DLP RWS

Angeles City Senior High School
Daily Lesson Plan (DLP)

Reading and Writing Skills
Session 1 & 2 (November 18-22, 2019)

Lesson 1
I. OBJECTIVES
At the end of the session, learners are expected to:
1. Define text and discourse
2. Explain how text a connected discourse
3. Aware on how to construct sentences with cohesion and coherence
II. CONTENT
A. Topic: Text as Discourse
B. Learning Competency: Describes a written text as connected

discourse. EN11/12RWS-IIIa-1
III. LEARNING RESOURCES

A. References
1. Curriculum Guide-Core Subject
2.Seastres, J. E (2016). [READING AND WRITING SKILLS] Text as a Discourse
– Introduction. Retrieved November 18, 2019 from
https://www.slideshare.net/EjeSeastres/reading-and-writing-skills-text-as-a-
discourse-introduction
B. Materials
1. Powerpoint Presentation, Pictures and Video
2. Regular teaching tools
IV. PROCEDURES
A. Preparatory Activities:
Prayer< Greetings < Checking of Attendance < Review of Previous Lesson
B. Development of the Lesson
1. Motivation:
The teacher will initiate a game called Fix me wherein students will arrange
the words to form the complete ideas.
2. Presentation:
Spoken and written connected discourse/speech forms and their features

and purposes will be discussed using a powerpoint presentation/traditional
method.
3. Activity:
The teacher will give a specific topic (How do social media help people?). The
student will form their ideas by writing down their insight about the issue with cohesion
and coherence.
4. Application:
The teacher will ask for 5 volunteers to share their works.
C. Evaluation
Answer the following questions.
1. What makes text a connected discourse?

2. Differentiate cohesion and coherence.
3. Explain the 3 effective strategies.
D. Assignment
1. Write the insights you have learn on this activity.
V. REMARKS
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
VI. REFLECTION
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
Prepared by: Jinky D. Navallo
Checked by: Jeannieffer R. David
Approve by: Hilda N. Garcia

Principal II


Lesson 2
I. OBJECTIVES
At the end of the lesson the student should be able to:
1. Make a brainstorming list about the passage read.
II. CONTENT
A. Topic: Brainstorming List (7 easy ways to brainstorm effectively)
B. Learning Competency: Distinguishes between and among techniques in

selecting and organizing information
a. brainstorming list

A. References
2. Lachica, T. (2017). Reading_Lesson 2 text as connected discourse. Retrieved
November 18, 2019 from https://www.slideshare.net/tinelachica04/readinglesson-
2-text-as-connected-discourse
3. Lupiana, N. (nd). Brainstorming Tools: Graphic Organizers Retrieved November
18, 2019 from https://www.storyboardthat.com/articles/e/brainstorming-graphic-
organizer
4. Jose, L. and Larioque, R.(2016). Reading & Writing Skills. Mandaluyong City:
Books Atbp. Publishing Corp. pp.23-38
Tallayo, Mannefer B. (2016). Reading and Writing Skills. Bulacan: St. Andrew
Publishing House. pp. 17-23
B. Materials
IV. PROCEDURES
1. Motivation:
Fishbowl Technique: Choose a particular topic and give all the other ideas or
information you can generate related to it.
2. Presentation:
Techniques in selecting and organizing information will be discussed.
3. Activity:
Give your ideas about the Different Problems that our Country is Facing Today.
1. Brainstorming listing ( Do this by pair)
4. Application:
The teacher will instruct the student generate their own ideas by
brainstorming listing.
C. Evaluation
Answer the following questions.

1. Define Brainstorming.
2. Is brainstorming helpful in selecting and organizing information?
Explain your answer.
D. Assignment
1. Make an advance reading about the following.
a. graphic organizer
b. topic outline
c. sentence outline
V. REMARKS
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
VI. REFLECTION
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________

Principal II


Lesson 3
I. OBJECTIVES
1. Use graphic organizers in selecting and organizing information.
II. CONTENT
A. Topic: Graphic Organizer

selecting and organizing information through graphic
organizers. (EN11/12RWS-IIIa-2.2)

A. References
2. Lupiana, N. (nd). Brainstorming Tools: Graphic Organizers Retrieved
November 18, 2019 from https://www.storyboardthat.com/articles/
e/brainstorming-graphic-organizer
3. Jose, L. and Larioque, R.(2016). Reading & Writing Skills. Mandaluyong City:
Books Atbp. Publishing Corp. pp.23-38
B. Materials

