introduction, reviews D. objectives, publication, conclusion
_____26. Which sentence does not use slang?
A. You’d be a lot happier if you stopped hanging out with your frenemy.
B. Their bromance is epic!
C. I’m going to hang out with my fam at the Tallgate tonight.
D. Do you have a good example to share?
_____27. Which statement uses third person point of view?
E. I would like to apply for the Editorial position posted on your website.
F. We recommend Mr. John Smith to provide an appropriate response to the issue.

Reading and Writing Skills for Grade 11 | 243

G. The author states that there is a need to reform the system of government so that
the officials can protect and serve the citizens to its fullest. H. You are qualified for this
position.
______28. It is a type of proposal requested by business and government agencies.
A. Solicited proposal C. Grants B. Unsolicited proposal D.
Marriage Proposal
______29. Which is not a content of a project description?
A. Project title C. Project proponents
B. Type of project D. City clearance
______30. Which sentence does not exemplify an objective of a certain project proposal?
A. By the end of year one, provide 125 mothers in the southwest area of Baltimore with a
2-hour training program that will provide health and nutrition information.
B. Mold the students holistically before they enter Kindergarten level by providing
enriching activities that would develop more of their self-confidence.
C. Ensure that the lessons are tailored fit for pre-schoolers as the teacher incorporates
music, dance and arts throughout the class duration.
D. The country is now on step ahead in developing our education system as we are now
in the process of the full K-12 implementation
______31. What is the first step in writing a book review and article critique?
A. Find out the context in which the material was written
B. Write the introduction, body, and conclusion
C. Read the material actively, intelligently, and critically
D. Prepare the bibliography
_______32. Why should one indicate the expected output when writing project proposal?
A. The outcome or indicator can be used in assessing the effectivity of the
project.
B. The outcome or indicator is important for the release of the budget for
the project.
C. The outcome or indicator is an ideal target for the project.
D. The outcome or indicator is merely a requirement in writing project
proposal. _______
33. Which among the following is NOT a resume format?
A. Chronological format C. Combination or Hybrid format
B. Functional format D. MLA Format
_______34. This resume format emphasizes the applicant’s work experience progress.
A. Chronological format C. Combination format
B. Functional format D. Hybrid format
_______35. “I am writing to inform you of my interest in applying for Bachelor of Science in Biology
at your prestigious university – University of the Philippines.” This is an example of
___________
A. College Admission Letter C. Application for Employment
B. Curriculum Vitae D. Resume
_______36. It is a type of letter format where applicant’s address, complementary close, signature,
and sender’s identification is shifted to the right side.
A. Full Block Format C. Modified Block Format
B. Semi-block Format D. Semi-indented Format
______37. Which among the following sentences does not use intertextuality?
A. While reading Moby Dick, readers cannot help but think of Jonah and the whale
from the Bible.

Reading and Writing Skills for Grade 11 | 244

B. Bridget Jone’s Diary by Helen Fielding is written in a diary format and chronicles
events within the year in the life of the protagonist Bridget in the 90; it is loosely
based on Jane Austen’s Pride and Prejudice
C. The Museum by Adam Kenney emulates the experience of being in a museum by
allocating a page to each part of the museum and giving the reader free rein as to
where he/she wants to go by providing links to different “areas” of the museum. D.
J.K Rowling’s “Harry Potter Series” and JRR Tolken’s “Lord of the Rings”.
______38. A scientist planted two groups of plants under identical conditions of light, temperature,
humidity and moisture. Every day he would play sound effects of thunderstorms to one of
the groups of plants and sounds of city traffic for the other. The group to which he played
thunderstorm all died within a few weeks, but the other group thrived during the
experiment. He therefore concluded that the sound of city traffic is more effective for
helping plants grow than is the sound of thunderstorms.
Which of the following, if true, would most seriously weaken the scientist’s conclusion? A. The
scientist put different varieties of plants in each group.
B. The light affecting the plants changed according to the time of the day.
C. The plants in the group for which he played city traffic sounds died several weeks
after the experiment.
D. The plants were all purchased at the same time.
______39. The owners of gambling casinos are keen to attract inexperienced poker players because,
on average, these people lose money to the casino, which increases the casino’s profit.
This is because the average inexperienced player does not have sufficient skill at the
game to win.
Which one of the following can be inferred from the above argument?
A. There is always an element of chance when playing a poker.
B. The probability of winning a game of poker increases with experience.
C. Casinos make extremely large profits.
D. Inexperienced players lose more money than they expect to when playing poker at
casinos.
______40. Which one is not an evaluative statement?
A. Instead of focusing on cars, which still encourages a culture of driving, even if it
cuts down on pollution, the nation should focus on building and encouraging use of
mass transit systems.
B. Even though they have a few healthy options on the menu, McDonald’s should not
overall be considered healthy because the vast majority of their options are greasy,
fried, and high in calories.
C. Some might argue that a dress code would eliminate freedom of expression for
students, but that is not true.
D. The definition of a counterclaim is a claim made to rebut accusations against you.

“The more that you read, the more things you will know. The more that you learn, the more
places you’ll go”
-Dr Seuss, I can Read with my Eyes Shut

Reading and Writing Skills for Grade 11 | 245

READING AND WRITING SKILLS
Second Semester
4th Quarter
Pre-Test Answer Key

Reading and Writing Skills for Grade 11 | 246

Reading and Writing Skills for Grade 11 | 247
Detailed Lesson Plan in Reading and Writing Skills 11

I. Objectives
A. Content Standard : The learner understands the relationship of a written text and the
context in which it was developed.

B. Performance Standard : The learner writes a 1000-word critique of a selected text on

the basis of its claim/s, context, and properties as a written material.

C. Learning Competencies : At the end of the lesson, 80% of the leaners identify the
context in which a text was developed: a) Hypertext b) Intertext (EN11/12RWS-IVac-7)

Quarter 4 Week 1 Day 2

II. Content
A. Subject Matter : Hypertext and Intertext
B. Integration : Media Information Literacy (video critique), MAPEH
C. Strategy : Interactive Learning

III. Learning Resources

A. References : Agena, M.G., Gabelo, N., Geron, C., (et. al.). (2016).
Reading-Writing Connection for the 21st Century Learners for
Senior High School. Malabon City: Mutya
B. Other References : Powerpoint: Hyperlinks (2016)
https://www.youtube.com/watch?v=bYkUuaA63vc
C. Materials : Laptop, PowerPoint Presentation,

IV. Procedure
Preliminary activities: (5 minutes)
 Setting the class
 picking up pieces of papers/wrapper on the floor
 Prayer
 Greeting
 Checking of attendance

A. Activating Prior Knowledge (5 minutes)

(The teacher will show the images below)
Can you identify the photos shown below? Say something about them.
The teacher calls students to share their insights about the images.

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B. Analysis (5 minutes)
• The teacher will ask the students the following questions, consolidate them and
lead them to the lesson
1. Can you tell why there are underlined words and other pages connected to the
main page?
2. Can you identify where the 2nd image is gotten from or based on?

C. Abstraction (25 minutes) Definition of Terms:

1. Intertextuality – process in which independent texts are interfaced with another
text to produce meaning (Richard Nordquist). It also refers to a matrix of
meanings established in other works that provide points and terms of reference
familiar to both the author and reader.
2. Hypertext – a nonlinear way of showing information.

INTERTEXT
The modeling of a text's meaning by another text. It is defined as the connections
between language, images, characters, themes, or subjects depending on their
similarities in language, genre or discourse.

This view recognizes that the text is

always influenced by previous texts.

Julia Kristeva (1960) coined the word intertextuality from the Latin word
intertexto which means “to mingle while weaving.”

Intertextuality could be applied in literary texts and media content.

Intertextuality does not require citing or referencing punctuation (such as quotation
marks) and is often mistaken for plagiarism (Ivanic, 1998).

Literature Media
Title storyline Published
Scenes manuscripts
characters Delivered speech
News stories
articles

Reading and Writing Skills for Grade 11 | 249

(Note: In every pictures presented, the teacher will let the students say something
about it and on how intertextuality is found in them.)

Examples of Intertextuality:
1. Intertextuality in Film

The Lion, The Witch, and the Wardrobe by C.S. Lewis is a fantasy novel for
children. C.S. Lewis adapts Jesus Christ’s crucifixion and resurrection. His
clever judgment weaves together biblical principles and religion portrayed in a
manner that children could relate to them. The film has cinematically
presented the use of significant events in the New Testament of the Holy Bible
and transformed them into a story of hope and redemption. It also presents the
interwoven themes of freedom of man, reality of evil, losing innocence, and
redemption.

2. Intertextuality in Newspaper/Printed materials

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3. Intertextuality in advertising

4. Intertextuality in Text/Stories/Simple Speech:

a) He was lying so obviously, you could almost see his nose growing.
b) He’s asking her to the prom. It’s like a happy version of Romeo and Juliet.
c) It’s hard being an adult! Peter Pan had the right idea.

HYPERTEXT
Hypertext is a computer-based text retrieval systems wherein the user could access
particular locations or files in webpages or other electronic document by clicking on
links within specific webpages or documents (The American Heritage as cited by
Gabelo, N., Geron, CT., et.al., 2016). Hypertext also connects topics on screen to

Reading and Writing Skills for Grade 11 | 251

related information, graphics, videos, music. However, the information is not simply
related to text.

It is a special database system that was developed by Ted Nelson where objects
and programs are creatively linked together.

The use of the internet has become a need nowadays more than a want. The influx of
information generated from the worldwide web is immensely overwhelming
especially so that is caters to the short attention span of users. The combination of
audio and video materials, the condensed explanation of the concepts, the illustrated
and animated exposition of technical procedures have made the Internet a powerful
tool in disseminating information, in conducting research, in changing values, and in
complementing the learning process.

1. Information dissemination
In order to ensure that credible and reliable sources are consulted, take note of the
following:
a. There is an identifiable author.
b. The publisher/source of the information could be identified
c. The date of posting/date modified is indicated.
d. The material is produced by a reputable institution or group
e. The sources cited could be validated through links;
f. The links could be retrievable
g. Type of site (database, personal homepage, news or journalistic, special
interests, commercial)

2. Conduct research
In the conduct of research, the use of the internet especially the intertext and the
hypertext tools allows you to have a convenient access to voluminous information.
However, avoid committing plagiarism by taking note of the following: a.
Get accurate information regarding the resources.
b. Acknowledge the source by citing the author’s name and year of
publication
c. Write in your own words, the read and quoted materials
d. Summarize lengthy paragraphs and use appropriate referencing tools.

3. Changes values
In the past, it is a delight for students to go to the library and look for information
for book reports, assignments, research, and many others. This process helps
develop in students diligence, resilience and patience. However, the presence of
the internet and the convenience it offers slowly takes toll in the students’ way of
searching for information. The gratification of easy access to information resulted
to the decline of attention span among students. The temptation of copy-pasting is
rampant. Based on observation, the reading habit deteriorates because there are
other resources that have taken its place in a student’s life like games, audio and
video resources, broadcast, and smart phones application.

4. Complementing the learning process

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Technological advancement is part of the inevitable changes in the academic
institutions. It also influences your academic preparedness, computer literacy, and
exposure to varied and dynamic resources.

D. Application (15 minutes)

GAME: Pop-Com-Drama
Pop-any pop song; TV Com- commercial scenes;
Drama – any Drama/Movie Scenes
Mechanics of the game:
1. The class will be divided into groups. Each group will be given two lives.
2. To start the game, the teacher will choose the category and assign it to group by
yelling Pop-Com-Drama. (Example: Pop-com-drama, Pop-com-drama,
PopCOM! To group 3. The group 3 will perform a TV Commercial Scene)
3. The group called will perform the assigned category. After performing, it will
be their chance to challenge other groups by yelling “Pop-Com-Drama” twice
and end the yell with the category the group wants the other group to perform.
4. If the group fails to perform within 5 counts, a life will be deducted from them.
The first group to lose two lives will lose the game.
5. The group who will survive the game will be given incentives (the teacher may
decide on this e.g. exemption in a quiz, fine deduction, snacks, etc.)

E. Assessment (5 minutes)
Activity 1: Six-word Story
Write a 150-word essay on the photo below and discuss how intertextuality is employed in
the photo.

F. Assignment o Review the format on APA citations.

o Cite the difference between Hypertext and Hyperlink.

VI. Reflection

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1. No. of learners who earned 80% in the evaluation
_____________________________________________________________________
_
2. No. of learners who require additional activities for remediation who scored below
80%
_____________________________________________________________________
_
3. Did the remedial lessons work? No. of learners who have caught up with the lesson
_____________________________________________________________________
_
4. No. of learners who continue to require remediation
_____________________________________________________________________
_ 5. Which of my teaching strategies worked well? Why did these work?
_____________________________________________________________________
_ 6. What difficulties did I encounter which my principal or supervisor can help me solve?
_____________________________________________________________________
_
7. What innovation or localized materials did I use/discover which I wish to share with
other teachers?
_____________________________________________________________________
_ Detailed Lesson Plan in Reading and Writing Skills 11

I. Objectives
A. Content Standard : The learner understands the relationship of a written text and the
context in which it was developed.

B. Performance Standard : The learner writes a 1000-word critique of a selected text on

the basis of its claim/s, context, and properties as a written material.

C. Learning Competencies : At the end of the lesson, 80% of the leaner identified the
context in which a text was developed: a) Hypertext b) Intertext
(EN11/12RWS-IVac-7.1-2)

Quarter 4 Week 1 Day 3

II. Content
A. Subject Matter : Hypertext and Intertext
B. Integration : Media Information Literacy (video critique), MAPEH
C. Strategy :

III. Learning Resources

A. References : Agena, M.G., Gabelo, N., Geron, C., (et. al.). (2016).
Reading-Writing Connection for the 21st Century Learners for
Senior High School. Malabon City: Mutya B. Other References : o Powerpoint:
Hyperlinks (2016) https://www.youtube.com/watch?v=bYkUuaA63vc o Intertext and
Hypertext. //www.youtube.com/watch?v=QeR3Q40dKdA

Reading and Writing Skills for Grade 11 | 254

o The Real Brothers Star (2019). Official Trailer | 'Barcelona: A Love Untold' |
PARODY. https://www.youtube.com/wat ch?v=u-TB28d2VfA
o Wah!Banana Production (2019). Bird Box Parody. https://www.youtube.com/
watch?v=wTMom418970
o https://www.youtube.com/watch?v=xBPz_5mqPuI
o Mikey Bustos (2018). If Aladdin Were Filipino. https://www.youtube.com/
watch?v=3eM-_-lSJWk

C. Materials : Laptop, PowerPoint Presentation, Speaker

IV.Procedure Preliminary
activities:
 Setting the class,
 seat arrangement,
 picking up pieces of papers/wrapper on the floor
 Prayer
 Greeting,
 Checking of attendance.

A. Activating Prior Knowledge (3 minutes)

• Let’s review the concepts of hypertext and intertext by viewing the video below:

Source: https://www.youtube.com/watch?v=QeR3Q40dKdA

B. Analysis (2 minutes) Question:

1. How are intertext and hypertext important in reading and writing and gathering
information?
2. In what ways are intertext and hypertext important in your daily life?
• The teacher consolidates the answers of the students and lead them to the new
lesson.

C. Abstraction (30 minutes)

How to create hypertext and Hyperlink in PowerPoint presentation Watch
the video below:

Reading and Writing Skills for Grade 11 | 255

Source: https://www.youtube.com/watch?v=bYkUuaA63vc

• The teacher will also demonstrate on how to use hyperlinks

Advantages in using hypertext. (Gabelo, N., Geron, CT., et.al., 2016).

1. Most printed literary materials are already digitized.
2. Use of new techniques in the study of literature is possible in digital format.
3. Use of networked literature is possible through digital format. 4. Research
could be done efficiently and effectively
5. Reading could be done at ones pace.
6. Students have access to the internet and could download a Portable Document
Format (PDF) file of a reading material.
7. Most teachers already have utilized technology based learning management
systems such as blackboard, Google Docs, and Schoology that provide avenues
for creating and sharing of academic content with social networking capability
for interactive experience.

o The teacher will also present examples of parody for the class to observe and get
ideas on how to do their activities.

FOR THE PERFORMANCE TASK (PARODY) SAMPLES:

Apply the concept of intertextuality by making a parody of a song or a movie
clip/trailer of your own choice.

Reading and Writing Skills for Grade 11 | 256

Source: The Real Brothers Star (2019). Official Trailer | 'Barcelona: A Love Untold' |
PARODY. https://www.youtube.com/watch?v=u-TB28d2VfA

Source: Wah!Banana Production (2019). Bird Box Parody.

https://www.youtube.com/watch?v=wTMom418970

Source: https://www.youtube.com/watch?v=xBPz_5mqPuI

Reading and Writing Skills for Grade 11 | 257

Source: Mikey Bustos (2018). If Aladdin Were Filipino.
https://www.youtube.com/watch?v=3eM-_-lSJWk

D. Application
Note: These activities will be given as projects or performance tasks. However,
Activity 1 can be done in class if the students have laptops with them.

Activity 1: Hypertexting
Instruction: Have the students group themselves by 3’s. Let them make a PowerPoint
presentation employing hypertext. The content of the presentation will be based on
their specialization or strand. Maximum of 15 slides and minimum of 8 slides per
presentation. This activity should be submitted digitally.

Activity 2: Song Choice.

Instruction: In a short bond paper, write a 200-word critique of a song of your choice
(OPM or English) and point out the intertextuality present in its lyrics and music
video. Along with your critique, please provide the lyrics of the song, with the name
of the singer.

Activity 3. Parody.
The class will be divided into 5 groups. All groups will be tasked to make a parody of
a song or a movie trailer of their own choice. The video should be 3-5 minutes long
only. The group performance will be rated by using a rubric.

E. Assessment
Questions: short essay.
1. In what context were the parody samples shown based on? (based on the
samples previously shown)
2. In your own opinion, what are the uses of intertext?
3. Do you find hypertext useful?
4. Give 2 examples of intertext found in famous literary texts.

Reading and Writing Skills for Grade 11 | 258

F. Assignment
Activity 1: Critic Paper
Identify the development of context in the music video, Love Story by Taylor Swift.
State in your paper if it employed hypertext or intertextuality. Explain why. Do this
by writing a 200- word critique of the music video

VI. Reflection

A. No. of learners who earned 80% in the evaluation

______________________________________________________________________
B. No. of learners who require additional activities for remediation who scored below 80%
______________________________________________________________________
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?
____________________________________________________________________

APENDIIX A

Rubrics for Parody Making

Reading and Writing Skills for Grade 11 | 259

Source: https://www.rcampus.com/rubricshowc.cfm?code=C7297W&sp=yes&
APPENDIX B Love Story by
Taylor Swift 'Cause you were Romeo, I was a scarlet letter
We were both young when I first saw you And my daddy said "Stay away from Juliet" But
I close my eyes and the flashback starts you were everything to me, I was begging you,
I'm standing there on a balcony in summer air please, don't go
See the lights, see the party, the ball gowns And I said Romeo take me somewhere we can
See you make your way through the crowd be alone
And say hello
Little did I know I'll be waiting, all there's left to do is run
That you were Romeo, you were throwing pebbles You'll be the prince and I'll be the princess
And my daddy said, "Stay away from Juliet" It's a love story baby just say yes Romeo save me,
And I was crying on the staircase they're trying to tell me how
Begging you, please, don't go to feel
And I said, This love is difficult, but it's real
Don't be afraid, we'll make it out of this mess
"Romeo, take me somewhere we can be alone It's a love story, baby just say "Yes"
I'll be waiting, all that's left to do is run Oh, oh
You'll be the prince and I'll be the princess I got tired of waiting
It's a love story, baby just say yes Wondering if you were ever coming around
So I sneak out to the garden to see you My faith in you was fading
We keep quiet 'cause we're dead if they knew So When I met you on the outskirts of town
close your eyes, escape this town for a little And I said
while

Reading and Writing Skills for Grade 11 | 260

"Romeo save me, I've been feeling so alone
I keep waiting for you but you never come
Is this in my head? I don't know what to think" He
knelt to the ground and pulled out a ring and said

"Marry me, Juliet, you'll never have to be alone

I love you and that's all I really know
I talked to your dad, go pick out a white dress
It's a love story, baby just say yes"
Oh, oh,
Oh, oh
'Cause we were both young when I first saw you.

Songwriters: Carl Sigman / Francis Lai

Love Story lyrics © Sony/ATV Music
Publishing LLC

Reading and Writing Skills for Grade 11 | 261

Detailed Lesson Plan in Reading and Writing Skills 11

I. Objectives
A. Content Standard : The learner understands the relationship of a written text and the
context in which it was developed.

B. Performance Standard : The learner writes a 1000-word critique of a selected text on

the basis of its claim/s, context, and properties as a written material.

C. Learning Competencies : At the end of the lesson, 80% of the leaners will
be able to explain critical reading as reasoning.
(EN11/12RWS-IVac-8)

Quarter 4 Week 1 Day 4

II. Content
A. Subject Matter : Critical reading as reasoning
B. Integration :
C. Strategy : Collaborative Learning

III. Learning Resources

A. References :
B. Other References :
o https://www.slideshare.net/marykatrinebelino/critical-reading-asreasoning-
78474306
o https://www.brainscape.com/flashcards/critical-reading-as-reasoning-
6787764/packs/10793702 o
http://englishforeveryone.org/PDFs/Level_11_Passage_2.pdf
C. Materials : Laptop, PowerPoint Presentation,

IV. Procedure
A. Activating Prior Knowledge (10 minutes): Stand Me Out!
➢ The class is divided into three (3) groups with more or less 12 members each.
➢ The learner’s reasoning skill will be tested by convincing the judge through their
own reasons based on the topic assigned to the group.
➢ The teacher provides three set of situations wherein all the groups will take turn to
judge and to be the participant.
➢ For every situation, each group will be given 3 minutes to brainstorm.
➢ One speaker is allowed to give his/her reasons. The judge will give his/her
judgement based on how the speaker presented his/her material.

1st Situation: Anna wants to have a movie date with her family, which genre do you
think is better to watch? Group 2: Horror movies
Group 3: Romantic movies
Group 1: will be the judge

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2nd Situation: Juan is craving for sweets. Which is better for him to eat?
Group 1: fruits
Group 3: chocolates
Group 2: will be the judge

3rd Situation: Belle wants to go on a vacation. Which tourist destination is better for
her to go?
Group 1: Palawan
Group 2: Boracay
Group 3: will be the judge

B. Analysis (5 minutes) o The teacher will ask the following questions to solicit
ideas from the learners:
1. What did you feel while doing the activity?
2. How did you come up with those reasons?
3. For the judge, how were you able to make your judgment?

o Then, the teacher will consolidate the answers of the students and lead them to the
lesson.

C. Abstraction (15 minutes) o The teacher deepens the concept of reasoning

REASONING –
• an act of giving statements for justification and explanation. It is the ability of
someone to defend something by giving out reasons.
• It is a way of giving better explanations to show the strength and weakness of
something through writing.
• It presents a value of judgment based on a set of criteria
• It is used in giving a sound judgment – a judgment that can be backed up or
supported by valid reasons or proofs
• It is the writer’s way of explaining why a strength is a strength and a
weakness based on the evidence gathered.
D. Application (20 minutes)
➢ With the same group, the teacher lets each to read a passage and answer the questions
that follow. After all groups are done, each will be giving out their answers and
explain and defend their answers. In that way, the learners’ critical reading and
reasoning skills will be highlighted.

The average computer user has between 5 and 15 username/password combinations to

log in to email accounts, social networking sites, discussion boards, news and
entertainment sites, online stores, online banking accounts, or other websites. For people
who use email or other internet applications at work, the number of required
username/password combinations may surpass 30. Some of these accounts demand that
you use a specific number of symbols and digits, while others require you to change your
password every 60 days. When you add to this list the codes needed to access things like
ATMs, home alarm systems, padlocks, or voicemail, the number of passwords becomes
staggering. The feeling of frustration that results from maintaining a memorized list of
login credentials has grown so prevalent that it actually has a name: password fatigue.
Reading and Writing Skills for Grade 11 | 263
Having to remember so many different passwords is irritating, but it can also be
dangerous. Because it is virtually impossible to remember a unique password for each of
these accounts, many people leave handwritten lists of usernames and passwords on or
next to their computers. Others solve this problem by using the same password for every
account or using extremely simple passwords. While these practices make it easier to
remember login information, they also make it exponentially easier for thieves to hack
into accounts. Single sign-on (SSO) authentication and password management software
can help mitigate this problem, but there are drawbacks to both approaches. SSO
authentication can be used for related, but independent software systems. With SSO, users
log in once to access a variety of different applications. Users only need to remember one
password to log in to the main system; the SSO software then automatically logs the user
in to other accounts within the system. SSO software is typically used by large
companies, schools, or libraries. Password management software, such as KeePass and
Password Safe, is most often used on personal computers. These software programs—
which have been built into many major web browsers—store passwords in a remote
database and automatically “remember” users’ passwords for a variety of sites.

The problem with both SSO authentication and password management software is that
the feature that makes them useful is also what makes them vulnerable. If a user loses or
forgets the password required to log in to SSO software, the user will then lose access to
all of the applications linked to the SSO account. Furthermore, if a hacker can crack the
SSO password, he or she will then have access to all of the linked accounts. Users who
rely on password management software are susceptible to the same problems, but they
also incur the added threat of passwords being compromised because of computer theft.

Although most websites or network systems allow users to recover or change lost
passwords by providing email addresses or answering a prompt, this process can waste
time and cause further frustration. What is more, recovering a forgotten password is only
a temporary solution; it does not address the larger problem of password fatigue.
Some computer scientists have suggested that instead of passwords, computers rely on
biometrics. This is a method of recognizing human users based on unique traits, such as
fingerprints, voice, or DNA. Biometric identification is currently used by some
government agencies and private companies, including the Department of Defense and
Disney World. While biometrics would certainly eliminate the need for people to
remember passwords, the use of biometrics raises ethical questions concerning privacy
and can also be expensive to implement.

The problems associated with SSO, password management software, and biometrics
continue to stimulate software engineers and computer security experts to search for the
cure to password fatigue. Until they find the perfect solution, however, everyone will
simply have to rely on the flawed password system currently in place.

Questions:
1. Which of the following best describes the organization of the passage? A. The
passage organizes ideas in order of increasing importance.
B. The author presents an argument and then uses evidence to dismiss opposing
views.

