School Balete Integrated School Grade Level 11

Teacher Learning Area Reading and

Writing
LESSON William R. De Villa

EXEMPLAR Teaching Date Quarter First quarter

Teaching Time No. of Days 4 days

Monday Tuesday Wednesday Thursday Friday

I. OBJECTIVES
A. Content Standards T 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
B. Performance Standards
on information selection, organization, and development.

Compare and contrast patterns of written texts across disciplines

C. Most Essential Learning
Enabling Competency At the end of the lesson, the learners demonstrate an:
1. Describes a written text as connected discourse EN11/12RWS-IIIa-1
2. Organizing Information through a Brainstorming List
3. Appreciate the essence of ta written text as a connected discourse.
II. CONTENT Text as Connected Discourse
III. LEARNING RESOURCES
A. References
e. Teacher’s Guide
Pages
f. Learner’s Material Reading and Thinking Strategies Across Text Types
Pages pp. 1-3
g. Textbook Pages
h. Additional Materials
from Learning
Resources
IV. PROCEDURES
E. Introduction What I need to know?
As we explore the lesson, the question on how do we describe text as
connected discourse arise. The nature of a written text as connected discourse is
a formal, lengthy discussion of the topic.
If we speak of Text as Connected Discourse, we will be dragging in two interrelated
concepts – the text and the discourse.
ThThe discussions and exercises contained in this module aims to answer the
following questions:

1. How do you connect ideas when writing?

2. What are the words or expressions that you use to show the connection
between ideas in sentences?
3. When you read, do you observe how the ideas in the text are linked
together and how they form a discourse?
4. How do you select the information you will include in your writing?
5. What technique do you do to organize the information?
6. How do you go about brainstorming ideas?
 What New?
How to Cook Chicken Adobo
Ingredients:
4 to 5 pounds chicken thighs
1/2 cup soy sauce
1/2 cup white vinegar
4 cloves of crushed garlic
1 teaspoon black peppercorns
3 bay leaves
A recipe on how to cook the chicken adobo shall be presented through the
module with the corresponding directions or step by step procedures.

Questions:
1. How is the recipe being presented as a text?
2. What is being used to describe the step by step process?
3. What can you say about the choice of words in each
sentences?

F. Development What I know?

Activity 1
The learner shall answer the Pretest.(10 items)

Direction: True or False: Write T if the statement is correct and F if the

statement is incorrect. Write your answer on the space provided.
What’s in?
Activity 2
The teacher introduces a paragraph: Exploring the Sea of Goodness by Lee
Emm
Qu Question:
1. Is this an example of a discourse? Why or why not.
2. Write 5 sentences describing the features or nature of the
paragraph or an essay.
Ex. 1. The sentences in the paragraph are (parallel with one another).
What is it?
Discourse is the use of words to exchange thoughts and ideas in an
orderly and organized manner. It deals not only with the grammar aspect of a
language but also with the features of the text and the relationship of words to
one another. 
Discourse markers—or conjunctions, connectives, and linking devices—
help connect ideas to form a logical text. They are words or expressions that
link, manage and help to organise sentences. They connect what is written or
said with something else. They make no change to the meaning.
 They are also often called linking words and, sometimes, fillers. They are
important to make your speech or text flow and to avoid a series of
short unconnected statements
Examples of Discourse markers
Text is the “data” in which ideas are presented in print form. Merriam-
Webster Dictionary defines it as “the original words of a piece of writing
or a speech.” But before you can even create a logical text through
discourse, you have to be guided by writing—its rules and processes.
• Below are the purposes of a discourse.
1. To inform – A discourse that aims to inform provides a descriptive and
comprehensive discussion on the topic. It points out what one should
 know about a topic or subject.
2. To persuade – A discourse that aims to persuade tries to convince the
readers that the proposed claim or solution is better than any other
proposal.
3. To entertain – A discourse that aims to amuse provides a source of
entertainment for its readers.
Types of Discourse
• Argumentation – In this type of discourse, the writer aims to persuade the
audience or readers. He or she presents valid claims or counterclaims,
each supported by evidence, to prove a point.
• Description – This type of discourse is based on the main impression of the
author about the topic or subject. His or her impression is influenced by
prior knowledge, culture, environment, and experiences, among others.
• Exposition – This aims to inform, clarify, and explain a phenomenon. It
defines what something is and provides an in-depth discussion about
topics that are usually less explored.
• Narration – This type of discourse is like storytelling. It recalls events
chronologically. It is told in the first, second, or third person point of
view.

Writing

Writing, in its literal sense, is the formation of visible letters or characters as

you express your thoughts. The act of writing is similar to the act of weaving
threads to create cloth; ideas are woven together by connecting one idea to
another to create an organized text. When you write, keep in mind that it is
important for readers to grasp what you want to convey. Therefore, it is
important that your thoughts are connected to one another. To link ideas, make
sure that you use proper discourse markers.

Brainstorming helps you generate topics and narrow them down to one. It

improves your creative thinking skills and deepens your understanding of a
possible topic.

Bel Below are the benefits of making or having a brainstorming list.

 It allows you to generate ideas quickly.
 It helps you recall information about a topic.

C. Engagement What’s more?

Activity 3:
(35 mins)
Read the sentence carefully and select the correct conjunction. (1-10)

Activity 4
In a college entrance exam, you are asked to respond to this quote:
"Your work is going to fill a large part of your life, and the only way to be truly
satisfied is to do what you believe is great work. And the only way to do great
work is to love what you do."
-Steve Jobs
Thesis statement: Love whatever you choose to do.
Based on the thesis statement make a brainstorming lists for your paragraph or
discourse.
(at least 10 phrases or sentences)
After which, write a paragraph or discourse about the Thesis Statement: Love
whatever you choose to do.

D. Assimilation What I have learned?

 (15 mins) ActActivity 5

 The learner shall answer the test provided on this section. (1-15)
What I can do? (Assessment)
W Activity 6
 The learner shall write a discourse based on the following brainstorming list
given below.
 Know your strengths and weaknesses.
 Pursue a dream.
 Do what you are good at.
 Choose a job wherein you can use your skills.
 Give it your best shot.
 Respect your work.
 Practice, practice, practice.
 Always find new ways of loving your work.
 Love your work even if it is not your first choice.
Rubrics on the composition of discourse shall be provided on the module.

V. REFLECTION  The learners, in their notebook, journal or portfolio will write their personal
insights about the lesson using the prompts below.
(10 mins)
I understand that ______________________________________________.
I realize that __________________________________________________.