St. Vincent School Foundation, Inc.

Legaspi St., Poblacion Sur, Paniqui Tarlac

S.Y. 2019-2020

TEACHING GUIDES IN READING AND WRITING

CORE SUBJECT | GRADE 11 | SECOND SEMESTER

Prepared by:

DAN ANGELO G. DUCO

SUBJECT TEACHER
 St. Vincent School Foundation, Inc.
Legaspi St., Poblacion Sur, Paniqui Tarlac
S.Y. 2019-2020

TEACHING GUIDE IN READING AND WRITING

TOPIC/ LESSON NAME Reading and Writing: Reading and Thinking Strategies across Text types
A. Text as Connected Discourse
B. Techniques in Selecting and Organizing Information

CONTENT STANDARDS The learner realizes that information in a written text may be selected and organized to achieve a particular purpose.

PERFORMANCE STANDARDS The learner critiques a chosen sample of each pattern of development focusing on information selection, organization, and development.

LEARNING COMPETENCIES Critiques a chosen sample of each pattern of development focusing on information selection, organization, and development through:
a. Describing a text as a connected discourse
b. Distinguishes between and among techniques in selecting and organizing information
a. brainstorming list
b. graphic organizer
c. topic outline
d. sentence outline

SPECIFIC COMPETENCIES At the end of this lesson, the learners will be able to :
1. Identify and explain text as a connected discourse.
2. Distinguish techniques in selecting and organizing information
3. Pose solutions to a given problem through brainstorming
4. Identify functions of different graphic organizers
5. Choose the most appropriate graphic organizer for a given purpose
6. Report a presentation exemplifying different organizers

TIME ALLOTMENT 1 Week | 5 Sessions | November 4-5-6-7-11, 2019 | MTWTH

LESSON OUTLINE:

1. INTRODUCTION : Classroom Routines, Articulating Learning Objectives and Emphasizing the importance of studying texts
2. MOTIVATION : Sing-Along
3. INSTRUCTION/DELIVERY : Concept Mapping
4. PRACTICE : Differentiated group activities
5. ENRICHMENT : Presentation of assigned tasks
6. EVALUATION : Quiz

1. Projector and Laptop

MATERIAL 2. Markers, Cartolina/ Manila Paper (for students tasks)
3. MP3 file for the Motivation
4. Rubric for Scoring Guide

RESOURCES

PROCEDURE MEETING LEARNERS’ NEEDS

1. INTRODUCTION TEACHER’S TASKAS:

Articulate the learning objectives.
At the end of the session, the students should be able to:
1. Identify and explain text as a connected discourse.
2. Distinguish techniques in selecting and organizing information
3. Pose solutions to a given problem through brainstorming
4. Identify functions of different graphic organizers
5. Choose the most appropriate graphic organizer for a given purpose
6. Report a presentation exemplifying different organizers
 After the opening prayer, the teacher will do the usual classroom
routines.
 The teacher will ask the students about how it feels like that they
are now done with a semester and about to start a new one.
 The teacher will inform the students that they will all sing the
song “The Man Who Can’t be Moved” together.
 The teacher lets the class sing as he flashes the lyrics on the
television.
 The teacher informs the class that the class will know why they
sang the song later as the lesson goes by.

2. MOTIVATION (MONDAY| November 4, 2019)

 A. The students sing along with the song while the lyrics is being flashed on the screen.
Picture it Out Activity!
 The teacher will group the students into three and asks them to
huddle in a circular form.
 Instructs them to write it on a piece of paper and advise them
that a representative from each group will read the essay in front
of the class.
 Ask the following questions for processing:
a. What are the things you considered in writing the essay?
b. What kind of words did you use in conveying the message you
wanted to express?
  Inform the class that written text or spoken words both carry
messages and its own meaning.
3. INSTRUCTION/DELIVERY
 The teacher will present a pre-activity for schema activation. (PICTURE IT OUT!) Discussion:
 Each group is asked to write a short narrative essay on the following topics: TEXT AND DISCOURSE
Group 1: A Ride at the theme park
Group 2: Your dream house Originally the word 'discourse' comes from Latin 'discursus' which
Group 3: Your comfort food denoted 'conversation, speech'. Discourse is a term used in
LINGUISTICS to refer to a continuous stretch of (especially spoken)
LANGUAGE larger than a SENTENCE — but, within this broad notion,
several different applications may be found.