Reading and Writing Skills for Grade 11 | 264

C. The author explains a problem, explores solutions, and then dismisses these
solutions as inadequate
D. The author explains a problem and then persuades readers to agree with his or her
solution to the problem.
E. The author explains a problem, contextualizes the problem, and ultimately
dismisses it as an unnecessary concern.
2. The passage discusses all of the following solutions to password fatigue except
_________
A. writing the passwords down on a piece of paper
B. voice-recognition software
C. KeePass
D. using very simple passwords
E. intelligent encryption
3. As used in paragraph 3, which is the best synonym for mitigate?
A. Predict
B. Postpone
C. Investigate
D. Lessen
E. Complicate
4. According to the passage, SSO authentication software may be safer than password
management software because _____
I. stolen personal computers contain passwords memorized by a user’s web
browser
II. if a user of password management software forgets his or her login credentials,
the user can no longer access any of the applications protected by the
password
III. hackers who access password management software can gain access to all of
the applications protected by that password
A. I only
B. II only
C. I and II only
D. II and III only E. I, II, and III
5. Which of the following statements from the passage represents an opinion, as opposed
to a fact?
A. “For people who use email or other internet applications at work, the number of
required username/password combinations may surpass 30.”
B. “The feeling of frustration that results from maintaining a memorized list of login
credentials has grown so prevalent that it actually has a name: password fatigue.”
C. “Having to remember so many different passwords is irritating, but it can also be
dangerous.”
D. “Additionally, recovering a forgotten password is only a temporary solution; it
does not address the larger problem of password fatigue.”
E. “The problems associated with SOS, password management software, and
biometrics continue to stimulate software engineers and computer security experts
to search for the cure to password fatigue.”

Reading and Writing Skills for Grade 11 | 265

6. In paragraph 6, the author notes that “the use of biometrics raises ethical questions
concerning privacy.” Which of the following situations could be used as an example
to illustrate this point?
A. A thief steals a personal computer with password management software and gains
access to private email accounts, credit card numbers, and bank statements.
B. An employee at a company uses a voice recognition system to log in to his
computer, only to be called away by his boss. While he is away from the computer
but still logged in, another employee snoops on his computer and reads personal
email correspondence.
C. A computer hacker gains access to a system that uses SSO software by cracking
the password, thus gaining private access to all linked accounts.
D. A company that employs fingerprint identification security software turns over its
database of fingerprints to the local police department when a violent crime occurs
on its grounds.
E. Even when a person is on password-protected websites, an internet browser tracks
the person’s internet use and collects information in order to tailor advertisements
to his or her interests.
7. In the final paragraph, the author’s tone can best be described as _____
A. Angry
B. Resigned
C. Confused
D. Hopeful
E. depressed

(See Appendix for the answers and explanations)

E. Assessment o The Application serves as the assessment

F. Assignment (5 minutes) o Search for a short passage or a text which

you like the idea about and another passage or an article which you
feel otherwise. Bring it to the class next meeting.

Reading and Writing Skills for Grade 11 | 266

___________________________________________________________________________
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?
___________________________________________________________________________
Appendix 1

Answers and explanations of the items under application:

1. C This passage begins with an explanation of the problem of password fatigue. As

the passage progresses, the author discusses multiple different solutions, such as
SSO authentication, password management software, and biometrics. For each
potential solution, the author identifies the flaws. In the final paragraph, the author
dismisses these solutions as insufficient and states that software engineers and
computer security experts continue to search for “the perfect solution.” Based on
this information, we can describe the organization of the passage this way: the
author explains a problem, explores solutions, and then dismisses these solutions
as inadequate. Therefore (C) is correct. The passage does not contain information
to support choices (A), (B), (D), and (E). Therefore they are incorrect.
2. E Intelligent encryption is never mentioned in the passage. Therefore (E) is
correct. In paragraph 2, the author states that some people who experience
password fatigue leave “handwritten lists” next to the computer. This means (A) is
incorrect. In paragraph 5, the author discusses using biometric identification that
can recognize “human users based on unique traits, such as fingerprints, voice, or
DNA.” This makes (B) incorrect. In paragraph 3, the author mentions password
management software and lists KeePass as an example. This means (C) is
incorrect. In paragraph 2, the author states that some people use “extremely simple
passwords.” Therefore (D) is incorrect.
3. D mitigate (verb): to lessen or alleviate; to make something less harsh, severe, or
violent. In paragraph 3, the author writes, “Single sign-on (SSO) authentication
and password management software can help mitigate this problem, but there are
drawbacks to both approaches.” Based on this information, we can understand that
SSO and password management software are attempts to reduce or lessen the
problems of password fatigue, but that they are not perfect. This means mitigate
means to alleviate or reduce the severity of something, so a good synonym is
lessen. Therefore (D) is correct. Predict means to foretell, but SSO and password
management software are both proposed solutions to the problem. The software
does not predict the problem, but aims to solve it. This makes (A) incorrect.
Postpone means to delay or defer. The software does not delay the problem, but
aims to solve it. This means (B) is incorrect. Investigate means to inquire or
explore. The software does not explore the problem, but aims to solve it.
Therefore (C) is incorrect. Complicate means to make something more complex.

Reading and Writing Skills for Grade 11 | 267

The software does not make the problem more complex, but aims to solve it. This
eliminates (E).
4. A According to the author, those who use password management software (as
opposed to SSO) “incur the added threat of passwords being compromised
because of computer theft.” This is a heightened threat for users of password
management software because it is most commonly used on personal computers,
which can easily be stolen; SSO authentication software is “typically used by
large companies, schools, or libraries,” which cannot be stolen. In other words,
safety concerns associated with personal computer theft are a problem for those
who rely on password management software, but not for those who use SSO. This
means SSO software may be safer than password management software. This
supports option (I). In paragraph 4, the author discusses the flaws in both SSO
authentication and password management software. The author states that for both
software programs, forgetting a password poses dangers because of the fact that
one password grants access to many accounts. Because this is a danger for both
kinds of software, it does not make SSO safer than password management
software. This eliminates option (II). In paragraph 4, the author discusses the
flaws in both SSO authentication and password management software. The author
states that for both software programs, hackers pose dangers because of the fact
that one password grants access to many accounts. Because this is a danger for
both kinds of software, it does not make SSO safer than password management
software. This eliminates option (III). Therefore (A) is correct.
5. C A fact is something known to exist or be true as a result of experience or
observation. Facts can be proven. An opinion is a belief or judgment that rests on
grounds insufficient to produce complete certainty, such as an emotion or personal
bias. Opinions cannot be proven true or false. For example, it is a fact that roses
are flowers, but an opinion that roses smell nice. Although most people would be
likely to agree with the author’s opinion that having to remember many passwords
is irritating, it is still an opinion. Some people might enjoy the challenge of
remembering 30 different passwords. Since this statement cannot be proven true,
(C) is correct. Choices (A), (B), (D), and (E) all contain facts based on experience
or observation. These statements can be proven. Therefore they are incorrect
6. D In paragraph 6, the author writes that “the use of biometrics raises ethical
questions concerning privacy.” To correctly interpret this question, we must
understand the term “biometrics.” Previously in the paragraph, the author defines
it as “a method of recognizing human users based on unique traits, such as
fingerprints, voice, or DNA.” Based on this information, we can infer that using
people’s unique traits, like fingerprints, voice, or DNA, as identification raises
ethical questions about privacy because of how the information might be used. A
situation that could raise such a concern likely includes a questionable use of these
unique, identifying traits. If a company employs fingerprint identification security
software and turns its database over to the local police department when a violent
crime occurs on its grounds, this could be viewed as a violation of the employees’
privacy. On the other hand, some people may believe that it is ethical to use the
database of fingerprints to solve the crime. This situation represents an ethical
question concerning privacy and the use of biometrics, so it could be used as an
example to illustrate the author’s point. Therefore (D) is correct. A thief stealing a
personal computer with password management software and gaining access to
private information is a privacy concern, but it does not involve the questionable
Reading and Writing Skills for Grade 11 | 268
use of biometrics. This means (A) is incorrect. Voice-recognition software is an
example of biometrics, but an employee snooping on another employee’s
computer does not represent an ethical question that is any different than the
violation of privacy that occurs from reading someone else’s diary. If the
employee’s computer had been.
7. B In the final paragraph, the author notes that until a perfect solution is found,
“everyone will simply have to rely on the flawed password system currently in
place.” The author has accepted the fact that we will have to rely on a flawed
system. This means the author’s tone is resigned. Therefore (B) is correct. The
author does not express anger in the final paragraph, so (A) is incorrect. The
author does not express confusion in the final paragraph, so (C) is incorrect.
Although the author discusses the future in the final paragraph, he or she cannot
necessarily be described as hopeful that a perfect solution will be found. This
means (D) is incorrect. Although the author is not necessarily hopeful in the final
paragraph, nothing suggests that the author is depressed. This makes (E) incorrect.
Daily Lesson Plan in Reading and Writing Skills

I. Objectives
A. Content Standards : The learner understands the relationship of a written text and the
context in which it was developed.

B. Performance Standard : The learner writes a 1000-word critique of a selected text on

the basis of its claim/s, context, and properties as a written material.

C. Learning Competencies : At the end of the lesson, 80% of the leaners will be able to
formulate assertions about the content and the properties of a text read.
(EN11/12RWS-IVac-9.1)

Quarter 4 Week 2 Day 5

II. Content
A. Subject Matter : Formulating assertions
B. Integration :
C. Strategy : Collaborative Learning

III. Learning Resources

A. References
B. Other references o https://justbuyessay.com/blog/argumentative-essay-topics o
https://www.merriam-webster.com/dictionary/assertion
o https://www.philstar.com/breaking-news/2014/06/24/1338475/dropping-filipinocollege-irks-
educators

o https://www.philstar.com/breaking-news/2014/06/24/1338475/dropping-filipinocollege-irks-
educators

o https://literarydevices.net

Reading and Writing Skills for Grade 11 | 269

C. Materials: strips of paper for the text to be read, pen and paper, PowerPoint
Presentation

IV. Procedure
A. Activating Prior Knowledge (10 minutes)
➢ The class is divided in to five groups. Each group must assign a leader, a
secretary, and a speaker. The teacher flashes argumentative topics in a flash card
or on the screen. Each group will be given 3 minutes to brainstorm ideas as to
assess whether they would agree or not to the statements. After which, the
speaker speaks and share their thoughts about their points of argument. Each
speaker will only be given 3 minutes to present their ideas.
➢ The following statements should be flashed on screen.
1. Is technology limiting creativity?
2. Parents have no right to control the lives of their children
above 18.
3. On the whole, is there justice for all?
4. Is wearing uniform a good idea for high school?
5. Should there be a hair code for boys in school? B. Analysis
(5 minutes) o The teacher will ask the following questions to solicit ideas from
the learners:
1. What made you choose your side of the issue?
2. How were you able to defend your stand about the issues?
3. Was there a moment that you had different point of views from your
groupmates? How did you handle it?
o Then, the teacher will consolidate the answers of the students and lead them to the
lesson.

C. Abstraction (30 minutes)

➢ The teacher provides concepts about assertion
➢ Assertion - the act of asserting or something that is asserted: such as an
insistent and positive affirming, maintaining, or defending (as of a right or
attribute)
- When someone makes a statement investing his strong belief in it,
as if it is true, though it may not be, he is making an assertion.
- A stylistic approach or technique involving a strong declaration, a
forceful or confident and positive statement regarding a belief or a
fact.
Types of Assertion:
1. Basic Assertion
➢ It is simple and straightforward statement for expressing feelings, opinions,
and beliefs such as:
• “I wish I could have expressed this idea earlier, because now someone else has
taken the credit”.
• “Excuse me, first I want to finish my work, then I shall go with you.”
2. Emphatic Assertion
Reading and Writing Skills for Grade 11 | 270
➢ It conveys sympathy to someone, and usually has two parts: the first
encompasses recognition of the feelings or situations of the other person, and
the second is a statement that shows support for the other person’s viewpoint,
feelings, or right such as:
• “I understand you are busy, and me too, but it is difficult for me to
finish this project on my own. So, I want you to help me complete this
project.”
• “I know this is making you angry and frustrated because you have not
gotten a response yet. But I can help you by giving you an estimate of
how long it might take.”
3. Escalating Assertion
➢ It occurs when someone is not able to give a response to a person’s basic
assertion, and therefore that person becomes firm about him of her such as: •
“When you speak harshly, I cannot work with you because I feel annoyed.
Therefore, I want you to speak nicely and then assign me a task.” • “When I
don’t get enough sleep, it affects my nerves and I feel irritated. Therefore, I try
to go to bed earlier.

➢ Examples of Assertion in Literature

1. Animal Farm (By George Orwell)
In Animal Farm, pigs make use of assertion as a tool for making
propaganda in the entire novel. This is to weaken the position of the other
animals, preventing contradiction with their rules and leadership. In
chapter seven, Squeler informs other animals that they need not sing the
original anthem of the Old Major, Beasts of England – a song they used to
inspire the revolution in chapter 1. Squeler asserts, saying:

“It’s no longer needed, comrade.. Beasts if England we expressed our

longing for a better society has now been established. Clearly this song
has no longer any purpose.”

Look at his language where he gives them information that is obvious,

which they have realized already, and no one can make arguments against
it. Thus, no one argued against his assertion.
2. Pride and Prejudice (By Jane Austen) Elizabeth conceals her surprise at the
news of Darcy’s plan to marry her. When Lady Catherine objects to this
marriage, as Bennets have low connections and their marriage would ruin
Darcy’s position before his friends and society, Elizabeth attempts to
defend her family background by asserting:

“ I am a gentleman’s daughter”.

In fact, she sets herself free from the exasperating control of snobs like
Miss Bingley, Mr. Collins, and Lady Catherine, and declares: “I am …
resolved.”

Reading and Writing Skills for Grade 11 | 271

3. Othello (By William Shakespeare) Desdemona: “I never did offend you in
my life, never loved Cassio. But with such general warranty of heaven, as
might love. I never gave him token.”

In these lines, Desdemona makes a dying assertion that she is innocent,

denying Othello’s accusations. However, blinded by emotion and
furious, Othello is resolved to kill her.

Functions of Assertion
▪ The function of assertion is to let readers to feel they should not
disagree or dispute what they read or hear, rather they should
accept the idea or notion as an indisputable fact.
▪ It has proved to be one of the best approaches for writers to
express their personal feelings, beliefs, and idea in a direct way.
▪ By using this technique, writers can defend other’s feelings and
rights if violated.

D. Application (10 minutes)

➢ The teacher provides a reading material containing an excerpt of Emma
Watson’s speech on Gender Equality at the UN.
➢ Writing Activity. Instructions: Compose at least 3-paragraph assertion on
Emma Watson’s Speech on Gender Equality at the UN. Highlight an assertion
about the content, the claims in her speech, and the properties of a well-
written text.
➢ To be written in the learner’s notebook.

"I was appointed as Goodwill Ambassador for UN Women 6 months ago.

The more I spoke about feminism, the more I realized that fighting for women’s rights has
too often become synonymous with man-hating. If there is one thing I know for certain is that
this has to stop. For the record, feminism by definition is the belief that men and women
should have equal rights and opportunities. It is the theory of political, economic and social
equality of the sexes.
When I was 8, I was called bossy because I wanted to direct a play we would put on for
our parents. When at 14, I started to be sexualized by certain elements of the media. At 15, my
girlfriends started dropping out of sports teams because they didn’t want to appear masculine.
At 18, my male friends were unable to express their feelings.
I decided that I was a feminist. This seemed uncomplicated to me. But my recent research has
shown me that feminism has become an unpopular word. Women are choosing not to identify
as feminists. Apparently, [women’s expression is] seen as too strong, too aggressive,
isolating, and anti-men, unattractive even…
Men, I would like to give this opportunity to extend your formal invitation. Gender
equality is your issue, too. Because to date, I’ve seen my father’s role as a parent being
valued less by society. I’ve seen young men suffering from mental illness, unable to ask for
help for fear it would make them less of a man. In fact, in the UK, suicide is the biggest killer
of men between 20 to 49, eclipsing road accidents, cancer, and heart disease. I’ve seen men
fragile and insecure by what constitutes male success. Men don’t have the benefits of
equality, either... If you believe in equality, you might be one of the inadvertent feminists I
spoke of earlier and for this I applaud you. We must strive for a united world but the good
Reading and Writing Skills for Grade 11 | 272
news is we have a platform. It is called HeForShe. I invite you to step forward, to be seen and
I ask yourself: if not me, who? If not now, when? Thank you."

Rubric for Scoring Learner’s Output

Poor (1pt) Fair (3pts) Good (5pts)
Prompt Prompt was not Prompt was mostly Prompt was clearly understood
understood understood and and all the aspects of the
addressed prompt were addressed
Argument Argument is Argument is not as Clearly defended, challenged
weak or flawed. strong as a good or qualified with appropriate
No consideration response. Evidence and convincing evidence.
of the claim. is not as convincing
as a higher response.
Arrangement Little or no An attempt is made Stylistic elements are used to
and Style thought is given to incorporate create a more convincing
to arrangement stylistic elements argument. Thought is given to
and/or there are and/or some thought the arrangement of the
no stylistic is given to the argument and the arrangement
element is used. arrangement adds to the overall
somewhat adds to effectiveness of the argument.
the overall
effectiveness of the
argument.
E. Assessment (5 minutes) o The Application serves as the
assessment

F. Assignment (5 minutes)
Students will be assigned to read an article or a passage (e.g facebook posts,
newspaper or magazine article, etc) which gives an idea or claims that they
would disagree about. Let them copy or print the whole text and bring it next
meeting.
Note:
** This assignment is intended for the next lesson which will be about formulating
counterclaims ***

Reading and Writing Skills for Grade 11 | 273

___________________________________________________________________________

I. Objectives

A. Content Standards : The learner understands the relationship of a

written text and the context in which it was
developed.

B. Performance Standard : The learner writes a 1000-word critique of a

selected text on the basis of its claim/s, context,
and properties as a written material.

C. Learning Competencies : At the end of the lesson, 80% of the leaners will
be able to formulate assertions about the content
and the properties of a text read.
(EN11/12RWS-IVac-9.1)

Quarter 4 Week 2 Day 6

II. Content
A. Subject Matter : Formulating assertions
B. Integration :
C. Strategy : Collaborative Learning

III. Learning Resources

A. References
B. Other references
o https://www.louisehay.com/affirmations/ o
htttps://www.asthebirdfliesblog.com

Reading and Writing Skills for Grade 11 | 274

C. Materials: strips of paper for the text to be read, pen and paper, manila paper/cartolina,
marker

IV. Reinforcement Activity Preparation:

✓ The teacher divides the class into 5 groups.
✓ The teacher provides strip of papers to each group containing statements they need to
develop or formulate 3-5 paragraphs assertion.
✓ Each group picks only one paper with a statement in it.
✓ Each group assigns a leader, a secretary, and a speaker.
✓ After 20 minutes, the reporter presents the group output to the class.

The following are the statements provided for each group (through draw lots).
1. I see fear as the fuel for my success and take bold action despite fear.
2. I am in charge of how I feel and today I am choosing happiness.
3. Do something today that your future self will thank you for.
4. My heart is full of love for who I am.
5. I am proud of the person I am today, and the person I will be tomorrow.

VI. Reflections

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?
___________________________________________________________________________
Daily Lesson Plan in Reading and Writing Skills

Reading and Writing Skills for Grade 11 | 275

I. Objectives
A. Content Standard : The learner understands the relationship of a
written text and the context in which it was
developed.

B. Performance Standard : The learner writes a 1000-word critique of a

selected text on the basis of its claim/s, context,
and properties as a written material.

C. Learning Competencies : At the end of the lesson, 80% of the leaners A.

will be able to formulate meaningful
counterclaims in response to claims made in the
text read (EN11/12RWS-IVac9.2)

Quarter 4 Week 2 Day 7

II. Content
A. Subject Matter : Formulating assertions and counterclaims
B. Integration :
C. Strategy : Collaborative Learning

III. Learning Resources A. References:

o https://justbuyessay.com/blog/argumentative-essay-topics o
https://www.merriam-webster.com/dictionary/assertion
o https://www.philstar.com/breaking-news/2014/06/24/1338475/
droppingfilipino-college-irks-educators
o (https://legaldictionary.net, n.d.)
B. Materials: strips of paper for the text to be read, pen and paper, powerpoint

IV. Procedure
A. Activating Prior Knowledge (10 minutes)
➢ The class is divided in to four (4) groups. Each group must assign a leader, a
secretary, and a speaker. Each group gets to choose one article or passage from
any of the members (that was given as their assignment).
➢ One member reads the whole article to the group and each members will be given
the chance to brainstorm and think if they agree or disagree to the article read.
➢ After which, a member reads the group article to the class and calls one member
from the other group to ask about his stand and/or insights.
➢ Another group reads and another shares ideas until all group has shared and read
to the class.
(Note: Teacher shall also prepare articles if in the case a certain student has not
searched any.)

C. . Analysis (5 minutes) o The teacher will ask the following questions to solicit ideas
from the learners:
4. What made you choose your side of the issue?
5. How were you able to defend your stand about the issues?

Reading and Writing Skills for Grade 11 | 276

6. Was there a moment that you had different point of views from your groupmates?
How did you handle it? o Then, the teacher will consolidate the answers of the
students and lead them to the lesson.

D. Abstraction (10 minutes)

➢ The teacher provides concepts counterclaim

Four Elements of an argument:

a. Claim – the statement of the party’s point or argument of something. To assert facts
that give rise to a legally enforceable right or judicial action
b. Counterclaim – a rebuttal, or argument opposing the claim
c. Reasons – the rationale behind a party’s claim
d. Evidence – something that proves the truth of a claim, or leads to a conclusion

Example 1:
Marsha is a busy design consultant for a home décor and renovation company. Her job
frequently takes her out of the office to visit clients’ homes and offices to formulate a
redecoration plan, personally pick out supplies, and to personally check up on the
construction or installation. Marsha’s phone is constantly ringing, as she fields phone
calls throughout the day, regardless of her location. Marsha desperately wants to separate
her stressful job from her personal life, so she tells her employer, Ralph, that she needs a
company cell phone. Ralph, thinking only of the additional expense, simply says “No”.

Marsha’s claim – asking for a company cell phone

Ralph’s counterclaim – responding in the negative

Now Jane must offer substantial and valid reasons to convince Ralph that she needs the
company to provide her with a company phone. Jane might provide evidence of the
hardship using her personal phone is causing her and her family. Jane’s reasoning may
include a description of how often clients call her phone when she is at her daughter’s
soccer games on Saturdays, when she is sitting down to dinner with her family, or when
she is out on “date night” with her husband.

Jane may point out that she receives so many business phone calls that she has had to
record a business-like greeting for voicemail, which confuses friends and family, who
think they have called her “at work” by mistake.

As evidence, Jane may give Ralph copies of her cell phone activity for the past couple of
months, highlighting the many business calls she has received and made.

In this example of counterclaim, Ralph now needs to support his refusal to provide
something that the company should have been paying all along. This may include
evidence of the company’s inability to foot the bill, and that the company does not require
Jane to take call on her personal phone.

Example 2: Some people may argue that a college education is a waste of money.
According to Vedder, “a goodly proportion of those attending four year colleges full-time fail
to graduate, even within six years,” (Vedder 78). By focusing on the percentage of people fail
Reading and Writing Skills for Grade 11 | 277
to graduate, he overlooks the fact that 60% of college students are actually succeeding and
graduating from college, which is more than those who are not. People are not better off
skipping college. It is important to remember that a college degree opens many doors and
provides graduates with many advantages in life.

D. Application (30 minutes)

Instructions: Read the excerpt from a news article below. Then, compose 3-5
paragraphs counterclaim about it in your Activity Notebook.

Dropping of Filipino in College Irks Educators

MANILA, Philippines - Educators, experts and advocates of Filipino and Philippine literature
have expressed anger over plans to drop the mandatory Filipino subjects in the revised
general education (GE) curriculum released by the Commission on Higher
Education(CHED).

Hindi lang gulat, galit! National Artist for Literature Bienvenido Lumbera told The STAR
following a forum at the University of the Philippines (UP) on Monday.

That effectively shuts Filipino out of the cultural development,â€• he added, referring to the
government decision that reduces the required general education subjects to a minimum of 32
units.

A primer on the K to 12 program released on the Official Gazette said that the new
curriculum will have fewer units with the removal of unnecessary remediation as K to 12
graduates adhere to the College Readiness Standards
The CHED memorandum order on the new curriculum noted that the integration of GE
courses in senior high school (Grades 11 and 12) has created a window for the revision of the
current curriculum in colleges.

The new curriculum, according to CHED, aims to develop the intellectual competencies,
personal and civic competencies, and practical skills of students.

It included the following core courses, which â€œmaybe (sic) taught in English or Filipinoâ€•
: Understanding the Self; Readings in Philippine History; The Contemporary World; and
Mathematics in the Modern World.
Also included are Purposive Communication; Art Appreciation; Science, Technology and
Society; and Ethics.

The new curriculum requires three courses on the Arts & Humanities; Social Sciences &
Philosophy; and Mathematics Science and Technology clusters. It also mandates the threeunit
Life and Works of Rizal course.

David San Juan, professor of Filipino at the De La Salle University, said courses included in
the CHED memorandum effectively removes Filipino fromthe college curriculum.

Reading and Writing Skills for Grade 11 | 278

He said that while the memorandum stated that the optional provision for the teaching of the
courses in Filipino dilutes its purpose as most universities in the country uses English as its
default language.

Rosario Torres-Yu, chairperson of the UP Sentro ng Wikang Filipino, said the lack of
implementing rules on the token provision may result in lay-off of Filipino teachers as
administrators would rather let the subjects be taught in
English.

She said Filipino should not be compared with English as it is declared the national language
and its purpose is for it to be used as the official language, the language for communication,
and the language for teaching.

Rubrics for Rating Learner’s Output

Excellent (5pts) Good (4pts) Fair (3pts) Poor (1pt)
Counterclaim Counterclaim is Counterclaim is Counterclaim is Counterclaim or
and refute sharp, distinct clear and mentioned. refute is unclear
and maintained maintained Refute is poorly and not
throughout. throughout. stated. supported.
Refute is well Refute is
thought-out and presented
convincing. and
convincing.
Organization A variety of Transition show Some transition The transition of
thoughtful how ideas are work well, but ideas are unclear
transition are connected, but some and/or
used. They there is little connections nonexistent.
clearly variety. between Counterclaims
show how Counterclaims ideas are and/or
are given along fuzzy.
ideas are rebuttal
with rebuttals. Counterclaim
connected. are not given.
and rebuttal are
Counterclaims
given.
are given along
with rebuttals.
Conventions Writer follows Writer makes Writer makes Writer makes
rules of 12 errors in 34 errors in more than 4
grammar so the grammar that grammar that errors in
paragraph is distract the distract the grammar that
exceptionally reader from the reader from the distract the
easy to read. content, but the content and reader from the
paragraph is interrupt the content and
still easy to flow of the interrupts the
read. paragraph. flow of the
paragraph.
Source: https://www.rcampus.com

Reading and Writing Skills for Grade 11 | 279

E. Assessment (5 minutes) o The Application serves as the assessment

F. Assignment (5 minutes)
Answer briefly
1. What is paraphrasing?
2. When can we use paraphrasing?
3. What is the difference between paraphrasing and summarizing?
4. When can we use quoting (quotation)?

