GAD-based iC CEBU Model

GAD-Based iC CEBU
Lesson Exemplar

Grade Level: 11 Learning Area: Academic Reading & Writing Quarter: 3 Duration: 50 minutes
Learning Area/s Integrated: Personal Development , Contemporary Arts, Philosophy
Integration Approach Used: (Please tick.)
Multidisciplinary Interdisciplinary Trans-disciplinary

I. 21st Century Skills to be developed (Please tick.)

√ Communication Learning and Innovation √ Problem Solving
√ Critical Thinking Information Media and Technology √ Life and Career
II. Focused Learning Competency (LC)

EN11/12rws:IIIbf-3.1-3.8: Distinguishes between and among patterns of development in writing

across disciplines: narration; description; definition; exemplification / classification; comparison and
contrast; cause and effect; problem - solution; persuasion
III. Focused GAD principle/s to be integrated:
Men and women are equally involved in decision making
IV. Intended Learning Outcomes

Knowledge Differentiate the different patterns of development in writing.

Skills Illustrate patterns of development in purposive writing.
Attitude Demonstrate cooperation and open-mindedness in group tasks.
Values Demonstrate respect for others’ rights and opinions.
V. Learning Content/s Patterns of Development in Writing
Concept The pattern of development in writing is crucial in capturing attention and
interest for readers to carry on reading the entirety of any given text.
DRRE Disaster Preparedness and mitigation must be sustainable, collaborative
and proactive.
Reference/s CG; https://writingcenter.unc.edu;
IMs pictures, PowerPoint presentation, rubric, manila paper, pentel pen; art
materials
VI. Learning Experiences (5 Es)
1. Engage A. Setting of Preliminaries
(5 minutes) B. What makes you go on and watch a video/ movie or finish a book or
story?
Possible Answers: The beginning makes you want to continue on. The
beginning is intriguing or interesting.
 C. Tell Me your Story. Teacher seeks a volunteer to describe or tell a story
depicted by given picture.
Prompt: Suppose that you are an ardent life and environment protection
advocate, how would you convince people to act by telling them the story
behind this picture.

Possible answers: People are suffering due to their own abuses.

It is time to act. There should be a stronger call from the government.
Awareness should be strengthened and sanctions/laws/ punishments
enforced. Calamities affect everyone and does not spare the rich or
powerful.

Prompt: It is crucial how we convey our message; captivating our

audience early on so that they will proceed to read the complete text.
2. Explore Groups are given an excerpt of a text to discuss based on guide questions
(10 minutes) given below:
1. What could be the key idea of the text as implied or contained in the
given introductory paragraphs? Supply key details as given.
2. How did the writer convey his idea/ message across (Describe, Present
Cause & Effect, Tell a story)
3. What could be the purpose of the text? (Inform, infuence, Move to act)

An assigned rapporteur presents the group’s output to the class.

Group 1 : Depression
Group 2 : Bullying
Group 3 : Teenage Pregnancy

3. Explain Then, the teacher raises the following questions:

(10 minutes) 1. Do you think the given texts served their purpose to you? What is its
effect on you?
Possible Answers: Move to action, alarmed, persuaded, encouraged

2. What other patterns of development are there? How else can we start a
text to ensure attention and interest?
Possible Answers: Rhetorical/ open-ended question, statistics, quotation,
an excerpt, anecdote, compare and contrast)
3. Is there a best pattern of development? Explain.
 Possible Answers: depends on one’s purpose

4. What are advantages of one over any or all of the other patterns of
development?
Possible answers: enumerating or giving examples gives the idea that an
issue has huge impact; Describing makes it even more real or big;
Comparing and Contrasting makes us see what is ideal or real; what is
good or bad; Questions often makes us reflect to a point of guilt or action

Prompt: (Teacher further elaborates on the different patterns of

development.)
4. Elaborate 1. What is the most significant of the issues for you and why?
(10 minutes) Possible Answers:
1. Depression as suicide rates even among teens and celebrities are high.
It can affect any one of us.
2. Bullying as its impact is huge. It can cause depression,
retaliation/violence, a low self-image destroying one’s confidence to
pursue his/her dreams or socialize with others.
3. Teenage Pregnancy as it may interrupt with one’s dreams and life plans.

2. Would the impact be more intense if any of these issues were

presented differently? Specify/cite an example.

Possible Answers:
1. Describing the feelings and other circumstances of a depressed person
could make one feel for the depressed person more. Statistics on suicide
also makes it more alarming.
2. Describing the forms of bullying makes one realize having
offended/violated another person without even knowing that he/she has
already hurt another person.
3. Enumerating consequences of teenage pregnancy could be more
alarming.

3. What response or action do any of these texts compel you to do?

Possible Answers: Help create awareness about the consequences of
teenage pregnancy, the importance of mental health or averting bullying
5. Evaluate Using any of the patterns of development discussed, write at least the
(15 minutes) introductory paragraph on a social problem/ issue agreed on by the group
in assigned format below (enlarged size) for class presentation.
Group 1 - A Statement/Manifesto of your advocacy
Group 2 - A Preface on a Leaflet/ Brochure
Group 3 - An Open Letter to the President
Make do with materials available.
VII. Learning Enablement Write an essay on averting the effects of flooding. Use any of the pattern of
(2 minutes) development.

Teacher’s Reflection (Refer to DepED Order No. 42, s. 2016)

GAD-based iC CEBU Model