At its most, a discourse is a behavioral UNIT which has a pre-theoretical

status in linguistics: it is a set of UTTERANCES which constitute any
recognizable SPEECH event, e.g. a conversation, a joke, a sermon, an
interview… [Crystal, Dictionary of linguistics and phonetics, 3rd edn
1991]

In the broad sense, discourse ‘includes’ TEXT (q.v.), but the two terms
are not always easily distinguished, and are often used synonymously.

Text
 A large unit of written language
 A group of ideas put together to make a point or central idea
 Has structure which requires the ideas in the discourse to be
relevant to each other

Some linguists would restrict discourse to spoken communication, and

reserve text for written:
 Result of the process of speech production in graphic form
 Indirect (processed) speech
 No personal contacts between agents
 Perception of speech in different space and time
 One agent

Some linguists would restrict discourse to spoken communication, and

reserve text for written:
 The process of speech production in the form of a sound
  Spontaneous speech in a particular situation with the help of
verbal and nonverbal means
 Personal contacts between agents
 generation and perception of speech in a unity of space and time
 Two authors constantly change their roles ‘speaker – hearer’
(bilateral discourse).

WORKSHEET 1: The Man Who Can’t be Moved Worksheet 1 contains questions not just for analysis but also for
depicting different elements of a narrative text and to incorporate the
 Let the class study the lyrics of The Man Who can’t be moved by the Script. learning that we use different types of discourse depending on the
 Let them answer the following questions after situation to relay our message effectively.
a. Where and when did the action happen? (setting)
b. Who is the persona?(character)
c. What are the actions done by the persona? How did he do it? What is the reason behind
the action?(actions)

(TUESDAY | November 5, 2019)

TECHNIQUES IN ORGANIZING INFORMATION
A. MOTIVATION TEACHER TASKS:
 MOTIVATION B. HOW DO YOU ORGANIZE YOUR IDEAS?  The teacher will ask the students about how they organize their
 Write the ideas that would occur in your mind about “gadgets”. ideas.
 The teacher will post a question to assess the students’ pre-
knowledge about the topic.
 The teacher will assess how the students write their ideas (e.g. do
they enumerate it, list it down, scattered, etc.)

ACTIVITY # 2. BEST THINGS TO DO DURING LEISURE TIME

ACTIVITY # 2. BEST THINGS TO DO DURING LEISURE TIME  This activity will let the teacher assess how the students gather
 The students will form groups and provides one sheet of paper. Every group member must and organize each of the members’ ideas.
contribute an answer.  The teacher also assesses the students’ manner of doing the
 A representative for each group will present their respective works. activity.

DISCUSSION:
 Techniques are approaches or methods you as a writer may use to
organize the information you have gathered, to accomplish your
desired aim in writing and to improve your writing craft.
  Brainstorming is a group creativity technique by which efforts are
made to find a conclusion for a specific problem by gathering a
list of ideas spontaneously contributed by its members. The term
was popularized by Alex Faickney Osborn in the 1953 book
Applied Imagination.
 Brainstorming is a large or small group activity that encourages
students to focus on a topic and contribute to the free flow of
ideas. The teacher may begin brainstorming session by posing a
question or a problem, or by introducing a topic. Students then
express possible answers, relevant words and ideas.
 The advantages of brainstorming include the ability to refine ideas
and use every person's input to develop specific ideas;
disadvantages include the hindrance that it can impose on an
individual's creativity.

FOUR BRAINSTORMING TIPS SUGGESTED BY MARK

NICHOL IN DAILY WRITING TIPS
A.1. CUBING
 In this strategy, a topic or idea is examined in 6 viewpoints.
a. What is the topic?
b. What is it like or unlike
c. What does it make you think of?
d. What constituent parts is it made of?
e. How can it be used?
f. How can you support or oppose it?

