LESSON EXEMPLAR
Grade 11 – READING AND WRITING
Quarter:
Theme:
Sub-Theme:
FIRST
Understanding the Why’s and How’s of Reading and Writing
Valuing and Enhancing Crafts in Reading and Writing
Content Standard:
Performance Standard:
The learner realizes that information
in a written text may be selected
and organized to achieve a
particular purpose
The learner critiques a chosen
sample of each pattern of
development focusing on
information selection, organization,
and development.
I. LEARNING COMPETENCIES
 Describes a written text as connected discourse (EN11/12RWS-IIIa-1)
Objectives:
1. Identify the stages involved in the writing process;
2. Realize that writing is a recursive process; and
3. Write a 150- 200 word autobiography highlighting the lessons they
learned in their lives
II. LEARNING CONTENT
Lesson: TEXT AS CONNECTED DISCOURSE
Materials:
1. LCD projector
2. Copy of the excerpt of Maya Angelou’s “I Know Why the Caged Bird
Sings”
References:
Fernandez, E., et. al (2013). A Worktext in English 2 Writing in the Discipline.
Quezon City: C & E Publishing, Inc.
Grammar and Composition Handbook, High School 1. (2000). New York:
Glencoe McGraw Hill.
Stern, Steven L. (2000). Mastering the MCAS in English Language Arts. USA:
AMSCO Publication
We are an emerging division where excellence is a habit and allegiance for quality is a pledge.
Other Learning Resources:
http://wa.westfordk12.us/pages/westfordwa_specialed/StudySkills/Types%
20of%20Graphic%20Organizers.htm
LEARNING TASKS
Introduction
The teacher says:
Novice writers are often faced with a challenge at the beginning of a
writing project. As a student, you may want to create something you can be proud
of. You may hope for an inspiration so ideas would not cease flowing in your minds.
However, you cannot just always rely on your inspiration. This is where your writing
process comes in. Today let us revisit the various processes involve in writing to help
you generate ideas, turn these ideas into a paragraph, refine your draft and find
the most effective way to present and share your work with others.
Preliminary Activity:
The teacher asks the students to explain the quotation, “Nobody but a
reader ever becomes a writer.” The students are also encouraged to cite
book/journal/magazine titles that they have read before.
(Note: the teacher should lead the students into realizing the strong
connection that exists between reading and writing.)
Activity:
The teacher asks the students to prepare a sheet of paper for writing. The
teacher gives the students 10 minutes to write a brief paragraph of 7 – 10
sentences about their chosen photo.
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Photos from google images
(Note: Students can do freewriting for the given activity. Freewriting means writing
a rough draft about everything that comes to mind, without consciously checking
the grammatical accuracy and cohesion of ideas.)
Analysis:
Once finished with the activity, the students are tasked to choose a
partner for the activity. Together each student discusses his or her writing
experience by answering the questions provided by the teacher.
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1. How did you go through the process of writing? (Students can enumerate
the processes they went through while doing the writing activity.)
2. What are the problems that you encountered while writing?
3. How did you try to solve these problems?
Abstraction:
After the activity, the class reflects on their responses to form abstractions
about the lesson. The teacher says, “Writing involves different stages. These stages
are recursive, that is, they do not necessarily follow one another in correct order.
In writing, one can always go back and forth among the stages, repeating those
that you need to until you end up with the result you want. You can shift from one
stage to another or change the order of stages you follow. Based on the activities
that you did today, let us find out the processes involved in writing. But let us
remember that the writing process is the recursive series of stages that you
proceed through when developing your ideas and discovering the best way to
express them.
The Writing Process
Stage 1:
Stage 2:
Stage 3:
PREWRITING
DRAFTING
REVISING
Stage 5:
Stage 4:
PUBLISHING /
PRESENTING
EDITING
Application:
The teacher says
We shall now prepare for an activity by applying what we have learned.
A. FORMATIVE ASSESSMENT
1. The stage of generating ideas; also known as ideation or invention stage
A. prewriting
B. publishing
C. revising
D. editing
2. Nonstop writing for a set period of time; one’s flow of words never ceases
A. drafting
B. brainstorming
C. free writing
D. idea mapping
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3. Allows one to connect the ideas about a topic by thinking of related ideas
through lines and circles
A. brainstorming B. clustering
C. topic outlining
D. free writing
4. The stage at which you share your work with others
A. publishing
B. proofreading
C. prewriting
D. drafting
5. During this stage, your goal is to organize the facts and details you have
accumulated into unified paragraph; this stage involves turning your ideas
into paragraph
A. editing
B. presenting
C. drafting
D. proofreading
B. The students are tasked to read an excerpt from “I Know Why the Caged Bird
Sings” by Maya Angelou. The teacher says, “In the autobiography, Mrs. Flowers
tells Maya Angelou that reading out loud gives a whole new meaning to a book
or essay. Reading aloud is also a valuable tool to help you improve your own
writing.”
The teacher divides the class into groups with four to five members. Each
group is tasked to read aloud selected passages from the text. For example, the
group reads aloud the passage, “She was one of a few gentlewoman I have ever
known, and has remained throughout my life the measure of what a human being
can be…”
C. The teacher asks the students to write a 150 – 200 word autobiography. The
autobiography shall highlight valuable lessons that they have learned in their lives
as a student and as a member of their family. The autobiography shall be graded
based on the following rubric.
Quality of
Grammar and
Organization
Information
Mechanics
of Ideas
Neatness
Timeliness
15 points
15 points
10 points
5 points
5 points
We are an emerging division where excellence is a habit and allegiance for quality is a pledge.
LESSON EXEMPLAR
Grade 11 – READING AND WRITING
Quarter:
Theme:
Sub-Theme:
FIRST
Understanding the Why’s and How’s of Reading and Writing
Valuing and Enhancing Crafts in Reading and Writing
Content Standard:
Performance Standard:
The learner realizes that information
in a written text may be selected
and organized to achieve a
particular purpose
The learner critiques a chosen
sample of each pattern of
development focusing on
information selection, organization,
and development.
I. LEARNING COMPETENCIES
 Distinguishes between and among techniques in selecting and organizing
information
EN11/12RWS-IIIa-2:
a. brainstorming
EN11/12RWS-IIIa-2.1
b. graphic organizer
EN11/12RWS-IIIa-2.2
c. topic outline
EN11/12RWS-IIIa-2.3
d. sentence outline
EN11/12RWS-IIIa-2.4:
Objectives:
1. Familiarize with the different techniques in selecting and organizing
information.
2. Discuss the flow of pre-writing stage.
3. Apply various strategies in the pre-writing stage.
4. Perform and cooperate in various enrichment activities to further utilize
techniques / strategies in the pre-writing stage.
II. LEARNING CONTENT
Lesson: Techniques in Selecting and Organizing Information
Materials:
1. LCD projector
2. Cartolina / manila paper
3. Chalkboard
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References:
Reading and Writing Skills (pp. 35-41)
Realm of Communication “A Manual for Communication Arts
Developing Skills in Grammar and Composition 2 (pp. 140-149)
III. LEARNING TASKS
Introduction:
How do you start writing? How do you organize your ideas? Are you using
any techniques in putting your thoughts into writing? All of us have numerous
concepts in mind which we want to share through writing. We are just troubled
on how we are going to start introducing and presenting our ideas in a logical
and meaningful way. In this encounter, you realize that in order to come up with
a meaningful production of written ideas, one must know different techniques in
selecting and organizing information.
Preliminary Activity:
Benjamin Frankline once said, “Those who fail to plan, plan to fail.” What
do you think of this quote in relation to writing? Write your thoughts in not less
than 5 sentences using one fourth sheet of paper.
Some students will be asked to share their thoughts in class.
Activity:
The students will be grouped into four. Members of each group will be
discussing among themselves about a given topic and they have to present all
of their ideas about it through the four strategies / techniques in selecting and
organizing information namely:
1) brainstorming;
2) graphic organizer;
3) topic outline; and
4) sentence outline.
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Consider the given topic: Festivals in Tayabas City
Analysis:
The teacher asks:
1. What can you say about the activity?
2. Were you able to select and organize information about festivals in
Tayabas City using the four techniques? What made you say so?
3. Which do you think among the four strategies is the most effective?
Why?
4. Which do you think among the four strategies is the easiest? Why?
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Individual Work
Based on the presentation of the different techniques in selecting and
organizing information about festivals in Tayabas City, write your first draft of
composition about it. It should have at least three paragraphs including the
introduction, body and conclusion. Use one whole sheet of intermediate paper.
The composition will be rated according to the given criteria:
Selection
Organization
Thoughts
60 pts.
and Language Facility
of
30 pts.
Overall Impact
10 pts
Abstraction:
The teacher will ask the students to state their understanding on the
different techniques / strategies of selecting and organizing information which are
utilized in the pre-writing stage of writing.
The first stage of the writing process is pre-writing, which pertains to
techniques that help you discover ideas before writing the first draft of a paper.
During pre-writing, you use a variety of strategies to find out things that interest you
about a topic or new ways of thinking about it. It also helps you identify what else
you need to know about a topic. These are valuable and time-saving because
determining a focus early in the writing process will help you effectively plan and
execute your research and writing.
In the pre-writing stage, it is important to refrain from critiquing your ideas
while they have not yet been fully formed. You should approach it with a relaxed
and open state of mind. The pre-writing stage allows you to communicate with
yourself so you can discover what you want to communicate to your readers.
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Four Strategies / Techniques in Selecting and
Organizing Information
Brainstorming
Graphic
Organizer
Topic outline
Sentence
Outline
(Some students will be called to explain each.)
There is another technique of selecting and organizing information which is
freewriting. This method uses the force narration to draw a stream of connected
ideas out of the writer’s mind. Freewriting is writing down your thoughts nonstop, in
exact order, language, and form in that you think them.
The good thing about this pre-writing method is that it maintains some
coherence between a writer’s thoughts. Furthermore, the key to using this method
successfully is speed; you write quickly as you can to create a constant
momentum for your thoughts to keep on flowing. Writing fast can also get you
writing down thoughts you did not see coming. The rules of grammar, punctuation,
capitalization, and style do not matter here; run with your words to catch that
subject you have always itched to talk about. You will be amazed at how much
distance your writing mind will cover with this existence.
