Republic of the Philippines

Department of Education
Schools Division of Tacloban City
Leyte Colleges
Tacloban City

Semi-Detailed Lesson Plan in Reading and Writing Skills

School: Leyte Colleges Grade Level: HUMSS 11

Teacher Intern: Francis Jane L. Negrosa Section: Sardonyx

Date of Demo Learning Area: Reading and Writing

Teaching: Skills

I. Objectives:

At the end of the lesson, the students will be able to:

a. demonstrate an understanding of the key concepts of language use and mechanics, including the
different levels of language use and the various aspects of mechanics (punctuation, capitalization, and
etc.)

b. identify and correct grammatical errors in written text and,

c. apply their knowledge to improve their own writing.

II. Subject Matter:

Topic: Language Use and Mechanics

Materials: Visual aids and printed handouts of the lesson

References: DepEd Module

III. Procedure:

A. PREPARATORY ACTIVITIES (5minutes)

Prayer

Begin the class with a prayer to establish a positive and respectful tone.

Greetings

The teacher will greet the students and ask about their weekend.

Checking of the Attendance

For your attendance, say "Here and Eager" when your name is called.

Classroom Rules/Management

The teacher will review the classroom rules and expectations to understand their responsibilities.

Review

The teacher will review the previous lesson on paragraphs and organizational patterns to establish
context.

B. ACTIVITY

Motivation (10 minutes)

Song and Gestures: The teacher will engage students in a song related to grammar and writing,
incorporating gestures to promote participation.

Teaching Strategy: Active Learning Strategy ( Music and Movement)

C. ANALYSIS (10 minutes)

The teacher will ask the students to share their insights and observations from the song.

The teacher will introduce the topic to be discussed and will connect the activity to the lesson.

D. ABSTRACTION (20 minutes)

The teacher will discuss the importance of language use and mechanics in writing, emphasizing clarity,
concision, and precision.

*Principles of Language Use: Explain the principles of language use, including:

- Clarity and concision
- Avoiding redundancies and wordiness
- Using precise vocabulary
- Consistency in pronoun usage and point of view
*Mechanics of Writing: Discuss the mechanics of writing, including:
- Spelling tips
- Punctuation marks
- Capitalization rules
- Use of boldface, italics, and underline
E. APPLICATION (10 minutes)

Teacher provide students with a handout containing excerpts of text and ask them to identify the language
level used in each excerpt (informal/personal, standard/academic, business/technical).

Students will justify their answers promoting critical thinking and analysis.

F. EVALUATION (5 minutes)

Students will write a short text in each of the three language levels.
1. Informal/Personal
2. Standard/Academic
3. Business/Technical

G. ASSIGNMENT (5 minutes)

Find examples of different language levels in newspapers, magazines, websites, or social media posts.
Paste it in a short bond paper and make your work creatively.

Prepared by:

Francis Jane L. Negrosa

Teacher Intern

Checked by:

Alyka R. Raga

Cooperating Teacher
 Republic of the Philippines
Department of Education
Schools Division of Tacloban City
Leyte Colleges
Tacloban City

Semi-Detailed Lesson Plan in Reading and Writing Skills

School: Leyte Colleges Grade Level: HUMSS 11

Teacher Intern: Francis Jane L. Negrosa Section: Sardonyx

Date of Demo Learning Area: Reading and Writing

Teaching: Skills

I. Objectives:

At the end of the lesson, the students will be able to:

a. Identify and define the seven common organizational patterns used in writing (description, cause and
effect, comparison and contrast, chronological order, problem-solution, topical, and process).

b. Apply their understanding of the organizational patterns by matching titles of written texts with the
appropriate pattern.

c. Demonstrate their ability to compare and contrast two different organizational patterns using a Venn
diagram.

II. Subject Matter:

Topic: Organizational Patterns of Text

Materials: Visual aids, Set of printed text sentences, Set of printed category labels, Printed handouts of
the lesson

References: https://study.com/academy/lesson/organizational-patterns-for-writing-purpose-and-
types.html

III. Procedure:

A. PREPARATORY ACTIVITIES (5minutes)

Prayer

Begin the class with a prayer to establish a positive and respectful tone.