A.2. FREEWRITING
 In this technique, just keep on writing and not minding errors in
spelling and grammar. The objective here is to just write what
comes to your mind. Have a quantitative goal like coming up with
500 words or more. Then review what you have written later and
hopefully come up with a specific topic that would interest you.
A.3. LISTING
 List down what comes to your mind. If your intention is to come
up with topic to write about, enumerate them. An important
reminder in using this technique is not to list your ideas in an
outline form because an outline will require you to organize items
and your thoughts which is a principle contrary to brainstorming
A.4. MAPPING
  Mapping, also known as clustering and webbing, is a graphic form
of listing that simply involves jotting down ideas on a large
writing surface and then making connections by associating
similarly themed ideas with color-coded circles or underlines of
distinct patterns and then indicating other relationships by linking
with lines.
(WEDNESDAY | November 6, 2019)
B. GRAPHIC ORGANIZERS
ACTIVITY # 3. BE MY GUEST!
ACTIVITY # 3. BE MY GUEST!  The teacher will group the glass into 3.
 The students will form groups and provides one sheet of paper.  Each group will be given a task
 Each group will be given certain activities:  Group 1. In this task the situation is that the guest would be
Group 1: How to get to my house arriving soon but they cannot understand the group’s language so
they must do a map for the guests to follow.
 Group 2. In this task same guests would want the recipe of the
Group 2: How to cook adobo meal the group has served them but they want it in a more concise
illustrations. The group must find a way to present the recipe to
the guests in the easiest way possible.
Group 3: How to trace a family member  Group 3. Same guest would want to know the organization in the
 A representative for each group or the whole group will present their respective works. family so that they would know who is who inside the house. The
group must present to the guests the organization of their family.

DISCUSSION:
B. GRAPHIC ORGANIZERS
 A graphic organizer, also known as knowledge map, concept map,
story map, cognitive organizer, advance organizer, or concept
diagram, is a communication tool that uses visual symbols to
express knowledge, concepts, thoughts and ideas and the
B.1. CONCEPT MAPS B.2. WEBS relationship between them.

TYPES OF GRAPHIC ORGANIZERS WHICH YOU CAN USE

IN WRITING
B.1. CONCEPT MAPS
 Concept Maps graphically illustrate relationships between two or
more concepts and are linked by words to describe their
relationships.
B.2. WEBS
 Web shows how different categories of information relate to one
another.
 B.3. MIND MAPS
 Mind Maps are visual representations of hierarchical information
B.3. MIND MAP B.4. FLOW DIAGRAM that include a central idea or image surrounded by connected
branches of associated topics or ideas.
B.4. FLOW DIAGRAM OR SEQUENCE CHART
 This type of graphic organizer shows a series of steps or events in
the order in which they will take place. They can be used in
outlining the events in the story, or showing a procedure in a
STEP 1 STEP 2 STEP 3 scientific process.
B.5. VENN DIAGRAM
 It is used to identify similarities and differences between two or
more concepts
B.6. ORGANIZATIONAL CHART
 A chart that shows the structure of an organization.
B.7. PIE GRAPH
 It is a type of circular graph, which is divided into slices to
B.5. VENN DIAGRAM B.6. ORGANIZATIONAL CHART illustrate a numerical proportion
B.8. GRAPH
 It is a collection of all points whose coordinates satisfy a given
relation. The most commonly used graphs are the line and bar
graph

PRACTICE:
(THURSSDAY | November 7, 2019)  Through this activity, the teacher can assess if the students learned
4. PRACTICE the lesson by observing closely if they apply the lessons in doing
 The students will go on their respective groups. the tasks.
 The students will give their insights on the following tasks:  50 percent of the students’ grade for the activity would be from
Group 1:Proposed Budget allocation for a student the teacher’s evaluation and 50 percent would be coming from
Group 2: Comparing Korean Pop and Original Pinoy Music group critiquing.
Group 3: Plotting the recipe on how to make a cupcake into a diagram
 Each group will present their activity and will be graded through the following rubric:
 Appropriateness of Graphic Organized used: 25 points
Content: 25 points
Presentation: 25 points
Teamwork (brainstorming): 25 points
Total: 100 points

(MONDAY | November 11, 2019)

5. ENRICHMENT
Individual Work
 The students will be asked to choose one graphic organizer and apply it in a topic of their own
choice (e.g. plotting a recipe into an organizer)

6. EVALUATION (ASSIGNMENT)
 Write a reflection paper on the importance of having a good technique in organizing and selecting
information.

Checked by:

JULIETA T. TRISTE
SHS-PRINCIPAL
 St. Vincent School Foundation, Inc.
Legaspi St., Poblacion Sur, Paniqui Tarlac
S.Y. 2019-2020

TEACHING GUIDE IN READING AND WRITING

Reading and Writing: Reading and Thinking Strategies across Text types
TOPIC/ LESSON NAME C. Patterns of Development
D. Properties of a well-written Tex

CONTENT STANDARDS The learner realizes that information in a written text may be selected and organized to achieve a particular purpose.