Application:
A. Select one of the following general subjects below. Use at least two pre-writing
strategies to narrow it down to several topics. Present and submit using a short
bond paper
Topic 1
Prom
Topic 2
Christmas
Vacation
Topic 3
Pop Music
Topic 4
Social Media
B. Write a paragraph following the given concept map below. Write it cursively in
one whole sheet of paper.
C. Answer substantially in one half sheet of paper (crosswise).
What do you think is the most important benefit of prewriting strategies? Why?
We are an emerging division where excellence is a habit and allegiance for quality is a pledge.
LESSON EXEMPLAR
Grade 11 – READING AND WRITING
Quarter:
Theme:
Sub-Theme:
FIRST
Understanding the Why’s and How’s of Reading and Writing
Valuing and Enhancing Crafts in Reading and Writing
Content Standard:
Performance Standard:
The learner realizes that information
in a written text may be selected
and organized to achieve a
particular purpose
The learner critiques a chosen
sample of each pattern of
development focusing on
information selection, organization,
and development.
I. LEARNING COMPETENCIES
 Distinguishes between and among patterns of development in writing
across disciplines (EN11/12RWS-IIIbf-3)
a. narration
(EN11/12RWS-IIIbf-3.1)
b. description
(EN11/12RWS-IIIbf-3.2)
c. definition
(EN11/12RWS-IIIbf-3.3)
d. exemplification / classification (EN11/12RWS-IIIbf-3.4)
e. comparison and contrast
(EN11/12RWS-IIIbf-3.5)
f. cause and effect
(EN11/12RWS-IIIbf-3.6)
Objectives:
1. Illustrate each pattern of development in writing across disciplines
through graphic organizers such as Venn diagram, comparison and
contrast matrix, and fishbone map;
2. Write a paragraph using the different patterns of development; and
3. Express through writing their insights about various life events and
circumstance
II. LEARNING CONTENT
Lesson: PATTERNS OF PARAGRAPH DEVELOPMENT
Materials:
1. LCD projector
2. camera/cellular phone
We are an emerging division where excellence is a habit and allegiance for quality is a pledge.
References:
Fernandez, E., et. al (2013). A Worktext in English 2 Writing in the Discipline.
Quezon City: C & E Publishing, Inc.
Grammar and Composition Handbook, High School 1. (2000). New York:
Glencoe McGraw Hill.
Stern, Steven L. (2000). Mastering the MCAS in English Language Arts. USA:
AMSCO Publication
Other Learning Resources:
http://writingcenter.unc.edu/handouts/paragraphs/paragraphdevelopment-examples/
http://www.longleaf.net/ggrow/modes.html
http://www.oocities.org/collegepark/Pool/1644/quezon1.html
http://english120.pbworks.com/w/page/19007010/persuasion%20paragra
ph
http://utminers.utep.edu/ajkline/cause.htm
III. LEARNING TASKS
Introduction
The teacher says:
Ideas may not be enough to produce an effective paragraph. Writers need
to think of ways by which these ideas can be arranged to make their writing
organized. Through the use of the different patterns of development, writers are
enabled to craft a strong, focused and well-written text. Today, let us explore the
basic patterns of paragraph development in writing across disciplines. I hope, this
lesson will equip you with the necessary skills in organizing your ideas in creating
your own texts.
Preliminary Activity:
The students will be grouped into eight. Each group has to take a photo of
an event, a person, or of two different persons or objects which they can find inside
or outside the classroom. Later, the pictures taken shall be described orally and in
written form by a chosen member of each group.
(Note: The teacher should provide necessary guide questions to prompt
students to narrate, describe, compare and contrast, exemplify, argue or
persuade)
After the presentation, the teacher and the students agree on the pattern
of development used by each group to complete the KWL Chart.
(Note: The last column shall be completed after the discussion)
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What I Know
What I Want to
What I Learned
Know
After the Lesson
Narration
Description
Definition
Classification
Cause and Effect
Comparison and
Contrast
Problem and
Solution
Persuasion
Activity:
Various paragraphs and activities exemplifying the different methods of
paragraph development can be used by the teacher. The following are
suggested activities for the various methods.

Narration and Description
The teacher says:
Manuel Luis Quezon is one of the most prominent figure in our province and
in our country. He is a statesman and soldier, and best known as the Father of
Filipino Language and politician who served as president of Commonwealth.
Today, we will learn more about his life as we read an excerpt of the article
“Manuel Luis Quezon” from John Gunther's Inside Asia 1938-39 edition at
www.quezon.ph/familyinfo/manuel-quezon-by-john-gunther-1939/.
(Note: The teacher cites specific example of a paragraph of narration
and description)

Comparison and Contrast
The teacher says:
Has your life changed after graduating in the Junior High School?
Perhaps, yes. Some would even say they already missed the life they used to
have before as their life has become increasingly difficult now that they are in
Senior High School. Today, let us take a glimpse of the life of a student like you
through the short selection “Life Now and Life Five Years Ago” at
http://english120.pbworks.com/w/page/ 19006833/
contrast%20and%20comparison%20paragraph. How has her life changed? Let us
see.
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
Cause and Effect
The teacher introduces the concept of cause and effect through some simple
sentences:
a. The SHS students stayed in and played board games during recess.
b. It was raining outside during recess time.
a. Lito ate three sandwiches.
b. Lito was so hungry.
a. Our roof collapsed.
b. There was a heavy rainfall in Tayabas.
(Note: The teacher should have a student volunteer go to the board and
label which event he or she thinks happened first and which happened second.
For example, once the student has successfully identified that sentence b
happened first and was the cause of the SHS students staying inside and playing
board games during recess, explain that sentence a is the consequence of
sentence b.)

Persuasion
The teacher says:
How do you get people to think, behave and act like the way you want
them to? Experts say that persuasion is an art. An effective, thoughtful and
persuasive argument can lead you to get what you want from your readers.
Today, let us learn more about how one can improve his/her skills in writing a
persuasive paragraph.
The teacher asks the class to read the article, Why Plastic Surgery is
Acceptable”
at
https://academichelp.net/samples/academics/essays/persuasive/plasticsurgery-accept.html.
Analysis:
The teacher asks the students to cite specific paragraph/s from the
excerpts given. The chosen paragraph shall be used to answer the following. To
answer, question #2, a Comparison and Contrast matrix, Venn diagram or
Fishbone map shall be used (whichever is the most appropriate for the method
of paragraph development) shall be used to illustrate their response.
1. What is the paragraph about?
2. How are the ideas developed in the paragraph?
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Abstraction:
After the session, the class reflects on the characteristics of each method
of paragraph development. The class can form rules to be followed in writing
paragraphs
of
narration,
description,
definition
and
classification,
We are an emerging division where excellence is a habit and allegiance for quality is a pledge.
comparison/contrast, cause/effect, problem/solution and persuasion.
The
students may also present examples of paragraphs written by other persons to
support their arguments.
Application:
The teacher says
We shall now prepare for an activity by applying what we have learned.
A. FORMATIVE ASSESSMENT
I Identify what is being described by choosing the most appropriate method of
paragraph development below.
narration
cause and effect
description
classification
problem and solution
persuasion
definition
comparison and contrast
1. Delimiting what something is and what it is not
___________________
2. Providing sensory detail
___________________
3. Pointing out significant similarities and differences
___________________
4. Telling a story or anecdote
___________________
5. Convincing another person to change, or at least think about changing,
their opinion about something
___________________
6. Arranging people, objects, or ideas with shared characteristics into classes
or groups
___________________
7. Analyzing the reasons for--and/or the consequences of--an action, event,
or decision
___________________
8. Presenting a problem and describing two or more possible solutions to
that problem
___________________
II Identify the most appropriate method to be used in developing a paragraph
given the topics below. Choose from the following methods below.
narration
definition
cause/effect
problem/solution
description
classification
comparison/contrast
persuasion
We are an emerging division where excellence is a habit and allegiance for quality is a pledge.
1. a disastrous date
______________________
2. what integrity means
______________________
3. a memorable moment of failure or success
______________________
4. types of students in a library
______________________
5. the effects of cramming for an examination
_______________________
6. why reality shows are so popular
_______________________
7. physical beauty and inner beauty
_______________________
8. junior high school and senior high school
_______________________
9. my dream house
_______________________
10. teachers have the right to ban cell phones
(or mobiles) in their classrooms
________________________
B. The teacher prepares students for a prewriting activity about the following:
Narration: Tell Me
Students will share an experience which made them realize a specific value/lesson
in life
Description: The Who?
Students will describe somebody in the class who inspires and motivates them to
be a
better student and person.
Definition: Pinoy Henyo
Students will define an object, an idea or a concept which they consider important
in their lives
Exemplification/Classification: It’s so EASY
Emotions, Attributes of a person, Social conditions, Young adult activities
Comparison and Contrast: Now and Then
Students will describe in written form the conventional and contemporary ways of
courtship in the Philippines.
Cause and Effect: Oh My Earth!
Students will work in pairs to identify the cause and effect of environmental
problems that the country is facing today.
(Note: The activities shall be used by students as springboard for writing their
composition using the various methods of paragraph development)
We are an emerging division where excellence is a habit and allegiance for quality is a pledge.
LESSON EXEMPLAR
Grade 11 – READING AND WRITING
Quarter:
Theme:
Sub-Theme:
FIRST
Understanding the Why’s and How’s of Reading and Writing
Valuing and Enhancing Crafts in Reading and Writing
Content Standard:
Performance Standard:
The learner realizes that information
in a written text may be selected
and organized to achieve a
particular purpose
The learner critiques a chosen
sample of each pattern of
development focusing on
information selection, organization,
and development.
I. LEARNING COMPETENCIES
 Identifies properties of a well-written text
EN11/12RWS-IIIgh-4 :
a) organization
EN11/12RWS-IIIgh-4.1:
b) coherence / cohesion
EN11/12RWS-IIIgh-4.2 :
c) language use
EN11/12RWS-IIIgh-4.3 :
d) mechanics
EN11/12RWS-IIIgh-4.4:
Objectives:
1. Familiarize with the properties of a well written text.
2. Perform activities to identify the characteristics of a well written text.
3. Incorporate values in writing a text and appreciate the values infused in
reading.
II. LEARNING CONTENT
Lesson: Properties of a Well-Written Text
Materials:
1. LCD projector
2. Cartolina / manila paper
3. Chalkboard
References:
1. Reading and Writing Skills (pp. 35-41
2. Realm of Communication “A Manual for Communication Arts 1”
3. Developing Skills in Grammar and Composition 2 (pp. 140-149)
We are an emerging division where excellence is a habit and allegiance for quality is a pledge.
