GRADES 1 to 12 School Grade/Section 11

DAILY LESSON Teacher Subject Reading and Writing Skills

LOG Date/Time January 6-10, 2024 / Week 2 Quarter 3rd Quarter
SESSION 1 SESSION 2 SESSION 3 SESSION 4
I. OBJECTIVES
A. Content
The learner realizes that information in a written text may be selected and organized to achieve a particular purpose.
Standards
B. Performance
The learner critiques a chosen sample of each pattern of development focusing on information selection, organization, and development.
Standards
The learner distinguishes between and among patterns of development in writing across disciplines (EN11/12RWS-IIIbf-3.7).
C. Learning Compare and contrast patterns of Compare and contrast patterns of written Compare and contrast patterns of written Compare and contrast patterns of
Competencies/ written texts across disciplines. texts across disciplines. texts across disciplines. written texts across disciplines.
Objectives (Write
At the end of the lesson, the students should be able to:
the LC Code for
a. Identify the different patterns of development in writing.
each)
b. Find out the Features of each pattern of development.
c. Write paragraphs using different patterns of development.
Patterns of Development in Writing Across Discipline
II. CONTENT Description as a Structure of Definition as a Structure of Paragraph Exemplification/Classification as a Compare and Contrast as a Structure of
Paragraph Development Development Structure of Paragraph Development Paragraph Development
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide
pages
Reading and Writing Reading and Writing Reading and Writing Reading and Writing
2. Learner’s Patterns of Development in Writing Patterns of Development in Writing Across Patterns of Development in Writing Across Patterns of Development in Writing Across
Materials pages Across Disciplines Disciplines Disciplines Disciplines
Quarter 1- Module 1, pp. 5-7 Quarter 1- Module 1, pp. 8-11 Quarter 1- Module 1, pp. 12-14 Quarter 1- Module 1, pp. 15-18
3. Textbook pages
4. Additional
Materials from Reading and Writing Skills
Learning Resource Quarter 3 – Module 1
(LR) portal Patterns of Development in Writing Across Disciplines
B. Other Learning
Quipper School Activities/Lessons
Resources
IV. PROCEDURES
The learners will recall what they learned The learners will recall what they learned about The learners will recall what they learned about The learners will recall what they learned
A. Reviewing description as a structure of paragraph definition as a structure of paragraph about classification/exemplification as a
previous lesson or about narration as a structure of
paragraph development. development. development. structure of paragraph development.
presenting new
lesson
 The learners will do the activity. The learners will do the activity. The learners will do the activity. The learners will do the activity.
B. Establishing a Find out! Quick Writes! Find out! Which is Which
purpose for the Directions: Select one object in the What do you think are the different ways of Ask the learners if they are doing or washing Direction: Complete the Venn Diagram by
new lesson classroom. Provide details to make this defining a term? Write 3 of them on your their laundry. Inquire on how they do the task. comparing two of your favorite desserts.
object’s existence seems more notebook.
significant than it merely is. Use a
graphic organizer, and be creative. Different ways of defining a term.
1. _________________________
2. _________________________
3. _________________________

The learners will answer the activity. The learners will answer the activity. The learners will answer the activity. The learners will do the activity.
Warm Up! Warm Up! Warm up! Which is Better Activity.
On your notebook, complete the table by Read the definition paragraph below then Let’s Analyze! Direction: Each item has two things, place,
supplying words or phrases that best answer the given questions. Read the passage carefully. Once finished, food being compared. They need to raise
describe the given subjects. Use any of copy on a separate sheet and fill out the table their right hand for the option that they think
C. Presenting your senses to provide appropriate An estimated 50 years old, giant Crocodylus with the appropriate words that match the is better based on their preference.
examples/instance descriptions. porosus is a saltwater crocodile. It was the headings below: 1. Adobo or sinigang
s of the new lesson largest crocodile caught alive in Buhawan of 2. Spaghetti or pancit
Agusan del Sur. According to residents, it is 3. Computer or tablet
known to attack people and had eaten animals. 4. Beach or mountain
The biggest crocodile was given the name of
“Lolong” after the name of Ernesto “Lolong” Ask some learners to explain their
Goloran, who is one of the veteran hunters from preference. Tell the learners that what they
the Palawan Crocodile and Wildlife Reservation did are samples of comparison and contrast.
Center, who led the hunt.
Dr. Adam Britton, an Australian zoologist and
crocodile expert, measured Lolong at 6.17 m
(20 ft. 3 in). And in June 2012 Lolong was
Guided Questions: officially certified by the Guinness Book of
1. What kind of words is used to describe World Records as the “world’s largest crocodile
the given words? in captivity”.
2. How do these words help create a vivid According to the experts of the National
description of the given words? Geographic Channel, Lolong breaks the record
3. What kind of paragraph can you of the previous record-holder with a
develop using the given details? measurement of 5.48 m (18 FT 0 in).
Guided Questions:
1. What is being defined in this paragraph?
2. Do the supporting points help you
understand the definition better? Are there
facts, reasons, examples, and details that make
it even clearer?
 3. What transition words are used between
supporting points?