** This assignment is intended for the next lesson which will be about textual evidence **

V. Reflections
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?
___________________________________________________________________________
Appendix 1
Dropping of Filipino in College Irks Educators
MANILA, Philippines - Educators, experts and advocates of Filipino and Philippine literature
have expressed anger over plans to drop the mandatory Filipino subjects in the revised
general education (GE) curriculum released by the Commission on Higher
Education(CHED).

Hindi lang gulat, galit! National Artist for Literature Bienvenido Lumbera told The STAR
following a forum at the University of the Philippines (UP) on Monday.

Reading and Writing Skills for Grade 11 | 280

That effectively shuts Filipino out of the cultural development,â€• he added, referring to the
government decision that reduces the required general education subjects to a minimum of 32
units.

The new curriculum, according to CHED, aims to develop the intellectual competencies,
personal and civic competencies, and practical skills of students.

It included the following core courses, which maybe (sic) taught in English or Filipino:
Understanding the Self; Readings in Philippine History; The Contemporary World; and
Mathematics in the Modern World.
Also included are Purposive Communication; Art Appreciation; Science, Technology and
Society; and Ethics.

David San Juan, professor of Filipino at the De La Salle University, said courses included in
the CHED memorandum effectively removes Filipino fromthe college curriculum.

Daily Lesson Plan in Reading and Writing Skills

I. Objectives
A. Content Standard : The learner understands the relationship of a
written text and the context in which it was
developed.

Reading and Writing Skills for Grade 11 | 281

B. Performance Standard : The learner writes a 1000-word critique of a
selected text on the basis of its claim/s, context,
and properties as a written material.

C. Learning Competencies : At the end of the lesson, 80% of the leaners A.

will be able to formulate meaningful
counterclaims in response to claims made in the
text read (EN11/12RWS-IVac9.2)

Quarter 4 Week 2 Day 8

II. Content
A. Subject Matter : B. Formulating assertions and counterclaims
Integration :
C. Strategy : Collaborative Learning

III. Learning Resources

A. References
B. Other references:
o https://www.grammarcheck.net o
https://www.procon.org>debate-topics
C. Materials: strips of paper for the text to be read, pen and paper

IV. Reinforcement Activity

Preparation:
✓ Students look for a pair.
✓ The teacher provides a sheet of paper containing claims that the students will argue
about.
✓ There will be one output per pair to be written in a whole sheet of paper.

Procedure:
✓ Directions: Write a counterclaim for each claim below, a statement that argues against
the claim given.
1. School uniforms make students safer and help improve learning.
2. Each student must have a right to pick only those disciplines he is interested in.
3. Technology makes people feel alone.
4. Home works are always beneficial.

Rubrics for Rating Learner’s Output

Excellent (5pts) Good (4pts) Fair (3pts) Poor (1pt)
Counterclaim Counterclaim is Counterclaim is Counterclaim is Counterclaim or
sharp, distinct and clear and
Reading and Writing Skills for Grade 11 | 282
and refute maintained maintained mentioned. refute is unclear
throughout. throughout. Refute is poorly and not
Refute is well Refute is stated. supported.
thought-out and presented
convincing. and
convincing.
Organization A variety of Transition show Some transition The transition of
thoughtful how ideas are work well, but ideas are unclear
transition connected, but some connections and/or
are used. there is little between ideas are nonexistent.
They variety. fuzzy. Counterclaims
clearly show how Counterclaims are Counterclaim and
and/or rebuttal
ideas are given along with rebuttal are given.
are not given.
connected. rebuttals.
Counterclaims are
given along with
rebuttals.
Conventions Writer follows Writer makes 1-2 Writer makes 3-4 Writer makes
rules of grammar errors in errors in grammar more than 4
so the paragraph grammar that that distract the errors in grammar
is exceptionally distract the reader reader from the that distract the
easy to read. from the content, content and reader from the
but the paragraph interrupt the flow content and
is still easy to of the paragraph. interrupts the
read. flow of the
paragraph.
Source: https://www.rcampus.com

V. Remarks
___________________________________________________________________________
___________________________________________________________________________

B. Performance Standard : The learner writes a 1000-word critique of a

selected text on the basis of its claim/s, context,
and properties as a written material.

C. Learning Competencies : At the end of the lesson, 80% of the leaners A.

will be able to determine textual evidence to
validate assertions and counterclaims made about
a text read. (EN11/12RWS-IVac-10)

Quarter: 4 Week: 3 Day: 9

II. Content
A. Subject Matter : B. Determining Textual Evidence
Integration :
C. Strategy : 4As and Small Group Discussion (SGD)

IV. Learning Resources

IV. Procedure
A. Activation of Prior Knowledge (10 minutes) o The teacher will present two (2)
different statements to the students.
o The teacher will ask the students to read, understand, and evaluate each statements by
telling whether the statement is an assertion or a counterclaim.
Statement 1:
I agree with the writer that animals are being subjected to cruelty when
they are killed to become our food. This claim of the writer is reflected in
the first part of the text wherein the writer makes the readers think of how
the meat ended up on their dinner plates. The writer deliberately chose to
say that whenever he looks at the food on his plate, he also has mental
images of what had to be done to the animal for it to become someone’s
food. By using the phrase “processes that brought it to their plate,” the
readers are made to imagine what an animal goes through just to end up on
our dinner plates.
Statement 2:

Reading and Writing Skills for Grade 11 | 284

I disagree with the writer when he challenged some people to copy
predatory behavior of animals and prey on the weak. This is reflected in
the sentence “Prey on the weak. See where that takes you.” Although he
might have been sarcastic to prove a point when he said this, it paints an
unnecessary violent mental picture for the readers and some readers might
actually take it literally.

o Then, the teacher will ask 2-3 students to discuss and share their insights about the
given statements.

B. Analysis (5 minutes) o The teacher will ask the following question to solicit
ideas from the learners:

1. What were your guiding principles in evaluating the given statements?

2. What significant learning you have learned from the activity?

o Then, the teacher will consolidate the answers of the students and lead them to the
new lesson.

C. Abstraction (25 minutes) o The teacher will tell the students that in this lesson
they will learn how to locate and use textual evidence to strengthen their ideas
about a text they agree or disagree with some claims in the text. o The teacher
will group the class with five (5) members and distribute in each group a copy of
a reading text with samples of two different evaluative statements. o The teacher
will instruct all the groups to read and understand the given reading text, and to
evaluate and determine the textual evidence presented in the following
statements.
An excerpt of Meat Culture
By Steve Pavlina

When I see a piece of flesh on someone’s plate, I also see the processes that brought it
to their plate. Some people argue that plants may be harmed by being eaten. I happen
to agree. If we care about minimizing harm to plants, then we’ll do much less harm by
eating them directly as opposed to grinding them up, feeding them to animals, and
then grinding up and eating the animals. If we stopped growing crops to feed to
animals and fed those crops to people directly, it’s estimated that we’d have enough
food to feed the whole planet five times over. So if you do actually care about plants,
then you can greatly reduce your plant harm by eating plants directly. Another way to
reduce harm to plants is to favor fruits that can be eaten without killing the plants.
You can eat a wide variety of fruits, both sweet and non-sweet, without seriously
hurting the plant that spawned it. And that same plant will often continue to bear even
more fruit. I think a more sensible and realistic approach is to keep leaning towards a
more conscious, compassionate, and ecologically sound way of eating.

If you want to argue that we should model predators’ diets to justify meat culture, I
encourage you to go ahead and try being a truly predatory person for a while. Do it
consciously. Prey on the weak. See where that takes you.

Reading and Writing Skills for Grade 11 | 285

Statement 1
I agree with the writer that animals are being subjected to cruelty when they
are killed to become our food. This claim of the writer is reflected in the first part of
the text wherein the writer makes the readers think of how the meat ended up on
their dinner plates. The writer deliberately chose to say that whenever he looks at the
food on his plate, he also has mental images of what had to be done to the animal for
it to become someone’s food. By using the phrase “processes that brought it to their
plate,” the readers are made to imagine what an animal goes through just to end up
on our dinner plates.

Statement 2
I disagree with the writer when he challenged some people to copy predatory
behavior of animals and prey on the weak. This is reflected in the sentence “Prey on
the weak. See where that takes you.” Although he might have been sarcastic to prove
a point when he said this, it paints an unnecessary violent mental picture for the
readers and some readers might actually take it literally.

o After five (5) minutes, the teacher will call a representative from each group to share
their group understandings to the whole class.
o Then, the teacher will present a powerpoint to the class containing the following:

Textual Evidence

In formulating assertions and counterclaims about a text, it is important that you

support your statements with textual evidence. Textual evidence is information
gathered from the text that supports your assertion or counterclaim about the text.

Informational Texts – we read for all kinds of reasons. Sometimes, our reading
merely entertains us. Sometimes, it tries to persuade us. Sometimes, it informs us,
sometimes, it does all of this at the same time. A piece of writing with the primary
purpose of conveying knowledge about a topic.

Informational texts can be history books, biographies, science texts, how-to books,
volumes about art or music, business texts, or any other book that is chiefly focused
on telling you something you didn’t know before.

Support your statements with textual evidence to come up with strong or solid
arguments, and make your ideas more credible. You can come up with good textual
evidence by selecting the most relevant section of the text that strongly supports your
statement about the text.

Textual Evidence Sentence Starters

How to cite explicit evidence

Reading and Writing Skills for Grade 11 | 286

1. On page ______, it said …
2. The author wrote …
3. The graphic showed…
4. An example is …
5. In the text it said …
6. I know because…
7. According to …
8. In the first paragraph…
9. The text states …
10. State your idea.
11. Cite what in the text led you to that idea. (Give supporting evidence from the
text by paraphrasing or quoting. You can the sentence starters)
12. Explain the evidence. (Explain how the quotes or paraphrase you pointed out
supports your idea. Sentence starters – this means…, this reveals…, this
illustrates…,

• TIPS for Reading Info Text (pre-reading steps)

1. Think about what you already know about the subject.
2. Determine what you want to learn from the text.
3. Survey the text (look at the headings, scan the pictures and graphics. This will
help you get an idea on the content)

• TIPS in Understanding a Text

1. BE AN ACTIVE READER
2. Read the Text slowly so you don’t miss anything.
3. Take notes (underline, highlight, circle, make notes on the side/margins)
4. Pause after each chunk to write to write a one- or two-sentence summary of what
you just read.
5. Reread as necessary.

In expressing your judgment about the text,

1. First, state your idea about the text.
2. To determine evidence from the text, look for clues and keywords that support
your idea about the text.
3. Quote or paraphrase the part of the text that helped you come up with your
idea.
4. Use quotation marks to quote a part of the text. If it is from a book, indicate
the page number at the end of your sentence.
5. Lastly, express how the quote supports your idea.

Below are types of textual evidence:

➢ Paraphrasing is restating the text in your own words.
➢ Summarizing is restating the text in a shorter way using your own words.
➢ Referencing is mentioning a specific section of the text.
➢ Quoting is stating a part of a text in the exact way it was written.

Reading and Writing Skills for Grade 11 | 287

D. Application (20 minutes) o The teacher will ask the students to read “Two Days with No
Phone” then answer the questions that follow by determining and citing textual
evidence/s.
o The teacher will iterate to the students to use details from the text (text Evidence) to
support their responses.

“Two Days with No Phone”

Reading and Writing Skills for Grade 11 | 288

- - - - - - - - - - - - - - - - - - - - - - - - - -cut this part for submission - - - - - - - - - - - - - - - - - - - - -

Reading and Writing Skills for Grade 11 | 289

Name: ________________________________________ Section: ________________

Questions Response Textual Evidence

1. What effect might too much texting
have on a student’s relationship?

2. What is ‘sleep texting”?

3. What does the wod adolescents
mean in Dr. Dowdell’s quote about
sleep needs?
4. Make a prediction about Kenny and
Francesca. Which student is more
likely to text less in the future that
they did before the experiment?

5. A teen checks his phone every five

minutes, and his mood changes
when he doesn’t have access to
his phone. Might he have an
addiction?

E. Assessment (The application serves as an assessment.)

F. Assignment o The teacher ask the students to read carefully the selection that follows and
answer the questions briefly.

Reading and Writing Skills for Grade 11 | 290

1. In the passage, Douglass explains that slavery was humiliating. Cite an example from the
text that most clearly supports this idea.
________________________________________________________________________
__________________
2. Find the additional text examples that also supports the idea that slavery was humiliating.
________________________________________________________________________
____________________________________________________

I. Objectives
A. Content Standard : The learner understands the relationship of a
written text and the context in which it was
developed.

B. Performance Standard : The learner writes a 1000-word critique of a

selected text on the basis of its claim/s, context,
and properties as a written material.

C. Learning Competencies : At the end of the lesson, 80% of the leaners

will be able to determine textual evidence to
validate assertions and counterclaims made about
a text read. (EN11/12RWS-IVac-10)

Quarter: 4 Week: 3 Day: 10

II. Content
A. Subject Matter : Determining Textual Evidence
B. Integration :
C. Strategy : 4As and Small Group Discussion (SGD

V. Learning Resources
A. References o Agena, M.G., Gabelo, N., Geron, C., (et. al.). (2016). Reading-Writing
Connection for the 21st Century Learners for Senior High School. Malabon
City: Mutya
B. Other References
C. Materials: PowerPoint, Reading Materials, Manila paper, Marker, Tape, TV and
Laptop

IV. Reinforcement Activity

Activity 1: Probe Me… o The teacher instructs the students to group themselves
into three (3).
o The teacher will distribute a strip of paper with a reading text and asks the
students to write an assertion and a counterclaim out from the given text.

Reading and Writing Skills for Grade 11 | 292

A lot of people waste time driving around when they are lost, and this can
be avoided by asking other people for directions. The trick is to find a person who
you think would point you to the right direction.
Assertion:
_________________________________________________________________
_________________________________________________________________
Counterclaim:
_________________________________________________________________
_________________________________________________________________
o After 10 minutes, the teacher calls representative from each group to read their
answers and the other will raise their thumbs up if they agree or satisfy with the
answers of the group.

Activity 2: o The teacher distributes a reading text to the students. o The teacher instructs
the students to answer the questions after reading the text.
o The teacher asks the students to read the narrative text and consider the author’s
purpose in including various claims and counterclaims found in the article.

Reading and Writing Skills for Grade 11 | 293

Questions:

1. What is the central claim of the whole text?

a) That cultural studies are a pointless waste of time
b) The cultural studies are the purest form of academic inquiry
c) That cultural studies are a recent phenomenon that has sparked strong feelings
d) That cultural studies are an important part of college.
2. Based on the article, what is the primary underlying motivation for these irate parents’
anger?
a) Parents are concerned that cultural studies will interfere with their children’s
social skills.

Reading and Writing Skills for Grade 11 | 294

b) Parents are concerned that cultural studies will not adequately prepare their
children for the job market.
c) Parents are concerned that cultural studies are shallow and unproductive
d) Parents are concerned that cultural studies are extremely expensive.
3. How does the author subtly demonstrates her own opinion in this article?
a) By quoting more irate parents than fandom-loving students
b) By calling Matilda Flanagan a “huge nerd”
c) By quoting Matilda Flanagan extensively, demonstrating an acceptance of
Matilda’s opinion.
d) By subtly insinuating that cultural studies are impractical.

o After answering the questions above, the teacher asks the students to write an
assertion and a counterclaim out from the text read.

V. Remarks
___________________________________________________________________________
___________________________________________________________________________

I. Objectives
A. Content Standard : The learner understands the relationship of a
written text and the context in which it was
developed.

B. Performance Standard : The learner writes a 1000-word critique of a

selected text on the basis of its claim/s, context,
and properties as a written material.

C. Learning Competencies : At the end of the lesson, 80% of the leaners will
be able to distinguish and formulate Hypertext,
Intertext, Critical Reading as reasoning,
Reading and Writing Skills for Grade 11 | 295
evaluative statements and Textual Evidence.
(EN11/12RWS-IVac-7-10)
Quarter 4 Week 3 Day 11

II. Content
A. Subject Matter : Review on Hypertext, Intertext, Critical Reading as
Reasoning, evaluative statements and Textual Evidence
B. Integration :
C. Strategy : Pass the “mic”

VI. Learning Resources

A. References
B. Other References o Semma, M. (n.d). Pass the “mic”. Retrieved from
https://tophat.com/blog/interactive-classroom-activities/
C. Materials: PowerPoint, Reading Materials, Manila paper, Marker, Tape, TV and
Laptop

IV. Review Activity

Pass the “mic”
o A week before the review, ask students to email you two to five key terms or
theories that they feel they need to brush up on. Take all that data and
compress it until you have a solid working list of what students want to review
most. o In class, provide students with visual access to the list (I found writing
all the terms on a chalkboard to be most effective). Instruct the class to have
their notes out in front of them, with a pad of paper or blank Word document
at their fingertips, and encourage them to take notes as the review is in
progress. o A trinket of sorts (I highly recommend a plush ball), used as a
“microphone,” helps to give students equal opportunity to direct the review
without putting individuals on the spot too aggressively. The rules are simple:
she or he who holds the “mic” can pick one term from the list and using their
notes, can offer up what they already know about the term or concept, what
they are unsure of, or what they need more elaboration on. o Actively listen to
the speaker and give them some positive cues if they seem unsure; it’s okay to
help them along the way, but important to step back and let
this review remain student centered. Once the speaker has said their piece,
open the floor to the rest of the class for questions or additional comments. If
you find that the discussion has taken a departure from the right direction, re-
center the class and provide further elaboration if need be.
o Erase each term discussed from the list as you go, and have the speaker pass
(or throw) on the “mic” to a fellow classmate, and keep tossing the ball around
after each concept/term is discussed.

V. Remarks
___________________________________________________________________________
___________________________________________________________________________

VI. Reflections
Reading and Writing Skills for Grade 11 | 296
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?
___________________________________________________________________________
Reading and Writing Skills
Long Quiz

Name: __________ Score:

Grade & Section: ___________________ Date: ___________________

General Instructions:
1) Switch off your phone.
2) Strictly no erasures.
3) Right minus wrong.

I. True or False: Write your FIRST NAME (e.g. Juan) if the statement is true; if false, write
your LAST NAME (e.g. DELA CRUZ). Write your answer on the space provided
before each number.

______________1. Critical reading is to make judgements of how a text is argued.

______________2. Critical reading is to find grammatical errors and assess whether the
properties of a well-written text is applied.
______________3. In hypertext, the reader is free to navigate information.
______________4. Citing textual evidence requires students to look back into the text for
evidence to support an idea, answer a question or make a claim.
______________5. Hypertext is a different way of presenting information than the usual
linear form.
______________6. Hypertext allows the system to produce the effects of the user’s
manipulation.
______________7. The aim of critical reading is not to find fault, but to assess the strength of
the evidence and the argument.
______________8. The first thing to do in reading critically is to determine the central claim
or the purpose of the text.
______________9. Hypertext is non-linear because one has to jump from one place to
another in order to read it linearly.
______________10. Evaluative statement is the statement that you can make to reflect your
judgement and generalization about the text you read.
Reading and Writing Skills for Grade 11 | 297
II. Identification. Identify the following statements as Intertext, Hypertext, Assertion, or
Counterclaim. Write your answer on the space provided before each number.

______________1. William Golding, in his novel Lord of the Flies, takes the story implicitly
from Treasure Island, written by Robert Louis Stevenson.
______________2. Pride and Prejudice version by Henry Churchyard. For further discussion
click here.
______________3. I like how the writer used simple words in the text, so that it would easily
be understood not only by adults but by young people like the speaker
herself.
______________4. While reading Moby Dick, readers cannot help but think of Jonah and the
whale from the Bible.
______________5. I highly disagree of what the scientist concluded that the sound of city
traffic is more effective for helping plants grow than in the sound of
thunderstorm.

III. Write a COUNTERCLAIM for each claim below, a statement that argues against the
claim given. (2 points each)
EXAMPLE:
“Living with your parents as you grow older is a good thing
(claim), however, it is much better to learn how to
live independently.” (counterclaim)

1. School uniforms make students safer and improve learning.

2. School homework should be a mandatory to reinforce the students learning process.

3. Teachers should always give written exams to students to know whether the students
are learning the competencies.
_____________________________________________________________________
_____________________________________________________________________
________________________________________________________________

4. Students should be allowed to use their phones in school.

5. Teachers should strictly implement discipline through negative consequences.

Reading and Writing Skills for Grade 11 | 298

“I would prefer even to FAIL with HONOR than WIN by CHEATING.”

-Sophocles

Daily Lesson Plan in Reading and Writing Skills

I. Objectives
A. Content Standard : The learners understand the requirements of
composing academic writing and professional
correspondence.

B. Performance Standard : The learner produces each type of academic

writing and professional correspondence
following the properties of well-written texts and
process approach to writing.

C. Learning Competencies : At the end of the lesson, 80% of the students

will be able to explain how one’s purpose is a
crucial consideration in academic and
professional writing. (EN11/12RWS-IVdg-11)
Quarter 4 Week 4 Day: 13

II. Content
A. Subject Matter : Purposeful Writing in the Disciplines and for Professions
B. Integration :
C. Strategy : 4As , Instruction and Small Group Discussion (SGD)

III.Learning Resources
A. References o Agena, M.G., Gabelo, N., Geron, C., (et. al.). (2016).
Reading-Writing Connection for the 21st Century Learners for

Reading and Writing Skills for Grade 11 | 299

Senior High School. Malabon City: Mutya
B. Other references o Taylor, P. (2015). Differences between academic and
professional/business writing. LinkedIn. Retrieved from
https://www.linkedin.com/pulse/differences-between-academic-
professionalbusiness-writing-taylor/.
C. Materials: PowerPoint, Laptop, Reading Materials and Answer sheets

IV. Procedure
Preliminary/Introductory Activities (5 minutes)
1. Prayer
2. Greetings
3. Classroom management
4. Checking of attendance
5. Review of the previous lesson

A. Activation of Prior Knowledge (10 minutes) o The teacher will group the class
into four (4).
o Each group will be given one (1) reading text with guided activity in it ( see attached
appendix 1) to be analyzed.
o After 5 minutes, each group will present their analysis in front of the class.

B. Analysis (8 minutes) o The teacher will ask the following questions to solicit
ideas from the learners:

1. How did you like the activity?

2. What difficulty did you encounter while doing the activity?
3. What were your observations on the activity?
4. What do you think is the relevance of this activity to our lesson for today?

o Then, the teacher will consolidate the answers of the students and starts introducing
and deepening the lesson of the day.

C. Abstraction (30 minutes)

Purposes for Writing
Over the years, as students explore and practice writing, their sophistication in writing for
different purposes and audiences will grow. Students across all grades will learn about and
practice opinion/argument, informative/explanatory, and narrative writing.

Purpose and Form

Writers choose specific writing forms to communicate their intended meaning. To choose
effectively, they target their purpose and audience before and while they write. Over the
years, students will practice writing in different genres to build up a repertoire of writing
forms from which to choose. This increasing practice as well as access to information about
writing will help students feel more comfortable about writing and, hopefully, enjoy doing it.

These are to inform, to explain, to narrate, and to persuade. There are other purposes for writing
as well, but these four are emphasized to best prepare students for college and career readiness.

Reading and Writing Skills for Grade 11 | 300

TO INFORM
The purpose for writing to inform is to share facts and other information. Informational texts
such as reports make statements that are supported by facts and truthful evidence.

TO EXPLAIN
The purpose for writing to explain is to tell what, how, and why about a topic. An example is
to explain in writing how to do or make something.

TO NARRATE
The purpose of writing to narrate is to tell a story. The story can be made up or truthful. Most
forms of narrative writing have a beginning, middle, and end. Examples are fictional stories and
personal narratives.

TO PERSUADE
Writing that has a purpose to persuade states an opinion or goal and supports it with reasons
and supporting details in order to get the audience to agree, take action, or both. At Grade 6,
the emphasis shifts to argument. Over the years, as their writing grows more sophisticated,
students may find that their purpose for writing is a hybrid of two or more purposes. An
example would be literary nonfiction that includes elements of storytelling although it may be
written primarily to inform and explain. Another example would be historical fiction that tells a
story but relates events accurately in order to inform the reader as well.
THE DIFFERENCE BETWEEN ACADEMIC WRITING AND PROFESSIONAL
WRITING
Academic writing and professional writing are extremely different, and you will likely
encounter both of these styles at different points in your life.
While you are in university, academic writing will take up most of your assignments.
However, when it comes time to graduate, you may find it’s time to sharpen those professional
writing skills. If you’re taking business courses, it’s also likely that you’ve already
encountered these different techniques.

So what exactly sets these two styles apart? We’re ready to help you distinguish between the
two and maximize your full potential every step of your journey.

YOU HAVE DIFFERENT GOALS IN ACADEMIC WRITING VS. PROFESSIONAL

WRITING
One of the biggest differences is that academic writing is done mostly to showcase your
research and expertise in a specific area or topic of interest, while professional writing is
often done to influence or convince someone of something. Usually, you would write a
professional document in a business setting to project an idea to colleagues or propose a
project.

DIFFERENT PEOPLE ARE LISTENING

Your audience is typically different in both of these situations. Academic writing is done for
academia: professors, fellow students, researchers, and industry experts such as scientists or
historians. Professional writing is targeted to colleagues, businesspeople, managers, and
sometimes clients.

Reading and Writing Skills for Grade 11 | 301

TONE OF VOICE CAN CHANGE
Professional documents can be written in a different tone than academic works because you
have a little more wiggle room to present your ideas. For example, most academic papers are
written in third person narrative, while professional writing can sometimes be written in first
person depending on the specific situation or context.

ACTIVE AND PASSIVE VOICE

Your academic paper will often be written for someone who has more time on their hands to
go through and read your arguments. Therefore, your sentences can be longer and use passive
voice for these documents. However, for most professional documents, your audience likely
has many other reports or papers to read and will skim through for the main points. This means
that your sentences should be shorter, more to the point, and in the active voice.

D. Application (10 minutes) o The teacher will divide the class into five groups to read and
answer the activity (see Appendix 2).

E. Assessment o The Application serves as the assessment

F. Assignment (5 minutes)

Name: ______________________________
Author’s Purpose Activity

Directions: Read the descriptions of each item and determine the author’s main purpose (to
entertain, persuade, or inform). Then, in a sentence or two, explain your answer.

1. A story about a family trying to stick together and survive through the Great Depression in
the Midwest in the 1930s

Author’s Purpose: _______________________________________________________

Explain Your Answer:

Write a sentence or two.