III. LEARNING TASKS
Introduction:
Developing paragraphs requires qualities / characteristics in order to
produce a well-written composition. Such qualities serve as criteria to assess
whether a paragraph / composition is written comprehensively and effectively.
Thus, in this lesson, you will be identifying the properties of a well-written text which
you need to apply in the actual process of composition writing. More so, these
also serve as guideposts in structuring a more articulate composition.
Preliminary Activity:
Read the paragraph below. After reading it, feel free to rate it according
to the given criteria below.
While Lucban celebrates the Pahiyas Festival, other towns in Quezon
have their own celebrations for the feast of San Isidro Labrador every May 15. In
Tayabas, the city holds the Mayohan sa Tayabas. Unlike Lucban, only the area
of Munting Bayan in Tayabas has pahiyas or decor on the houses. Mayohan sa
Tayabas actually lasts several days, usually beginning on May 7 with the Parada
ng Baliskog (kog means arch) at 3 p.m. The sixty-six barangays and various
organizations create arches made of indigenous materials, flowers and
produce and parade them around the city. But the main event is the Hagisan
ng Suman on May 15 itself. It is actually a procession of the centuries-old image
of San Isidro Labrador. It leaves the Tayabas Basilica between 2 to 3 p.m. and
makes its way around the city for several hours. It ends up being a males only
procession because things get really rough and riotous. As the image of San
Isidro Labrador passes by a house, its residents start throwing suman, fruits and
other local produce, as well as money and other goodies (some immigrant
families ship boxes of imported goods to their relatives for the hagisan). This
symbolizes the sharing of wealth and prosperity to farmers and peasants. The
farmers believe that the more suman you catch, the bigger the yield for the
year.
Criteria
1-10 ( 10 being the highest)
Organization
Coherence / Cohesion
Language Use
Mechanics
(Students will be asked to justify their ratings for each criterion. )
We are an emerging division where excellence is a habit and allegiance for quality is a pledge.
Activity:
A. (Organization/Unity) Read and analyze the paragraph below. Does it possess
unity / organization? Why or why not?
Ordinary Filipinos can easily promote our country to foreigners via social
media by supporting the Department of Tourism’s (DOT) “It’s more fun in the
Philippines” campaign. First, they can share and like official publicity materials
from the DOT’s Facebook page. Each time a post is shared and liked, it
becomes increasingly visible on Facebook and can reach a wider audience.
Next, they can tweet their experiences in various local tourist destinations on
Twitter using the hashtag like #ItsMoreFunInPh. When many users tweet using a
specific hashtag, it becomes a trending topic and can be viewed by Twitter
users around the world. They can also tell stories to their foreign friends by talking
to them and volunteering to tour them around in our top tourist destinations.
Finally, they can share their own travel photos on Instagram. Because pictures
can be worth a thousand words, their pictures can reveal to foreigners the
beauty of the travel destinations in the Philippines is blessed with. These, and so
much more, are just some examples of how Filipinos can participate in the DOT’s
campaign through social media.
(The highlighted sentence deviates from the main topic of the paragraph.)
B. ( Coherence ) Applying the order of time, sequence the following sentences to
come up with a coherent paragraph. Put numbers 1-10 on the spaces provided.
_______ As a lad he was frail.
_______ He studied his grade school in Binan, also a town in Laguna, where
he proved that he was a talented lad.
_______ All these time he could see how the Spaniards treated the Filipinos.
_______ Dr. Jose Protacio Rizal was born in Calamba, Laguna.
_______ The place where he was shot was later named Luneta and
presently called Rizal Park.
_______ Later, he went to the University of Santo Tomas, Manila.
_______ It was in Europe where he wrote his famous books – El Filibusterismo
and Noli Me Tangere.
_______ It made him feel bad.
_______ He then went to Europe where he furthered his studies.
_______ The books cost him his life at Bagumbayan Field, Manila.
C. (Language Use/Mechanics) Spot the errors (subject-verb agreement, verb
tense, spelling, punctuation, etc.) in the paragraph. Then, rewrite it correctly in
one half sheet (crosswise) of paper.
We are an emerging division where excellence is a habit and allegiance for quality is a pledge.
During the past decades, tourism become one of the world’s fastest
growing industry. Tourism represent one of the main sources of income for many
developing countries. Since tourism are seen as a key driver for socio-economic
progress, the link to development is easily made (UNWTO, 2010). however, the
contribution that tourism can make to livelihoods of the poor in developing
countries is a much debated theme in which opportunities and the extent to
which the poor can benefit from these are central.
Analysis:
The teacher asks:
1. What do you think is the relevance / relationship of the series of individual
works / activities that you done on the properties of a well written
text?
2. When can you say that a paragraph has organization?
3. When can you say that a paragraph has coherence / cohesion?
4. When can you say that a paragraph has language facility?
5. When can you say that a paragraph has correct mechanics?
Abstraction:
The teacher will ask the students to state their understanding on the
properties of a well written text.
A text / paragraph is a collection of sentences which all relate to one
main idea or topic. Effective paragraphs have four main characteristics:
coherence, organization, language use and mechanics.
We are an emerging division where excellence is a habit and allegiance for quality is a pledge.
Differentiate the four properties of a well written text.
1. Organization
2. Coherence / Cohesion
3. Language Use
4. Mechanics
Application:
Create a composition about Christmas Celebration in your
hometown. Make at least three paragraphs including the introduction,
body and conclusion. Write in cursively in one whole sheet of paper.
Consider the following criteria for rating.
Organization
Coherence /
Language Use
Mechanics
25 pts.
25 pts.
Cohesion
25 pts.
25 pts.
We are an emerging division where excellence is a habit and allegiance for quality is a pledge.
LESSON EXEMPLAR
Grade 11 – READING AND WRITING
Quarter:
Theme:
Sub-Theme:
FIRST
Understanding the Why’s and How’s of Reading and Writing
Valuing and Enhancing Crafts in Reading and Writing
Content Standard:
Performance Standard:
The learner understands the
relationship of a written text and the
context in which it was developed
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
I. LEARNING COMPETENCIES
 Explains critical reading as looking for ways of thinking (EN11/12RWS-IIIij-5)
Objectives:
1. Show understanding of what critical reading is by constructing a table
on the qualities of critical and non-critical reading;
2. Present an acrostic reflecting their understanding of critical reading; and
3. Formulate evaluative statements on the assigned editorial cartoon
depicting a particular social issue or concern
II. LEARNING CONTENT
Lesson: CRITICAL READING AS LOOKING FOR WAYS OF THINKING
Materials:
1. LCD projector
2. Copies of the article “We are for Change” by Carmen N. Pedrosa
3. Copies of editorial cartoons
References:
Fernandez, E., et. al (2013). A Worktext in English 2 Writing in the Discipline.
Quezon City: C & E Publishing, Inc.
Grammar and Composition Handbook, High School 1. (2000). New York:
Glencoe McGraw Hill.
Stern, Steven L. (2000). Mastering the MCAS in English Language Arts. USA:
AMSCO Publication
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Other Learning Resources:
http://www.criticalreading.com/critical_reading.htm
http://www.skillsyouneed.com/learn/critical-reading.html
http://www.philstar.com/opinion/2017/01/08/1660640/we-are-change
III. LEARNING TASKS
Introduction
The teacher says:
Who among you have experienced receiving a text message telling you
that you just won P1, 000,000.00 from a contest? The only thing you need to do to
claim your prize is to provide your personal information. Would you do it?
Every day, you encounter many instances that require critical thinking.
Whenever you read something and you evaluate a material you also think
critically.
This type of reading goes beyond passively understanding a text
because you process the author’s words and make judgments of what you have
read. But why should you read critically, and how should you read critically? Let
us find out the answers today as we discuss critical reading.
Preliminary Activity:
To introduce critical reading to students, the teacher divides the class into
groups of five. The teacher shows sample text messages, advertisements and news
article for the groups’ critiquing.
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Activity:
The teacher divides the class into four groups. Each group will be given a
copy of the editorial article from Philstar .com updated on January 8, 2017 entitled
“We are for CHANGE” by Carmen N. Pedrosa. Each group will read the article
carefully and shall choose their side of the argument. One group shall be PRO
while the other shall be ANTI. After the first two groups, the next two groups shall
also choose their side. The champion shall be declared after the third round.
We are an emerging division where excellence is a habit and allegiance for quality is a pledge.
We are for CHANGE
FROM A DISTANCE By Carmen N. Pedrosa (The Philippine
Star) | Updated January 8, 2017 - 12:00am
6 290 googleplus0 0
We voted for Duterte for his platform of change and he won by the
millions. He captured the masses because of their desire for change. We may differ
with each other on other issues or how we will do it but we must agree on change.
Let’s concentrate on that. If change is the principle we can agree on, then we must be
single-minded about it. I remember during an advocacy meeting with farmers , one
of them came forward to say “Gawin na ninyo ang dapat gawin. Hindi nagpapalit
ang aming buhay kung ito ang ating sistema. Umaasa kami sa inyong mas
marunong.” Simple. It was useless to him about parliamentary federal government
in English and he could not understand how it will be done. I never forgot him
because one of the arguments of those against constitutional change is that people
don’t understand it. But this farmer understood it in the way he thinks and expresses
himself.
The change we want is how to include the masses or marginal sectors in government.
I don’t want to use the term class struggle but that is what it is. Unless the elite
concede some of their power and wealth for the well-being of the nation, they will be
hanging their own necks.
This is the classic result of the abuse of power and wealth by one class.That is why
we need a new system of government that will change the relations between
government and the people and elite with the masses.
We also need to tap competent people as it was done in Singapore. As Lee Kuan Yew
said, if he could say in one word why Singapore succeeded, he said “meritocracy.”
Competent officials will not thrive in a presidential unitary system of government
which is all about graft, money and an organization fueled by money. Worse as we
have now found out with the De Lima case, money also comes from drugs. Unless
stopped it will be the drug lords who will decide elections with government officials
beholden to drug lords.
The election of Duterte although near miraculous, is only the start. We must be
reminded it is only the beginning of a long fight ahead. Now we must all help to
achieve what we set out to do in voting Duterte. He has said many times that he
needs all our help. I think he should not have put a time limit to do what he needs to
do. Six months? Six years? That is why the yellowtards, as the Aquino and Co are
called in Facebook, are encouraged to destabilize his government.