The teacher will discuss the topic. The teacher will discuss the topic. The teacher will discuss the topic. The teacher will discuss the topic.
Discussion: Discussion: Discussion: Discussion:
- Description as a structure of - Definition as a structure of paragraph - Exemplification and Classification as a - Compare and Contrast
D. Discussing new paragraph development development structure of paragraph development - Transitional devices/signal words
concepts and - Transitional devices/signal words - Transitional devices/signal words used - Transitional devices /signal words used in compare and contrast
practicing new used in description paragraph in definition paragraph paragraph
used in Exemplification and
skills #1 - Present an example of and - Present an example of Definition - Present an example of compare
Classification
Descriptive Paragraph paragraph - Present an example of Exemplification and contrast Paragraph
/Classification
E. Discussing new The learners read the passage and The learners read the passage and answer it. The learners read the passage and answer it. The learners read the passage and answer
concepts and answer it. (Individual Activity) (Group Activity) (Pair Activity) it.
practicing skills #2 (Individual Activity)
Let’s Analyze! Let’s Analyze! Let’s Analyze!
Read the paragraphs below. Tell whether Analyze how the writer creates a shared Read the paragraph and answer the questions Let’s Analyze!
the description is a subjective description concept and what different expanded definition that follow. Read the passage below and answer the
or an objective description. Be able to methods are used in the paragraph. Write your questions that follow.
prove your answer in two (2) sentences. answer on a separate sheet of paper. You may As more and more people send emails, three
follow the template below: categories of emails have emerged--junk mail My sisters are as different as yin and yang
1. Sampaloc Lake is an inactive volcanic Method used or spam, nuisance mail, and the genuine in terms of personality, appearance and
maar on the island of Luzon, the Sentence/s personal mail. First, junk email or spam refer to intelligence. Tina, the middle child in the
Philippines. It is the largest of the Seven get-rich-quick schemes, invitations to various family, prefers staying at home than going
Lakes of San Pablo, Laguna. Nearly half Bimetallic Components websites, and advertisements of unwanted out with her friends. She is slim, petite and
of the lake's depth has a shallow products and services. These are garbage and has dark skin. As she is not sociable, she
depression at the bottom, indicating its Bimetals are components made up of two are the target of “delete” buttons. Second are finds friends with the characters from the
volcanic origin. It is approximately 104 separate metallic units, each occupying a the nuisance emails that clog the electronic books she reads most of the time. In
hectares and 3.5 kilometer boardwalk. distinct position in the component. Bimetal rods mailbox. They are emails that serve no purpose addition, she is very clever in subjects like
The lake is behind San Pablo City Capitol or wires (also called clad metal, duo- or dual- but to distract people and waste their time, so Math and Science which made her graduate
and at the foot of the Doña Leonila Park. metal) are made of dissimilar metals. The rod they are deleted without being read. The third with Highest Honors from Senior High
core a cylindrical body made of one metal, is are the best kind of emails. These are the School. In contrast, my youngest sister,
2. Sampaloc Lake is one of the best surrounded by a concentric, cylindrical sleeve genuine personal emails that come from family, Joni, is the opposite. She has an outgoing
tourist spots in San Pablo. It is where you of another metal. Some fibrous metals may also friends, and colleagues. These emails are and friendly personality. There is never a
can bring your friends and loved ones for be regarded as bimetallic; for example, rods welcome not only for their sincerity but also for dull moment as she is always ready with
picnic and bonding. Most of San Pableños made by unidirectional solidification of some their utility. These emails make up for the stories to tell. She is tall with a round plump
jog around the lake and do ride bicycles eutectic compositions containing a metallic (or frustration and boredom of the other two face and fair skin. Being the youngest in the
not only to have morning good exercise nonmetallic) compound of fibrous filaments categories. family, she is often asked to perform during
but also have fresh air. You can witness embedded in an almost pure metallic matrix. family gatherings since she sings and
the beauty of nature for it is surrounded The structure of present-day Nb-SN Guided Questions: dances well. My sisters may be different
with mountains. superconducting core can be even more 1. What is the topic sentence? from each other but they adore one another.
complex. It is multimetallic-containing more 2. What does the writer say about these types
than two dissimilar metals. The two elements of of emails? (controlling idea) Guided Questions:
a bimetallic product are usually intimately 3. What are the supporting details provided? 1. What pattern of paragraph development
interlocked, so that they function in unison. (examples or classification, whichever is used) is used in the given passage?
 Bimetal rods or wire stems make it possible to 4. What signal words are used? 2. What is the purpose of the author?
combine properties of dissimilar metals. For 5. What is the purpose of the paragraph and the 3. What is the topic of the passage?
example: pattern of development used? 4. What transitional devices are used to link
•Aluminum-clad steel wire combines the the events?
strength of steel with the electrical conductivity 5. Is the pattern of development used by the
and corrosion resistivity of aluminum. author suitable to the text? Why or why not?
• Superconductor core clad with copper sleeves
combines superconductivity at cryogenic
temperatures with assurance against failure
when a local temporary rise in resistance or
temperature occurs.
Although the number of desired bimetallic
combinations for practical use is virtually
unlimited, manufacturing difficulties restrict the
number of bimetallic combinations actually in
use.