Greetings

Formally greet the students and inquire about their well-being.

Checking of the Attendance

For your attendance, say "Here and Eager" when your name is called.

Classroom Rules/Management

The teacher will review the classroom rules and expectations to understand their responsibilities.

Review

Review the key concepts and learning objectives from the previous lesson to reinforce understanding
and provide context.

B. ACTIVITY

Motivation (10 minutes)

Text Sorting Challenge: Students sort text excerpts/sentences into categories representing different
organizational patterns (Description, Cause and Effect, Comparison/Contrast, Chronological Order,
Problem-Solution, Topical, Process). Pre-prepared excerpts and category labels should be readily
available.
Teaching Strategy: Active Learning Strategy( collaborative learning, critical thinking, problem-solving)

C. ANALYSIS (10 minutes)

The teacher will review the "Text Sorting Challenge" activity, discussing why certain excerpts belong in
specific categories.

The teacher will lead a discussion connecting the activity to the concept of organizational patterns. Guide
students towards recognizing the seven patterns

D. ABSTRACTION (20 minutes)

A paragraph is a series or group of sentences on a specific point or topic. A paragraph is usually compose
of seven up to ten sentences.
For a paragraph to be effective, it must have a well-written text, and these properties are organization,
coherence and cohesion, language use and mechanics. Today, we are going to discuss and focus on
organization.
Organization - is also known as arrangement, it is achieved when ideas are logically and accurately
arranged, focusing on the arrangement of ideas, incidents, evidence or details in definite order in a
paragraph, essay, or speech. It can be done with a recognizable plan defines one sentence connection to
the other sentence and paragraph to the other paragraph.
Discuss each of the seven organizational patterns in detail, providing clear definitions, examples, and
signal words for each:

* Description * Cause and Effect * Comparison/Contrast

* Chronological Order * Problem-Solution * Topical * Process

E. APPLICATION (10 minutes)

Venn Diagram Activity: Students use a Venn diagram to compare and contrast two chosen organizational
patterns.

Directions: Using a Venn Diagram compare and contrast two different organizational patterns used in
writing. You can choose which of those patterns you want.
Compare and Contrast

F. EVALUATION (5 minutes)

Students will be given answer sheets that contain paragraphs, they will determine which organization
pattern in writing is used.

G. ASSIGNMENT (5 minutes)

Write a paragraph describing yourself as a student, son/daughter, person, or friend. Use at least
sentences/descriptions.

Prepared by:

Francis Jane L. Negrosa

Checked by:

Alyka R. Raga

Cooperating Teacher
 Republic of the Philippines
Department of Education
Schools Division of Tacloban City
Leyte Colleges
Tacloban City

Semi-Detailed Lesson Plan in Reading and Writing Skills

School: Leyte Colleges Grade Level: HUMSS 11

Teacher Intern: Francis Jane L. Negrosa Section: Sardonyx

Date of Demo Learning Area: Reading and Writing

Teaching: Skills

I. Objectives:

At the end of the lesson, the students will be able to:

a. Define claim of policy and differentiate it from claim of fact and claim of value

b. Identify claims of policy in given statements and real-world scenarios

c. Formulate well-supported claims of policy advocating for solutions to identified problems and,

d. Justify their claims of policy by providing relevant evidence and reasoning.

II. Subject Matter:

Topic: Claim of Policy

Materials: Visual aids and printed handouts of the lesson, white board, marker

References: DepEd Module

III. Procedure:

A. PREPARATORY ACTIVITIES (5 minutes)

Prayer

Begin the class with a prayer to establish a positive and respectful tone.

Greetings

The teacher will greet the students and ask about their weekend.

Checking of the Attendance

For your attendance, say "Here and Eager" when your name is called.

Classroom Rules/Management

The teacher will review the classroom rules and expectations to understand their responsibilities.

Review

The teacher will review the previous lesson on claims of fact and value, highlighting key concepts
and connection.

B. ACTIVITY

Motivation (15 minutes)

Teacher will engage students in a interactive game "Paper Ball Game", to review and reinforce their
understanding of claims of fact, value and policy.