MISCELLANY: We can draw examples from East Europe when they organize new
governments.
“Although Ukrainian democracy has made some progress since the 2004 Orange
Revolution, significant problems remain. This article compares the difficulties facing
post-Orange Revolution Ukraine to those encountered in East Central Europe in the
early 1990s and maintains that Ukraine will have a harder time overcoming its
challenges because its starting point and inheritances are different. That is,
Ukrainian democracy must overcome many of the infirmities created during its
initial decade of post-communism, and that these make establishing effective
democratic governance in today’s post-post-communist period arduous. Among the
difficulties are designing effective institutions, managing the post-Orange
Revolution coalition, removing entrenched corruption and weak respect for the rule
of law, and coping with a less hospitable external environment. Events since the
Orange Revolution bear out the argument that the events of 2004, while getting rid
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of a leadership with dubious democratic credentials, are merely the beginning of a
process to bring a successful democratic government to Ukraine.” From Peter
Kropotkin on Revolutionary Government.
“Of all the most important systemic and fundamental constitutional reforms that
must be implemented in order to improve the Philippines, Federalism is the reform
that has the most solid support among most ordinary Filipinos. Particularly in the
Visayas-Mindanao and even in the Solid North, Bicol, and Muslim Mindanao
regions, Federalism is widely appreciated and understood even by ordinary
plebeians and proletarians to be of utmost urgency in order to fix the Philippines.
Sadly, there are members of the Philippine Elite who tend to be stubborn and
uninformed. They are articulate and eloquent so they are able to pretend to be “inthe-know” by obfuscating the issues with their sophistry and casuistry and are
dangerously able to convince other people to become just as ignorant and as antireform as they are. For instance, the Monsods – Christian and Winnie Monsod – have
repeatedly over the years continued to keep mouthing a lie that some people have
unfortunately mistaken to be true. This lie is that “Federalism will empower
Warlords and Political Dynasties.” – from Correct Movement
According to former Philippine Speaker Jose de Venecia only 80 of world’s richest
men own 60% of world’s wealth. The former Philippine speaker was an active
supporter of the shift to parliamentary federal government in the Philippines.
He believes that we can draw the best elements of capitalism and socialism. He also
suggested a meeting of warring forces of Iran and Saudi Arabia in Mecca.
He gave the speech as the newly elected President of the International Association of
Parliamentarians for Peace (IAPP). He asked governments and parliaments “to
combine forces to tackle the almost incredible but all too real problem of the richest
one percent (1%) or 80 of the world’s richest individuals owning sixty percent (60%)
of the wealth of the world, or the same amount shared by 3.5 billion who occupy the
bottom half of the world’s income scale.”
“In the Philippines, the income and social gap is so great that like Disraeli’s Britain
in the 1840s, the rich and the poor among us have become virtually ‘two nations’.”
In 2011, the richest Philippine families accounted for 76% of our country’s gross
national income. The two richest families alone together held 6% of our entire
economy” (Philippine Daily Inquirer, February, 2016)
“The two nations situation, the incredibly huge gap between the rich and the poor,
still exists in many countries in Asia, Latin America, Africa and a number of cities
in Europe and North America.”
He pointed out that in IAPP, “we observe that inequality is an unavoidable result of
market operations. Inequality is the price of capitalist dynamism. Left to itself, rapid
economic growth accelerates income inequality.”
But inequality, though unavoidable, de Venecia pointed out “can be mitigated – made
less painful – by government activity and by parliamentary action. And it is right
that the state and parliaments should do so – because economic insecurity, if left to
itself, will steadily erode social order and eventually generate a backlash against the
economic system as a whole.
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Analysis:
Based on the activity, the teacher raises the following questions to the
students:
1. What is the text about?
2. What are the bases of your group’s claims? Cite necessary evidences
from the text.
3. How does your group decide on the choice of claims?
Abstraction:
After the activity, the class reflects on the answers they provided in the
activities. The teacher asks “What is critical reading?” The students present in class
their own their table to contrast critical reading and non-critical reading.
CRITICAL READING
NON-CRITICAL READING
The teacher also provides necessary information on evaluative statements
and what to include in making evaluative statements such as
1. Author’s purpose
2. Author’s background
3. Validity of the material
4. Use of propaganda
5. Author’s logic and use of the language
6. Personal views about the material
The teacher also list down the techniques which students can apply to
develop critical reading such as
1. Keeping a reading journal
2. Annotating the text
3. Outlining the text
4. Summarizing the text
5. Questioning the text
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Application:
The teacher says
We shall now prepare for an activity by applying what we have learned.
A. The teacher divides the class into groups with 8 to 9 members. The students are
tasked to make an acrostic poem for the word CRITICAL which they will present
after 5 minutes of preparation. The presentation shall be graded using the
following rubric.
Content
Language
Facility
Presentation
Creativity and
Originality
15 points
15 points
10 points
10 points
B. The teacher provides pictures of editorial cartoons reflecting current social issue
in the country. The groups are asked to write evaluative statements using the
drawings as references.
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We are an emerging division where excellence is a habit and allegiance for quality is a pledge.
To show how some critical reading strategies are used, the teacher asks the
students to read the excerpt from the presidential address of Manuel Luis Quezon
delivered to students and teachers on August 19, 1938. After reading critically the
excerpt, the students complete the table with the necessary information required.
Author’s purpose
Author’s background
Use of propaganda
Author’s
logic
and
use
of
the
language
Personal views about the material
We are an emerging division where excellence is a habit and allegiance for quality is a pledge.
LESSON EXEMPLAR
Grade 11 – READING AND WRITING
Quarter:
Theme:
Sub-Theme:
FIRST
Understanding the Why’s and How’s of Reading and Writing
Valuing and Enhancing Crafts in Reading and Writing
Content Standard:
Performance Standard:
The learner understands the
relationship of a written text and the
context in which it was developed.
The learner writes a 1000word critique of a selected text on
the basis of its claim/s, context, and
properties as a written material
I. LEARNING COMPETENCIES
EN11/12RWS-IIIij-6 : Identifies claims explicitly or implicitly made in a written text
EN11/12RWS-IIIij-6.:
a. Claim of fact
EN11/12RWS-IIIij-6.2 :
b. Claim of policy
EN11/12RWS-IIIij-6.3:
c. Claim of value
Objectives:
1. Differentiate claims of fact, policy and value.
2. Determine explicit and implicit information.
3. Perform critical reading activities in various contexts.
4. Incorporate values in writing a text and appreciate the values infused in
reading.
II. LEARNING CONTENT
Lesson: Implicit and Explicit Claims in a Text
Materials:
1. LCD projector
2. Cartolina / manila paper
3. Chalkboard
References:
1. Reading and Writing Skills (pp. 20-23)
2. Realm of Communication “A Manual for Communication Arts 1”
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3. http://department.monm.edu/cata/mcgaan/classes/cata335/oclaims.335.html
4. http://www.philstar.com/headlines/2016/06/30/1598167/analysisunderstanding-duterte-vision-philippines
III. LEARNING TASKS
Introduction:
When you are doing critical reading, are you able to make inferences as a
result of your comprehension towards the text? Are you capable of identifying and
analyzing claims as well as determining explicit and implicit information? Being
able to recognize explicit and implicit information will be useful in critical reading
which is evaluating the claims made by an author. This involves going back to the
text to recognize the writer’s arguments and evidences so you can start assessing
the work of the writer.
Preliminary Activity
React on this quotation of Carl Sagan, “Extraordinary claims require
extraordinary evidence”. Use one half sheet (crosswise) of paper.
There will be an interactive class discussion about the quotation.
Activity:
The students will be grouped into three. They will be asked to read the
article with in-depth analysis and they have to discuss it among themselves. There
will be a presentation/reporting of their group discussion about their claims on the
article. More so, they have to identify claims of fact, value, and policy from it.
Consider the assigned task to be followed for the presentation:
Group 1
A. Explicit Information
(Directly Stated)
1.
2.
3.
B. Implicit Information
(Indirectly Stated)
1.
2.
3.
Claims of Fact
1.
2.
3.
4.
5.
Group 2
A. Explicit Information
(Directly Stated)
1.
2.
3.
B. Implicit Information
(Indirectly Stated)
1.
2.
3.
Claims Value
1.
2.
3.
4.
5.
Group 3
A. Explicit Information
(Directly Stated)
1.
2.
3.
B. Implicit Information
(Indirectly Stated)
1.
2.
3.
Claims of Policy
1.
2.
3.
4.
5.
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Analysis:
Understanding the Duterte vision for the Philippines
By Dindo Manhit (philstar.com)
MANILA, Philippines Rodrigo
Duterte’s
inauguration on June 30 as
President of the Philippines
has brought a
sense
of
cautious optimism across all
sectors of the society, which
has clamored for a swift end
to
endemic
inefficiency
corruption,
in
the
bureaucracy, income inequality, and the proliferation of armed groups and
other lawless elements. Duterte’s rise can be understood as part and parcel of
a broader collapse of barriers-to-power, which is transforming politics both in the
Philippines and internationally. All over the world, “micropowers,” whether
individuals, firms, or states, have found ways to undermine established players
that previously served as the gatekeepers of power.
During his campaign, Duterte positioned himself as an alternative to
traditional presidential candidates. His unorthodox demeanor appealed to
many Filipinos, who saw him as unafraid to speak his mind, even to the extent of
testing the limits of so-called “civilized” behavior. As a result, the millions of
Filipinos that voted for him have high expectations for his presidency.
Given these expectations and the growing curiosity of foreign observers
over the man nicknamed “The Punisher,” it makes sense to expound Duterte’s
three overarching policy thrusts: reestablishing law and order, making Philippine
growth inclusive and restructuring the Philippine system of government. These
three thrusts are the means by which the Duterte administration will seek to turn
his campaign promise of “Tunay na Pagbabago” or radical change into lived
reality.
Reestablishing law and order
The centerpiece of Duterte’s campaign platform was suppressing the
three so-called evils: crime, illegal drugs and corruption, which he believes are
undermining security across all sectors and hampering the growth of the
domestic economy. He pledged to instill discipline with an iron fist for everyone
to adhere to the rule of law and strengthen the country’s justice system.
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To reestablish law and order, he plans to launch a focused, time-bound
campaign against criminals, drug lords and corrupt government officials
through the joint efforts of the Philippine National Police (PNP) and the Armed
Forces of the Philippines (AFP). This will occur in tandem with the elevation of
city-level ordinances from Davao, such as curfew on unescorted minors past 10
p.m. and a ban on the sale of liquor and drinking in public spaces after 1:00
a.m., and so on to the national level.