F. Developing The learners will answer the activity. The learners will answer the activity. The learners will answer the activity. The learners will answer the activity.
mastery Individual Activity Individual Activity Individual Activity Individual Activity
Direction: Write a short descriptive Directions: Write a definition paragraph Directions: Choose at least one from the Directions: Create compare-and-contrast
paragraph (5-7 sentences) regarding the about a topic you are interested in. This topic situations below. paragraph by comparing or contrasting
topic below (choose one only). must be different from the ones you have used Writing Task 1: You are the editor-in-chief of between Junior High School and Senior
your school’s publication. The school paper High School. Be guided by the rubric below.
Descriptive adviser requires you to write a 2-3 paragraph
Topic: Cats and Dogs, Flower, Love for this unit so far. Make sure to follow the opinion article about the COVID-19 pandemic
guidelines in writing a definition paragraph. for a special edition paper.
Rubrics You need to take a side and be specific in
Description Points Your Score Rubrics explaining your point of view by providing clear
Narrate
the story 5 points
Description Points Your Score examples and illustrations to support your
Clear topic
in sentence 5 points arguments.
Chronological Appropriate
ordering use of 3 points Writing Task 2: You are one of the business
Appropriate transitional
use of 3 points devices proprietors at your school’s ongoing Business
transitional Has no error in Expo. An interested customer sent you an e-
devices grammar, 2 points
Has no error in spelling and
mail asking about the different types of products
grammar, 2 points punctuation you sell.
spelling and marks. You need to respond to the e-mail in 2-3
punctuation
marks. paragraphs indicating the classification of your
products. To encourage your customer to avail,
your message must contain the product’s
category, specific features and prices.

Rubrics
G. Finding The teacher will ask learners: The teacher will ask learners: The teacher will ask learners: The teacher will ask learners:
practical 1. How description can help you to set up 1. How can our knowledge and skills in writing 1. How can our knowledge and skills on writing 1. How comparison and contrast can help
applications of goals? definition paragraphs help us explain concepts exemplification and classification paragraphs you in choosing their bachelor’s degree,
concepts and skills precisely? help us layout plans on how to solve a certain work, or business?
in daily living social issue?
The learners will relay what they The learners will relay what they understood The learners will relay what they understood The learners will relay what they understood
understood about the topic. about the topic. about the topic. about the topic.

● When do we use descriptive ● When do we use definition paragraph? ● When do we use the exemplification ● When do we use the compare and
H. Making
generalizations paragraphs? ● What are the integral parts of and classification paragraph? contrast paragraph?
and abstractions ● What are the two types of definition? ● How does each of these help us in  What are the two common ways to
about the lesson description? How do they differ ● What are the tree types of definition? developing our paragraphs? organize comparison/contrast
from each other paragraph or essay?
 What makes comparison and
● What is sensory language?
contrast different from other
patterns of development in writing?
I. Evaluating The teacher will conduct a post-test. The teacher will conduct a post-test. The teacher will conduct a post-test. The teacher will conduct a post-test.
learning
Choose the best word/group of words that Choose the best word/group of words that will Choose the best word/group of words that will Choose the best word/group of words that
will complete the statements. complete the statements. complete the statements. will complete the statements.
Description Adjectives Denotation Definition Classification To illustrate Contrast Comparison
Objective description Noun Connotation Informal Exemplification For example Block Method Point-by-Point
Subjective description Adverbs Formal Extensive Classifoed as Categorized as 1. _______ in writing discusses elements
Sensory language 1. _______ is a writing pattern tells the reader 1. _______ is the most common and effective that are similar.
1. _______ is a writing pattern of what term or concept is being defined. pattern to explain an idea or point. 2. _______ in writing discusses elements or
developing paragraph using detailed 2. _______ refers to literal dictionary meaning 2. _______ used when a writer needs to sort ideas that are different.
observation about the subject. of the word. out or arrange subjects into groups or 3. _______ is used to compare and contrast
2. _______ kind of words we used to 3. _______is the secondary meaning of a word categories based on their common and shared two subjects one at a time.
describe how your subject looks, sounds, and is not necessarily included in the dictionary. characteristics. 4. _______ is used to compare and
feels, smells or even 4-6 _______, ______, _____, are types of 3-4. _______ and _______ are example of contrast to address one subject at a time
3. _______description presents impartial definition. transitional expressions in writing effective
and actual picture of the subjects without exemplification paragraphs.
biases. 5-6 _______ and ______ are example of
4. _______ description gives the personal transitional expressions in writing effective
impression of the writer. classification paragraphs.
5. _______ and ______ are parts of
speech are used to paint a vivid picture in
 a descriptive paragraph.
J. Additional
activities for
application or
remediation
V. REMARKS
VI. REFLECTION
A. No. of learners
who earned 80% in
the evaluation
B. No. of learners
who require
additional activities
for remediation
C. Did the lesson
work? No. of
learners who have
caught up w/ 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?