PERFORMANCE STANDARDS The learner critiques a chosen sample of each pattern of development focusing on information selection, organization, and development.

LEARNING COMPETENCIES Critiques a chosen sample of each pattern of development focusing on information selection, organization, and development through:
a. Distinguishes between and among patterns of development in writing across disciplines
a. narration b. description c. definition d. exemplification / classification
e. comparison and contrast f. cause and effect g. problem - solution h. persuasion
b. Identifies properties of a well-written text
a. organization b. coherence and cohesion c. language use d. mechanic

SPECIFIC COMPETENCIES At the end of this lesson, the learners will be able to :
1. Identify common patterns of development used in written works.
2. Use common patterns of development in their own writing.
3. Identify the purposes of each pattern of development.

TIME ALLOTMENT 2 Weeks | 7 Sessions | November 12-21, 2019

LESSON OUTLINE:

1. INTRODUCTION : Classroom Routines, Articulating Learning Objectives and Emphasizing the importance of studying texts
2. MOTIVATION : 4 Pics-1 Word
3. INSTRUCTION/DELIVERY : Differentiated Activities
4. PRACTICE : Stand in Someone Else’s Shoes
5. ENRICHMENT : Submit a Compilation of written compositions using different patterns of development
6. EVALUATION : Quiz (e.g. identification, explaining)
 1. Projector and Laptop
MATERIAL 2. Markers, Cartolina/ Manila Paper (for students tasks)
3. Pictures
4. Rubric for Scoring Guide

RESOURCES Lesson 4. Pattern of Development.digested from file:///D:/lesson4patternsofdevelopmentnarration-170207032726.pdf

PROCEDURE MEETING LEARNERS’ NEEDS

1. INTRODUCTION TEACHER’S TASKS:

Articulate the learning objectives.
At the end of the session, the students should be able to:
1. Identify common patterns of development used in written works.
2. Use common patterns of development in their own writing.
3. Identify the purposes of each pattern of development.
 After the opening prayer, the teacher will do the usual classroom
routines.
 The teacher will have a review on the previous lessons.

(TUESDAY | November 12, 2019)

MOTIVATION A. 4 Pictures-One Word 4 Pictures-One Word
 Below are some examples of the game:  The teacher will flash four different pictures that represents a
terminology.
 The students will guess what the word is based on given pictures.
 If the students are having a hard time guessing the word, they can
ask a letter as a clue.
 These words have something to do with the next lesson
 Each pattern of development has a set of pictures for students to
guess.
2. INSTRUCTION/DELIVERY Discussion:
 The teacher will distribute a copy with a set of questions about the lesson. Their task is PATTERN OF DEVELOPMENT
to answer the questions as the discussion goes by. I. Narration
 Below is an example of the worksheet:  the most basic pattern of development - describes how, when, and
where an event or occurrence actually happened
 used to tell a story or focus on a set of related event
WORKSHEET 1. Components of Narrative Text
1. Logical Actions
Choose one pattern from the choices that best matches the thesis statements.  are considered the very movements within the plot or the narrative
1. Although Instagram and Twitter have significant similarities, they also have striking that drive the characters forward, be it during the dialogue, or within
similarities. a scene
2. Freedom is a concept that needs to be understood. 2. Way of Narration
3. Teeth bleaching can be done in five simple steps.  refers to how the writer presents the story - includes the pace by
4. Major events happened that lead to the defeat of Japan during World War II. which scenes are given out
 Clipped and Paced Narration
3. Terminology
 places emphasis on the fact that concepts are critical to the narration
 Concrete Terms - words that identify things, places, and events that
can be measured and observed. Terms that have physical
manifestation in our world.
 Abstract Terms- refer to ideas or concepts that are intangible
 General Terms - commonly used to denote groups
 Specific Terms- refer to an individual component of the group.
 Writing Activity 1. The Storyteller
 All compositions will be scored through the rubric below:
Writing Activity 1. The Storyteller Rubric
 Write a narrative text about a time in your life when you experienced an emotion Focus 30％
strongly. Try to give as much detail as possible.
Organization 25％
Integration 25％
Convention 20％
Total 100％
(WEDNESDAY | November 13, 2019)
4 Pictures-One Word
DESCRIPTION
 The teacher will flash four different pictures that represents a
MOTIVATION B.
terminology.
 The students will guess what the word is based on given pictures.
 If the students are having a hard time guessing the word, they can
ask a letter as a clue.
 These words have something to do with the next lesson
 Each pattern of development has a set of pictures for students to
guess.