He desires to bring an end to the decades-long Communist and Moro
insurgencies. An early group of his peace negotiators met with representatives
of the National Democratic Front from June 13 to 14, 2016. News reports indicate
that a ceasefire agreement could be put in place even prior to the first State of
the Nation address on July 25. Duterte offered to elevate members of leftist
groups to four line departments. At present, however, it is not certain that
Duterte fully appreciates the depth of Communist movement, its network of
political front organizations, and their end objective.
The Moro groups have seen similar attention: Duterte had a joint meeting
with the leadership of both the Moro National Liberation Front and the Moro
Islamic Liberation Front on June 18. Both groups reportedly support the move
toward
federalism.
At
present,
there
is
some
uncertainty
over
the
implementation of the Bangsamoro Basic Law as a stand-alone measure or as
part of a push toward a federal system in the country—another campaign
priority for Duterte. Either case could be expected to provide a greater share of
autonomy to the proposed region.
Making socio-economic growth and development inclusive
Duterte has expressed his desire to build on the stellar accomplishments
of the administration of outgoing president Benigno Aquino III, particularly the
latter’s good governance initiatives and critical structural reforms that
transformed the Philippines from being “the sick man of Asia” into “Asia’s rising
tiger.” Of his ten-point socioeconomic agenda revealed on Monday, June 20,
for
example, his
first
point
was to
continue
and
maintain
current
macroeconomic policies, including fiscal, monetary and trade policies.
However, he intends to depart from Aquino’s legacy of instituting slow
but steady macroeconomic reform by advancing an economic agenda which
seeks to upgrade, accelerate as well as expand the government’s basic
services that shall render the country’s macroeconomic environment more
conducive for the flourishing of businesses, influx of investments and conduct of
seamless trade within the country and the greater ASEAN region. Some
megaprojects worth anticipating include: (a) three major railway systems,
namely the Mindanao railway, Manila-Bicol railway, and Manila-Batangas
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railway; (b) Zamboanga Ecozone, Southern Mindanao Growth Corridor
(General Santos growth corridor and Davao Gulf Industrial corridor); and the
South Mindanao-North Sulawesi ro-ro link, among others.
Duterte intends to overcome the alleged structural dissonance between
macroeconomic reform which has been the hallmark of Aquino’s “Daang
Matuwid” program and concrete improvement of living conditions and
standards of Juan dela Cruz. In doing so, he has talked about pursuing the
following: generation of domestic jobs; increase of employment; abolition of
contractualization; promotion of livelihood; agricultural modernization; and
entrepreneurial, technological and industrial advancement with just taxation
and equitable distribution of wealth while caring for the environment for
sustainable development.
He also plans to carry out: improvement of government provision of social
services which include education, health, housing, mass transportation with
special attention to the elderly, women, children, youth, indigenous peoples
and other marginalized sectors; provision of assistance to Overseas Filipino
Workers (OFWs) and their families; and adaptation to climate change through
reducing risk, preparing for natural disasters and adopting 911 nationwide.
Restructuring the form of government
Lastly, Duterte wants to overhaul the unitary-presidential system and shift
to a federal-parliamentary system through a Constitutional Convention. He
desires the holding of a plebiscite and preparing the future federal states to
effect power-sharing, resources-sharing, respect-for-all and development-for-all
as key to reforming the whole bureaucracy to effect good governance.
Reforms under the new system are said to include: increasing the salaries of
government workers; fighting graft and corruption; and unleashing the full
potentials of all regions and ethnic groups for social, economic and cultural
growth. Furthermore, constitutional amendment shall lift restrictive economic
provisions in the Constitution, grant more foreign ownership of property and
certain industries.
The uncertain but promising road ahead
While Duterte’s policy thrusts are intended to improve internal security
and catalyze inclusive growth in the country, one can’t deny that his vision will,
in reality, draw opposition along multiple fronts. He is not only about to wage a
bloody war against the “undesirables” such as criminals, drug syndicates and
corrupt officials who for decades have thrived in the dark underbelly of modern
Philippine society. Over and above these, he looks set to wage his own
revolution against what he sees as a dysfunctional political and economic
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system that has created and perpetuated obstructions the Philippines’ path to
industrialization on the other.
However, a strong populist leadership can sometimes fall victim to
parochial thinking. Having been used to running a secondary city without serious
opposition, there is some fear that Duterte could travel down the path of
arrogance toward abuse of power at the national scale. As elected legislators
have begun to fall in line, the creation of a “super majority” in Philippine
Congress could transform it into a rubber-stamping body. It is imperative for the
Filipino citizenry to maintain a collective critical mindset and attitude on what
his mantra truly means and how it is carried out. While we should support security
and development policies and strategies that will help build strong institutions
and genuinely democratize political power, we ought to remain vigilant against
any tendencies to build a new religion around his quasi-messianic, strongman
persona.
Nevertheless, used wisely, his strong mandate can help to institutionalize
needed government reforms, clear up regulatory gridlock and, at least for the
next six years, stabilize the policy environment. At the very least, increasing
investment and promoting growth have been identified as policy priorities for
the next six years. It is in everybody’s interest to see the phenomenal rise of
Duterte in the annals of history as the moment we as the Filipino nation freely
chose a humble Visayan probinsyano from the distant island of Mindanao to
instill upon us a renewed sense of national pride and lead us to reclaim, redefine
and deepen democracy, on our own terms.
Analysis:
The teacher asks:
1. How was it reading the article with in-depth analysis?
2. What are your personal claims towards the article?
3. State the claims in relation facts, values and policies.
4. Differentiate claims of fact, value and policy.
Abstraction:
The teacher will ask the students to state their understanding on the
properties of a well written text.
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Types of Claims
Claims of Fact. (existence of something/definition or
classification/facts -- inferences about past present or future)
Types of factual claims (generally "objective")
1. Factual / historical
2. Relational - causal connections
3. Predictive
proof requires:
1. sufficient and appropriate grounds
1. reliable authority
2. recent data
3. accurate, typical data
4. clearly defined terms -no loaded language
2. a clear distinction between fact and inference.
Claims of Value (taste & morals / good-bad) [make value judgments/
resolve conflict between values/ quasi policy (rightness of it; relative
merit)]
proof requires:
3. Establishing standards of evaluation (i.e. a warrant that
defines what constitutes instances of the relevant value)
4. note the priority of the value in this instance.
5. Establish the advantage (practical or moral) of your
standards.
6. Use examples to clarify abstract values
7. Use credible authorities for support.
Claims of Policy (action / should or ought) - usually involves sub-claims
of fact and value
proof requires:
1. Making proposed action clear
2. need (justification)
3. plan, (must be workable)
4. benefit (advantages)
5. consider opposition / counter arguments
Application:
A. The students will be grouped into five. They have to present a short roleplaying (2-3 minutes) showing explicit expressions (directly stated) and implicit
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impressions (indirectly stated). Consider the following venues as the springboard
of conversation:
Venue 1
-
Restaurant
Venue 2
-
Resort
Venue 3
-
Shopping Mall
Venue 4
-
Farm
Venue 5
-
Street
The following criteria will be used in grading the activity:
Use of Explicit
Delivery /
and Implicit
Execution
Creativity
Information
50 pts.
25 pts.
25 pts.
B. Create a composition/essay about your claims (Claims of fact, value,
policy) towards a relevant issue in our country. Make at least three paragraphs
including the introduction, body and conclusion. Write in cursively in one whole
sheet of paper.
Consider the following criteria for rating.
Presentation of Claims
Organization
and Relevance to the
Mechanics/Language
Use
Topic
50 pts.
25 pts.
25 pts.
We are an emerging division where excellence is a habit and allegiance for quality is a pledge.
LESSON EXEMPLAR
Grade 11 – READING AND WRITING
Quarter:
Theme:
Sub-Theme:
FIRST
Understanding the Why’s and How’s of Reading and Writing
Valuing and Enhancing Crafts in Reading and Writing
Content Standard:
Performance Standard:
The learner understands the
relationship of a written text and the
context in which it was developed
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
I. LEARNING COMPETENCIES
Identifies the context in which a text was developed
(EN11/12RWS-IVac-7)
a. Hypertext
(EN11/12RWS-IVac-7.1)
b. Intertext
(EN11/12RWS-IVac-7.2)
Objectives:
1. Identify the context and intertextuality of a given text;
2. Differentiate context, intertextuality and hypertext; and
3. Apply their knowledge in context, hypertext and intertextuality by
creating a multi-media presentation about their advocacy as a
member of a community.
II. LEARNING CONTENT
Lesson: HYPERTEXT AND INTERTEXT
Materials:
1. LCD projector
2. Photos of mythological, folk and local heroes or characters
References:
Fernandez, E., et. al (2013). A Worktext in English 2 Writing in the Discipline.
Quezon City: C & E Publishing, Inc.
We are an emerging division where excellence is a habit and allegiance for quality is a pledge.
Stern, Steven L. (2000). Mastering the MCAS in English Language Arts. USA:
AMSCO Publication
Tiongson, Marella Theresa A., et. al. (2016). Reading and Writing skills.
Quezon City: Rex Book Store.
Other Learning Resources:
http://kairos.technorhetoric.net/2.2/features/paralogic/textuality.html
https://www.youtube.com/watch?v=c9wpjL38020
III. LEARNING TASKS
Introduction
The teacher says:
Critical reading does not only mean analyzing the language of a given text
and examining deeply the claims put forth by the author. Critical reading goes
beyond finding the linkage of the evidences and corresponding texts and
identifying and interpreting possible ambiguities and flaws in the reasoning of the
author.
Critical reading also means understanding that texts are always
developed with a certain context, thus its meaning and interpretation are
affected by a given set of circumstances. Moreover, critical reading now involves
a relatively new way of reading a text online as brought by the advent of the
internet and technology. Today let us practice our critical reading skills as we
discuss intertextuality and hypertext.
Preliminary Activity:
The teacher divides the class into five groups. He/ She shows among the
students photos of mythological, folk or local heroes. Each group picks one photo
and thinks of other characters or stories which resemble to the story of their chosen
hero. Each group also thinks of associations (music, objects, and graphics) which
they can relate with the picture through an idea map.