Reading and Writing Skills for Grade 11 | 303

2. A section in a history book describing the conditions and causes of the Great Depression
in the Midwest in the 1930s

Author’s Purpose: _______________________________________________________

Explain Your Answer:

Write a sentence or two.

3. An instructional booklet describing how to operate a smart phone

Author’s Purpose: _______________________________________________________

Explain Your Answer:

Write a sentence or two.

4. An article where the author argues that an iPhone is better than an Android phone

Author’s Purpose: _______________________________________________________

Explain Your Answer:

Write a sentence or two.

5. A poem about why the iPhone is the greatest consumer electronic device ever made

Author’s Purpose: _______________________________________________________

Explain Your Answer:
Write a sentence or two.

6. The story of a young athlete who takes steroids and his life and future fall apart

Author’s Purpose: _______________________________________________________

Explain Your Answer:

Write a sentence or two.

7. A medical report describing the effects of steroids on the human body

Author’s Purpose: _______________________________________________________

Reading and Writing Skills for Grade 11 | 304

Explain Your Answer:
Write a sentence or two.

8. A speech written by a professional athlete listing the negative effects of steroids and
urging young athletes to not use steroids

Author’s Purpose: _______________________________________________________

Explain Your Answer:

Write a sentence or two.

9. A booklet containing the school rules and the consequences for violating those rules

Author’s Purpose: _______________________________________________________

Explain Your Answer:

Write a sentence or two.

10. A story written about a young boy who moves to a new school and is bullied, but he
gains self-confidence by joining a sports team and learns to stand up for himself.

Author’s Purpose: _______________________________________________________

Explain Your Answer:

Write a sentence or two.

Reading and Writing Skills for Grade 11 | 305

Reading and Writing Skills for Grade 11 | 306
Group 3- # 1-5
Group 4- # 6-11
Name: ______________________________
Author’s Purpose Worksheet 6

Directions: read the description, determine the author’s purpose, and then explain your
answer.

1. A handbook teaching people how to negotiate

Author’s Purpose:
(to inform, persuade, or entertain)

___________________________________________________________

How do you know? Write a sentence explaining your answer.

2. A public service announcement telling kids to stay in school

Author’s Purpose:
(to inform, persuade, or entertain)

___________________________________________________________

How do you know? Write a sentence explaining your answer.

3. A menu for a local pizzeria listing the sizes and prices of pizzas and available toppings

Author’s Purpose:
(to inform, persuade, or entertain)

___________________________________________________________

How do you know? Write a sentence explaining your answer.

4. A song about pizza by popular music artist, Miss Directed

Reading and Writing Skills for Grade 11 | 307

Author’s Purpose:
(to inform, persuade, or entertain)

___________________________________________________________

How do you know? Write a sentence explaining your answer.

5. The track listing to Miss Directed’s album, I Want Pizza, which shows the order, length,
and producer of each song
Author’s Purpose:
(to inform, persuade, or entertain)

___________________________________________________________

How do you know? Write a sentence explaining your answer.

6. A radio commercial script calling Miss Directed’s new album, “The soundtrack of our
lives.”

Author’s Purpose:
(to inform, persuade, or entertain)

___________________________________________________________

How do you know? Write a sentence explaining your answer.

7. A pie graph showing how many pies were sold in each flavor during November last year

Author’s Purpose:
(to inform, persuade, or entertain)

___________________________________________________________

How do you know? Write a sentence explaining your answer.

Reading and Writing Skills for Grade 11 | 308

8. A children’s book about a cherry pie and an apple pie that overcome their differences to
become good friends

Author’s Purpose:
(to inform, persuade, or entertain)

___________________________________________________________

How do you know? Write a sentence explaining your answer.

9. A bookmark by the American Dairy Association listing 10 reasons to drink milk

Author’s Purpose:
(to inform, persuade, or entertain)

___________________________________________________________

How do you know? Write a sentence explaining your answer.

10. A Sunday comic strip that tackles serious issues like immigration and health care

Author’s Purpose:
(to inform, persuade, or entertain)

___________________________________________________________

How do you know? Write a sentence explaining your answer.

Reading and Writing Skills for Grade 11 | 309

Appendix 2
Sample 1
April Fools’ Day
Possibly the funniest day of the year is April Fools’ Day. It happens on the first of April every
year, and it comprises pranks and jokes on friends and family, and sometimes strangers. The
phrase to use is “April Fools!” after you complete a prank or joke. But there is much more to this
day than these common facts. There is a mysterious history of this celebration. There is no real

Reading and Writing Skills for Grade 11 | 310

consensus on when the holiday officially or unofficially began, but this essay will deal with all of
the main theories.
The earliest possible mention of April Fools’ Day is in Geoffrey Chaucer’s The Canterbury Tales,
written in 1392. In the story “Nun’s Priest’s Tale” it is mentioned that “Syn March bigan thritty
dayes and two.” This seems like a jokey way of saying the first of April. However, modern
scholars believe there was a misprint, and that Chaucer meant another date—specifically the
anniversary of the engagement of King Richard II of England to Anne of Bohemia on the 2nd of
May (“The Origin of April Fool’s Day”).
The next piece of evidence about April Fools’ Day comes from the French poet Eloy d’Amerval.
He wrote about “poisson d’avril” which means “fish of April” (Amerval, Eliy d.). Some scholars
say that April Fools’ Day started in the Middle Ages in Europe, where the New Year was
celebrated on April 1st. Those who had New Year’s Day on January 1st made fun of those who
partook in the celebration on April 1st by sending people fishes. In fact, January 1st was made the
mark of the new year officially only in 1564 according to the Edict of Roussillon (“The Origin of
April Fool’s Day”).
Speaking of another mention of April Fool’s Day, in 1539, the Flemish poet Eduard de Dene
wrote a poem about a nobleman who made his servants go on “foolish errands” (“The Origin of
April Fool’s Day”). In a similar region, in the Netherlands, the beginning of this day was initiated
with the Dutch victory at Brielle in 1572 over the Spanish. The fool, in this case, was the defeated
Spanish Duke Álvarez de Toledo. Yet, scholars do not know how to explain this event becoming
an international holiday (Brielle).
There are also two other theories that relate to more ancient times. According to History.com,
“Historians have also linked April Fools’ Day to festivals such as Hilaria, which was celebrated in
ancient Rome at the end of March and involved people dressing up in disguises. There’s also
speculation that April Fools’ Day was tied to the vernal equinox, or the first day of spring in the
Northern Hemisphere, when Mother Nature fooled people with changing, unpredictable weather”
(“April Fools’ Day”). As you can see, more and more theories crop up the greater you investigate
this holiday.
Lastly, we come back to Great Britain. In 1686, writer and philosopher John Aubrey wrote about
a celebration called “Fooles Holy Day.” Besides all the obscure references, it is certain that the
celebration became popular through Great Britain in the 18th. According to History.com, “In
Scotland, the tradition became a two-day event, starting with “hunting the gowk,” in which people
were sent on phony errands (gowk is a word for cuckoo bird, a symbol for fool) and followed by
Tailie Day, which involved pranks played on people’s derrieres, such as pinning fake tails or
“kick me” signs on them” (“April Fools’ Day”). As time went on, and the celebration became
more widespread, it became a one-day holiday.
As you might have noticed, April Fools’ Day has a confusing history. There are multiple theories
about its origins. It variously started in Great Britain, the Netherlands, Italy, and many other
places in Europe. It may or may not have been the mark of a new year, and it may or may not
have been connected to the vernal equinox. One would have to be a fool to accept one theory.
https://academichelp.net/samples/academics/essays/expository/april-fools-day.html
Sample 2

Memorandum

Reading and Writing Skills for Grade 11 | 311

To: Cynthia Holm, Director of Facilities; Deb KerKaert, Vice President for Finance From: Olivia
Garrett
Date: 12/7/2014
Re: Beautifying the Courtyard

My name is Olivia Garrett, and I am a student at Southwest Minnesota State University. I am now a
junior living off campus, but for my first two years at SMSU I lived on campus. Because of this, I
have become familiar with the layout of campus, the courtyard in particular.

What is known as the courtyard by many is the open, grassy field outside of the old dorms like
Shenandoah, Homestead and Armstrong that runs along Birch Street. Those who live in the old dorms
or the Foundation Residence Apartments, as I did, have windows that look out onto the courtyard.
Every day students see the same view of this empty grass field.

The courtyard should be transformed into an area with paths, benches, trees, flowers and plants to
become a visually appealing and popular destination for those on campus. Paved pathways would
allow for ease of access through and around the courtyard year round. Benches would provide seating
for studying, socializing, and/or relaxing. Trees, flowers and plants would make the courtyard
appealing to the eye as well as create a peaceful atmosphere.

Transforming the courtyard would first benefit those living or working on campus including students,
employees, and faculty. This transformation would give these groups a new and appealing location to
study, meet, and/or relax outside. Other areas on campus currently provide this type of space. The Garden
courtyard and Central courtyard are two examples, but this part of campus by the dorms is lacking such a
space. Although students living on campus would be the obvious group to utilize this area, it is not
limited to just students. The courtyard is open to faculty, employees and community members to enjoy as
well.

Secondly, this project would benefit the university as a whole by improving the overall visual appeal
of campus. The way a campus looks and feels can be an important factor for students. For example,
prospective students who take a tour will remember the area and may even picture themselves
utilizing the courtyard when they attend our university. Constructing, updating and revitalizing area’s
on campus is a project the university constantly undertakes. Beautifying the courtyard is a prime
example of the kind of project that would add value to our university.

Lastly, beautifying the courtyard would create a valuable use of what is currently just wasted space.
As stated previously, the courtyard is now an open, grassy field with no specific purpose. Students
currently use the area for an occasional game of Frisbee or playing catch when the weather is suitable.
The proposed transformation would make the space usable year round, especially the sidewalks
during the winter, for any individual or group on campus.

What makes this project unique is the simplicity of the idea and the location. The idea behind the
project is not complicated and could be accomplished in a matter of weeks. Another reason this idea is
unique is because there is already a predetermined area to work with. The area is like a blank canvas
with no deconstruction necessary. Also, the physical location on campus is ideal. The dorm
complexes, Foundation Residence Apartments and Birch Street provide consistent foot traffic through
that area of campus, which would allow the courtyard to flourish.

In terms of finances, the total estimate cost to pave cement pathways, plant trees and flowers, and
purchase benches would be $20,000. To understand what the $20,000 would be going towards, an
estimate cost for each portion of the project is worth noting. An estimated $10,000 will be needed to
pave cement paths that will run through the courtyard. $1,500 to $2,500 will be required to purchase
Reading and Writing Skills for Grade 11 | 312
and plant 15 to 20 trees of varying types. $500 to $1,000 will be needed to purchase and plant
numerous kinds of flowers and shrubbery throughout the courtyard. Finally, $3,000 to $4,000 will be
required to purchase 10 to 15 benches.

Although that may seem high, the benefits of transforming the courtyard are equally high. The
courtyard would be useful for multiple groups. It would also improve the overall visual appeal of the
university and be a utilization of valuable space. Plus, once the area is transformed it will continue to
grow and flourish for years to come. Once the initial cost of construction is covered, little
maintenance will be required for upkeep besides watering and mowing. Southwest Minnesota State
University is a vital part of the Marshall community. Throughout the town are numerous beautiful
parks that residents of Marshall enjoy. Why not give the university a place just as beautiful to call
their own?

Fill the needed information below by group.

Guide Questions: Sample Writing 1 Sample Writing 2
What is the main idea
of the sample writing?

What is the purpose of

the sample writing?

Why is the writer

telling the reader this
information?

What can you do with

this knowledge?

Is it an example of
academic writing or
professional writing?
Explain.

http://www.smsu.edu/resources/webspaces/academics/programs/english/PWC%20files/Memo.pdf

Daily Lesson Plan in Reading and Writing Skills

Reading and Writing Skills for Grade 11 | 313

I. Objectives
A. Content Standard : The learners understand the requirements of
composing academic writing and professional
correspondence.

B. Performance Standard : The learner produces each type of academic

writing and professional correspondence
following the properties of well-written texts and
process approach to writing.

C. Learning Competencies : At the end of the lesson, 80% of the students

will be able to explain how one’s purpose is a
crucial consideration in academic and
professional writing. (EN11/12RWS-IVdg-11)
Quarter 4 Week 4 Day: 14

II. Content
A. Subject Matter : Purposeful Writing in the Disciplines and for Professions
B. Integration :
C. Strategy : 4As , Instruction and Small Group Discussion (SGD)

III. Learning Resources

A. References o Agena, M.G., Gabelo, N., Geron, C., (et. al.). (2016).
Reading-Writing Connection for the 21st Century Learners for
Senior High School. Malabon City: Mutya
B. Other references o Taylor, P. (2015). Differences between academic and
professional/business writing. LinkedIn. Retrieved from
https://www.linkedin.com/pulse/differences-between-academic-
professionalbusiness-writing-taylor/.
C. Materials: PowerPoint, Laptop, Reading Materials and Answer sheets

IV. Reinforcement Activity o The teacher lets the learners answer this on their activity
notebook. o The teacher provides the reading material and have it pasted on their notebook
for reference. o Learners copy and answer the questions that follow.

Directions: Read the passage and answer the questions that follow. Sentence numbers
have been added here for each reference.

(1) Madagascar has one of the world’s oldest systems of natural reserves. (2) This system,
established during the early 1900s was designed to protect lemurs and other animal
species unique to the island. (3) However, due to severe economic hardship, this
island country lacks the funds to properly manage the reserves; as a result, many
species risk extinction. (4) One recent solution to this problem has been offered by the
international community. (5) If Madagascar begins to better protect its reserves, its
foreign debt will be reduced. (6) This incentive should lead to some level of
improvement (Scientific American, January 1993)

Reading and Writing Skills for Grade 11 | 314

1. For what type of audience is this written?
2. What assumption does the author make about the audience’s background knowledge?
3. What is the author’s purpose?
4. What does this problem in sentence 4 refer to?

Directions: Consider the following passages. Underline the parts in passage B that differ
in passage A. Explain why does B have better flow than A?

Passage A
Lasers have found wide applications on medicine. Lasers play an important
role in the treatment of eye disease and prevention of blindness. The eye is ideally
suited for laser surgery. Most of the eye tissue is transparent. The frequency and
the focus of the laser beam can be adjusted according to the absorption of the
tissue. The beam “cuts” inside the eye with minimal damage to the surrounding
tissue – even the tissue between the laser and the incision. Lasers are effective in
treating some cause of blindness. Other treatments are not. The interaction
between laser light and eye tissue is not fuly understood.

Passage B
Lasers have found widespread application in medicine. For example, they
play an important role in the treatment of eye disease and the prevention of
blindness. The eye is ideally suited for laser surgery because most of the eye
tissue is transparent. Because of this transparency, the frequency and the focus
of the laser beam can be “cuts” inside the eye with minimal damage to the
surrounding tissue – even the tissue between the laser and the incision. Lasers
are also more effective than other methods in treating some causes of
blindness. However, the interaction between laser light and eye tissue is not
fully understood.

VI. Reflections
A. No. of learners who earned 80% on the formative assessment.
___________________________________________________________________________

Reading and Writing Skills for Grade 11 | 315

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?
___________________________________________________________________________
Daily Lesson Plan in Reading and Writing Skills

I. Objectives
A. Content Standard : The learners understand the requirements of
composing academic writing and professional
correspondence.

B. Performance Standard : The learner produces each type of academic

writing and professional correspondence
following the properties of well-written texts
and process approach to writing.

C. Learning Competencies : At the end of the lesson, 80 % of the learners

are expected to identify the unique features and
requirements in composing a Book Review or
Article Critique. (EN11/12RWS-IVdg -12.1)

Quarter 4 Week 4 Day: 15

II. Content:
A. Subject Matter : Writing a Book Review/ Article Critique
B. Integration :
C. Strategies : Group work

III. Learning Resources: A.Reference:

Gabelo,N.,Geron,C.,Agena,M.G.,Mendoza,L.,Platero,L.,Agnes,F.,…Santillan
P.M. (2016). Reading-Writing Connection for the 21st CENTURY
LEARNERS for Senior High School. Malabon City: Mutya Publishing
House.
B. Other references:
✓ www.thefederalist.com/2018/01/15/study-constantly-taking-selfies-sign-mentalillness/
✓ www. teacher.scholastic.com/writewit/bookrev/tips.htm
✓ www.nytimes.com/2014/06/01/books/review/michael-jordan-the-life-by-
rolandlazenby.html

Reading and Writing Skills for Grade 11 | 316

D. Materials: Printed articles and worksheets

IV. Procedure:
A. Activity: (10 minutes)

➢ Let the students comment about the article below :

Constantly Taking Selfies Is A Sign Of Mental Illness

By Bre Payton (Excerpt)

Your friend who cannot seem to control the impulse to post a lot of selfies might
actually have a psychological disorder according to a new study published in the
International Journal of Mental Health and Addiction.
Two psychologists, Mark D. Griffiths and Janarthanan Balakrishnan, interviewed and
observed the social media behavior of 225 college students at Indian universities to
establish three levels of selfie addiction: borderline, acute, and chronic.

Those who take three selfies in a day but don’t post them on social media fall into the
borderline category. Those who post at least three per day are considered acute, and
those who have an “uncontrollable urge” to take selfies all the time and post at least six
on social media per day are considered chronic.

They found that students who exhibited chronic selfie behavior were less confident
and admitted to posting selfies because they felt they had to compete with others to get
attention online.

Source: www.thefederalist.com/2018/01/15/study-constantly-taking-selfies-sign-mental-illness/

➢ Ask the students with the following questions:

✓ Do you agree with the ideas of the article?
✓ Are you convinced? Why or why not?

B. Analysis: (5 minutes)

➢ After the game, ask the class with the following questions and encourage them to
share their ideas to their classmates :
✓ How did you find the activity?
✓ What made you comment about the information given?
✓ What were your observations about the article?
✓ What do you think is the relevance of this activity to our lesson for today?

C. Abstraction: (20 minutes)

➢ As you guide students into delving on the new lesson, ask them the following
questions as springboard to the information that they are about to learn.

✓ Have you ever read a book or an article that you like most?

Reading and Writing Skills for Grade 11 | 317

✓ Why did the book captivate you?
✓ How will you share the gist of a book or an article in a manner that the people
would be interested to read too?

➢ Tell the students that if they have experienced those mentioned then they already
have some skills at doing the so-called article critique or book review.
➢ Explain to the students that before writing a book, they have to read first a book
or an article while the following questions in mind. The answers to these questions
will give more impact in making a good Book Review.
a. What does the title suggest about?
b. What is the author’s purpose of writing the book?
c. What are the author’s viewpoints?
d. What kind of evidence does the author use to prove his or her
points?
e. Is the evidence convincing? Why or why not?
f.How does this book relate to other books on the same topic? ➢ Then,
discuss the few tips when writing a book review
Few Tips when Writing a Book Review

1. Before you begin writing, make a few notes about the points you want to get across.
2. While you're writing, try thinking of your reader as a friend to whom you're telling a
story.
3. Try to mention the name of the author and the book title in the first paragraph —
there's nothing more frustrating than reading a review of a great book but not knowing
who wrote it and what the title is!
4. If possible, use one paragraph for each point you want to make about the book. It's a
good way to emphasize the importance of the point. You might want to list the main
points in your notes before you begin.
5. Try to get the main theme of the book across in the beginning of your review. Your
reader should know right away what he or she is getting into should they choose to
read the book!
6. Think about whether the book is part of a genre. Does the book fit into a type like
mystery, adventure, or romance? What aspects of the genre does it use?
7. What do you like or dislike about the book's writing style? Is it funny? Does it give
you a sense of the place it's set? What is the author's/narrator's "voice" like?
8. Try using a few short quotes from the book to illustrate your points. This is not
absolutely necessary, but it's a good way to give your reader a sense of the author's
writing style.
9. Make sure your review explains how you feel about the book and why, not just what
the book is about. A good review should express the reviewer's opinion and persuade
the reader to share it, to read the book, or to avoid reading it.
10. Do research about the author and incorporate what you learn into the review.
Biographical information can help you formulate your opinion about the book, and
gives your review a "depth." Remember, a book doesn't come directly from a printing
press, it's a product of an author's mind, and therefore it may be helpful to know
something about the author and how she or he came to write the book. For instance, a
little research will reveal the following about author Harper Lee:

Reading and Writing Skills for Grade 11 | 318

✓ To Kill a Mockingbird, which won the Pulitzer Prize, is the only book she's
ever published.
✓ The town she called Maycomb is really Monroeville, Alabama. Many of the
residents thought the author had betrayed them by writing the book.
✓ Some people think she based the character Dill on Truman Capote, a famous
writer who was her childhood friend.

Source: http://teacher.scholastic.com/writewit/bookrev/tips.htm
D. Application: (20 minutes)

➢ Let the students form a group with three members to analyze a sample book review
and answer the process questions.

MICHAEL JORDAN: The Life

By Roland Lazenby

Michael Jordan is the greatest basketball player who ever lived. Of that, there is
very little dispute. He was also, at the apex of his career, a global ambassador for the
game and for Nike (not necessarily in that order), a veritable A.T.M. for various
corporate partners, a hero to millions, if not billions, of fans, and very likely the most
famous person in the world. I know this because everyone knows it, and also because I
witnessed at least a little bit of it all. I covered Jordan and the Bulls for an all-sports
radio station in Chicago for four years while he was at the height of his power and
fame.
It was an experience I never cease reliving, in the same way you would never
forget being allowed to watch Picasso paint or Mozart tinker at a piano. I have made
these analogies before and will defend them to the death. Michael Jordan absolutely
was an artist on the basketball court, every bit the equal in his milieu of any of the
great masters in theirs. Whatever his flaws away from the game, they were easily
overshadowed by the grandeur of his talent. It was, after all, difficult to speak ill of a
man when your jaw was agape, having just watched him glide through the air with a
combination of grace and strength that could rightly be described as superhuman.
In his thoughtful, extraordinarily well-researched biography “Michael Jordan:
The Life,” Roland Lazenby, the author of books on Phil Jackson, Kobe Bryant and
Jerry West, gives us the life and much more. His jaw is as wide open as anyone’s; the
exhaustive narrative of Jordan’s basketball career is written with appropriate awe. But
what makes this portrayal especially worthwhile is everything else. Lazenby begins
before the beginning, in a shotgun shack in rural North Carolina some 70 years before
Michael’s birth, with a beautifully written account of the life of his great-grandfather.
The long trail Lazenby follows is significant because it offers an explanation of how
Michael developed the competitiveness for which he became legendary. And the
psychology is worth the investment even if no new ground is broken (Michael’s father,
James Sr., loved his older brother Larry more), because with the foundation of
Jordan’s personality set, the rest of the life can be better appreciated: Michael Jordan
not simply as a superhero, but as a Man in Full.
For me, the book’s most interesting section concerns Michael’s adolescence,
first as the skinny kid who was left off the varsity roster his sophomore year in high
school, then through a summer spent at an elite basketball camp that Jordan says was

Reading and Writing Skills for Grade 11 | 319

“the turning point of my life.” It was during this time that Jordan figured out just how
good he really was; previously he had imagined himself as a baseball player as much
as anything else. Even Jordan’s most ardent fans will not have heard every story
Lazenby tells about these early years — though every basketball fan will recognize the
names of many of Jordan’s contemporaries from that period of his life, some of whom
were considered greater prospects and all of whose accomplishments he would
eventually dwarf.
The true Jordan phenomenon began, of course, with his freshman year at the
University of North Carolina, when he was playing for the renowned Dean Smith and
made the shot that won the national championship in 1982. Lazenby covers Jordan’s
college and pro careers, including his two Olympic gold medals, in great detail, spicing
the account with the firsthand recollections of friends and foes alike. All the familiar
stories are here: the disappointing losses in his final two N.C.A.A. tournaments before
he turned pro after his junior year, the frustration of his early N.B.A. years, the
championships he won both before and after his first, premature, retirement. Through it
all, Jordan is depicted as restless, driven and often angry. None of this is surprising, but
given the full context it reads differently from the way Jordan is often perceived: This
is a Michael Jordan who is confused and naïve more than conniving. Lazenby’s
portrait is not saccharine, but it is certainly more sympathetic than most. He is
particularly insightful about the relationships that shaped Jordan’s career: the feud with
Isiah Thomas, the grudging respect for his childhood idol Magic Johnson, the disdain
for the Bulls’ general manager Jerry Krause, the connection with Phil Jackson that
elevated both men to the top of their profession.
Not much time is spent on Jordan’s life after his final retirement from the game,
and that is just as well. His tenure as owner of the Charlotte Bobcats has been mostly
disastrous and rarely interesting. While there are some — “haters” as they are
commonly known — who revel in this failure, I am not among them, and neither is
Lazenby. It is painful for those of us who remember Jordan’s genius so fondly to see
him diminished in this way. There is little room for it in the mind’s eye, and thus I
applaud Lazenby for leaving little room for it in print.
What many will seek from this book are answers to certain questions about
Jordan that seem sure to be asked forever. Questions about his enormous gambling
debts, the personal check that connected him to a convicted drug dealer, and the murky
circumstances surrounding his father’s murder. Those questions are not answered here,
which might count as a criticism of Lazenby, except that they most likely never will be
answered, and it is unfair to ask an author to do the impossible. Lazenby lays out the
facts and allows us to draw our own conclusions. He didn’t set out to write a gossipy
tell-all, and he did not. Readers who expect explanations for every mystery will be
disap pointed.
There is a poignant moment near the beginning of the book in which Jordan, as a
young man, asks himself “what it will be like to look back on all of this, whether it will
even seem real.” Seeing him today with his new wife, his twin baby girls, in his role as
owner of a struggling franchise, heavier than we remember him but still looking every
bit the best baller in the room, I wonder what he thinks of his past. He is more guarded
today, more private than he was. Does it all seem real to him, or does it seem as far
away for him as it does for the rest of us?
If you are one who takes joy in recalling what it was like when he, and we, were
younger, you will enjoy this journey. Lazenby navigates both the peaks and valleys
with an easy style. Reading “Michael Jordan: The Life,” you are sure to find yourself
Reading and Writing Skills for Grade 11 | 320
shaking your head in wonder at some of the memories. After all, there is nothing better
than genuinely believing a man can fly.
Source: www.nytimes.com/2014/06/01/books/review/michael-jordan-the-life-by-roland-lazenby.html

PROCESS QUESTIONS:
1. What is the author’s purpose of writing the article?
2. What are the main points highlighted by the author?
3. What are the strengths of the article in terms of writing a good review?
4. Does the author presented enough information that will lead you to read the book
too? Cite lines from the text that persuaded you to read the book.
5. Why do you think the author achieved the standard of making a good book review/

E. Assessment/Evaluation:

➢ Group class into groups with four members each and distribute the copies of TASK
1 (See attached Appendix 1 for printing purposes.) to be accomplished in 20
minutes.