DESCRIPTION
II. Description
 the pattern of development which goes into details about a specific
object, person, or location, in order to firmly set its appearance
 What does it look like?
 What are its characteristics?
Characteristics of Description
 has a clear focus and sense of purpose
 uses sensory details and precise words
 presents details in a logical order
Varieties of Description
1. Objective Description
 looks into factual and scientific characteristics of what is being
described as objectively as possible

2. Subjective Description
  a sort of description that the author would normally use to “paint a
picture” of how he sees a character, or how he wants the reader to
see a character.
 also used in a literary discourse when there is stereotyped image that
can be attributed to a person, place, or an event

Writing Activity 2. The Journalist

 All compositions will be scored through the rubric below:
Rubric
Focus 30％
Organization 25％
Integration 25％
Convention 20％
Total 100％

DISCUSSION:
III. Definition
WRITING ACTIVITY # 2. The Journalist  explains not just what something means or is, but also what
 This is a group activity and the task is as follows: something does, what something is used for, what something looks
 You are a writer of a travel magazine. The editor of the magazine asks you to like, etc
write a travel article that tells about a beautiful place where one can spend a Varieties of Definition
vacation. Your task is to write a five-paragraph descriptive article. 1. Scientific Definition
 defines concepts in the most factual way, which is often used in
scientific, proper, or real world facts
2. Subjective Definition
 defines the objects in a more personal way - usually derived from the
author's own experiences and opinion - often used by a writer to state
(THURSDAY | November 14, 2019) something from the point of view of the characters or in relation to
DEFINITION the setting
The term could be emphasized by the following:
 Characteristics or features
 Function
 Effect
 Origin
MOTIVATION C.

Writing Activity 3. The Intern

 All compositions will be scored through the rubric below:
Rubric
Focus 30％
Organization 25％
Integration 25％
Convention 20％
Total 100％

DISCUSSION:
IV.Classification and Exemplification
Classification
 divides things into groups, classes, or categories
 organizes ideas into divisions based on criteria or standards
Exemplification
 provides examples and illustrations in order to further clarify or
explain the concept or subject matter
 presents the general statement and then provides specific and
Writing Activity #3. The Intern concrete examples to expound on the main idea
 This is a group activity and the task is as follows:
 You are a medicine student. You would like to write about the definition of a
controversial medical term in your blog. The criteria in assessing your blog are its
appeal to the readers, accuracy of information, and adherence to the style of
format.

(MONDAY | November 18, 2019)

CLASSIFICATION AND EXEMPLIFICATION
MOTIVATION D.
 Writing Activity 4. The Tycoon
 All compositions will be scored through the rubric below:
Rubric
Focus 30％
Organization 25％
Integration 25％
Convention 20％
Total 100％

DISCUSSION:
V. Comparison and Contrast
 organizes ideas based on how events, places, people, things, and
concepts are similar to or different from one another
 separately -involves describing one item first followed by the second
item
 side-by-side -involves discussing both items based on each point of
comparison

Writing Activity #4. The Tycoon VI. Cause and Effect

 This is a group activity and the task is as follows:  explains why something happens or what results a particular event
 You are a sales manager. A customer sent you an e-mail asking about the produces
different types of products you sell. You need to respond to the e-mail indicating  Paragraph emphasizing cause
the classification of your products. Your message must contain the product's  Paragraph emphasizing effect
category and specific features.

(TUESDAY | November 20, 2019)

COMPARISON AND CONTRAST / CAUSE AND EFFECT
Motivation E.
 Writing Activity #5 and #6. The Critic and the Environmentalist
 All compositions will be scored through the rubric below:
Rubric
Focus 30％
Organization 25％
Integration 25％
Convention 20％
Total 100％

DISCUSSION:
VII. Problem-Solution
 focuses on either a problem or solution in a particular area or
situation

Writing Activity #5 and #6. The Critic and the Environmentalist

 This is a group activity (by rows) and the task is as follows:
 Rows 1-2: You are a film critic. You are to write a comparative review of two
films of the same genre. Use the comparison and contrast pattern of text
development in your review.
 Rows 3-4: Typhoon Yolanda took the lives of over 6,300 Filipinos and displaced
thousands of others. Write a text that explains why there were so many casualties
even when they were warned of a storm surge beforehand by the officials. Use the
cause and effect pattern of development in writing.
(WEDNESDAY | November 21, 2019)
PROBLEM-SOLUTION / PERSUASION
Motivation E.
VIII. Persuasion
 convinces readers to agree to an argument or claim about a particular
topic.