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(Photos from Bing images)
Activity:
The teacher shows in class a short video presentation about one of the
Philippines’ well- known local legend hero, the Legend of Bernardo Carpio
through https://www.youtube.com/watch?v=c9wpjL38020. The teacher also
provides necessary information on the many versions of this tale.
We are an emerging division where excellence is a habit and allegiance for quality is a pledge.
Analysis:
Based on the activity, the teacher raises the following questions to the
students. The teacher asks:
1. What is the legend about?
2. When was the work written?
3. To what other texts can you relate the story of Bernardo Carpio? Cite
specific
instances or situation to support your answer.
Abstraction:
The class reflects on the answers they provided in the activities. The teacher
asks “What is context?” and “How can one analyze the context of a text’s
development?”
(Note: The teacher provides necessary information on the topic.)
Context is defined as the social, cultural, political, historical, and other related
circumstances that surround the text and form the terms from which it can be
better understood and evaluated. Knowledge of a text’s context helps in
appreciating the text’s message more deeply by asking questions like:
When was the work written?
What were the circumstances that produced it?
What issues does it deal with?
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Intertextuality is the modelling 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 is seen when
an author borrows and transforms a prior text, or when you read one text and you
reference another. This view recognizes that the text is always influenced by
previous texts and in turn anticipates future texts.
Hypertext is a relatively new way of reading a text online brought by the advent
of the Internet and technology. It is a nonlinear way of showing information.
Hypertext connects topics on screen to related information, graphics, videos, and
music. This information appears as links and is usually accessed by clicking. The
reader can jump into more information, which in turn may have more links.
Application:
The teacher says
We shall now prepare for an activity by applying what we have learned.
A. FORMATIVE ASSESSMENT
Decide whether the following statements are TRUE or FALSE. Write
INTERTEXTIALITY if the statement is true. If the statement is false, write HYPERTEXT.
_________1. Intertext is a nonlinear way of showing information.
_________2. Hypertext is a relatively new way of reading a text online.
_________3. Context is defined as social, cultural, political, historical, and other related
circumstances that surround the text.
_________4. Intertextuality does not recognize connects between or among different
texts.
_________5. Hypertext connects topics on screen to related information, graphics,
videos, and music.
B. SHOW IT!
The teacher divides the class into five groups for the activity. Each group is
tasked to apply their knowledge of context, intertextuality and hypertext in a
three-minute multi-media presentation on a topic which will reflect their
advocacy as a Tayabense. The presentation is graded using the rubric below.
We are an emerging division where excellence is a habit and allegiance for quality is a pledge.
(screen capture of a sample multimedia presentation highlighting the students’
advocacy on waste segregation in Tayabas City)
Quality of information presented
25 points
Use of multi-media layers (videos, photos, texts, music etc.)-
25 points
Context of the presentation
25 points
Technicalities, grammar and mechanics
25 points
TOTAL
100 points
We are an emerging division where excellence is a habit and allegiance for quality is a pledge.
LESSON EXEMPLAR
Grade 11 – READING AND WRITING
Quarter:
Theme:
Sub-Theme:
FIRST
Understanding the Why’s and How’s of Reading and Writing
Valuing and Enhancing Crafts in Reading and Writing
Content Standard:
Performance Standard:
The learner understands the
relationship of a written text and the
context in which it was developed.
The learner writes a 1000word critique of a selected text on
the basis of its claim/s, context, and
properties as a written material
I. LEARNING COMPETENCIES
EN11/12RWS-IVac-8:
1. Explains critical reading as reasoning
EN11/12RWS-IVac-9:
2. Formulates evaluative statements about a text read
EN11/12RWS-IVac-9.1:
a. Formulates assertions about the content and
properties of a text read
EN11/12RWS-IVac-9.2 :
b. Formulates meaningful counterclaims in response to
claims made in a text read
EN11/12RWS-IVac-10:
3. Determines textual evidence to validate assertions
and counterclaims made about a text read
Objectives:
1. State assertions and counterclaims found in a text read.
2. Characterize assertions and counterclaims.
3. Participate in a classroom debate to show assertions and counterclaims.
4. Write argumentative essays showing textual evidences.
5. Perform critical reading activities in various contexts.
II. LEARNING CONTENT
Lesson: Critical Reading as Reasoning:
a. Formulating Evaluative Statements
b. Determining Textual Evidence
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Materials:
1. LCD projector
2. Cartolina / manila paper
3. Chalkboard
References:
Reading and Writing Skills (pp. 23-30)
Realm of Communication “A Manual for Communication Arts 1”
Developing Skills in Grammar and Composition 2 (pp. 140-149)
https://ph.images.search.yahoo.com/search/images;_ylt=AwrwE.B6PNRY
awYAtDm1Rwx.;_ylu=X3oDMTBsZ29xY3ZzBHNlYwNzZWFyY2gEc2xrA2J
1dHRvbghttp://www.rappler.com/nation/164598-cbcp-death-penalty-jesus-legalkilling
III. LEARNING TASKS
Introduction:
How to become a good critical reader? Basically, it requires critical
analysis where in one can logically evaluate claims of the writer. Certainly, a
writer wants the reader to agree with his / her claims and through the reader
assertions on the writer’s claims, there is what we call agreement between the
writer and the reader. In this lesson, your crafts in critical reading will be
enhanced through careful analysis of reading texts where in you will be able to
identify textual evidences to substantiate either assertions or counterclaims.
Preliminary Activity:
React on these photos. What do you feel about them?
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(There will be an interactive class discussion)
Activity:
The students will be grouped into five. They will be asked to read the article
with in-depth analysis and they have to discuss it among themselves. There will be
a presentation/reporting of their group discussion about their claims on the article
– whether they agree with it (assertions) or otherwise (counterclaims). They have
to prove their assertions / counterclaims based on their reading.
Jesus didn't advocate legal killing, CBCP reminds faithful
MANILA, Philippines – In another denunciation of the House of Representatives'
vote approving the reimposition of capital punishment, the Catholic Bishops' Conference
of the Philippines (CBCP) on Sunday, March 19, slammed the use of the Bible to defend the
death penalty.
"To the people who use the Bible to defend death penalty, need we point out how
many other crimes against humanity have been justified, using the same Bible?" CBCP
president Lingayen-Dagupan Archbishop Socrates Villegas said in a pastoral statement
released on the 3rd Sunday of Lent.
"We humbly enjoin them to interpret the Scriptures properly, to read them as a
progressive revelation of God's will to humankind, with its ultimate fulfillment in Jesus
Christ, God's definitive Word to the world," he added.
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The CBCP statement comes after 217 lawmakers approved on 3rd and final reading
the controversial death penalty measure on March 7. House Bill Number 4727 seeks to
punish perpetrators of drug-related crimes. (READ: LIST: How congressmen and women
voted on the death penalty bill)
The CBCP pastoral letter was set to be read as a homily for Sunday masses in all
dioceses. (READ: CBCP on death penalty vote: We shall not be silenced)
Villegas also pointed out that death penalty has often been justified by a principle
of justice based on retribution. But, he added, Jesus himself challenged this and replaced it
"with the higher principle of non-retaliation of evil for evil, with justice founded on mercy."
"Jesus was never an advocate of any form of 'legal killing.' He defended the
adulterous woman against those who demanded her blood and challenged those who were
without sin among them to be the first to cast a stone on her (John 8:7)," the CBCP letter
said.
Ineffective deterrent to crime
In the letter, Villegas noted that repressive governments have turned to the death
penalty to stifle dissent or eliminate those perceived as threats.
"Think, for instance why Herod Antipas had John the Baptist beheaded, or why
Pilate had Jesus crucified. Think of the thousands of Christian martyrs who were put to
death for sheer hatred for the faith," he said.
Villegas also said that capital punishment simply eliminates criminals instead of
addressing the root causes of criminality, making death penalty an ineffective deterrent.
Coupled with a flawed legal system that bars the poor from getting access to good
lawyers and due process, Villegas said that this constitutes a "lethal mix" that also directly
contradicts the basic human right to life.
The CBCP president also noted the irony of lawmakers approving the death penalty
bill on Ash Wednesday, with television footage catching the lawmakers giving their votes
with their foreheads marked with ash crosses.
"Could they have forgotten what that cross meant? Could they have missed out the
contradiction between their vote and the crosses on their foreheads, which were supposed
to serve as a loud statement of faith in the God who, for love of us, chose to give up his life
for our salvation, rather than see us perish (John 3:16)?" Villegas said.
Appeal to senators
In an effort to block the reimposition of the death penalty, the CBCP will send out
letters of appeal to senators explaining why they reject the measure.
The CBCP letter cited several reasons why the death penalty should not be
reimposed: it is not necessary; it will not be helpful and may weaken the country's appeal
for clemency for Filipinos sentenced to death abroad; and it will not be a move towards
greater justice.
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"Besides, the trend in dealing with crimes now is towards restorative and not
vindictive justice. Restorative justice seeks healing for the victims and their families and
reform of offenders. This certainly is what the Lord wills who wants not the death but the
conversion of sinners," the letter read.
– Rappler.com
Analysis:
The teacher asks:
1. How was it reading the article with in-depth analysis?
2. What are your personal claims towards the article?
3. Do you agree with it? Why or why not?
4. What textual evidence can you get gather from the article which find
credible and powerful to prove a claim?
5. Based on the discussion, differentiate assertion and counterclaim?
Abstraction:
The teacher will ask the students to state their understanding on the
concept of critical reading as reasoning.
Identifying Assertions
Assertions are declarative sentences that claim something is true about
something else. Simply put, it is a sentence that is either true or false.
Consider the following examples:
- The sampaguita’s roots are used for medical purposes, such as an
anesthetic and a sedative
- The sampaguita belongs to the genus Jasminum of the family Oleaceae.
- The popularity of sampaguita flowers is most evident in places of worship.
- Sampaguitas are the most beautiful and most fragrant of all flowers.
We are an emerging division where excellence is a habit and allegiance for quality is a pledge.
There are four common types of assertion, which are classified according
to the degree of certainty they can be judged as true or false. How would you
classify the previous statements?
1. Fact – This is a statement that can be proven objectively by direct
experience, testimonies of witnesses, verified observations, or the results
of research.
Ex: The sampaguita’s roots are used for medicinal purposes, such as an
anesthetic and a sedative.
2. Convention – It is a way in which something is done, similar to traditions and
norms. Conventions depend on historical precedent, laws, rules, usage,
and customs.