2. Laptop
IV. PROCEDURES
1. Motivation:
The teacher will boost the energy of the student by initiating a motivational
game.
2. Presentation:
Techniques in selecting and organizing information using graphic organizer

and its kind will be discussed.
3. Activity:
1. Using a Venn diagram, make a comparison between Females and Males.
4. Application:
The teacher will instruct the student generate their own ideas by
using graphic organizer.
C. Evaluation
Use a Pie chart to illustrate the given data below.
Favorite movie genres in Mr. Smith class
a. Comedy (27%)
b. Action (18%)
c. Romance (19%)
d. Drama (7%)
e. Horror (11%)
f. Foreign (10%)
g. Science fiction (8%)
D. Assignment
a. Make an organizational chart of the school.
b. Review the lessons. Quiz will be given next meeting.
V. REMARKS
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
VI. REFLECTION
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________

Principal II


Lesson 4
I. OBJECTIVES
1. Choose the main idea and its supporting details from the given passages.
II. CONTENT
A. Topic: Outline

selecting and organizing information through graphic
organizers. (EN11/12RWS-IIIa-2.3, EN11/12RWS-
IIIa-2.4)

A. References
2. Belino, M.K. (2017). Techniques in organizing information. Retrieved
November 23, 2019 from https://www.slideshare.net/marykatrinebelino
/techniques-in-organizing-information.
B. Materials
2. Laptop
IV. PROCEDURES
1. Motivation:
The teacher will prepare an initial activity.
2. Presentation:
Techniques in selecting and organizing information using outline form and format.
.
3. Activity:
Give your ideas about the Signs of Being in Love.
1. Outline (any of the forms and format)

4. Application:
The student will understand and know how to organizing the ideas using outline.
C. Evaluation
Make a topic outline about Fake love.
D. Assignment
a. Review the lessons. Quiz will be given next meeting.
V. REMARKS
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
VI. REFLECTION
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________

Principal II

Session 1 & 2 (December 2-6, 2019)

Lesson 5
I. OBJECTIVES
1. Know and distinguish the patterns of development in reading writing skills
2. Apply the learning’s in any form of academic writing.
II. CONTENT
A. Topic: Patterns of Development
B. Learning Competency: Distinguishes between and among patterns of

development in writing across disciplines
a. Narration
b. Description
c. Definition
d. Exemplification / Classification

A. References
2.Patootie, C. (2018) . Patterns of Development - Reading and Writing. Retrieved
November 23, 2019 from https://www.slideshare.net/
aliciamargaretjavelosa/patterns-of-development- reading-and-writing.
B. Materials
2. Laptop
IV. PROCEDURES
1. Motivation:
The teacher will ask the students about their experience about writing a text
based from their experience/inspiration. (Sharing iddeas)
2. Presentation:
The teacher will present an activity. Together with student, they will be able to
unlock and understand the patterns of development in reading and writing.
3. Activity:
The students will be divided into 4 groups; each team will pick out a specific
Activity then they will present it in class.
4. Application:
The student will know how to distinguish a particular text and apply it in their
future academic writings.
C. Evaluation
Differentiate Narration, Description, Definition and Exemplification /

Classification.
D. Assignment
Make a critique about the story “Of a Promise Kept” by Lafcadio Hearn.
Identify the pattern of development of the literary piece. (500 words)
V. REMARKS
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
VI. REFLECTION
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________

Principal II


Lesson 6
I. OBJECTIVES
1. Know and distinguish the patterns of development in reading writing skills
2. Apply the learning’s in any form of academic writing.
II. CONTENT
B. Learning Competency: Distinguishes between and among patterns of

development in writing across disciplines
a. comparison and contrast
b. cause and effect
c. problem and solution
d. persuasion

A. References
2.Patootie, C. (2018) . Patterns of Development - Reading and Writing. Retrieved
November 23, 2019 from
https://www.slideshare.net/aliciamargaretjavelosa/patterns-of-development-reading-
and-writing.
B. Materials
2. Laptop
IV. PROCEDURES
1. Motivation:
The teacher will ask the students about their experience about writing a text
based from their experience/inspiration. (Sharing moments)
.
2. Presentation:
The teacher will present an activity. Together with student, they will be able to
unlock and understand the patterns of development in reading and writing.
3. Activity:
The students will be divided into 4 groups; each team will pick out a specific
Activity then they will present it in class.
4. Application:
The student will know how to distinguish a particular text and apply it in their
future academic writings.
C. Evaluation
Differentiate comparison and contrast, cause and effect, problem and solution
and persuasion.
D. Assignment
a. Make a critique about The Filipino Youth of Today by Ellaiza Mae T.

