DAILY LESSON PLAN
Learning Area : ENGLISH
Quarter : 3rd (THIRD)
Grade Level
Strand
: 11
: ( HUMSS) & (ABM)
Subject: English 2s (Reading and Writing Skills)
Content Standard
Performance Standard
Learning Competency
(with code)
Key Concepts
I. LEARNING OBJECTIVES
II. CONTENT
Reference
Resources/Materials
III. LEARNING PROCEDURES
A. Preliminary Activities
1. Prayer and Checking
of Attendance
2. Review
The learner The learner realizes that information in a written
text may be selected and organized to achieve a particular
purpose.
The learner is able to:
1. The learner critiques a chosen sample of each pattern of
development focusing on information selection, organization
and development.
(EN11/12RWS-IIIGH-4.1) The learner identifies properties of a
well-written text (organization).
(EN11/12RWS-IIIGH-4.2) Identify properties of a well-written
text (coherence and cohesion).
 Main idea- the main point or central idea in the paragraph.
 Topic sentence-states the main idea found in the beginning,
middle, or end of the paragraph.
 Supporting Ideas/Details-elaborates, supports, or explains
the main idea of the paragraph.
 Cohesion-refers to the unity of ideas in a paragraph.
At the end of the lesson, the students should be able to:
a. identify the topic sentence and supporting details in a
paragraph;
b. discern the main idea of a paragraph;
c. write a paragraph with a topic sentence and supporting
details;
d. define and explain cohesion;
e. determine whether a paragraph is cohesive or not; and
f. write a cohesive paragraph.
-The Main Idea and Supporting Details
in a Paragraph
-Cohesion in a Paragraph
English 2s (Reading and Writing Skills) Quipper, Quarter 3, Unit
3, Lesson 1 and 2
Laptop, Powerpoint Presentation, Quipper
Ask someone to lead the prayer and take screenshots for
attendance and record the in and out of the students in the
virtual classroom.
Ask the leaners:
What was our lesson yesterday?
3. Motivation
B. Developmental Activities
1. Activity
Arrange students into pairs. Have each pair of students sit at
their desks back-to-back, with the writing surfaces of their
desks in front of them. Tell students that one of them will be
Student "A" and the other will be Student "B." Have students in
each pair choose one of the letters.
After students have chosen their letters, ask each student to
write his or her letter in the top corner of a blank sheet of
paper. Next, instruct all "A's" to spend two minutes drawing
something on their papers. (Partners may not look at or talk to
each other during this part of the activity.) While "A's" are
drawing, "B's" should remain in their seats. At the end of the
two-minute drawing period, instruct "A's" to put down their
pens/pencils.
Next, tell "B's" to pick up their pens/pencils. Instruct "A's" to
give a clear description of their drawings to their respective
partners. Instruct "B's" to listen only to their partners'
instructions. Each "B" will use the oral instructions to try to recreate his or her partner's drawing. Allow three minutes for this
next step. Remember: The only means of communication is for
each "A" to provide description of the drawing to his or her
partner. "B's" can only listen and draw. Partners should remain
sitting back-to-back at all times during this part of the activity.
At the end of the three-minute time period, instruct "B's" to put
down their pens/pencils.
Give each pair 2 minutes to show each other their drawings and
discuss the results.
For the next part of the activity, instruct partners to resume
their back-to-back positions. Provide each student with a clean
sheet of drawing paper and tell students that the second part
of the activity will be different from the first part. Then have
"B's" spend two minutes drawing on their papers. Students
should use the entire two minutes to draw something beyond
a simple shape or two. When the two minutes are up, "B's"
should put down their pens/pencils.
Remind all pairs to remain seated back-to-back. Instruct all
"A's" to prepare to draw. Tell students that this time the "A's"
are going to reproduce their partners' drawings, but the only
way they can obtain information about those drawings is by
asking yes or no questions. Emphasize that only questions that
can be answered yes or no are allowed! Allow students three
minutes to complete this part of the activity. When time is up,
have partners compare their drawings.
2. Analysis
3. Abstraction
1. How did you find the activity?
2. What were the difficulties and successes you experienced
with your pairs?
3. Which exercise was more difficult and why?
4. What did you learned from the activity?
5. How important is listening and asking questions to be able to
communicate effectively?
 Discuss the different skills necessary to have an effective
communication.
 Explain the different types of listening.
4. Application
Instruction: With the same group from the preliminary activity,
the students will present a 3-5-minute role play. Each group
will choose among the following situations/scenarios (through
draw lots) and “How are they going to handle the situation with
the use of different effective communication skills.” Each team
shall be given 5 minutes preparation. Be ready to present it in
class. (Give the additional points that you’ve promised in the
motivational activity to the group)
a.
b.
c.
d.
With a Parent
- Jared’s dad loves football, and he has always
pressured Jared to play. Jared would much rather
play soccer and he wanted to bring this up to his
father.
Between Friends
- Will and Gabe are best friends, but sometimes Gabe
makes snide comments about Will’s height. Will
decide decides he is sick of taking it and he would
talk to Gabe about it.
With a Teacher
- Ali got a failing grade on a particular subject, but she
truly feels she deserved a higher grade and she
wanted to talk to her subject teacher about it.
Between Friends
- David and Alex are friends, and both boys like the
same girl, Tara. David discovered this and he wanted
to talk to Alex about it.
CRITERIA
PERCENT
Use of Non-Verbal Cues 20%
(voice, gestures, eye
contact)
Use
of
effective 20%
communication skills
Imagination and Creativity 20%
Presentation of Character
Teamwork
and
Cooperation
Overall Presentation
TOTAL
15%
15%
10%
100%
IV. EVALUATION
Direction: Identify the type of listening expounded in the
following situations or scenarios. This should be done for 8-10
minutes only.
a. A student watching a debate on television
b. A judge giving remarks to contestants of an
extemporaneous-speaking contest
c. A guidance counselor listening to a student
share about his family problems
d. A teenager listening to an upbeat song on his
cellphone while traveling on his way home
e. A teacher listening to the report of a student in
class
f. A mother listening to her child talk about
problems in school
g. A lady watching her favorite singer perform in a
concert
h. An English instructor listening to students
deliver their memorized speeches
V.
AGREEMENT/ASSIGNMENT
VI. REFLECTION
Research about Intercultural Communication.
A. Number of learners who earned 80% in the evaluation.
________________________________________________________________
B. Number of learners who require additional activities for remediation who scored
below 80%.
________________________________________________________________
C. Did the remedial lessons work? Number of learners who have caught up with the
lesson. ________________________________________________________________
D. Number of learners who needs to continue to remediation.
________________________________________________________________
E. Which of my teaching strategies work well? Why did these works?
________________________________________________________________
Prepared by:
Checked by:
ROSE ANN H. SANGUILA
JOVENIL BACATAN
Student
Instructor