Ex: The sampaguita belongs to the genus Jasminum of the family Oleaceae.
3. Opinions – They are based on facts, but are difficult to objectively verify
because of the uncertainty of producing satisfactory proofs of soundness.
Ex: The popularity of sampaguita flowers is most evident in places of worship.
4. Preferences – They are based on personal choice; therefore, they are
subjective and can not be objectively proven or logically attacked.
Ex: Sampaguitas are the most beautiful and most fragrant of all flowers.
Formulating Counterclaims
Counterclaims are claims made to rebut a previous claim. They provide a
contrasting perspective to the main argument.
Determining Textual Evidence
Evidence is defined as the details given by the author to support his / her claim.
Application:
A. Have an in-depth critical reading of the article below. Write a reaction paper
about it by stating your own claim towards the topic and proving it by textual
evidences. Present it in not less than 1000 words using short bond paper, with arial
font 12 size, 1.5 spacing.
Consider the following criteria for rating.
Presentation of Claims
and Textual Evidences
50 pts.
Organization
25 pts.
Mechanics/Language
Use
25 pts.
We are an emerging division where excellence is a habit and allegiance for quality is a pledge.
Duterte: open to legalization of medical marijuana
The President has 'no problem' with legalizing cannabis for medical
purposes if the Food and Drug Administration gives the greenlight.
MANILA, Philippines – President Rodrigo Duterte, known for his allconsuming hatred of drugs, said he is open to the legalization of medical marijuana
if deemed beneficial by the proper authorities.
"I'm not the authority for that. It’s the Food and Drug Administration. If it's
certified by the government and it's good fine, no problem," he said during
an interview with Al Jazeera made online on Saturday, October 15.
Duterte said FDA regulations mean such a proposal will have to go through
studies.
"It must have this qualifying you know, activity, where it is being used to
find out if it's really medicinal or it can do something good for the body," he said.
In some places, like some states in the United States, marijuana is legal for
medical purposes such as for the alleviation of pain. Marijuana can also be
prescribed by doctors to treat muscle spasms, nausea from cancer chemotherapy,
and seizure disorders.
The Philippines, along with countries like Indonesia, France, China,
Malaysia, and Singapore, have some of the stricted laws against marijuana or
cannabis.
Countries like Germany, Netherlands, India, and Canada, meanwhile, have
the least restrictive cannabis laws.
There have been efforts in the Philippine Congress to legalize medical
marijuana.
Duterte has been fiercely vocal against drugs, particularly shabu
or methamphetamine, saying it tears apart Filipino families and heightens criminal
tendencies.
He is at the helm of a controversial anti-drugs campaign that has been
linked to deaths of over 3,300.
– Rappler.com
B. Organize a classroom debate about two currents issues in the
country. Consider the table below for the groupings.
Death Penalty in the Philippines
Legalization of Marijuana
Group 1 : Agree (Affirmative)
Group 3 : Agree (Affirmative)
Group 2 : Disagree (Negative)
Group 4 : Disagree(Negative)
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DEBATE GRADING RUBRIC
Levels of Performance for AFFIRMATIVE Team
Criteria
1. Organization &
Clarity:
Main arguments and
responses are
outlined in a clear
and orderly way.
2. Use of
Argument:
Reasons are given
to support the
resolution
3. Use of crossexamination and
rebuttal:
Identification of
weakness in
Negative team’s
arguments and
ability to defend itself
against attack.
4. Presentation
Style:
Tone of voice, clarity
of expression,
precision of
arguments all
contribute to keeping
audience’s attention
and persuading
them of the team’s
case.
4
Completely
clear and
orderly
presentation
3
Mostly clear
and orderly
in all parts
2
Clear in
some parts
but not
overall
1
Unclear and
disorganized
throughout
Very strong
and
persuasive
arguments
given
throughout
Many good
arguments
given, with
only minor
problems
Some
decent
arguments,
but some
significant
problems
Excellent
cross-exam
and defense
against
Negative
team’s
objections
Good crossexam and
rebuttals,
with only
minor slipups
Decent
cross-exam
and/or
rebuttals,
but with
some
significant
problems
All style
features
were used
convincingly
Most style
features
were used
convincingly
Few style
features
were used
convincingly
Few or no
real
arguments
given, or all
arguments
given had
significant
problems
Poor crossexam or
rebuttals,
failure to
point out
problems in
Negative
team’s
position or
failure to
defend itself
against
attack.
Very few
style
features
were used,
none of
them
convincingly
Grade:
TOTAL
SCORE:
_____
(Divide by 4)
AVERAGE FOR AFFIRMATIVE TEAM:
_______
Levels of Performance for NEGATIVE Team
Criteria
1. Organization &
Clarity:
Main arguments
and responses are
outlined in a clear
and orderly way.
2. Use of
Argument:
4
Completely
clear and
orderly
presentation
3
Mostly clear
and orderly
in all parts
2
Clear in
some parts
but not
overall
1
Unclear and
disorganized
throughout
Very strong
and
persuasive
arguments
Many good
arguments
given, with
Some
decent
arguments,
but some
Few or no
real
arguments
given, or all
Grade:
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Reasons are given
against the
resolution
given
throughout
only minor
problems
significant
problems
3. Use of crossexamination and
rebuttal:
Excellent
cross-exam
and defense
against
Affirmative
team’s
objections
Good crossexam and
rebuttal,
with only
minor slipups
Decent
cross-exam
and/or
rebuttal, but
with some
significant
problems
All style
features
were used
convincingly
Most style
features
were used
convincingly
Few style
features
were used
convincingly
Identification of
weakness in
Affirmative team’s
arguments and
ability to defend
itself against
attack.
4. Presentation
Style:
Tone of voice,
clarity of
expression,
precision of
arguments all
contribute to
keeping audience’s
attention and
persuading them of
the team’s case.
arguments
given had
significant
problems
Poor crossexam or
rebuttal,
failure to
point out
problems in
Affirmative
team’s
position or
failure to
defend itself
against
attack.
Very few
style
features
were used,
none of
them
convincingly
TOTAL
SCORE:
_______
(Divide by 4)
AVERAGE FOR NEGATIVE TEAM:
_______
We are an emerging division where excellence is a habit and allegiance for quality is a pledge.
LESSON EXEMPLAR
Grade 11 – READING AND WRITING
Quarter:
Theme:
Sub-Theme:
FIRST
Understanding the Why’s and How’s of Reading and Writing
Valuing and Enhancing Crafts in Reading and Writing
Content Standard:
Performance Standard:
The
learner
understands
the
requirements
of
composing
academic writing and professional
correspondence
The learner produces each type of
academic writing and professional
correspondence
following
the
properties of well written texts and
process approach to writing.
LEARNING COMPETENCIES
 Explains how one’s purpose is a crucial consideration in academic and
professional writing (EN11/12RWS-IVdg-11)
Objectives:
1. Differentiate academic writing from professional writing
2. Realize the value of academic and professional writing to their lives as
students and future professionals
3. Present an acrostic reflecting their understanding of academic and
professional writing
LEARNING CONTENT
Lesson: PURPOSEFUL WRITING IN THE DISCIPLINE
Materials:
1. LCD projector
2. Copies of activity sheet
References:
Fernandez, E., et. al (2013). A Worktext in English 2 Writing in the Discipline.
Quezon City: C & E Publishing, Inc.
Tiongson, Marella Theresa A., et. al. (2016). Reading and Writing skills.
Quezon City: Rex Book Store.
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Other Learning Resources:
https://www.hws.edu/academics/ctl/pdf/critique.pdf
LEARNING TASKS
Introduction
The teacher says:
A piece of writing has its own purpose which guides the writer to generate,
develop, organize and polish his texts. You also write because you have a purpose
or reason in writing – either because you are required by your teacher or because
you choose to write for your own personal reasons. Whatever your purposes may
be, it is a must that you know how to communicate with people in your school and
with the people in your future jobs.
Preliminary Activity:
The teacher divides the class into four groups. He/ She provides all four
groups with various samples of texts such as theses, term papers, concept papers,
essays, book reviews, memoranda, technical reports, business letters and
feasibility studies. The students are tasked to categorize or classify the given texts
based on the characteristics which the group will set.
Activity:
The students are asked to form four (4) groups. Two groups are given
samples of academic writing (research paper, term paper, reaction paper, essay,
book review) while the next two groups are given sample of professional writing
(business correspondence, memos, technical-business related reports). The
members of the group are tasked to read and examine the given sample texts.
After the group’s examination of the texts provided, they are asked to
complete the table. Each group assigns a leader and a rapporteur to lead the
discussion.
Text Title
Topic
What is the text
about?
Purpose
What is the writer’s
goal in writing the
text?
Audience
Who is the target
reader of the text?
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Writer’s Knowledge
How much does the
writer know of the
subject?
Tone
Did the writer write in
formal or informal
manner?
Vocabulary
List down special
vocabulary found in
the text.
Grammar
List down the
language features of
the text
Analysis:
After doing the activity, the teacher asks the groups the following
questions:
1. What do you think are the characteristics shared in common by the text
that you examined?
2. What language features were you able to identify in the samples given
to your group?
3. Compare your sample text to those texts given to the other groups.
What are their salient differences?
Abstraction:
After the discussion, the class reflects on the answers they provided in the
activities. The teacher asks the students to help her complete the statements.
Necessary prompts should be made by the teacher so that the class can
provide the appropriate response.
Academic writing is …
Professional writing is…
Based on the given examples, the characteristics or features of academic
writing are…
Based on the given examples, the characteristics or features of academic
writing are…
Academic writing is important to me as a student because…
Professional writing is important to me as a future ( teacher, nurse, chef,
etc.) because…
We are an emerging division where excellence is a habit and allegiance for quality is a pledge.
Application:
The teacher says
We shall now prepare for an activity by applying what we have learned.
A. FORMATIVE ASSESSMENT
Decide whether the following statements are TRUE or FALSE. Write ACADEMIC if the
statement is true. If the statement is false, write PROFESSIONAL.
_________1. Examples of academic writing include business correspondence,
resume, application letter and technical-business related reports.
_________2. A piece of writing has its own purpose.
_________3. Required writing happens on the job and in the school.
_________4. Research paper, term paper, essays, and book reviews are examples of
professional writing.
_________5. We write not only because we are required to but also because we
choose to write for our own personal reasons.
B. The students are asked to work in groups and present an acrostic about the
ideal features of academic and professional writing. Two groups shall work on the
word ACADEMIC while the last two groups shall work on the word PROFESSIONAL.