Teaching Strategy: Experiential learning through Game-Based Activity (Paper Ball Game)

C. ANALYSIS (10 minutes)

The teacher will facilitate a class discussion to analyze and evaluate claims of policy, using guiding
questions to promote critical thinking.
 Republic of the Philippines
Department of Education
Schools
1. What is a claim of policy? Try to explain it inDivision
your ownof words.
Tacloban City
Leyte Colleges
2. Where can we use claims of policy? Think of some examples.
Tacloban City
3. Why are claims of policy useful? How can they help us?

D. ABSTRACTION (20 minutes)

What is claim of policy?

- A claim of policy argues that certain conditions should exist or that policies need to be adopted to
address problems.

- They are usually made concerning solving societal problems.

- The modal verbs that convey a sense of obligation and necessity are: should, must, need, ought to, got
to, and have to.
Example:

National ID system must be in the Philippines for better general transactions.

✔ suggest specific action to be done
✔ recommends and action to be done
✔ contains "must" auxiliary verb
Providing a claim of policy involves proving that the current conditions are less desirable and that they
suggested change.
E. APPLICATION (15 minutes)

The class will work on this activity by pair. Each pair will be given different scenarios to solve with.
Identify the problem that the information is trying to imply, then propose a possible solution expressed
through a claim of policy statement.
Pair 1 Pair 2

Problem: Problem:
Proposition: Proposition:
F. EVALUATION (5 minutes)

Students will have a multiple-choice quiz to determine their understanding of the topic discussed.

G. ASSIGNMENT

Students will formulate and write their claim of policy regarding corruption and illegal drugs.

Prepared by:

Francis Jane L. Negrosa

Checked by:

Alyka R. Raga

Cooperating Teacher
 Semi-Detailed Lesson Plan in Reading and Writing Skills

School: Leyte Colleges Grade Level: HUMSS 11

Teacher Intern: Francis Jane L. Negrosa Section: Sardonyx

Date of Demo Learning Area: Reading and Writing

Teaching: Skills

I. Objectives:

At the end of the lesson, the students will be able to:

a. analyze and identify different types of assertions (factual, conventional, opinion-based, preference) and
explain their characteristics

b. demonstrate an appreciation for the importance of critical thinking and effective communication in
expressing assertions, and will show respect for differing opinions and perspectives

c. create visual representations (e.g. drawings, illustration) that effectively convey different types of
assertions

II. Subject Matter:

Topic: Assertion

Materials: Visual aids and printed handouts of the lesson, white board, marker

References: DepEd Module Reading and Writing Skills Q4 Module 6

III. Procedure:

A. PREPARATORY ACTIVITIES (5 minutes)

Prayer

Begin the class with a prayer to establish a positive and respectful tone.

Greetings

The teacher will greet the students and ask about their weekend.

Checking of the Attendance

For your attendance, say "Here and Eager" when your name is called.

Classroom Rules/Management

The teacher will review the classroom rules and expectations to understand their
responsibilities.

B. ACTIVITY

Motivation (15 minutes)

The teacher will introduce the concept of assertions through the "Assertion Charade" game. The class will
be divided into two teams and will take turns acting out assertions to be guess by their teammates.

Teaching Strategy: Game-Based Learning

C. ANALYSIS (10 minutes)

After the game, the teacher will facilitate a class discussion on the experience and its relations to
assertions.

The teacher will ask the following questions.

* Can you think of a time when you strongly believed in something and wanted to conbince others? What
did you do?
* How do you express your opinions or beliefs?

D. ABSTRACTION (20 minutes)

Assertions are declarative sentences that give one’s belief about something else as if itis true though it
may not be. It is expressed as an argument. Usually, these assertions contain languages that expresses
evaluation such as useful, significant, important, insightful, detailed, up-to-date, comprehensive, practical,
impressive, etc.

There are four types of assertions namely, FACT, CONVENTION, OPINION AND PREFERENCE.