TASK 1
Instruction: Answer the questions in the matrix below about the tips on how to make a
book review/ article critique.

A. What are the basic

facts about the book
that need to be
mentioned?

B. What could be the

personal reactions that
may be highlighted in
crafting a book
review?

C. What should be the

overall impact of a
good review?

D. What are the

evidences that you as
a writer need to find
to have a good
review?

F. Assignment: ( 5 minutes)
Reading and Writing Skills for Grade 11 | 321
➢ Instruct the students to craft a three paragraph review or critique of a book or an
article read before while applying the guidelines learned.

VI. Remarks:
___________________________________________________________________________
___________________________________________________________________________

VI. Reflection:
A. No. of learners achieve 80%:_________
B. No. of learners who require additional activities for remediation:________
C. Did the remedial lessons work?__________
D. No. of learners who have caught up the lesson:___________
E. No. of learners who continue to require remediation:_________
F. Which of my teaching strategies worked well? Why did these work?_______ G. What
difficulties did I encounter which my principal or supervisor help me solve?
__________
H. What innovations or localized materials did I used/ discover which I wish to share with
other teacher?

Appendix 1 TASK 1

Instruction: Answer the questions in the matrix below about the tips on how to make a book
review/ article critique.

A. What are the basic facts

about the book that need to
be mentioned?

B. What could be the

personal reactions that may
be highlighted in crafting a
book review?

C. What should be the

overall impact of a good
review?

Reading and Writing Skills for Grade 11 | 322

D. What are the evidences
that you as a writer need
to find to have a good
review?

Daily Lesson Plan in Reading and Writing Skills

I. Objectives
A. Content Standard : The learners understand the requirements of
composing academic writing and professional
correspondence.

B. Performance Standard : The learner produces each type of academic

writing and professional correspondence
following the properties of well-written texts
and process approach to writing.

C. Learning Competencies : At the end of the lesson, 80 % of the learners

are expected to identify the unique features and
requirements in composing a Book Review or
Article Critique. (EN11/12RWS-IVdg -12.1)

Reading and Writing Skills for Grade 11 | 323

Quarter 4 Week 4 Day: 16

II. Content:
A. Subject Matter : Writing a Book Review/ Article Critique
B. Integration :
C. Strategies : Group work

III. Learning Resources: A.Reference:

Gabelo,N.,Geron,C.,Agena,M.G.,Mendoza,L.,Platero,L.,Agnes,F.,…Santillan
P.M. (2016). Reading-Writing Connection for the 21st CENTURY
LEARNERS for Senior High School. Malabon City: Mutya Publishing
House.
B. Other references: www.bard.org/study-guides/synopsis-romeo-and-juliet
C. Materials: Printed articles and worksheets

IV. Reinforcement Activity:

➢ Let the students work in pairs to work on an article review based on the synonpsis
of Romeo and Juliet.
➢ Instruct them to be guided with the tips of writing an article or book review.

SYNOPSIS: ROMEO AND JULIET

The servants of the feuding Capulet and Montague families trade insults on the
streets of Verona. The prince of Verona, having grown tired of their continual public
brawls, decrees that the next member of either family to provoke a fight will be put to
death.
Romeo Montague is infatuated with a girl named Rosaline, so, he and his friends
decide to invite themselves to a ball where Rosaline is expected to be present.
Unfortunately, the ball is hosted by their sworn enemy, Lord Capulet. In order not to
provoke trouble, the young intruders go in disguise. However, all thoughts of Rosaline
flee as Romeo falls instantly in love with Juliet, daughter of Capulet, and she with him.
In only a moment's time, however, they discover each other's identity. Their love is
forbidden.
As Romeo and his friends make their way home, they pass by the home of the
Capulets, and Romeo, unable to restrain himself, climbs the garden wall just as Juliet
appears on her balcony. They declare their love for one another, seal their love with a
kiss and vow to meet the next day.
Romeo turns to his old friend Friar Lawrence and tells him of his intention to marry
the daughter of his family's enemy. The friar agrees to marry the young couple as
quickly as an opportunity provides itself. Meanwhile, Juliet sends her nurse to make the
necessary arrangements, and that afternoon Romeo and Juliet are secretly married in
Friar Laurence's cell.
Romeo soon finds himself in the middle of a fight between Mercutio (his cousin)
and Tybalt (Juliet's cousin). He tries to be a peacemaker and put a stop to the fighting,
but his interference succeeds only in getting Mercutio mortally wounded. Romeo,
furious at the death of his friend and kinsman, challenges Tybalt and kills him. The
situation is now desperate, and Romeo turns again to his friend, the friar, who informs
him that the prince, having learned of his fight with Tybalt, has banished him to Mantua.

Reading and Writing Skills for Grade 11 | 324

Juliet's nurse arranges for the newlyweds to spend Romeo's last night in Verona
together in Juliet's bedroom. Unaware of her marriage to Romeo, Juliet's parents set
about arranging her marriage to Paris, a noble kinsman.
The next morning, Romeo leaves for Mantua and a horrified Juliet, learning of the
marriage plans, flees to Friar Lawrence, who offers a drug that will give her the
appearance of death for two days. He assures her that he will get word to Romeo who
will rescue her from the Capulet burial vault and take her to Mantua. She agrees to the
plan and takes the potion before going to bed. Juliet's nurse finds her apparently dead the
next morning.
Romeo, still in Mantua, hears of Juliet's reported death, but the messenger from
Friar Lawrence never arrives to tell him the truth. Distraught with grief, he purchases
poison and hurries back to Verona and the tomb. Here, Romeo is confronted by Paris,
and, in the ensuing fight, kills him. In the vault, Romeo finds his apparently dead wife,
drinks the poison, and dies by her side.
Friar Lawrence arrives just as Juliet awakes and tries to draw her away from the
tomb, but flees when he hears voices approaching. Juliet attempts to join her dead
husband by drinking the poison he brought but, finding the vial empty, kills herself with
his dagger.
The feuding families arrive at the vault to find their children dead. They realize, too
late, what their hatred has caused and vow to end the feud. The prince observes that
because of their foolish hatred, “all are punished.”
Source: https://www.bard.org/study-guides/synopsis-romeo-and-juliet
VI. Remarks:
___________________________________________________________________________
___________________________________________________________________________

I. Objectives
A. Content Standard : The learners understand the requirements of
composing academic writing and professional
correspondence.

B. Performance Standard : The learner produces each type of academic

writing and professional correspondence
following the properties of well-written texts
and process approach to writing.
Reading and Writing Skills for Grade 11 | 325
C. Learning Competencies : At the end of the lesson, 80 % of the learners
are expected to identify the unique features and
requirements in composing a Literature Review
(EN11/12RWS-IVdg -12.2).

Quarter 4 Week 5 Day: 17

II. Content:
A. Subject Matter : Literature Review
B. Integration :
C. Strategy : Group work

II. Learning Resources: A.

Reference
Gabelo,N.,Geron,C.,Agena,M.G.,Mendoza,L.,Platero,L.,Agnes,F.,…Santillan
P.M. (2016). Reading-Writing Connection for the 21st CENTURY
LEARNERS for Senior High School. Malabon City: Mutya Publishing
House.
B. Other references:
C. Materials: Chalk, printed articles and worksheets

IV. Procedure:
A. Activity
1. Set up the class through greetings, seating arrangements, picking up pieces of
papers and checking of attendance.
2. As a way of activating prior knowledge of the students about Literature Review
which was tackled in Grade 10 English, have the students get a piece of paper and write
one-sentence-thought about the statement or questions that will be flashed.

✓ Literature Review summarizes previous investigations so as to inform readers

the current state of knowledge about this problem or topic.
✓ What is a Literature Review?
✓ Why is it important in making research reports?

B. Analysis:
➢ After flashing of metacards, ask the class with the following questions and let them
share their ideas to their classmates:
1. How did you find the activity?
2. What difficulty did you encounter in the activity?
3. What were your observations with the activity?
4. What do you think is the relevance of this activity to our lesson for today?

D. Abstraction:
➢ Explain to the students that Literature Reviews are critical evaluations of articles
that have already been published. This means that it presents results of other
studies that are closely related to your study which could be comparative or

Reading and Writing Skills for Grade 11 | 326

contrasting findings. Therefore, you have to research in various sources such as
magazines, books, online articles and etc.
➢ Emphasize that they have to paraphrase as much as possible and that they should
use proper citations.
➢ Remind the students that sources should also be current.
➢ Distribute sample paragraph below from a Literature Review

Topic sentence- outlining your main claim or key point for that paragraph

Supporting evidence from the readings

Most early theories of motivation were concerned with need satisfaction.

Robbins,Millet, Cacioppe and Waters Marsh (1998) argued that motivation
rlies on what a person needs and wants. Similarly the early theories of
Maslow and McGregor (Robbins et al.,1998) focused on personal needs
satisfaction as a basis for motivational behaviour. However, recent
studies outlined by Leonard, Beauvais , and Scholl (1999) suggest that
personality and disposition play and equally important role in motivation.
Current thinking does not discount these theories, but simply builds on
them to include a self-concept.

Contrasting theories from research Concluding sentence – linking to the next paragraph

➢ Let the students read aloud the paragraph and after that ask the questions wherein
the answers are simply found in the sample.
a. What is the topic sentence?
b. What is the supporting evidence from the readings?
c. What are the contrasting theories from research.
d. What is the concluding sentence?

➢ Then, present to the students the steps on how to write the literature review.

✓ Focus on keywords – identify the keywords (including variable) from your

research topic/ research problem
✓ Search good resources- find articles based on the key words by searching
through good resources (databases/journals). Write down reference for the
articles used too.
✓ Extract key information- Exract the key information from the resources.
✓ Compare and contrast – critically compare the info that you have gathered
from various articles ( analyse and synthesize)
✓ Link and justify – make a link to your research problem and provide good
information.

Reading and Writing Skills for Grade 11 | 327

➢ Explain to the students that Literature Review format is commonly organized
chronologically and thematically.

Chronological Sources can be discussed either in the chronological order in

which they were published or according to trends in the
scholarship found within particular time eras. This method is
useful for highlighting changes in the research within a field to
demonstrate how ideas have developed over time.

Thematic Sources are grouped and discussed according to the similar

themes, concepts , and topics that have been identified while
researching.This organizationl methods is often considered to be
the stronger of the two because it requires the researcher to
analyze and then synthesize various sources into a wellorganized,
coherent review.

Source: Writing Resource Center, CSU Bakersfield.

➢ Introduce to the students the overall flow of the Literature Review

Introduction

Body

Conclusion

E. Application:

➢ Let the students get ½ crosswise to answer the activity below (see Appendix 1 in
case you wanted this activity printed).

\Instruction: Read the paragraph of a Literature Review and answer the process
questions that follow.

By its nature, motivation requires a degree of individual satisfaction or

narcissism. Robbins, Millet, Cacioppe, and Waters-Marsh (1998) suggest that
motivation has as its very basis the need to focus on, and please the self. This is
supported by Show, Shapard and Wauguman (2000) who contend that this
narcissistic drive is based on the human effort to find personal significance in life. It
can be argued that the desire to improve one’s status is a highly motivational force,
and is central to the idea of narcissistic strategies put forward by Shaw et al (2000)
are concerned with motivation for life in general, but may also have applications in
Reading and Writing Skills for Grade 11 | 328
the context of work. These strategies, with their focus on personal needs,
demonstrate that narcissism is an essential component of motivation.

PROCESS QUESTIONS

1. What is the keyword being discussed in the above Literature Review?

2. How many references are being synthesized?
3. What are the evidences mentioned in expounding further the topic?

E. Assessment/Evaluation
➢ Let the students get a ¼ sheet of paper to what have they learned in writing a
Literature Review. Have the students start with the prompt below.

a. I learned that________________________________________________________

F. Assignment

➢ Have the students grouped with five members.

➢ Let each group research a sample literature review of a certain topic which will be
brought in the class next meeting.

VI. Reflection:

A.No. of learners achieve 80%:_________

B.No. of learners who require additional activities for remediation:________
C.Did the remedial lessons work?__________
D.No. of learners who have caught up the lesson:___________
E.No. of learners who continue to require remediation:_________
F.Which of my teaching strategies worked well? Why did these work?_______ G. What
difficulties did I encounter which my principal or supervisor help me solve?
__________
H. What innovations or localized materials did I used/ discover which I wish to share with
other teacher?
Appendix 1 TASK 1

Instruction: Read the paragraph of a Literature Review and answer the process questions
that follow.

Reading and Writing Skills for Grade 11 | 329

By its nature, motivation requires a degree of individual satisfaction or narcissism.
Robbins, Millet, Cacioppe, and Waters-Marsh (1998) suggest that motivation has as its very
basis the need to focus on, and please the self. This is supported by Show, Shapard and
Wauguman (2000) who contend that this narcissistic drive is based on the human effort to
find personal significance in life. It can be argued that the desire to improve one’s status is a
highly motivational force, and is central to the idea of narcissistic strategies put forward by
Shaw et al (2000) are concerned with motivation for life in general, but may also have
applications in the context of work. These strategies, with their focus on personal needs,
demonstrate that narcissism is an essential component of motivation.

PROCESS QUESTIONS

1. What is the keyword being discussed in the above Literature Review?

2. How many references are being synthesized?
3. What are the evidences mentioned in expounding further the topic?

Daily Lesson Plan in Reading and Writing Skills

Reading and Writing Skills for Grade 11 | 330

I. Objectives
A. Content Standard : The learners understand the requirements of
composing academic writing and professional
correspondence.

B. Performance Standard : The learner produces each type of academic

writing and professional correspondence
following the properties of well-written texts
and process approach to writing.

C. Learning Competencies : At the end of the lesson, 80 % of the learners

are expected to identify the unique features and
requirements in composing a Literature Review
(EN11/12RWS-IVdg -12.2).

Quarter 4 Week 5 Day: 18

II. Content:
A. Subject Matter : Literature Review
B. Integration :
C. Strategy : Group work

II. Learning Resources: A. Reference

IV. Reinforcement Activity o The teacher group the class into 7 members.
o The teacher instructs each group to think of at least 3 possible research topics and
choose one topic that they like to pursue for their research.
o The teacher ask the groups to state their chosen research topic as a question, list down
some potential sources of information and answer the following questions.

State your research topic (as a question)

List down potential sources of information

Reading and Writing Skills for Grade 11 | 331

Questions to answer:
1. Is the problem important? (worth researching)
2. Have others researched it before?
3. What conclusions did they reach towards the question?
4. What impact might this research have?
5. How will you find these references?

o After the given time, the teacher calls representative from each group to report their
output.
o If there is still time, the teacher allows the students to visit the school library for them
to start their literature review. o The teacher reminds the groups to submit their output
on the agreed time of submission.

Reading and Writing Skills for Grade 11 | 332

Daily Lesson Plan in Reading and Writing Skills

I. Objectives
A. Content Standard : The learners understand the requirements of
composing academic writing and professional
correspondence.

B. Performance Standard : The learner produces each type of academic

writing and professional correspondence
following the properties of well-written texts
and process approach to writing.

C. Learning Competencies : At the end of the lesson, 85 % of the learners

are expected to identify the unique features and
requirements in composing a Research Report.
(EN11/12RWS-IVdg -12.3)

Quarter 4 Week 5 Day: 19

II. Content:
A. Subject Matter : Research Report
B. Integration :
C. Strategies : Group work

II. Learning Resources:

A. Reference: Barrot, J. (2016). Academic Reading & Writing For Senior High
School.QuezonCity :C & E Publishing,Inc. B. Other reference:
C. Materials: Printed articles and worksheets

IV. Procedure:
A. Activity (15 minutes)
1. Set up the class through greetings, seating arrangements, picking up pieces of
papers and checking of attendance.
2. As soon as the class is ready, begin the session by telling the students that they are
going to identify the unique features and requirements in composing a research
report.
3. Draw the KWL chart drawn on the board and lead the students in accomplishing it
4. Invite students to write on the board on the KWL chart about Research Report.
KNOW WONDER LEARNED
What do I already What do I want to learn What did I learn about a
know about about Research Report? Research Report?
Research Report?
(TO BE ACCOMPLISHED
AFTER DISCUSSION)

6. As soon as the students are done, let them read aloud the ideas listed on the board.

Reading and Writing Skills for Grade 11 | 333

B. Analysis:
➢ After the game, ask the class with the following questions and them share their ideas to
their classmates :
1. How did you find the activity?
2. What difficulty did you encounter in the activity?
3. What were your observations with the activity?
4. What do you think is the relevance of this activity to our lesson for today?

C. Abstraction:
➢ Provide the students with a copy of the steps in writing a researh report and
parts of a research report ( See attached Appendix 2)
➢ Explain the salient points while involving students to share also their insights or
allow them to ask confusing ideas.

Steps in Writing a Research Report

Writing a research report may seem like a daunting task, but if you break down the
process into small steps , you will be able to accomplish it effectively. The stages of writing a
research report also follow the basic writing process, with a few additions to accommodate and
address the different parts of the report.

1. Select and narrow down the topic. Use any of your preferred prewriting activities to
generate ideas.
2. Conduct a preliminary research by gathering the initial references.
3. Formulate the thesis statement and research questions. A good thesis statement
effectively guides and controls the flow of your paper.
4. Prepare a preliminary outline.
5. Gather additional references. Use the preliminary outline as a guide fo this stage.
6. Prepare the prefinal outline
7. Prepare your instruments, such as your questionnaire.Below are some guidelines in
preparing a survey instrument.
8. Implement the instrument and gather the data.
9. Analyze the collected data and interpret it through tables and graphs.
10. Write the methodology and results sections.

Parts of a Research Report

1. Title page –contains an informative title that describes the ontent of the paper, the
name of author/s, addresses or affiliations, and date of submission. Examples of an
informative tile are the following:
a. Effects of Facebook on the Academic Achievement fo First Year Students.
b. Development and Validation of a Software for Detecting Plagiarism

2. Abstract – contains the summary of the research findingd and conclusions. It briefly
presents the context of the study, research questions or objectives, methodology,
major findings , conclusions, and sometimes implications. An abstract does not
contain any citation or a great deal of statistical results.Its length ranges from 100 to
250 words.
Reading and Writing Skills for Grade 11 | 334
3. Introduction – explains the current state of a field and identifies research gaps. It is
also the part where the research focus is presented by addressing the identifies gaps in
the topic.It puts the research topic in context. It is usually three to five paragraphs
long.
4. Literature Review – contains the summary and synthesis of all available soures
directly related to the study. In a research report, the literature review is divided into
two sections: related concepts and related studies.

This section ends with a paragraph that synthesizes all of the studies presented and
puts the study in context. Hence, the last paragraph may include the topic and specific
research problems. The length may range from two to three pages. Note that in some
cases, the literature review is integrated in the introduction section.

5. Methodology – describes how the experiments or test in the research were

conducted .It presents the context within which the study was conducted, the
participants, the instruments used, data gathering procedure, and the data analysis.

In the context of the study and the participats, the number and the demographi profiles
of the participants are explaines as well as the place where the study was conducted.

The discussion of the instrument used presents the tools in gathering data. These tools
may be in the form of a questionnaire , interviewm focus group discussion, survey,
and tests, among others. All od the instruments used should be described in detail
along with the explanation of how they were validated .The data gathering section
presents the details on how the data were collected while the data analysis section
presents how the data were analyzed , either quantitatively (coding scheme) or
quantitatively (statistical tools).

The past tense is used in writing the methodology.

In this section, the research problems or objectives , as well as the major findings , are
restated in the first paragraph. The succeeding paragraphs should explain the reasons
for this. New findings uncovered in the research should also be stated.Similar to the

Reading and Writing Skills for Grade 11 | 335

flow of the results, the discussion part follows the flow of the research problems or
objectives.

8. Conclusion – contains restatements of the major findings, the limitations of the

study , the recommendations, and the implications. Note that in some cases , the
conclusion is integrated into the discussion.

9. References- contains the different sources used in the study.These may be academic,
books, journals,and other online sources.Its format depends on the school, teacher, or
field study.
(Barrot, 2016)
D. Application:
➢ Grouping the class into four members each, distribute the copies of TASK 1 (See
attached Appendix 1.) to be accomplished in 15 minutes.

TASK 1

Instruction: Read the statements below and identify whether the statement is true or false. T
if the stament is TRUE and F if FALSE.

________1. A research is a process of investigation that examines a subject from different

points of view.
________2. As a scientific interpretation of facts and all data are gathered, research seeks to
establish the truth about the study conducted , and it still goes beyond even after the
truth has been established.
________3. A research is logical and objective which means that the researcher has to
consider his/her personal feelings and preferences.
________4.A research is systematic and accurate investigation following the needed
procedure.
________5. In case of difficulty of finding data, a researcher may fabricate or restate primary
and secondary source.

➢ As soon as the students are done, lead the class in checking the answers.
➢ Allow the students to defend or explain their answers
➢ Ask the students about what they have gained in the discussions ➢ Let the students
participate by calling those whose hands are raised.

E. Assessment/ Evaluation:

1. Let the students get ¼ sheet of paper for a short quiz (see attached Appendix 3.

I. Instruction: Identify the features of a research as described in each sentence.

________ 1. It contains restatements of the major findings, the limitations of the study ,
the recommendations, and the implications. (Conclusion)
________ 2. It contains an informative title that describes the ontent of the paper, the
name of author/s, addresses or affiliations, and date of submission (Title
page)
Reading and Writing Skills for Grade 11 | 336
________ 3. It explains the current state of a field and identifies research gaps and focuses
on what is presented by addressing the identifies gaps in the topic.
(Introduction)
________ 4. It contains the different sources used in the study (Reference)
________ 5. It briefly presents the context of the study, research questions or
objectives, methodology, major findings , conclusions, and sometimes
implications. (Abstract)
________ 6. It describes how the experiments or test in the research were conducted
(Methodology)
________ 7. It provides an explanation of all the results in relation to the previous
studies presented in the literature review. (Discussion)
________ 8.It factually describes the data gathered and the tables and graphs that
summarize the collected data. (Results)
________ 9. It contains the summary and synthesis of all available soures directly
related to the study. (Literature Review)

F. Assignment:

➢ Let the students bring a research report they have made when they were in Grade 10
or any that they have made during the quarter.

V. Remarks
___________________________________________________________________________
___________________________________________________________________________

VI. Reflection:

A. No. of learners achieve 80%:_________

Reading and Writing Skills for Grade 11 | 337

Appendix 1
TASK 1

Instruction: Read the statements below and identify whether the statement is true or false. T
if the stament is TRUE and F if FALSE.

________1. A research is a process of investigation that examines a subject from different

points of view. (T)
________2. As a scientific interpretation of facts and all data are gathered, research seeks to
establish the truth about the study conducted , and it still goes beyond even after the
truth has been established. (T)
________3. A research is logical and objective which means that the researcher has to
consider his/her personal feelings and preferences (F)
________4.A research is systematic and accurate investigation following the needed
procedure. (T)
________5. In case of difficulty of finding data, a researcher may fabricate or restate primary
and secondary source. (F)

Appendix 2

Reading and Writing Skills for Grade 11 | 338

Steps in Writing a Research Report

Writing a research report may seem like a daunting task, but if you break down the
process into small steps , you will be able to accomplish it effectively. The stages of writing
a research report also follow the basic writing process, with a few additions to
accommodate and address the different parts of the report.

11. Select and narrow down the topic. Use any of your preferred prewriting activities to
generate ideas.
12. Conduct a preliminary research by gathering the initial references.
13. Formulate the thesis statement and research questions. A good thesis statement
effectively guides and controls the flow of your paper.
14. Prepare a preliminary outline.
15. Gather additional references. Use the preliminary outline as a guide fo this stage.
16. Prepare the prefinal outline
17. Prepare your instruments, such as your questionnaire.Below are some guidelines in
preparing a survey instrument.
18. Implement the instrument and gather the data.
19. Analyzie the collected data and interpret it through tables and graphs.
20. Write the methodology and results sections.

Parts of a Research Report

1. Title page –contains an informative title that describes the ontent of the paper, the
name of author/s, addresses or affiliations, and date of submission. Examples of an
informative tile are the following:
c. Effects of Facebook on the Academic Achievement fo First Year Students.

Reading and Writing Skills for Grade 11 | 339

d. Development and Validation of a Software for Detecting Plagiarism

2. Abstract – contains the summary of the research findingd and conclusions. It briefly
presents the context of the studyy, research questions or objectives, methodology,
major findings , conclusions, and sometimes implications. An abstract does not
contain any citation or a great deal of statistical results.Its length ranges from 100 to
250 words.
3. Introduction – explains the current state of a field and identifies research gaps. It is
also the part where the research focus is presented by addressing the identifies gaps
in the topic.It puts the research topic in context. It is usually three to five paragraphs
long.
4. Literature Review – contains the summary and synthesis of all available soures
directly related to the study. In a research report, the literature review is divided into
two sections: related concepts and related studies.

Related concepts present some of the fundamental concepts needed by the readers to
better understand the study. Concepts and theories are defined, explained , and
described.Unlike related concepts, related studies are based on previously conducted
studies directly related to the paper. Both the related concepts and studies will help
the writer explain the phenomena that may arise in the study.
This section ends with a paragraph that synthesizes all of the studies presented
and puts the study in context. Hence, the last paragraph may include the topic and
specific research problems. The length may range from two to three pages. Note that
in some cases, the literature review is integrated in the introduction section.

5. Methodology – describes how the experiments or test in the research were

conducted .It presents the context within which the study was conducted, the
participants, the instruments used, data gathering procedure, and the data analysis.

In the context of the study and the participats, the number and the demographi
profiles of the participants are explaines as well as the place where the study was
conducted.

The discussion of the instrument used presents the tools in gathering data. These
tools may be in the form of a questionnaire , interviewm focus group discussion,
survey, and tests, among others. All od the instruments used should be described in
detail along with the explanation of how they were validated .The data gathering
section presents the details on how the data were collected while the data analysis
section presents how the data were analyzed , either quantitatively (coding scheme)
or quantitatively (statistical tools).

The past tense is used in writing the methodology.

6. Results – factually describes the data gathered and the tables and graphs that
summarize the collected data. Along with the tables and graphs are their respective
intepretations. The flow of the results sections should follow the flow of the research
questions/problems/objectives. It is expected that for each research problem or
objective, corresponding results are presented.
7. Discussion – provides an explanation of all the results in relation to the previous
studies presented in the literature review.
Reading and Writing Skills for Grade 11 | 340
In this section, the research problems or objectives , as well as the major findings ,
are restated in the first paragraph. The succeeding paragraphs should explain the
reasons for this. New findings uncovered in the research should also be
stated.Similar to the flow of the results, the discussion part follows the flow of the
research problems or objectives.

8. Conclusion – contains restatements of the major findings, the limitations of the

study , the recommendations, and the implications. Note that in some cases , the
conclusion is integrated into the discussion.