Students are encouraged to use ingenuity and creativity for the presentation.
Example:
A- active verbs should be used
C – conciseness must be observed
A – adept writers are required
D – direct /straightforward words, don’t forget to utilize
E – errors must be avoided
M – mechanics should not be neglected
I – inaccuracy, no room for that
C – clarity will win the prize
Students shall be graded based on the following criteria:
Correctness
Creativity
Presentation Style
TOTAL
15 points
15 points
10 points
40 points
We are an emerging division where excellence is a habit and allegiance for quality is a pledge.
LESSON EXEMPLAR
Grade 11 – READING AND WRITING
Quarter:
Theme:
Sub-Theme:
FIRST
Understanding the Why’s and How’s of Reading and Writing
Valuing and Enhancing Crafts in Reading and Writing
Content Standard:
Performance Standard:
The
learner
understands
the
requirements
of
composing
academic writing and professional
correspondence
The learner produces each type of
academic writing and professional
correspondence
following
the
properties of well written texts and
process approach to writing.
I. LEARNING COMPETENCIES
 Explains how one’s purpose is a crucial consideration in academic and
professional writing
(EN11/12RWS-IVdg-11)
 Identifies the unique features of and requirements in composing texts that
are useful across disciplines
 Critique
(EN11/12RWS-IVdg-12)
(EN11/12RWS-IVdg-12. 1)
Objectives:
1. Identify the functions and parts of a review
2. Explain the importance of writing a review in their lives as a SHS student
3. Compose a well-written critique about a movie they watched
LEARNING CONTENT
Lesson: PURPOSEFUL WRITING IN THE DISCIPLINE / WRITING A CRITIQUE or REVIEW
Materials:
1. LCD projector
2. Movie clips
3. Copies of critiques and reviewsCopy of the movie “The Count of Monte
Cristo”
References:
Fernandez, E., et. al (2013). A Worktext in English 2 Writing in the Discipline.
Quezon City: C & E Publishing, Inc.
We are an emerging division where excellence is a habit and allegiance for quality is a pledge.
Grammar and Composition Handbook, High School 1. (2000). New York:
Glencoe McGraw Hill.
Stern, Steven L. (2000). Mastering the MCAS in English Language Arts. USA:
AMSCO Publication
Other Learning Resources:
https://www.hws.edu/academics/ctl/pdf/critique.pdf
LEARNING TASKS
Introduction
The teacher says:
Every now and then, your teachers might ask you to compose an
academic writing texts such as essays, research proposals, reaction papers and
critiques. With the tasks assigned to you, you need to be equipped with the
necessary knowledge and skills to do these correctly. Today, let us talk about
composing a critique and explore the beauty and challenge of academic writing.
Preliminary Activity:
The teacher shows in class a three-minute video clip of movie trailers based
on a popular novel such as Harry Potter, Chronicles of Narnia and Lord of the Rings.
After watching the movie, the class shares insights about the trailers presented.
(Note: The teacher provides necessary prompts to lead students into
discussing about their own assessment of the movie based on the video they
watched.)
Activity:
The teacher divides the class into four groups and provides each group a
copy of a sample movie critique, article critique and book review. After reading,
the group assigns a leader and a rapporteur to facilitate the discussions. Each
group is also tasked to complete the table with the necessary information
required.
What is the title of the text
Who is the audience?
What questions are discussed in the text?
What conclusion does the author draw from the
research?
What kind of evidence is offered in support of
his/her conclusions?
We are an emerging division where excellence is a habit and allegiance for quality is a pledge.
Are the author’s conclusion and evidence valid
and acceptable?
Analysis:
After doing the activity, the teacher asks the groups the following
questions:
1. What does the writer wish to express in the text?
2. How are the writer’s ideas organized?
3. What do you think are the possible difficulties which you may encounter
when the teacher asks you to write a critique?
Abstraction:
After the discussion, the class reflects on the answers they provided in the
activities. The teacher asks,
“What is a critique?” and “What are the parts of a critique?”
(Note: The teacher provides necessary information on the topic.)
Critique – a French word which means critical assessment. Some common types
of critique include film reviews in a newspaper or book reviews in journals.
FUNCTIONS OF A REVIEW
1. Determine what has been done already
2. Provide insights necessary to develop a logical framework into which
the topic fits
3. Provide the rationale for the hypotheses being investigated
4. Identify potentially useful methodological strategies
5. Facilitate the interpretation of the results
PARTS OF THE REVIEW
1. Introduction
2. Body
3. Summary/Synthesis
4. Conclusion
5. References
We are an emerging division where excellence is a habit and allegiance for quality is a pledge.
Application:
The teacher says
We shall now prepare for an activity by applying what we have learned.
A. FORMATIVE ASSESSMENT
The teacher asks the students to answer the following questions briefly:
1. What is a critique/review?
________________________________________________________________________
________________________________________________________________________
2. What are its functions?
________________________________________________________________________
________________________________________________________________________
3. What are its parts?
________________________________________________________________________
________________________________________________________________________
4. Why is writing a critique/review important in your life as a SHS student?
________________________________________________________________________
________________________________________________________________________
B. Students are asked to compose a 750 - 1000 word critique of the movie Count
of Monte Cristo (based on the novel written by French author Alexandre Dumas in
1844). Students critique shall be graded based on the following criteria.
Evidence of Research
50 points
Language Used (paraphrasing)
20 points
Organization of Ideas ( Use of transitional device)
20 points
Mechanics (Correct use of punctuation marks and spelling)
10 points
TOTAL
100 points
We are an emerging division where excellence is a habit and allegiance for quality is a pledge.
LESSON EXEMPLAR
Grade 11 – READING AND WRITING
Quarter:
Theme:
Sub-Theme:
FIRST
Understanding the Why’s and How’s of Reading and Writing
Valuing and Enhancing Crafts in Reading and Writing
Content Standard:
Performance Standard:
The learner understands the
requirements
of
composing
academic writing and professional
correspondence.
The learner critiques a chosen
sample
of
each
pattern
of
development
focusing
on
information selection, organization,
and development.
I. LEARNING COMPETENCIES
EN11/12RWS-IVhj-13:
9. Identifies the unique features of and requirements in
composing professional correspondence
EN11/12RWS-IVhj-13.1:
a. Resume
EN11/12RWS-IVhj-13.3:
c. Application for Employment
Objectives:
1. To determine interests and evaluate qualifications in choosing career
path.
2. To identify unique features of a resume, and cover letter, and explain
what makes them effective. Incorporate values in writing a text and
appreciate the values infused in reading.
3. To explain how purpose and audience affect the content of professional
documents such as resumes and cover letters.
4. To organize and format the parts of each document and come up with
persuasive resume, cover letter and application essay.
II. LEARNING CONTENT
Lesson: Purposeful Writing for Professions
Materials:
1. LCD projector
2. Cartolina / manila paper
3. Chalkboard
We are an emerging division where excellence is a habit and allegiance for quality is a pledge.
References:
1. Reading and Writing Skills (pp. 166-182)
2. Developing Skills in Grammar and Composition 2 (pp. 140-149)
III. LEARNING TASKS
Introduction:
How do you see yourself after your senior high school and college
graduation? Do you find yourself ready and confident in applying for a job? In this
writing lesson you will learn how to prepare yourself for your future career. Thus,
self-assessment is necessary by first knowing your interest as an individual as it will
bring you to what you are going to become someday. More so, you will also be
knowledgeable and skillful on the logistics of business correspondence particularly
discourses in the profession.
Preliminary Activity:
Confucius once said, “Choose a job you love, and you will never have to
work a day in your life.” Write your thoughts about this in not less than 5 sentences
using one fourth sheet of paper.
Some students will be asked to share their thoughts in class.
Activity:
Individual Work:
A. Make a self-assessment which will serve as your guide in planning for
your career. Complete the table to reveal your responses for each step in career
planning.
Determining your interests
1. ________________________________
2. ________________________________
3. ________________________________
4. ________________________________
5. ________________________________
Strengths
1. ________________________________
2. ________________________________
3. ________________________________
4. ________________________________
5. ________________________________
Weaknesses
1. ________________________________
2. ________________________________
3. ________________________________
4. ________________________________
5. ________________________________
We are an emerging division where excellence is a habit and allegiance for quality is a pledge.
Assessing your qualifications
(Skills, Trainings and Experiences)
Selecting an academic track and
searching for a college course or a
vocational school
Searching for a job
State your job preferences.
B. Assuming that you are applying for a job, formulate your objective
stating your purposes and reasons for applying a particular job. Write it in one
fourth sheet of paper. Consider these in starting your objective.
To be able to ___________________________________________________
To become _____________________________________________________
Analysis:
The teacher asks:
1. How was it doing self-assessment?
2. Were you able to reveal all the information needed?
3. With your interests and qualifications, do you find yourself sure of what
will be your career in the future?
4. How do you see yourself applying for a job two years or six years from
now?
Abstraction:
The teacher will ask the students to state their understanding on the
concept of purposeful writing for the professions.
We are an emerging division where excellence is a habit and allegiance for quality is a pledge.
Steps in Planning Your Career
Determining your interests
Assessing your qualifications
Selecting an academic track and searching
for a college course or vocational school
Searching for a job
Writing your Resume
A resume is a document that contains a brief account of a person’s
education, skills, work experience, and other qualifications. It is usually sent along
with job applications, and sometimes with school application as well.
1. Formatting your resume
The following section details the categories that normally appear in the
chronological resume.
1. Heading
2. Objective
3. Education
4. Honors and Awards
5. School Activities
6. Work Experience
7. Enrichment Activities
2. Polishing your resume
1. Revising
2. Updating
3. Proofreading
We are an emerging division where excellence is a habit and allegiance for quality is a pledge.
Writing Your Cover Letter
Cover Letter – This also refers to application letter. This is a letter that
accompanies your resume and highlights the strengths that you have listed. The
parts of a cover letter are as follows:
1. Introduction
2. Body
3. Conclusion
Application:
1. Recall the ideal job that you have discovered based on your self-analysis.
Use the Internet and search for a job posting related to or that describes your ideal
job. Afterward, revise your resume to cater to the requirements of the job posting.
Next, create a cover letter to accompany your resume.
2. Prepare for a mock job interview. Consider the rubric to guide for your
preparation.
We are an emerging division where excellence is a habit and allegiance for quality is a pledge.