Gravanza. Identify the pattern of development of the literary piece.(500 words)
V. REMARKS
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
VI. REFLECTION
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________

Principal II


Lesson 7
I. OBJECTIVES
1. Write a logically arranged paragraph
2. Identify cohesive and coherent features of texts
3. critique sample of each pattern of development focusing on information, selection,
organization, and development.
II. CONTENT
B. Learning Competency: Identifies properties of a well-written text

(EN11/12RWS-IIIgh-4, EN11/12RWS-IIIgh-4.1,
EN11/12RWS-IIIgh-4.2)
a. organization
b. coherence and cohesion

A. References
2.Landich, K.C. (2018). Properties of a well written text. Retrieved November 23,
2019 from https://www.slideshare.net/KatrinaClaireLandich/properties-of-a-well-
written-text-88147656
B. Materials
2. Laptop
IV. PROCEDURES
1. Motivation:
The students will read and assess the article using the rubric below.
Euthanasia or mercy killing has been a widely debated issue. It is
an act to end a person’s life to alleviate the suffering brought
about by a terminal or grave illness. While it may be supported
by some, mercy killing is not only an unethical medical practice,
it is also a crime. After all, on the most basic level, euthanasia still
takes a life. In fact, majority of the countries in the world,
including those that have legalized it, consider it as homicide.
Aside from being a crime, euthanasia is unethical in the medical
context because it violates the principle of “primum non
nocore” which means “first, do no harm.” In their code of ethics,
doctors have the responsibility of saving lives, not destroying
them, which is why euthanasia can never be acceptable.
Write the score on the column provided on the table above.
Criteria VGE GE SE LE N
(5) (4) (3) (2) (1)
1. The main idea is clear.
2. Signal words are

appropriate to the pattern
of development.
3. The ideas are arranged

logically and clearly using
a suitable pattern of
development.
4. Appropriate language is
used depending on the
context.
5. The paragraph is free

from grammatical and
typographical errors.
TOTAL
OVERALL SCORE /25
Legend: VGE-To a very great extent

GE-To a great extent
SE-To some extent
LE-To a little extent
NE-Not at all
Rating: VGE-21-25; GE-16-20; SE-11-15; LE-6-10; N-5
2. Presentation:
The teacher will present the lesson about understanding the properties of a well
written text by activities and citing examples.
3. Activity:
Paragraph 1:
a. "My favorite color is blue. I like it because it is calming and it relaxes me. I often
go outside in the summer and lie on the grass and look into the clear sky when I am
stressed. For this reason, I'd have to say my favorite color is blue."
Paragraph 2:
b. "My favorite color is blue. Blue sports cars go very fast. Driving in this way is
dangerous and can cause many car crashes. I had a car accident once and broke my
leg. I was very sad because I had to miss a holiday in Europe because of the injury."
Which is easy to understand? Which makes sense?
4. Application:
The students will apply the knowledge about observing a well written text by looking
through its organization, cohesion and coherence.
C. Evaluation
Read and analyze the given text. Identify which text has cohesion and coherence.
A. B
Amelia Earhart was a legendary Amelia Earhart was a legendary

woman who made her name in woman who made her name in
aviation by setting various records. In aviation by setting various records. In
1928, she became famous as the first 1928, she became famous as the first
woman who flew across the Atlantic woman who flew across the Atlantic
Ocean. She was only a passenger, Ocean, However, during this trip she
with pilot Wilmer Stultz and co- was only a passenger, with pilot
pilot/mechanic Louis Gordon Wilmer Stultz and co-pilot/mechanic
manning the controls. In 1932, she Louis Gordon manning the controls.
flew on her own over the Atlantic. In 1932, she finally got to fly on her
She flew from Honolulu Hawaii to own over the Atlantic. She set
Oakland California. She became another record when she flew from
the first person to fly over both the Honolulu Hawaii to Oakland
Atlantic and Pacific Oceans. California in 1935, thus becoming
Between 1930 and 1935, Earhart set the first person to fly over both the
seven women’s speed and distance Atlantic and Pacific Oceans.
aviation through different aircrafts. Between 1930 and 1935, Earhart set
She disappeared in 1937 while seven women’s speed and distance
attempting to fly around the world. aviation through different aircrafts
On board her plane was her only
crew member, Fred Noonan.
Extensive search efforts were not
able to find a trace of both aviators.
C. Assignment
a. Read about Properties of a well-written Text (Language use)
V. REMARKS
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
VI. REFLECTION
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________

Principal II


Lesson 8
I. OBJECTIVES
1. Identify the language used in texts.
2. Characterize effective language in written texts.
II. CONTENT
B. Learning Competency: Identifies properties of a well-written text