9. References- contains the different sources used in the study.These may be academic,
books, journals,and other online sources.Its format depends on the school, teacher, or
field study.

(Barrot, 2016)

Appendix 3

I. Instruction: Identify the features of a research as decribed in each sentence.

________ 1. It contains restatements of the major findings, the limitations of the study , the
recommendations, and the implications. (Conclusion)
________ 2. It contains an informative title that describes the ontent of the paper, the name
of author/s, addresses or affiliations, and date of submission (Title page)
________ 3. It explains the current state of a field and identifies research gaps and focuses
on what is presented by addressing the identifies gaps in the topic. (Introduction)
________ 4. It contains the different sources used in the study (Reference)
________ 5. It briefly presents the context of the study, research questions or objectives,
methodology, major findings , conclusions, and sometimes implications.
(Abstract)
________ 6. It describes how the experiments or test in the research were conducted
(Methodology)
________ 7. It provides an explanation of all the results in relation to the previous studies
presented in the literature review. (Discussion)
________ 8.It factually describes the data gathered and the tables and graphs that
summarize the collected data. (Results)
________ 9. It contains the summary and synthesis of all available soures directly
related to the study. (Literature Review)

Reading and Writing Skills for Grade 11 | 341

Daily Lesson Plan in Reading and Writing Skills

I. Objectives
A. Content Standard : The learners understand the requirements of
composing academic writing and professional
correspondence.

B. Performance Standard : The learner produces each type of academic

writing and professional correspondence
following the properties of well-written texts
and process approach to writing.

C. Learning Competencies : At the end of the lesson, 85 % of the learners

are expected to identify the unique features and
requirements in composing a Research Report.
(EN11/12RWS-IVdg -12.3)
Quarter 4 Week 5 Day: 20

II. Content:
A. Subject Matter : Research Report
B. Integration :
C. Strategies : Group work

II. Learning Resources:

A. Reference: Barrot, J. (2016). Academic Reading & Writing For Senior High
School.QuezonCity :C & E Publishing,Inc. B. Other reference:
C. Materials: Printed articles and worksheets

IV. Reinforcement Activity o The teacher asks the students to pull out their assignments in the
previous meeting which is to bring a sample of research report.
o The teacher group the class into 5 members and let each group to compare the
research report they brought in class.
o After the given time, the teacher calls representative from each group to report in class
their group output.

V. Remarks
_____________________________________________________________________
_____________________________________________________________________
VI. Reflection:
A. No. of learners achieve 80%:_________
B. No. of learners who require additional activities for remediation:________
C. Did the remedial lessons work?__________
D. No. of learners who have caught up the lesson:___________
E. No. of learners who continue to require remediation:_________
F. Which of my teaching strategies worked well? Why did these work?_______
G. What difficulties did I encounter which my principal or supervisor help me solve?__________ H.
What innovations or localized materials did I used/ discover which I wish to share with other
teacher?
Reading and Writing Skills for Grade 11 | 342
Daily Lesson Plan in Reading and Writing Skills

I. Objectives
A. Content Standards : The learners understand the requirements of
composing academic writing and professional
correspondence.

B. Performance Standard : The learner produces each type of academic

writing and professional correspondence
following the properties of well-written texts
and process approach to writing.

C. Learning Competencies : At the end of the lesson, 80 % of the learners

are expected to identify the unique features and
requirements in composing a Project Proposal
(EN11/12RWS-IVdg -12.4)

Quarter 4 Week 6 Day: 21

II. Content:
A. Subject Matter : Project Proposal
B. Integration :
C. Strategies : Group work

III. Learning Resources: A.

Reference:
Gabelo,N.,Geron,C.,Agena,M.G.,Mendoza,L.,Platero,L.,Agnes,F.,…Santillana,
P.M (2016). Reading-Writing Connection for the 21st CENTURY LEARNERS
for Senior High School. Malabon City: Mutya Publishing House.
B. Other references: www.studygs.net/wrtstr9.htm
C. Materials: Printed articles and worksheets

IV. Procedure:
A. Activity:
➢ Present to the students a sample proposal.
➢ Have the students comment about it with the given guide questions

The maximum number of calls a customer service representative can handle is 25

per hour. Based on the last year’s business, we expect 2,500 calls a day during this
holiday season. Our customer representatives can handle that volume only if every
person works 15 hours over time per week.
Guide questions:
1. What can you say about the proposal above?
2. What is the purpose of writing this proposal?
3. Who do you think wrote this?
4. What is the main point of this proposal?
5. What are the details provided by the proposal?

Reading and Writing Skills for Grade 11 | 343

➢ As soon as the students are done, have them find a partner and share their ideas.
➢ Then, call students randomly to share their idea on each item.
B. Analysis:
➢ After the activity, ask the class with the following questions and them share their
ideas to their classmates :
5. How did you find the activity?
6. What difficulty did you encounter in the activity?
7. What were your observations with the activity?
8. What do you think is the relevance of this activity to our lesson for today

C. Abstraction:
➢ Explain to the students that a proposal is a persuasive report. In business, it is
typically requests for more resources, or approval. Proposals rely on facts and
examples that support the author’s requests. Essentially, writers want to explain
events, and proposal writers want to call their readers to action.

GUIDELINES FOR EFFECTIVE REPORTS OR PROPOSALS

1. A strong thesis statement describing the main point or need.
2. A summary of the event being reported or the need being discussed.
3. Appropriate references that verify the writer’s statements.
4. Supporting data such as facts, examples, reasons and answers to objections.
5. Final conclusions, recommendations, opinions, or requests.
6. Plan well before you write.
7.Use letter or memo format
8.Make text visually appealing
9. Use the ABC ( Abstract, Body and Conclusion) format, 10. Use
heading “Introductory Summary” for the generic abstract section.
11. Put important details in the body.
12. Give special attention to establishing the need in the body.
13.Focus attention to your conclusion

Source: http://www.studygs.net/wrtstr9.htm

D. Application:
➢ Have the students in pairs think of a topic and do the outline below

Topic:___________________________

I. Thesis Statement:______________________________

II. Three main points about the topic.

A.________________________
B.________________________ C.________________________
Reading and Writing Skills for Grade 11 | 344
III. Conclusion:_________________________________

E. Assessment/ Evaluation
➢ Let the group output to exchange their project proposal with another group.
Instruct them to evaluate the other group’s output and list down in a ¼ sheet of
paper the strengths of their proposal as well as the areas that need improvement.

Name of members:
1._______
2._______
3._______
4._______

Title of the other groups’ proposal:_____________ Strengths:

1.
2.
3.
4.
Needs Improvement:
1.
2.
3.
4.

F. Assignment
➢ Tell the students to form a group with three (3) members to think of a project they
would like to propose which will be fully outlined by next meeting.

VI. Remarks:
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________

Reading and Writing Skills for Grade 11 | 345

F. Which of my teaching strategies worked well? Why did these work?_______ G. What
difficulties did I encounter which my principal or supervisor help me solve?
__________
H. What innovations or localized materials did I used/ discover which I wish to share with
other teacher?

Daily Lesson Plan in Reading and Writing Skills

I. Objectives
A. Content Standard : The learners understand the requirements of
composing academic writing and professional
correspondence.

B. Performance Standard : The learner produces each type of academic

writing and professional correspondence
following the properties of well-written texts
and process approach to writing.

C. Learning Competencies : At the end of the lesson, 80 % of the learners

are expected to identify the unique features and
requirements in composing a Project Proposal
(EN11/12RWS-IVdg -12.4)

Quarter 4 Week 6 Day: 22

II. Content:
A. Subject Matter : B. Project Proposal
Integration :
C. Strategies : Group work

III. Learning Resources: A.

Reference:
Gabelo,N.,Geron,C.,Agena,M.G.,Mendoza,L.,Platero,L.,Agnes,F.,…Santillana,
P.M (2016). Reading-Writing Connection for the 21st CENTURY LEARNERS
for Senior High School. Malabon City: Mutya Publishing House.
B. Other references: www.casual.pm
C. Materials: Printed articles and worksheets

IV. Reinforcement activity:

➢ Let the students form in groups of three and check whether they have thought of a
project which was an assignment.
➢ As soon as they are already in their groups, have them follow the format below in
crafting their project proposal

Reading and Writing Skills for Grade 11 | 346

[Organization Name]
[Date]
Project Proposal: [Name of Project]
Background :
[Why is the project being undertaken? Describe an opportunity or problem that the project is to address.]

Objectives:
• [specific & measurable objective 1] • [specific & measurable
objective 2]
• [specific & measurable objective 3]

Scope
[What will be the end result of the project? Describe here what phases of work will be undertaken.]

Timeframe
Description of Work Start and End Dates

Phase One … …

Phase Two … …

Phase Three … …

Project Budget
Description of Work Anticipated Costs

Phase One … …

Phase Two … …

Phase Three … …

Total $ 0.00

Client [name]
Sponsor [name]

Reading and Writing Skills for Grade 11 | 347

Project manager [name]

Key Stakeholders
Monitoring and Evaluation
[Describe how progress will be evaluated throughout and at the end of the project. Formulate clear indicators
for objectives and result.]

Approval Signatures

[Name], Project Client [Name], Project Sponsor [Name], Project Manager

Source: www.casual.pm

Daily Lesson Plan in Reading and Writing Skills

I. Objectives
A. Content Standard : The learners understand the requirements of
composing academic writing and professional
correspondence.

B. Performance Standard : The learner produces each type of academic

writing and professional correspondence
following the properties of well-written texts
and process approach to writing.

C. Learning Competencies : At the end of the lesson, 80 % of the learners

are expected to identify the unique features and
requirements in composing a Position Paper
(EN11/12RWS-IVdg -12.5)

Quarter 4 Week 6 Day: 23

II. Content:
A. Subject Matter : Position Paper
B. Integration : Risk Reduction Management
C. Strategies : Group work

II. Learning Resources:

A. References:
✓ Gabelo,N.,Geron,C.,Agena,M.G.,Mendoza,L.,Platero,L.,Agnes,F.,…Santillan
P.M. (2016). Reading-Writing Connection for the 21st CENTURY
LEARNERS for Senior High School. Malabon City: Mutya Publishing

Reading and Writing Skills for Grade 11 | 348

House.
B. Other references:
✓ www. dictionary reference.com/browse/position+paper
✓ www.cdrc-phil.com/pdrm/
C. Materials: Printed articles and worksheets

III. Learning Tasks A.

Activity:
➢ As soon as the class is ready after doing the preliminaries, begin the session by telling
the students that they are going to discover the features and requirements of writing a
position paper
➢ Guide the students to accomplish the activity called WHY ME? in 10 minutes.

WHY ME?

Instructions: In a one half sheet of paper, answer what is asked.

Situation: You share a house which contains the following items – recharged radio,bed sheets, T-
shirt, Short, bottled water, cellphone , cellphone charger, laptop
and its charger, guitar, jacket and a pair of shoes. The house is on fire, and you have
few minutes to save only three possessions. What would those items be and why?

Items according to rank Why it is important to save

B. Analysis:
➢ As soon as the students are done, let them find a partner to share their answers in
5 minutes.
➢ Based on the activity ask the students with the following questions:
✓ How do you find the activity?
✓ How did you justify or prove your choice on what to save from the house on
fire?
✓ What is the advantage of giving your stand with supporting explanations?
✓ What is the impact of giving point with supporting evidences or explanations?

C. Abstraction:
➢ You begin defining that the Position paper is a formal, usually detailed statement,
especially regarding a single issue , that articulates position, viewpoint, policy, as of
government, organization, or political candidate (www. dictionary
reference.com/browse/position+paper) ➢ Discuss why a position paper is written.

✓ Organize and outline your viewpoint on an issue.

Reading and Writing Skills for Grade 11 | 349
✓ Formally inform others of your position as a foundation to build resolution to
difficult problems.
✓ Present unique , though biased, solution or a unique approach to solving a
problem.
✓ Frame the discussion in order to define the “playing field”. This can put you in
an advantageous position with those who may not be so well prepared as
regards the issues behind their positions.
✓ Establish your credibility. Here you are demonstrating that you have a command
of the issues and the research behind them, and can present them clearly.
✓ Let your passion be demonstrated in the force of your argument rather than in
the use of emotional terms.
✓ Guide you in being consistent in maintaining your position in negotiation.

➢ Have the students read the article (see attached appendix1 for printing purposes)
below about the guidelines of writing a position paper in groups of three members.

GUIDELINES IN WRITING A POSITION PAPER

Just like any other writing job, position paper follows IBC format ( Introduction, Body
, Conclusion). So in organizing your position paper, consider the following:

I. Introduction: Consider your audience. Start with a topic sentence or two that attract
attention and summarize the issue. Inform the reader of your point of view.

II. Development (Body). Focus on three main points to develop. Each topic is developed
with
a. general statement of the position
b. an elaboration that references documents and source data
c. past experiences and authoritative testimony
d. conclusion restating the position

Establish flow from paragraph to paragraph

a. Keep your voice active
b. Quote sources to establish authority
c. Stay focused on your point of view throughout the essay
d. Focus on logical arguments
e. Don’t lapse into summary

III. Conclusion:
a. Summarize, then conclude, your argument
b. Refere to the first paragraph/ opening statements as well as the main points
• Does the conclusion restate the main ideas?
• Does it reflect the succession and importance of the arguments?
• Does it logically conclude their development?

Do not forget to share a draft with other to better develop the paper and ensure
that your that your argument is clear.

Reading and Writing Skills for Grade 11 | 350

Then, revise, spell-check, and succeed in building your case.
Source: http://www.studygs.net/wrtstr9.htm

D. Application:
➢ Have the students in pairs think of a topic and do the outline below

Topic:___________________________

I. Thesis Statement:______________________________

II. Three main points about the topic.

A.________________________
B.________________________ C.________________________

III. Conclusion:_________________________________

E. Assessment/ Evaluation:
➢ Ask volunteers from the class to answer the LEARNED in the KWL presented at the
start of the class.

KNOW WONDER LEARNED

What did I know about What were the confusing What did I learn about the
position paper before it thoughts that have been Position Paper?
was discussed? clarified during and after the
lesson?

F. Assignment:
➢ Instruct the students to read the sample position paper below so that next meeting
they can already compose their own position paper.

Position Paper: PHILIPPINE DISASTER RISK MANAGEMENT ACT OF 2008

The Philippines ranks among the world’s most disaster-prone countries. It is highly
prone to natural disasters, particularly typhoons, floods, landslides, volcanic eruptions,
earthquakes, and tsunamis, lying as it does in the typhoon belt, in the active volcanic

Reading and Writing Skills for Grade 11 | 351

region known as the “Pacific Ring of Fire,” and in the geologically unstable region
between the Pacific and Eurasian tectonic plates.
Aside from the natural disasters that reap an especially heavy human toll each
year, thousands are also displaced by human-made disasters like armed conflict and
development aggression. The intensifying effect of climate change also aggravates the
already burdened citizens with the worsening economic instability worldwide.
Given this reality, the urgency for a comprehensive disaster management system
and program is paramount.
Unfortunately, what we currently have in so far as government response is
concerned is a national coordinating committee which as the name implies coordinates
and meets only when a typhoon is about to strike the country. At the local level,
effectiveness of the said structure is uneven with some focused only on the release of
their calamity funds which later on became a source of corruption. Only a few
exceptional cases led by the local disaster committees were able to go beyond their
limited resources and muster the heroic volunteerism of the ordinary citizen.
While we commend the initiatives of enacting the Philippine Disaster Risk
Management Act of 2008, we at the CDRC, together with our network of regional
centers throughout the country, are pushing for a comprehensive and pro-people
disaster management approach that will truly address the people’s needs.
First, a comprehensive disaster management bill has to adequately address the
root causes of people’s vulnerabilities to disasters. The people’s poor economic
condition only aggravates their situation during disasters. The poor are the most
vulnerable sector when calamities strike, making it imperative to address poverty in
disaster management.
Second, a comprehensive disaster management bill has to rely on building
people’s capacities toward attaining disaster-resiliency through the community-based
disaster management approach. It should highlight a proactive disaster management
scheme, giving emphasis on people’s participation, prioritizing the most vulnerable
groups, families, and people in the community. It should adopt risk reduction measures
which are community-specific and enhance the existing coping mechanisms and
capacities within the community. It should recognize the supporting and facilitating role
of the less vulnerable sectors. It should be linked with the overall development
framework. Its efforts should strengthen the people’s organizations at the grassroots
level and provide positive conditions for the poorest of the poor to be organized as
disaster committees on the level of their communities.
Third, the bill should also define comprehensive and concrete disaster
management programs and services that focus not only during the relief and emergency
phases but also more importantly on the pre and post calamity phases of disasters. It
should provide a comprehensive, all-hazard, multi-sectoral, inter-agency and
community-based approach to disaster risk reduction emphasizing on disaster
prevention, mitigation, preparedness, response and rehabilitation. In addition, this bill
should be bold enough to protect the majority of the Filipinos who comprise the most
vulnerable sectors all the necessary protections from all form of deprivations and
exploitation from both internal and external aggressors who hide under the title of
development projects and recite the all too worn out formula of “free market forces and
considerations.”
Fourth, any bill which would address disaster in order to be truly effectively
managed and implemented should set up machinery which would be free from the
influence and depredations of politics and any undue influence of religion, gender and
Reading and Writing Skills for Grade 11 | 352
race. In order to guarantee this, an independent body of civilian led and citizenry-based
machinery should be set-up at the national level and organize up to the level of the
barangays.
Since armed conflict is turning to be one of the major human-made disaster
concerns – it is but appropriate to separate the efforts of the military and police to attend
to disasters as part of their civil-military operations from that of a truly independent
and “neutral” effort. In addition, the military and police in turn could be well utilized
on the more urgent and technical work of rescue where their expertise could be put to
best use.
Of course, the machinery we have in mind though independent should be within
the ambit of government and promote the values and principles of the latter as
enshrined in the constitution. In fact, the Department of Social Welfare and
Development and the National Anti Poverty Commission could effectively run this
machinery which could be in the form of a commission or whatever this august body
may deem more appropriate.
In lieu of the military and police forces, the efforts of the civilian body could
enlist the participation of established religions and churches who had put up their
unblemished reputation on helping the poor.
Without imposing, the bill should be able to monitor efforts of other NGOs and
corporate entities and provide an effective venue for pooled resources and efforts based on
voluntary cooperation.
And in the very end, the effectiveness of this “disaster bill” would be proven its
real worth on the day when it shall conclude that there is not can you get rid of herpes
much more work for it to do as the conditions both natural and societal have improved
to a point that no major danger or vulnerability is left for it to attend to on a full time
basis. This is a dream all right but would be sufficient to guide the course of action of
any individual, group, institution or organization who would like to address the issue of
disaster.
Source: http://www.cdrc-phil.com/pdrm/

VI. Reflection:
A. No. of learners achieve 80%:_________
B. No. of learners who require additional activities for remediation:________
C. Did the remedial lessons work?__________
D. No. of learners who have caught up the lesson:___________
E. No. of learners who continue to require remediation:_________
F. Which of my teaching strategies worked well? Why did these work?_______ G. What
difficulties did I encounter which my principal or supervisor help me solve?__________
H. What innovations or localized materials did I used/ discover which I wish to share with other
teacher?

Reading and Writing Skills for Grade 11 | 353

Appendix 1

Reading and Writing Skills for Grade 11 | 354

GUIDELINES IN WRITING A POSITION PAPER

Just like any other writing job, position paper follows IBC format ( Introduction,
Body , Conclusion). So in organizing your position paper, consider the following:

I. Introduction: Consider your audience. Start with a topic sentence or two that
attract attention and summarize the issue. Inform the reader of your point
of view.

II. Development (Body). Focus on three main points to develop. Each topic is
developed with with

a. general statement of the position

b. an elaboration that references documents and source data
c. past experiences and authoritative testimony
d. conclusion restating the position

Establish flow from paragraph to paragraph

a. Keep your voice active
b. Quote sources to establish authority
c. Stay focused on your point of view throughout the essay
d. Focus on logical arguments
e. Don’t lapse into summary

Do not forget to share a draft with other to better develop the paper and ensure
that your that your argument is clear.
Then, revise, spell-check, and succeed in building your case.

Source: http://www.studygs.net/wrtstr9.htm

Reading and Writing Skills for Grade 11 | 355

Daily Lesson Plan in Reading and Writing Skills

I. Objectives
A. Content Standard : The learners understand the requirements of
composing academic writing and professional
correspondence.

B. Performance Standard : The learner produces each type of academic

writing and professional correspondence
following the properties of well-written texts
and process approach to writing.

C. Learning Competencies : At the end of the lesson, 80 % of the learners

are expected to identify the unique features and
requirements in composing a Position Paper
(EN11/12RWS-IVdg -12.5)

Quarter 4 Week 6 Day: 24

II. Content:
A. Subject Matter : Position Paper
B. Integration : Risk Reduction Management
C. Strategies : Group work

III. Learning Resources: A.

References:
✓ Gabelo,N.,Geron,C.,Agena,M.G.,Mendoza,L.,Platero,L.,Agnes,F.,…Santillan
P.M. (2016). Reading-Writing Connection for the 21st CENTURY
LEARNERS for Senior High School. Malabon City: Mutya Publishing
House.
B. Other references:
✓ www. dictionary reference.com/browse/position+paper
✓ www.cdrc-phil.com/pdrm/
C. Materials: Printed articles and worksheets

IV. Reinforcement Activity

Activity No. 1:
1. Divide the class into 5 groups
2. Provide a poster picture, illustration board and meta cards to each group.
3. Each member of the group writes their insights about the picture assigned to them.
4. Present the output to the class.

Ten (10) students are divided into pairs and each pair is given a copy on the list if
items found inside the house. The students are told to imagine that they share a house
which contains all the items on the list. Their house is on fire, and they have few minutes
to save as many possessions as possible. The students’ task is to give their opinions and
reach an agreement on which five items to choose and in which order to rescue them.
Reading and Writing Skills for Grade 11 | 356
Students are also encouraged to justify their opinions and give reasons. When everyone
has finished, each pair reads out their results and the class discusses the findings.
Activity No. 2: Justify your Claims
The teacher begins by writing expressions for agreeing or disagreeing. Each student is
given a position card (agree/disagree). The student raises his/her position card when
issues are presented by the teacher. The students then share their stance on the given
issues.
Issues:
1. Advantages and disadvantages of Marshall Law in Mindanao
2. Disaster Preparedness of the Filipino Citizens Now and Then
3. Additional two (2) years of basic education

Activity 3:
o Students will do the following:
✓ Select a topic.
✓ Write a sentence outline of the chosen topic.
✓ Write a position paper of the chosen topic.

V. Remarks
__________________________________________________________________________
__________________________________________________________________________

VI. Reflections
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?

Reading and Writing Skills for Grade 11 | 357

Reading and Writing Skills 11 Fourth
Quarter
Long Quiz 2 for Academic Writing

Test I. Instruction: Choose the correct answer from the following choices:
A. Research Paper
B. Proposal Paper
C. Basic Research
D. Importance of Research
E. Qualitative Research
F. Quantitative Research

1. Scientist fine ways to cure cancer and other deadly diseases to help people live longer and
healthier.
2. It is basically a fundamental research. It seeks for truth and principles.
3. A scientific way of investigating, collecting, and interpreting data and facts.
4. A type of research that deals with numbers, statistical data, and the like.
5. A persuasive report; a request for a resources and projects.
6. A types of research that deals more on the description, analysis, and interpretation of data
without the use of numbers and statistical results.
7. This satisfies all curiosities and questions in life.
8. Enhancement of food production, medicines, innovation, and technologies.
9. Understanding Properties of X-rays by Wilhelm Rontgen in 1895.
10. Proposes an idea and provides evidence intended to convince the reader why that idea is a
good or bad one.

Test II. Multiple Choice. Encircle the correct answer among the choices provided.
1. It proposes a solutions to problems presented in an organization or a company.
a. research b. proposal c. project d. decision
2. It presents solutions to issues and topics through scientific method.
a. research b. proposal c. project d. decision
3. A systematic study of trend or event which involves careful collection, presentation,
analysis and interpretation of data.
a. research b. proposal c. project d.
decision
4. It is an opposing viewpoint to a central claim.
a. argumentation b. counterclaim c. opposite claim
5. The person who coined the word intertext through the Latin word intertexto.
a. Nicolas Flamel b. Julia Kristeva c. Tiburcio d. Julia
Montes 6. A computer-based retrieval system which functions through clicking.
a. web address b. hypertext c. hyperlinks d. browser
7. Which is not a function of hypertext.

Reading and Writing Skills for Grade 11 | 358

a. To disseminate information
b. To conduct research
c. To aid or help learning process
d. To assist in searching sites and webpages
8. A process in which independent text are interfaced with other text to produce meaning.
a. Interface b. intertext c. interdependent d. all of the above
9. Evidence found in the articles, books, and other materials to prove a point.
a. evidence b. textual evidence
b. informative text d. information drive
10. Which value is not developed by a student when using the library?
a. Knowledge b. Diligence c. Patience d. resilience
11. Which among the following is a function of counterclaim.
a. To confuse the readers on which to believe to be true.
b. To show that you are knowledgeable of your topic.
c. To demonstrate deep understanding and familiarity with the topic.
d. To provide a different view of the topic or text presented.

Identify the type of research used –

12. Louis Pasteur successfully cured a rabbies victim by injecting vaccines.
a. Basic Research b. Applied Research c. Developmental Research
13. Michael Faraday discovered the principle of electromagnetic induction.
a. Basic Research b. Applied Research c. Developmental Research
14. Uno business hotel finds more ways to attract customers and clients.
a. Basic Research b. Applied Research c. Developmental Research
15. A type of research that presents two opposite points of view and discusses one of them.
a. Argumentative Research c. Cause and Effect Research
b. Compare and Contrast Research d. Research Report

Reading and Writing Skills for Grade 11 | 359

Answer Key for Test I.
1. D
2. C
3. A
4. F
5. B
6. E
7. A
8. D
9. C
10. B

Answer Key for Test II

1. B
2. A
3. A
4. B
5. B
6. B
7. D
8. B
9. B
10. A
11. C
12. B
13. A
14. C
15. A

Daily Lesson Plan in Reading and Writing Skills

I. Objectives
A. Content Standard : The learners understand the requirements of
composing academic writing and professional
correspondence.

B. Performance Standard : The learner produces each type of academic

writing and professional correspondence
following the properties of well-written texts and
process approach to writing.