For example, you were asked to answer the question, “Do you believe education should continue
regardless of the situation we are facing right now?” and you would give your opinion or argument about
it. Afterwards you would make an assertion whether you agree or disagree with the issue, thus, take a
stand and support it with your reason/s.
E. APPLICATION (15 minutes)

Assertion Drawing Activity

Students will choose at least two types of assertion and write it in separate paper, draw a visual
representation for each then label each drawing with the corresponding assertion type.
The teacher will allow students to share their work with the class.
F. EVALUATION (5 minutes)

The teacher will assign students to choose one question and answer it in complete sentence.

1. Discuss the importance of assertions in critical thinking and decision-making. Provide examples to
support your answer.
2. Explain the differences between factual, opinion-based, convention and preference assertions. Provide
examples of each type and discuss their uses in different contexts.

G. ASSIGNMENT

The teacher will assign advance reading on counterclaims for the next lesson.

Prepared by:

Francis Jane L. Negrosa

Teacher Intern

Checked by:

Alyka R. Raga

Cooperating Teacher
 Republic of the Philippines
Department of Education
Schools Division of Tacloban City
Leyte Colleges
Tacloban City

Semi-Detailed Lesson Plan in Reading and Writing Skills

School: Leyte Colleges Grade Level: HUMSS 11

Teacher Intern: Francis Jane L. Negrosa Section: Sardonyx

Date of Demo Learning Area: Reading and Writing

Teaching: Skills

I. Objectives:

At the end of the lesson, the students will be able to:

a. Define and identify assertions, claims, counterclaims, reasons, and evidence.

b. Develop a positive attitude towards critical thinking and analytical reasoning and,

c. Complete a short paragraph writing activity to demonstrate understanding of assertions and

counterclaims.

II. Subject Matter:

Topic: Counterclaims

Materials: Visual aids and printed handouts of the lesson, white board, marker

References: DepEd Module Reading and Writing Skills Q4 Module 6

III. Procedure:

A. PREPARATORY ACTIVITIES (5 minutes)

Prayer

Begin the class with a prayer to establish a positive and respectful tone.

Greetings

The teacher will greet the students and ask about their weekend.

Checking of the Attendance

For your attendance, say "Here and Eager" when your name is called.

Classroom Rules/Management

The teacher will review the classroom rules and expectations to understand their
responsibilities.

Review

The teacher will review the previous lesson on assertions.

B. ACTIVITY

Motivation (15 minutes)

The teacher will introduce the "Debate Champions" game to engage students in a fun and interactive way.
The class will be divided into two groups with assigned topics for debate. Students will be preparing
arguments for both sides of the topic (claim and counterclaim).

Teaching Strategy: Game-Based Learning

C. ANALYSIS (10 minutes)

The teacher will provide a set of jumbled letters for students to unscramble and form a word related to
counterclaims.

Students will be comparing their ideas/ understanding on assertion and counterclaim.

Then write a short paragraph with 3-5 sentences about their insights on both
assertion and counterclaim

D. ABSTRACTION (20 minutes)

Counterclaims are claims made to rebut a previous claim. To rebut means to contradict someone’s
statement through a formal argument. They provide a contrasting perspective to the main argument.

To be able to locate counterclaims to an argument, here's to remember:

1.Show competence and familiarity with the writer’s topic.

2.Examine different perspectives and not just passively accepting the writer's claim.
3.Consider the topic, and make sure you are willing to engage different viewpoints from your own.
4.Clarify your personal position on the topic.

There are four types of argument; claim, counterclaim, reason & evidence.

E. APPLICATION (15 minutes)

The teacher will have students answer the following questions to ensure understanding of the lesson.
• What is counterclaim?
• What is the difference between a claim and counterclaim?
• What are the four parts of an argument?
• What does rebut mean?
• What is a characteristic of a good critical reader?

F. EVALUATION (5 minutes)

Students will have a short quiz wherein they will identify whether the given statements are claim,
counterclaim, reason or evidence.

G. ASSIGNMENT

Students will formulate counterclaims based on the provided "Overseas Heroes" table.

Scoring rubrics is provided to guide the formulation of counterclaims.

Prepared by:

Francis Jane L. Negrosa

Checked by:

Alyka R. Raga

Cooperating Teacher