(EN11/12RWS-IIIgh-4, EN11/12RWS-IIIgh-4.1)
a. language use

A. References
2.Landich, K.C. (2018). Properties of a well written text. Retrieved November 23,
2019 from https://www.slideshare.net/KatrinaClaireLandich/properties-of-a-well-
written-text-88147656
3. Driscoll, D.L., Brizee, A., (2017), https://owl.english.purdue.edu/
http://faculty.washington.edu/ezent/el.htm
B. Materials
2. Laptop
IV. PROCEDURES
1. Motivation:
The student will arrange the jumble words which are key factors in writing
effectively.
1. Aropraitessnepp = Appropriateness
2. Bvireyt = Brevity
3.Craliyt = Clarity
4. Ehcsit = Ethics
5. Viinssevd = Vividness
2. Presentation:
The teacher will discussed the key factors in writing effective by selecting the
appropriate usage of words and following mechanics.
3. Activity:
Instructions: Revise the following sentences to make them more concrete and specific.
Ex. (x) The sun came up.
( ) At 6:27 on March third, the sun rose in a cloudless sky and flooded the earth
with liquid gold.
1. She sat by herself in the coffee shop.

2. The kitchen was a mess.
3. The car sped away.
4. The waiter seemed to be impatient and annoyed.
5. She enjoys listening to music.
4. Application:
The student will be able to use language in a clear and concise manner.
C. Evaluation
Observe each text. Choose the text which has a good language use then explain your
answer.
A. B.
Image is a very important factor in Image is a very important factor in
politics because once the reputation of a politics. Once the reputation of a person
person is smeared by accusations, the is smeared by accusations, the people’s
people’s perception of the person is perception of the person is forever
forever tainted and it may cause him to tainted. The person may lose his
lose credibility and trust even when the credibility, even when the allegations
truth behind allegations is not yet are not yet verified.
verified.
D. Assignment
Search about the mechanics in writing: Punctuation, Abbreviation and Acronym,

Capitalization and Spelling.
V. REMARKS
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
VI. REFLECTION
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________

Principal II

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Angeles City Senior High School

Daily Lesson Plan (DLP)

Session 1 & 2 (November 18-22, 2019)

B. Learning Competency: Describes a written text as connected

III. LEARNING RESOURCES

Spoken and written connected discourse/speech forms and their features

Answer the following questions.

1. What makes text a connected discourse?

Prepared by: Jinky D. Navallo

Checked by: Jeannieffer R. David

Approve by: Hilda N. Garcia

Daily Lesson Plan (DLP)

Session 3 & 4 (November 18-22, 2019)

B. Learning Competency: Distinguishes between and among techniques in

III. LEARNING RESOURCES

1. Regular teaching tools

Answer the following questions.

Prepared by: Jinky D. Navallo

Checked by: Jeannieffer R. David

Approve by: Hilda N. Garcia

Daily Lesson Plan (DLP)

Session 1 & 2 (November 25-29, 2019)

B. Learning Competency: Distinguishes between and among techniques in

III. LEARNING RESOURCES

1. Regular teaching tools

Techniques in selecting and organizing information using graphic organizer

Prepared by: Jinky D. Navallo

Checked by: Jeannieffer R. David

Approve by: Hilda N. Garcia

Daily Lesson Plan (DLP)

Session 3 & 4 (November 25-29, 2019)

B. Learning Competency: Distinguishes between and among techniques in

III. LEARNING RESOURCES

1. Outline (any of the forms and format)

Make a topic outline about Fake love.

Prepared by: Jinky D. Navallo

Checked by: Jeannieffer R. David

Approve by: Hilda N. Garcia

Daily Lesson Plan (DLP)

Session 1 & 2 (December 2-6, 2019)

B. Learning Competency: Distinguishes between and among patterns of

III. LEARNING RESOURCES

Differentiate Narration, Description, Definition and Exemplification /

Prepared by: Jinky D. Navallo

Checked by: Jeannieffer R. David

Approve by: Hilda N. Garcia

Daily Lesson Plan (DLP)

Session 3 & 4 (December 2-6, 2019)

B. Learning Competency: Distinguishes between and among patterns of

III. LEARNING RESOURCES

a. Make a critique about The Filipino Youth of Today by Ellaiza Mae T.

Prepared by: Jinky D. Navallo

Checked by: Jeannieffer R. David

Approve by: Hilda N. Garcia

Daily Lesson Plan (DLP)

Session 1 & 2 (December 9-13, 2019)

B. Learning Competency: Identifies properties of a well-written text

III. LEARNING RESOURCES

(5) (4) (3) (2) (1)