C. Learning Competencies : At the end of the lesson, 80% of the leaner

identifies the unique features of and requirements
in composing professional correspondence
(EN11/12RWS-IVhj-13)
Reading and Writing Skills for Grade 11 | 360
Quarter 4 Week 7 Day 26

II. Content
A. Subject Matter : Unique Features and Requirements in Composing
Professional
Correspondence B. Integration :
C. Strategies : Discussion, Learning by Doing,

III. Learning Resources

IV. Procedure
Preliminary activities: (5 minutes)
 Setting the class
 picking up pieces of papers/wrapper on the floor
 Prayer
 Greeting
 Checking of attendance

A. Activating Prior Knowledge (5 minutes)

The teacher will present different examples of letter samples for the students to see
and analyze. (examples: internet bills, letters from business institutions,
memorandums, announcement letters, friendly letters)

B. Analysis (5 minutes)
The teacher will ask the following questions:
1. How good, do you think, are you in writing a letter?
2. Have you ever written a letter before? To whom? What is it for?
3. In what situations are letters needed?

C. Abstraction (30 minutes) Discussion:

In the business and professional world, letter-writing plays a crucial role in communication
with clients, negotiations, administration, marketing, recruitment and employment, and many
other everyday situations.
On a personal level, legal, financial and insurance matters, complaints, requests for
service, and job applications are just some of the business matters you will probably have to
deal with by letter at same time in your life.
A well-crafted business letter makes a strong impression, so the ability to produce such
letter is an important skill. Here are few examples of circumstances in which it is recommended
you write a letter – and keep a copy – rather than communicate by any of the other available
means:
▪ When you need to keep a permanent record of an exchange
Reading and Writing Skills for Grade 11 | 361
▪ When giving or confirming information, especially to institutions like banks and
building societies, and government departments
▪ When sending several documents in a single envelop
▪ When the information is confidential
▪ When applying for a job
▪ When a written reply is requested (Retrieved from Webster’s English Language
Companion, 2012).

Importance of Business Correspondence:

1. Help in maintaining proper relationship.
2. Inexpensive and convenient mode
3. Create and maintain goodwill
4. Serve as evidence
5. Help in expansion of business

Parts of a Business Letter

1. Heading (name, postal address, Email Add, Website address, telephone number, fax
number, trademark or logo)
2. Date (normally written on the right hand side corner after the heading)
3. Reference (it indicates letter number and the department from where the letter is
being sent and the year)
4. Inside Address(includes the name and full address of the person or the firm to whom
the letter is to be sent)
Mr. Juan de la Cruz
Branch Manager,
Bank of the Philippine Islands
San Pedro Branch
Davao City

5. Subject (a brief statement that indicates the matter to which the letter relates)
Subject: Resignation
Subject: Inquiry about Increase of Tuition Fees

6. Salutation: ex. Sir/Madam ; Dear Sir/Madam ; Dear Sirs/Dear Madam

7. Body of the Letter
a. Opening Part – the introductory part of the letter. In this part, attention of the
reader should be drawn.
b. Main Part – this part contains the subject matter of the letter. It should be
precise and written in clear words.
c. Concluding Part - it contains a statement of the sender’s intentions, hopes or
expectations concerning the next step to be taken. Further, the sender should
always look forward to getting a positive response. In the end, terms like
Thanking you, With regards, With warm regards may be used.

8. Complimentary Close (a polite way of Salutations Complimentary Close

ending a letter) ex: yours faithfully; i. Dear Sir/Dear Madam Yours faithfully
ii. Dear Mr. Reyes Yours sincerely
sincerely
ii. My Dear Peter Yours very sincerely (informal)
yours, respectfully yours

Reading and Writing Skills for Grade 11 | 362

Yours faithfully,
9. Signature (the name of the writer should be typed immediately
below the signature) (signature)
Paulo Reyes
Partner
10. Enclosure (this is required when some documents like cheque, draft,
bills, receipts, lists, invoices, etc. attached with the letter. This enclosures are listed one
by one with serial numbers)
Encl: i. List of goods received
11. Copy Circulation (this is required when C.C. i. Theii. Chairman, Electricgoods
List of undelivered Corporation
copies of the letter are also sent to persons ii. The Director,
iii. ListElectric
of damaged goods
Corporation ii.
apart of the addressee. It is The Secretary, Electric Corporation
denoted C.C.)

12. Post Script (when the writer wants to add something which is not included in the
body of the letter. It is expressed as P.S.)

TYPES OF BUSINESS LETTERS

1. Business Inquiry Letter – the letter written to sellers (details of goods to buy, quality,
quantity, price, delivery mode, and payment) Points to keep in writing inquiry
letter:
a. Letters of inquiry should clearly state the information required which may be
asking for a price list or a sample.
b. Write specifically about the design, size, quantity, quality, etc. about the
product or service in which the buyer is interested.
c. The period or date, will which information is required, may also be mentioned.
2. Quotation Letter – after the receiving the letter of inquiry from a prospective buyer,
the sellers supply the relevant information by writing a letter is called quotation
letter. These letters are written keeping in view the information asked for like price
list, mode of payment, discount to be allowed etc. businessmen should reply to the
inquiries carefully and promptly.
3. Order Letter – letters written by a buyer to the seller giving the order to purchase the
goods.
4. Complaint Letter – written when the purchaser does not find the goods up to his
satisfaction.
Points to be considered in writing a complaint letter:
a. Complaint letters should be written immediately after receiving the defective
goods.
b. Mistakes as well as difficulty due to mistake should be mentioned clearly
c. Proposal to correct the mistakes should be made.
d. Suggestions on how the complaint should be dealt with, i.e., mention of
compensation, replacement, discount, cancellation, etc, should be made.
e. Mention period in which the corrective action should be taken.
f. Request to be careful in the future.

5. Recovery Letter – the letter written by the seller for collection of money for the goods
Supplied to the buyer. The aim of recovery letter is to collect money without annoying
the costumers. The letter should include information regarding the amount of payment
argument for payment, and the last date for payment. The language of recovery letter
Reading and Writing Skills for Grade 11 | 363
should be polite, so that the costumers is not offended and future transactions with
him are not adversely affected.

WRITING A COVER LETTER

It’s a letter of introduction that highlights your key accomplishments to fit for a job opening.
A cover letter adds focus to your resume. Few employers seriously consider a resume that is
not accompanied by a cover letter; thus, a cover letter needs to be part of your job-search
strategy. Each cover letter must be tailored to each job, each employer.

What are some of the most important tips when writing?

1. Whenever possible, address your cover letter to a named individual.
2. Grab the reader’s attention by writing an appealing first paragraph 3.
Highlight your three to four key accomplishments/skills/experience.
4. Focus on the fit between your qualifications and the job requirements;
5. Whenever possible, relate yourself to the company.
6. Never include any negative information.
7. End your letter by requesting an interview.
8. Mention that you will follow-up your letter – and then do so.
Reading and Writing Skills for Grade 11 | 364
9. Cover letters should be kept to under one page; electronic versions even shorter.
10. Avoid all types of mistakes, including typos, misspellings, and grammatical errors.

Don’t ever send your resume without a cover letter.

Do send an original letter to each employer.
Do use simple language and uncomplicated sentence structure. Ruthlessly eliminate all
unnecessary words. Follow the journalist’s credo: Write tight! Do write cover letter that are
unique and specific to you.
Do keep your letter brief. Never, ever more that one page and it’s best to keep it well under a
full page.
Do avoid negativity.
Do be sure the potential employer can reach you.
Do avoid the three most common cover letter mistakes: a) do use action verbs, b) don’t forget
to personally sign the letter, preferably in blue ink, c) do use e-mailed cover letters, but keep
them shorter and more concise.

Key points of cover letter:

1. It introduces you to the reader
2. Responds to the requirements of the job
3. Attracts the reader’s interest and refers them to your resume
4. Don’t include too many “I” statements, which can run the risk of disengaging the
reader.

The focus of cover letter is to prove that your personal qualities and characteristics are a good
fit with the requirements of the job and also that they will make a positive contribution to the
organization or business

D. Application
(Application activities will be done in the succeeding lessons)

E. Assessment
1. What is meant by business correspondence?
2. How is a personal correspondence different from business correspondence?
3. Explain the importance of writing a business letter.
4. Describe the inner and outer qualities of a good business letter.
5. What is meant by inquiry letter?
6. What is meant by quotation letter? How is it different from inquiry letter?
7. What is meant by recovery letter?
8. What is meant by order letter?
9. What is meant by complaint letter? Under which situations is a complaint letter
written?
V. Remarks
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________

Reading and Writing Skills for Grade 11 | 365

VI. Reflection

8. No. of learners who earned 80% in the evaluation

______________________________________________________________________
9. No. of learners who require additional activities for remediation who scored below 80%
______________________________________________________________________
10. Did the remedial lessons work? No. of learners who have caught up with the lesson
______________________________________________________________________
11. No. of learners who continue to require remediation
______________________________________________________________________ 12.
Which of my teaching strategies worked well? Why did these work?
______________________________________________________________________
13. What difficulties did I encounter which my principal or supervisor can help me solve?
______________________________________________________________________
14. What innovation or localized materials did I use/discover which I wish to share with other teachers?
______________________________________________________________________

Daily Lesson Plan in Reading and Writing Skills

I. Objectives

Reading and Writing Skills for Grade 11 | 366

A. Content Standard : The learners understand the requirements of
composing academic writing and professional
correspondence.

B. Performance Standard : The learner produces each type of academic

writing and professional correspondence
following the properties of well-written texts and
process approach to writing.

C. Learning Competencies : At the end of the lesson, 80 % of the students will be able to
identify the features of a résumé and
write a sample résumé. (EN11/12RWS-IVhj-
13.1)

Quarter: 4 Week: 7 Day: 27

II. Content
A. Subject Matter: Writing a Résumé
B. Integration:
C. Strategy: 4As and Small Group Discussion (SGD

III. Learning Resources

A. References
B. Other References
o “Writing a Resume”. Retrieved from
https://link.quipper.com/en/organizations/547ffb8bd2b76d0002002618/cu
rriculum#curriculum
C. Materials: PowerPoint, Reading Materials, Manila paper, Marker, Tape, TV and
Laptop

IV. Procedure
A. Activation of Prior Knowledge (10 minutes) o The teacher group the students into 5
members. o The teacher distributes sample resume copies to each group. o The teacher
instructs the students to read and compare the samples given based on format and content.

JOHN DAVE ORANDA RETARDO

P-16A, Poblacion, Valencia City, Bukidnon
[email protected]
0912 345 6789

Objective:
Reading and Writing Skills for Grade 11 | 367
To be hired in a position where I am qualified and have a chance to put into practice what
I have learned, and to grow professionally.

Technical Skills:

-Microsoft Office (MS Word, Excel, PowerPoint, Internet, etc.)

-Adobe Creative Suite (Photoshop and InDesign)

Personal Skills:

-Good written and verbal communication skills

-Highly organized and efficient
-Ability to work independently or as a team
___________________________________________________________________

Employment Record:

KAIZEN SECURITY AGENCY CORPORATION

U-203 New CRV Bldg., Karangalan Drive, Cainta, 1900 Rizal
Telephone/Fax No. (02) 584-1360
JULY 2012- JANUARY 2013

Educational Background:

Elementary: VALENCIA CITY ELEMENTARY SCHOOL -MARCH 2003

Secondary: SAN AGUSTIN INSTITUTE OF TECHNOLOGY -MARCH 2007

Tertiary: CAPITOL UNIVERSITY -MARCH 2011

-BACHELOR OF SCIENCE IN CRIMINOLOGY

CAPITOL UNIVERSITY -OCTOBER 2016

-BACHELOR OF SCIENCE IN MARINE TRANSPORTATION

Training Programs Attended:

PRE-EMPLOYMEN ORIENTATION SEMINAR (PEOS)

DEPARTMENT OF LABOR AND EMPLOYMENT
AUGUST 03, 2016
BASIC SUPERVISORY TRAINING COURSE NOBLE
SECURITY TRAINING CENTER, INC.
Reading and Writing Skills for Grade 11 | 368
JUNE 11-13, 2012

WATER SAFETY SEMINAR

CDCC, VALENCIA CITY
JANUARY 16, 2009

Character References:

MR. RODOLFO JR. B. VELASCO, MAEM

School Principal
Saint Joseph High School
Laligan, Valencia City, Bukidnon
0998 765 4321

MR. JAYWARD LACHICA

MINERVA Shipping Company
Quezon City, Philippines
0965 432 9810

I declare oath that this resume has been accomplished by me, and is a true, correct, and
complete statement pursuant to the provisions of pertinent laws, rules and regulations of the
Republic of the Philippines.

JOHN DAVE ORANDA RETARDO

Applicant

RYAN PORTOLLANO
2159 Road 2 Fabie Subdivision, Sta. Ana, Manila
Phone: (02) 123 4567
Mobile: (+632) 912 3456 e-mail: [email protected]

Objectives:

Reading and Writing Skills for Grade 11 | 369

Seeking an entry level in bar waiter position with a focus on serving alcoholic and nonalcoholic
beverage, up selling the drinks and taking order from guests.

Professional Summary:
Good communicator, a flexible and reliable Service Crew with two years’ experience in
providing customer service, preparing food and maintaining cleanliness of the store.

Expertise and Achievements: o Order Taking Skills o

Awarded as best service crew dated January 2015.
o Excellent in persuading customers to try new food product.
Work Experience:
o Service Crew
HappyBee Inc.
(June 2013 to July 2015)
Educational Background:
o Bachelor of Hotel and Restaurant Management
Xavier University
2012 – 2016

RYAN PORTOLLANO
Applicant

o After 5 minutes, the teacher calls a representative from each group to report their
answers to the class.

B. Analysis (5 minutes) o The teacher will ask the following question to

solicit ideas from the learners:

3. What were your guiding principles in evaluating the given samples?

Reading and Writing Skills for Grade 11 | 370
4. What enabled you to accomplish the task?
5. What significant learning you have learned from the activity?

o Then, the teacher will consolidate the answers of the students and lead them to the new
lesson.

C. Abstraction (25 minutes) o The teacher shows a PowerPoint about

resume writing.

Résumé Formats
Do you know that résumé has different formats? Three formats can be used in preparing a
résumé. Résumé Formats differs in the arrangement, order, or the headings such as Work
Experience, Educational Background, and Qualification Summary.
The three types of resume format are chronological, functional, and combination or hybrid. o
Chronological Format
The chronological format is used to emphasize the applicant’s work experiences
progress. It starts with the complete work experiences, followed by the educational
background. It is best used if the applicant is applying for a job related to his
previous experiences, and has ten to fifteen years work experiences.
o Functional Format
Functional format, on the other hand, focuses on the skills, not on the work history.
It is best used if the applicant changed career or if re-entering the industry after a long
absence. It is also used by the high school or college students entering the industry. o
Combination or Hybrid Format
Combination or Hybrid combines the chronological and functional format. It
works best if the applicant is aiming for a career change or wants to present both skills
and accomplishment.

Writing a Resume
Listed below are the six essential sections of a resume:
1. Heading
The resume heading includes the applicant’s complete name, current address and
contact details such as cellphone number or e-mail address. The heading can be
written in the center or on the left-side. Make sure that the formatting style, especially
the font type, looks professional.
Example:
Ryan Portollano
2159 Road 2 Fabie Subdivision, Sta. Ana, Manila
Phone: (02) 123 4567 Mobile:
(+632) 912 3456 e-mail:
[email protected]
Explanation:
The heading contains basic information about the applicant.
2. Objectives
An objective also referred to as job objective or career objective, reflects the
applicant’s career goals and intention for applying for the job. Remember to write

Reading and Writing Skills for Grade 11 | 371

a direct and specific objective that contains what you want to achieve in your career
and what the employer could expect from you.
Example:
Seeking an entry level in bar waiter position with a focus on serving alcoholic and
non-alcoholic beverage, up selling the drinks and taking order from guests.
Explanation:
The objective given as an example includes the position and its detailed description.

3. Professional Summary
Professional summary, also referred to as ‘career summary’ or ‘career profile’,
showcases your knowledge and abilities. It includes short recent job summary,
together with your soft skills (e.g. problem-solving capability, adaptability to change,
etc.). Example:
Good communicator, a flexible and reliable Service Crew with two years’ experience
in providing customer service, preparing food and maintaining cleanliness of the
store.
Explanation:
This highlights the most valuable and recent job experience of the applicant.

4. Expertise and Achievement This also refers to the ‘professional skills’ and
‘qualification’ of the applicant. It includes personal and technical skills including the
certifications and recognition received.

Example:
Order Taking Skills
Awarded as best service crew dated January 2015.
Excellent in persuading customers to try new food product.
Explanation:
This is the part where the applicant, with or without experience, can write a detailed
description of his abilities and skills.

5. Work Experience
This is also called "employment history," "relevant experience", or "work history."
Work experience is a part of a résumé where the applicant states all previous
employment. If you have no work experience yet, write first the educational
background, and include the optional part Training and Seminar Attended.
Example:
Service Crew
HappyBee Inc.
(June 2013 to July 2015)
Explanation:
The example shows the applicant’s job title, the employer and the length of service.

6. Educational Background

Reading and Writing Skills for Grade 11 | 372

The educational background section can also be labeled as Academic, Academic
Qualification or Education and Certifications. Write the degree together with your
major, minor or concentration (if there is any), school and year attended.
Example:
Bachelor of Hotel and Restaurant Management
Xavier University
2012 – 2016
Explanation:
The inclusion of educational background from preschool to junior high school is not
required in this part. Mentioning only the details on where and when the applicant got
his senior high school and college degree would be enough.

Tips o Pass the resume with a cover letter. A cover letter gives the employer an overview
why they are receiving the resume, job posting the applicant is applying for and the
matching skills related to the position. o A resume is used to apply for a job that contains
a summary of an applicant’s personal information, educational background, skills and
work experiences while a Curriculum Vitae (CV) is used to apply for an academic
training or grant that contains a detailed description of a person’s educational background,
academic credential, and achievement.
o It is optional to include the following sections on the resume: Training and Seminars
Attended, Activities and Honors and References.

D. Application (20 minutes) o The teacher asks the students to write

their resume.

E. Assessment (The application serves as an assessment)

F. Assignment o The teacher asks the students to look for other samples
of resume.

Reading and Writing Skills for Grade 11 | 373

___________________________________________________________________________
G. What innovation or localized materials did I use/discover which I wish to share with other
teachers?
___________________________________________________________________________

Daily Lesson Plan in Reading and Writing Skills

I. Objectives
A. Content Standard : The learners understand the requirements of
composing academic writing and professional
correspondence.

B. Performance Standard : The learner produces each type of academic

writing and professional correspondence
following the properties of well-written texts and
process approach to writing.

C. Learning Competencies : At the end of the lesson, 80 % of the students will be able to
identify the features of a résumé and
write a sample résumé. (EN11/12RWS-IVhj-
13.1)

Reading and Writing Skills for Grade 11 | 374

Quarter: 4 Week: 7 Day: 28

II. Content
A. Subject Matter: Writing a Résumé
B. Integration:
C. Strategy: 4As and Small Group Discussion (SGD

III. Learning Resources

A. References
B. Other References
C. Materials: PowerPoint, Reading Materials, Manila paper, Marker, Tape, TV and
Laptop

IV. Reinforcement Activity

Activity 1: Resume Writing Continuation o The teacher instructs the
students to continue crafting their resume.

Activity 2: Peer Editing o The teacher asks the students to look for a partner. o The teacher
instructs the students to exchange resume with their partner and evaluate it using the
checklist below.

Criteria Yes No
1. It includes all the essential parts of a
resume.
2. It uses a format that highlights key
skills, key competencies, or key attributes.
3. It includes relevant qualifications.
4. It has no spelling errors.
5. Items are concise and parallel.

Reading and Writing Skills for Grade 11 | 375

___________________________________________________________________________
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?
___________________________________________________________________________

Daily Lesson Plan in Reading and Writing Skills

I. Objectives
A. Content Standard : The learners understand the requirements of
composing academic writing and professional
correspondence.

B. Performance Standard : The learner produces each type of academic

writing and professional correspondence
following the properties of well-written texts and
process approach to writing.

Reading and Writing Skills for Grade 11 | 376

C. Learning Competencies : At the end of the lesson, 80% of the leaner
identifies the unique features of application for
College Admission and requirements in
composing professional correspondence.
(EN11/12RWS-IVhj-13.2)

Quarter: 4 Week: 8 Day: 29

II. Content
A. Subject Matter : Application for College Admission
B. Integration :
C. Strategies : Discussion, Discovery Learning

III. Learning Resources

A. References : Agena, M.G., Gabelo, N., Geron, C., (et. al.). (2016).
Reading-Writing Connection for the 21st Century Learners for
Senior High School. Malabon City: Mutya

B. Other References : https://www.newvisions.org/pages/components-of-the-

college-application

C. Materials : Laptop, PowerPoint Presentation,

IV. Procedure
Preliminary activities: (5 minutes)
 Setting the class
 picking up pieces of papers/wrapper on the floor
 Prayer
 Greeting
 Checking of attendance

A. Activating Prior Knowledge (5 minutes) o The teacher will show different school
logos in class:

B. Analysis (5 minutes)
1. In which school do you wish to enroll in college? Why?
2. What course do you want to pursue?
3. What do you think are the requirements needed to be enrolled in college?
Reading and Writing Skills for Grade 11 | 377
C. Abstraction (20 minutes)
Every college and university has its own admissions requirements based on their
academic standards, school structure and the types of programs offered. General
admissions application requirements can include the following elements to help colleges
learn more about who you are:

Application form
Carefully read and fill out the application form. Do not be afraid to ask questions
about anything that is unclear. A simple mistake can mean the difference between
getting into a college or not.

Essay (or other writing sample)

The essay is one of the most important parts of your application, and your chance to
shine. Colleges are interested in how well you express yourself in writing. Be sure to
think about the impression you want to make. Leave plenty of time to do your essays -
you will probably have to write many drafts before you get one that is just right.

The good news is that college essay topics tend to overlap, so you may not have to
write a new essay for each application. Be sure to get help from your high school
guidance counselor and teachers. Look through your past work -- you may have
already written an essay for a class that can be adapted into a college essay.

Transcript
Your transcript shows the high school(s) you attended, courses taken and your grades,
as well as your Regents exam grades, cumulative grade point average (GPA).
Colleges use this information to determine if you satisfy admissions and eligibility
requirements. It is also used to determine if you met high school graduation
requirements.

School profile
If your high school has a school profile (ask your high school guidance counselor), it
is a good idea to attach it to your transcript before sending it to the college. The
profile paints a picture of your school for the admissions advisers and offers
information about your school's environment.

Recommendation forms
Ask for recommendations from people who know you well -- teachers, guidance
counselors, employers or any adult who can comment, favorably and in depth, on
your skills, maturity, integrity and personality. Be sure to give them the forms well in
advance of the application deadlines.

List of activities
This list should include all the extracurricular activities you participated in throughout
high school. There are websites that can help can help you craft a professional résumé
to submit with your application.

Fee or fee waiver form

Reading and Writing Skills for Grade 11 | 378

You will need to submit a check or money order for the application fee. If you
are requesting a waiver, use the College Board Waiver Form or letter from your
school. Some colleges may have their own forms as well.

One of the requirements in applying for college is a letter of admission. You

should write a letter to the school you want to study at. But before we proceed to writing a
letter, let us first learn the different letter formats:
a) Fully Blocked
b) Indented
c) Semi -blocked style

Reading and Writing Skills for Grade 11 | 379

Reading and Writing Skills for Grade 11 | 380
D. Application
(Will be done during the next meeting)

E. Assessment None

F. Assignment
Bring 2 sheets of bond papers.

Reading and Writing Skills for Grade 11 | 381

VI. Reflection
15. No. of learners who earned 80% in the evaluation
______________________________________________________________________
16. No. of learners who require additional activities for remediation who scored below 80%
______________________________________________________________________
17. Did the remedial lessons work? No. of learners who have caught up with the lesson
______________________________________________________________________
18. No. of learners who continue to require remediation
______________________________________________________________________
19. Which of my teaching strategies worked well? Why did these work?
______________________________________________________________________
20. What difficulties did I encounter which my principal or supervisor can help me solve?
______________________________________________________________________
21. What innovation or localized materials did I use/discover which I wish to share with other
teachers?
______________________________________________________________________

Reading and Writing Skills for Grade 11 | 382

Daily Lesson Plan in Reading and Writing Skills

I. Objectives
A. Content Standard : The learners understand the requirements of composing academic
writing and professional correspondence.

B. Performance Standard : The learner produces each type of academic writing

and professional correspondence following the properties of well-written texts
and process approach to writing.

C. Learning Competencies : At the end of the lesson, 80% of the leaner identifies the
unique features of application for College Admission and requirements in
composing professional correspondence. (EN11/12RWS-IVhj-13.2)

Quarter: 4 Week: 8 Day: 30

II. Content
A. Subject Matter : Reinforcement Activity on College Admission
B. Integration :
C. Strategy : Learning by doing, Independent Instruction

III. Learning Resources

A. References :
B. Other References :
C. Materials :

IV. Reinforcement Activity Preliminary

activities: (5 minutes)
 Setting the class
 picking up pieces of papers/wrapper on the floor
 Prayer
 Greeting
 Checking of attendance

Activity: Letter Writing

Task – You are now a Senior High School graduate and you wish to enroll in a
school of your choice. For you to be enrolled in that school, you are required to write
a college application letter stating 1) who you are and some relevant information
about you, 2) why you want to study in that school you’ve chosen, 3) skills and
achievements you had during SHS, 4) course you wish to enroll in college and why.
Write your letter neatly in a short bond paper. Take note and apply the proper letter
format and requirements discussed previously.

Note to teacher:

Reading and Writing Skills for Grade 11 | 383

If a student is already done writing, check their work, provide comments and suggestion
for improvement, and let them finalize their work. Final output should be printed in a
short bond paper.

Reading and Writing Skills for Grade 11 | 384

VI. Reflection
A. No. of learners who earned 80% in the evaluation
______________________________________________________________________
B. No. of learners who require additional activities for remediation who scored below 80%
______________________________________________________________________
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?
______________________________________________________________________

Reading and Writing Skills for Grade 11 | 385

Detailed Lesson Plan in Reading and Writing Skills 11

I. Objectives
A. Content Standard : The learner understands the requirements of
composing academic writing and professional
correspondence

B. Performance Standard : The learner produces each type of academic

writing and professional correspondence
following the properties of well-written texts
and process approach to writing.

C. Learning Competencies : At the end of the lesson, 80% of the leaner

identifies the unique features of and
requirements in composing professional
correspondence: Application for Employment
(EN11/12RWS-IVhj-13.3)

Quarter 4 Week 8 Day 31

II. Content
A. Subject Matter : Reading and Writing Skills B. Lesson
/Topic : Application for Employment
C. Integration :
D. Strategy : Guided learning

III. Learning Resources A.

References :
B. Other References :
Guidelines on Interview and Employment Application Questions. (May 2,
2018). Retrieved from: https://www.shrm.org/resourcesand tools/
tools -and-samples/toolkits/pages /interviewandemploymentapplication
questions.aspx
C. Materials : Bio Data forms (2), 2x2 ID pictures (2),

IV. Procedure Preliminary activities:

(5 minutes)
 Setting the class
 picking up pieces of papers/wrapper on the floor
 Prayer
 Greeting
 Checking of attendance

A. Activating Prior Knowledge Activity:

Administer KWL

Reading and Writing Skills for Grade 11 | 386

• Group the students by five (5).
• Give them the KWL Chart to evaluate their prior knowledge about an
application letter and its different parts.
• Let each group summarize their knowledge and expectations on the topic
given.

Analyzing Text (Quotation/Sayings)

• Let the volunteer students explain in front of the class the saying from Carlyle
“Even in the meanest sort of labor, the whole soul of a man is composed into a
kind of real harmony the instant he sets himself to work.”
• Since the students are about to seek for a job, they should understand how
work greatly affects a man’s life and soul.

B. Analysis
1. Have you ever tried applying for a job?
2. What are the requirements needed to get a job?
3. What are the documents you first submitted to the employer?

C. Abstraction
Activity 1: Short Discussion
An application for employment is a standard business document which is
prepared with questions deemed relevant by an employer in order for the employer to
determine the best candidate to be given the responsibility of fulfilling the work
needs of the company. Most companies provide such forms to anyone upon request at
which point it becomes the responsibility of the applicant to complete the document
form and returning it to the employer at will for consideration
Interviewing prospective employees and using employment applications are
important tools that employers use in the selection process. The objective is to
determine whether an applicant is suitable for an available position. The interview
and the application provide the employer an opportunity to obtain in-depth
information about a job applicant's skills, work history, employment background and
references.

Most companies require series of documents for an applicant to submit in order to

be considered for an interview or to be hired for the job. The most frequent and
common requirements are biodata, resume, 2x2 ID pictures, Barangay or Police
Clearance, and application letter signed by the applicant. Transcript of records,
diploma, birth certificate and other important documents are also required by some
employers.

Activity 2: Employment Application Letter Samples

The teacher will let the students read and analyze job application letter samples. The
students should take note or consider the organization, technique/style, and thought
used by the writer in writing the sample employment application letter.

Reading and Writing Skills for Grade 11 | 387

Sample 1:

Sample 2

Reading and Writing Skills for Grade 11 | 388

Sample 3:

D. Application
Activity 3: Biodata Filing
The students are going to fill in the biodata they have prepared beforehand. Their
output should be neat and clean and complete. A 2x2 ID pictures should also be
pasted in the biodata form.

Reading and Writing Skills for Grade 11 | 389

Note to teacher: Guide the students in filling in the biodata forms.

E. Assessment
(The Application and reinforcement activity will serve as the assessment for this
topic)

F. Assignment
Activity 1: Differently the same
In a venn diagram, find the similarities and differences between a resume and
biodata.

VI. Reflection
8. No. of learners who earned 80% in the evaluation
______________________________________________________________________
9. No. of learners who require additional activities for remediation who scored below 80%
______________________________________________________________________
10. Did the remedial lessons work? No. of learners who have caught up with the lesson
______________________________________________________________________
11. No. of learners who continue to require remediation
______________________________________________________________________ 12.
Which of my teaching strategies worked well? Why did these work?
______________________________________________________________________
13. What difficulties did I encounter which my principal or supervisor can help me solve?
______________________________________________________________________
14. What innovation or localized materials did I use/discover which I wish to share with other teachers?
______________________________________________________________________

Reading and Writing Skills for Grade 11 | 390

Detailed Lesson Plan in Reading and Writing Skills 11

I. Objectives
A. Content Standard : The learner understands the requirements of
composing academic writing and professional
correspondence

B. Performance Standard : The learner produces each type of academic writing

and professional correspondence following the
properties of well-written texts and process
approach to writing.

C. Learning Competencies : At the end of the lesson, 80% of the leaners identify
the unique features of and requirements in composing
professional correspondence: Application for
Employment (EN11/12RWS-IVhj-13.3)

Quarter 4 Week 8 Day 32

II. Content
A. Subject Matter : Reading and Writing Skills
B. Lesson /Topic : Reinforcement Activity on Application for Employment
C. Integration :
D. Strategy : Independent Learning

Reading and Writing Skills for Grade 11 | 391

III. Learning Resources
A. References :
B. Other References :
C. Materials : Short Bond papers, finalized resume from previous topic,
Short folder

Reinforcement Activity on Employment Application

Preliminary activities: (5 minutes)
 Setting the class
 picking up pieces of papers/wrapper on the floor
 Prayer
 Greeting
 Checking of attendance

Activity 1: Road to Employment

Situation: Imagine that you are on a job hunt. To be employed or called for an
interview, you need to write an application letter to the employer of the job you are
applying for. In your letter, you should state your desired position, reason for
applying, skills that can qualify you for the job, seminars or trainings attended (if
any), strengths, and your contact details. Attach your resume to your employment
application letter or the cover letter

Task: The students will be tasked to write a cover letter for the resume they have written
in the previous meetings. Their employment application letter, which is the cover letter,
and resume should coincide. The guidelines of letter writing and format should also be
observed. Final outputs should be printed in a short bond paper and placed in a short
folder together with the biodata and college application letter.

Note to Teacher:
Check and recheck students work before having them finalize (encode) their outputs.
If the students are done writing, check and edit their work so they can finalize their
letter.

Rubrics for the letter writing:

Reading and Writing Skills for Grade 11 | 392

Source: https://www.slideshare.net/EmilynMapalo/business-letter-rubric-51342250?from_action=save

V. Reflection
15. No. of learners who earned 80% in the evaluation
______________________________________________________________________
16. No. of learners who require additional activities for remediation who scored below 80%
______________________________________________________________________
17. Did the remedial lessons work? No. of learners who have caught up with the lesson
______________________________________________________________________
18. No. of learners who continue to require remediation

Reading and Writing Skills for Grade 11 | 393

______________________________________________________________________
19. Which of my teaching strategies worked well? Why did these work?
______________________________________________________________________
20. What difficulties did I encounter which my principal or supervisor can help me solve?
______________________________________________________________________
21. What innovation or localized materials did I use/discover which I wish to share with other
teachers?
______________________________________________________________________ Daily
Lesson Plan in Reading and Writing Skills

I. Objectives

A. Content Standard : The learners understand the requirements of

composing academic writing and professional
correspondence.

B. Performance Standard : The learner produces each type of academic

writing and professional correspondence
following the properties of well-written texts and
process approach to writing.

C. Learning Competencies : At the end of the lesson, 80 % of the students

will be able to identify different types of office
correspondence and learn how to write major
forms of office correspondence.
(EN11/12RWSIVhj-13.4)

Quarter: 4 Week: 9 Day: 33

II. Content
A. Subject Matter : B. Forms of Office Correspondence
Integration :
C. Strategy : 4As and Small Group Discussion (SGD)

VII. Learning Resources

A. References
B. Other References o “Writing a Resume”. Retrieved from
https://link.quipper.com/en/organizations/547ffb8bd2b76d0002002618/curricu
lum#curriculum
C. Materials: PowerPoint, Reading Materials, Manila paper, Marker, Tape, TV and
Laptop

IV. Procedure
A. Activation of Prior Knowledge (10 minutes)
Paste Me Right!

Reading and Writing Skills for Grade 11 | 394

o The teacher divide the class into 6 groups. o The teacher distributes a strips of paper
and manila paper to each and instructs them to arrange the strips of paper by pasting it on
a manila paper and paste it on the wall.

(Note: The teacher will cut the following letters into strips and jumble it before
distributing to the groups.)

Sample Text for Group 1 & 6

2215 Lifehouse St.

Project 2, Quezon City
February 24, 2016

Mr. Chito Mirinda

Human Resource Manager
Areflor Funeral Homes
Brgy. West Rembo, Makati City

Dear Mr. Mirinda:

I am writing to ask if you have found a person to fill up the position of Operations
Manager as posted on your website. We currently have two qualified applicants that
fit the position.
Attached herewith are the resumes of the applicants, for your perusal. We look
forward to work with you again and hope to hear feedback from you.
Thank you and more power!
Sincerely,
(signature)
Ms. Letecia Alvarado
Human Resource Manager
The Good Keeper Manpower Agency

Sample Text for Group 2 & 4

Little Children Playschool

Forbes Village, Makati City
Series No. 16 – 005

To: All Pre-school Teachers

From: The School Director

Date: February 24, 2016

Reading and Writing Skills for Grade 11 | 395

Subject: Company Outing
In line with the approved budget for the year 2016 – 2017 is the pursuance of the
proposed company outing this coming March 21 to 21 at the San Gregorio Farms and
Leisure. We advise everyone to prepare your sports outfit and toiletries. We look
forward to see you enjoy in our two day company outing.
Thank you for your continuous support.
(Signature)
Emelda C. De Marlon

Sample Text for Group 3 & 5

From: Lance P.
To: Letecia A. [email protected]
Subject: Re: Vacant Position for Operations Manager

Dear Ma’am Alvarado:

Good day!
In behalf of Areflor Funeral Homes, we extend our deepest gratitude for helping us
scout qualified applicants in the industry. We hope to work again with you. Cheers!
Best regards,
Lance Polido
Human Resource Personnel
Areflor Funeral Homes
Brgy. West Rembo, Makati City
Tel. No. (02) 811-11-11

B. Analysis (5 minutes) o The teacher will ask the following question to solicit ideas
from the learners:

1. What were your guiding principles in evaluating the given samples?

2. What enabled you to accomplish the task?
3. What significant learning you have learned from the activity?

o Then, the teacher will consolidate the answers of the students and lead them to the
new lesson.

C. Abstraction (25 minutes)

o The teacher shows a PowerPoint about Forms of Office Correspondence.

Reading and Writing Skills for Grade 11 | 396

Office Correspondence
Office Correspondence, also known as the ‘business correspondence’, is a written exchange
of internal and external communication to support all business processes. It has three major
forms including the business letter, business memo and business e-mail that may be used
for internal or external communication. Internal correspondence means that there is a
communication or agreement between departments or branches of the same company, while
external correspondence means that the communication is between the company and another
organization or firm. The purpose of the correspondence is to communicate the information
in a clear and professional way.

o Business Letter
Business letter is the traditional way of communicating information from one
company to another or used in external correspondence.
The format can either be full block, modified block and semi-block. The format used
in writing a business letter depends on the requirements set by the company. Different
types of letters are sales letter, order letter, complaint letter, inquiry letter, adjustment
letter, acknowledgement letter, follow-up letter, acknowledgement letter, cover letter,
letter of recommendation and letter of resignation.
Example:
Inquiry Letter 2215
Lifehouse St.
Project 2, Quezon City
February 24, 2016

Mr. Chito Mirinda

Human Resource Manager
Areflor Funeral Homes
Brgy. West Rembo, Makati City

Dear Mr. Mirinda:

Sincerely,
(signature)
Ms. Letecia Alvarado
Human Resource Manager
The Good Keeper Manpower Agency

Explanation:

Reading and Writing Skills for Grade 11 | 397

The letter of inquiry as an example includes the heading, date, inside address,
salutation, body, complimentary close, signature and sender’s information. This letter
is an external correspondence between two difference companies.

o Business Memo
Business memo is a written communication strictly between the company’s offices to
another, or used in internal correspondence. The difference between a memo and a
letter is that the memo has its title line and series number. The employees tend to read
if the title line is related to their job description. It is also used to implement internal
guidelines or procedures that the employees must follow. Some types of memos are
operational memo, financial memo, request for action, directives, trip report, field
report and dress code memo among others.

Example:
Announcement Memo
Little Children Playschool
Forbes Village, Makati City
Series No. 16 – 005

To: All Pre-school Teachers

From: The School Director

Date: February 24, 2016

Subject: Company Outing

In line with the approved budget for the year 2016 – 2017 is the pursuance of the
proposed company outing this coming March 21 to 21 at the San Gregorio Farms and
Leisure. We advise everyone to prepare your sports outfit and toiletries. We look
forward to see you enjoy in our two day company outing.
Thank you for your continuous support.

(Signature)
Emelda C. De Marlon

Explanation:
The announcement memo includes information about the company outing of the
employees. The company also uses their own letterhead.

o Business e-mail
Business e-mail is an office correspondence that can either be internal or external.
There is no required format in writing e-mail correspondence but it is expected that
the writer maintain a professional tone. Note that the header of the letter is written on
the blank fields including the ‘from’ and ‘to’ fields. ‘From’ contains e-mail from the
sender while the field ‘to’ contains the email of the recipient. Example:
From: Lance P.
To: Letecia A. [email protected]

Reading and Writing Skills for Grade 11 | 398

Subject: Re: Vacant Position for Operations Manager

Dear Ma’am Alvarado:

Explanation:
In this example, the e-mail correspondence is informal and external. It expresses
gratitude towards the effort made by the manpower agency.

Key Points o Office correspondence is a written exchange of internal and external

communication to support all business processes. It is also known as the business
correspondence.
o A business letter is a traditional way of communicating information from one
company to another or used in external correspondence.
o A business memo is a written communication strictly between the company’s offices
to another.
o A business e-mail is an office correspondence that can either be internal or external.
There is no required format in writing e-mail correspondence but it is expected that
the writer maintain a professional tone.

D. Application (20 minutes) o The teacher asks the students to write a business letter, an
announcement memo, and a business e-mail.

E. Assessment (The application serves as an assessment)

F. Assignment o The teacher asks the students to look for samples of a business letter, an
announcement memo, and a business e-mail.

Reading and Writing Skills for Grade 11 | 399

___________________________________________________________________________ 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?
___________________________________________________________________________
Daily Lesson Plan in Reading and Writing Skills

I. Objectives
A. Content Standards : The learners understand the requirements of
composing academic writing and professional
correspondence.

B. Performance Standard : The learner produces each type of academic

writing and professional correspondence
following the properties of well-written texts and
process approach to writing.

C. Learning Competencies : A. At the end of the lesson, 80 % of the

students will be able to identify different types of
office correspondence and learn how to write
major forms of office correspondence.
(EN11/12RWS-IVhj-13.4)

Quarter: 4 Week: 9 Day: 34

II. Content
A. Subject Matter : Forms of Office Correspondence
B. Integration :
C. Strategy : 4As and Small Group Discussion (SGD

VIII. Learning Resources

A. References
B. Other References o “Writing a Resume”. Retrieved from
https://link.quipper.com/en/organizations/547ffb8bd2b76d0002002618/curricu
lum#curriculum
C. Materials: PowerPoint, Reading Materials, Manila paper, Marker, Tape, TV and
Laptop

IV. Reinforcement Activity o The teacher divide the class into 5 groups.

Reading and Writing Skills for Grade 11 | 400

o The teacher instructs the groups to write an appropriate correspondence letter
about the situations assign to their group.
• Group 1: A complaint to your school principal about the pollution in your
school.
• Group 2: A refusal to pay for being overcharged for your cellphone bill.
• Group 3: A rejection of an applicant to a club you belong.
• Group 4: An employee was noted to be tardy several times in a month.
• Group 5: A fresh graduate seeking for an employment.
o Group presentation will follow after the given time. o Note: Remind the
students to consider the parts of the letter before writing one.
o The teacher presents the rubric to the students.

Rubrics for the letter writing:

Source: https://www.slideshare.net/EmilynMapalo/business-letter-rubric-51342250?from_action=save

V. Remarks
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
VI. Reflections
A. No. of learners who earned 80% on the formative assessment.
Reading and Writing Skills for Grade 11 | 401
___________________________________________________________________________
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?
___________________________________________________________________________
READING AND WRITING SKILLS
Second Semester
4th Quarter
Post Test

Name: Date:
Grade & Section: Score:

Directions: Read the following statements carefully. Write the letter of your answer on the space
provided before each number.

______1. It is a way of providing clickable links to other sections of a document, or other documents in
the internet.
A. intertext C. computer software
B. hypertext D. PDF
______2. What technique is used when a book quotes another book to compare, contrast, or expand a
point?
A. quoting C. intertext B. hypertext
D. referencing
______3. The following are characteristics of a hypertext, EXCEPT.
A. The reader is free to navigate information
B. Text no longer flows on a straight line of a book
C. It is a different way of presenting information than the usual linear form. D.
It allows the system to produce the effects of the user’s manipulation. ______4. Which of the
following statements uses intertextuality?
A. William Golding, in his novel Lord of the Flies, takes the story implicitly from Treasure
Island, written by Robert Louis Stevenson.
B. Choose your “adventure novels” to give readers the opportunity to jump from one page
to another depending on the choices the readers have chosen.
C. An indexed presentation of a text is only one of many uses of hypertext, a form of
hyperfiction has evolved where writing is produced especially for presentation in
electronic form.
D. Pride and Prejudice version by Henry Churchyard. For further discussion click here.
_____5. Which of the following best explains that the content of hypertext is non-linear?
A. One has to jump from one place to another in order to read it linearly.
Reading and Writing Skills for Grade 11 | 402
B. It is simply by looking at the number of the footnote and then match it with the actual
note.
C. It is the shaping of text’s meaning by another text.
D. It is the basis of what we know in the worldwide web.
_____6. Which of these sentences DOES NOT describe critical reading?
A. Critical reading is to make judgements of how a text is argued.
B. Critical reading is to find grammatical errors and assess whether the properties of a well-
written text is applied.
C. The aim of critical reading is not to find fault, but to assess the strength of the evidence
and the argument.
D. Critical reading is not primarily to gain information from the text read.
_____7. It refers to an act of giving statements for justification and explanation.
A. Probing C. Reasoning B. Arguing D.
Asserting
_____8. What is the first thing to do in reading critically?
A. Distinguish the kind of reasoning the text employs.
B. Examine the evidence.
C. Determine the central claim or the purpose of the text.
D. Begin to make some judgements about the context.
_____9. As a critical reader, one should ask the following questions, EXCEPT ______ A.
What information can I get from it?
B. How does these texts work?
C. How is this text argued?
D. How is the evidence used and interpreted?
_____10. It is the statement that you can make to reflect your judgement and generalization about the text
you read.
A. Assertions C. Evaluative statement
B. Counterclaims D. Textual Evidence
_____11. A property of a well-written text that refers to the connection if ideas.
A. Mechanics C. coherence and cohesion
B. Organization D. language use
______12. It is a statement that opposes the claims of the writer in the text.
A. Assertion C. Argumentation
B. Counterclaims D. Debate
______13. “I agree with the content of the text because it is not just focusing on the rights of girls but
also on the rights of boys and men.” The statement expresses _________.
A. Counterclaim C. Reflection on the text read
B. Assertion D. Comments based on reader’s point of view
______14. Which statement expresses assertion on one of the properties of a well-written text?
A. By definition is the belief that men and women should have equal rights and
opportunities.
B. I like how the writer used simple words in the text, so that it would easily be understood
not only by adults but by young people like the speaker herself. C. John, I need a
company phone.
D. No, your current situation does not require you to have one.
______15. It is the information gathered from the text that supports your assertion or counterclaim about
the text.
A. Claim C. Rebuttal statement
B. Textual evidence D. Premise
______16. This is a type of textual evidence in which a reader can mention a specific part of the text to
support his assertion or counterclaim.
A. Quoting C. Referencing
Reading and Writing Skills for Grade 11 | 403
B. Summarizing D. Paraphrasing
______17. What type of textual evidence is used in this statement, “process that brought it to their plate”
the readers are made to imagine what an animal goes through.
A. Quoting C. Referencing
B. Summarizing D. Paraphrasing
______18. It refers to the style practiced by teachers and students as they produce educational materials.
A. Educational Writing C. Academic Writing
B. Business Writing D. Professional Writing
______19. Letter, memo, business e-mail, press release and resume writing are examples of _______
A. Professional Writing C. Informal Writing
B. Academic Writing D. Formal Writing
______20. Which of the following is not a guideline in writing an introduction of a book review?
A. Know the context or information in which the material was written—author’s
background (i.e., life, culture, and beliefs); and social, economic, or political conditions
in which the material was produced.
B. Mention the title of the material, year or date of publication, and author’s name.
C. Come up with a thesis statement which will indicate what your evaluation of the
material.
D. Mention the setting, theme, plot, characterization, and other significant literary
device.
______21. Which of the following statements best describes formal research?
A. Formal Research is done when you conduct a thorough inquiry on a particular topic.
B. Formal Research is conducted on tasks that do not require a highly structured paper as an
output.
C. Formal Research produces innovations and discoveries.
D. Formal Research is a skill that that students can master as it requires writing skills,
obtaining information, and posing convincing arguments.
______21. Which research topic below can be associated as Informal Research?
A. The Effects of Colour on Advertising and its Relationship with Buying Power
B. Determining the Motivation of Toddlers in Learning a Language
C. The Reasons for Cheating
D. The Impact of Remedial Teaching on Improving the Competencies of Low Achievers
______22. What is the purpose of writing a Position Paper?
A. It is used to claim a one-side position on a specific issue.
B. To provide essential information about a book or an article.
C. It is used to state facts and issues.
D. It is used to answer research questions.
______23. Which of the following statements provides recommendation as part of a position paper?
A. The implementation of the K-12 program this year has a tremendous effect on the
Philippines’ education system.
B. This paper will solely focus on its claim that an additional two years is necessary to
improve the quality of education in the country.
C. For that reason, the paper suggests that DepEd and the government should focus on
teacher training and development, for the law and its implementation will not fully
succeed without these teachers that are fully equipped and highly skilled.
D. The mathematics and science test were taken by grade four students in 2003.
______24. It is a document used to present the general plan and justification to pursue a project.
A. Position Paper C. Resume
B. Project Proposal D. Book Review
_____25. What are the important things to be considered in an academic writing?
A. indentions, capitalizations, margins

Reading and Writing Skills for Grade 11 | 404

B. format, focus, style
C. analysis, introduction, reviews D. objectives, publication, conclusion
_____26. Which sentence does not use slang?
A. You’d be a lot happier if you stopped hanging out with your frenemy.
B. Their bromance is epic!
C. I’m going to hang out with my fam at the Tallgate tonight.
D. Do you have a good example to share?
_____27. Which statement uses third person point of view?
A. I would like to apply for the Editorial position posted on your website.
B. We recommend Mr. John Smith to provide an appropriate response to the issue.
C. The author states that there is a need to reform the system of government so that the
officials can protect and serve the citizens to its fullest. D. You are qualified for this position.
______28. It is a type of proposal requested by business and government agencies.
A. Solicited proposal C. Grants B. Unsolicited proposal D.
Marriage Proposal
______29. Which is not a content of a project description?
A. Project title C. Project proponents
B. Type of project D. City clearance
______30. Which sentence does not exemplify an objective of a certain project proposal?
A. By the end of year one, provide 125 mothers in the southwest area of Baltimore with a 2-
hour training program that will provide health and nutrition information.
B. Mold the students holistically before they enter Kindergarten level by providing enriching
activities that would develop more of their self-confidence.
C. Ensure that the lessons are tailored fit for pre-schoolers as the teacher incorporates music,
dance and arts throughout the class duration.
D. The country is now on step ahead in developing our education system as we are now in
the process of the full K-12 implementation
______31. What is the first step in writing a book review and article critique?
A. Find out the context in which the material was written
B. Write the introduction, body, and conclusion
C. Read the material actively, intelligently, and critically
D. Prepare the bibliography
_______32. Why should one indicate the expected output when writing project proposal?
A. The outcome or indicator can be used in assessing the effectivity of the
project.
B. The outcome or indicator is important for the release of the budget for the
project.
C. The outcome or indicator is an ideal target for the project.
D. The outcome or indicator is merely a requirement in writing project
proposal. _______33. Which among the following is NOT a resume format?
A. Chronological format C. Combination or Hybrid format
B. Functional format D. MLA Format
_______34. This resume format emphasizes the applicant’s work experience progress.
A. Chronological format C. Combination format
B. Functional format D. Hybrid format
_______35. “I am writing to inform you of my interest in applying for Bachelor of Science in Biology at
your prestigious university – University of the Philippines.” This is an example of
___________
A. College Admission Letter C. Application for Employment
B. Curriculum Vitae D. Resume

Reading and Writing Skills for Grade 11 | 405

_______36. It is a type of letter format where applicant’s address, complementary close, signature, and
sender’s identification is shifted to the right side.
A. Full Block Format C. Modified Block Format
B. Semi-block Format D. Semi-indented Format
______37. Which among the following sentences does not use intertextuality?
A. While reading Moby Dick, readers cannot help but think of Jonah and the whale
from the Bible.
B. Bridget Jone’s Diary by Helen Fielding is written in a diary format and chronicles
events within the year in the life of the protagonist Bridget in the 90; it is loosely
based on Jane Austen’s Pride and Prejudice
C. The Museum by Adam Kenney emulates the experience of being in a museum by
allocating a page to each part of the museum and giving the reader free rein as to
where he/she wants to go by providing links to different “areas” of the museum. D.
J.K Rowling’s “Harry Potter Series” and JRR Tolken’s “Lord of the Rings”.
______38. A scientist planted two groups of plants under identical conditions of light, temperature,
humidity and moisture. Every day he would play sound effects of thunderstorms to one of
the groups of plants and sounds of city traffic for the other. The group to which he played
thunderstorm all died within a few weeks, but the other group thrived during the
experiment. He therefore concluded that the sound of city traffic is more effective for
helping plants grow than is the sound of thunderstorms.
Which of the following, if true, would most seriously weaken the scientist’s conclusion? A. The
scientist put different varieties of plants in each group.
B. The light affecting the plants changed according to the time of the day.
C. The plants in the group for which he played city traffic sounds died several weeks after
the experiment.
D. The plants were all purchased at the same time.
______39. The owners of gambling casinos are keen to attract inexperienced poker players because,
on average, these people lose money to the casino, which increases the casino’s profit.
This is because the average inexperienced player does not have sufficient skill at the
game to win.
Which one of the following can be inferred from the above argument?
A. There is always an element of chance when playing a poker.
B. The probability of winning a game of poker increases with experience.
C. Casinos make extremely large profits.
D. Inexperienced players lose more money than they expect to when playing poker at
casinos.
______40. Which one is not an evaluative statement?
A. Instead of focusing on cars, which still encourages a culture of driving, even if it cuts
down on pollution, the nation should focus on building and encouraging use of mass
transit systems.
B. Even though they have a few healthy options on the menu, McDonald’s should not
overall be considered healthy because the vast majority of their options are greasy,
fried, and high in calories.
C. Some might argue that a dress code would eliminate freedom of expression for
students, but that is not true.
D. The definition of a counterclaim is a claim made to rebut accusations against you.

“The more that you read, the more things you will know. The more that you learn, the more
places you’ll go”
-Dr Seuss, I can Read with my Eyes Shut

Reading and Writing Skills for Grade 11 | 406

Reading and Writing Skills for Grade 11 | 407
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