Writing Activity #7 and #8. The Manager and the Editor

 All compositions will be scored through the rubric below:
Rubric
Focus 30％
Organization 25％
Integration 25％
Convention 20％
Total 100％
 PRACTICE:
 1. This task is to assess the students learning on Narrative as a pattern
of development.
 2. This task is to assess the students learning on Description as a
pattern of development.
 3. This task is to assess the students learning on Definition as a
pattern of development.
 4. This task is to assess the students learning on Classification and
Writing Activity #7 and #8. The Manager and the Editor Exemplification as a pattern of development.
 This is a group activity (by counting off 1-2) and the task is as follows:  5 & 6. This task is to assess the students learning on Comparison and
 #1. You are a marketing manager. You are to send business proposals to your clients Contrast and cause and Effect as a pattern of development.
about a new product/service your company is offering. Write the main text of the  7 & 8. This task is to assess the students learning on Problem-
proposal using the problem-solution pattern of development. Your writing must be Solution and Persuasion as a pattern of development.
concise, organized, and clear. Remember to use language appropriate to your audience
and purpose. Use a professional tone and positive words.
 #2. You are an editor of a newpaper. You would like to react strongly to a new
government policy in the editorial section of the newspaper. Your editorial must contain
a well-supported argumentative thesis, and counter-arguments for opposing viewpoints.
It must also encourage a certain course of action. The criteria in assessing your editorial
are its appeal to the readers, accuracy of information, and adherence to the style and
format.

3. PRACTICE
 The following writing activities vary from individual work, group work and by partner.
Writing Activity 1. The Storyteller
 Write a narrative text about a time in your life when you experienced an emotion
strongly. Try to give as much detail as possible.

WRITING ACTIVITY # 2. The Journalist

 This is a group activity and the task is as follows:
 You are a writer of a travel magazine. The editor of the magazine asks you to
write a travel article that tells about a beautiful place where one can spend a
vacation. Your task is to write a five-paragraph descriptive article.
Writing Activity #3. The Intern
 This is a group activity and the task is as follows:
 You are a medicine student. You would like to write about the definition of a
controversial medical term in your blog. The criteria in assessing your blog are its
appeal to the readers, accuracy of information, and adherence to the style of
format.

Writing Activity #4. The Tycoon

 This is a group activity and the task is as follows:
 You are a sales manager. A customer sent you an e-mail asking about the different
types of products you sell. You need to respond to the e-mail indicating the
classification of your products. Your message must contain the product's category and
specific features.

Writing Activity #5 and #6. The Critic and the Environmentalist

 This is a group activity (by rows) and the task is as follows:
 Rows 1-2: You are a film critic. You are to write a comparative review of two films of
the same genre. Use the comparison and contrast pattern of text development in your
review.
 Rows 3-4: Typhoon Yolanda took the lives of over 6,300 Filipinos and displaced
thousands of others. Write a text that explains why there were so many casualties even
when they were warned of a storm surge beforehand by the officials. Use the cause and
effect pattern of development in writing.

Writing Activity #7 and #8. The Manager and the Editor

 This is a group activity (by counting off 1-2) and the task is as follows:
 #1. You are a marketing manager. You are to send business proposals to your clients
about a new product/service your company is offering. Write the main text of the
proposal using the problem-solution pattern of development. Your writing must be
concise, organized, and clear. Remember to use language appropriate to your audience
and purpose. Use a professional tone and positive words.
 #2. You are an editor of a newpaper. You would like to react strongly to a new
government policy in the editorial section of the newspaper. Your editorial must contain
a well-supported argumentative thesis, and counter-arguments for opposing viewpoints.
It must also encourage a certain course of action. The criteria in assessing your editorial
are its appeal to the readers, accuracy of information, and adherence to the style and
format.
4. ENRICHMENT
 The answers on the pre-activity will be revealed and the students are tasked to explain
why their choice of pattern of development is the most appropriate for the given thesis
statement. (see worksheet 1 in Instruction/Delivery part of the teaching guide)

5. EVALUATION
 Identification Quiz on patterns of development.

Checked by:

JULIETA T. TRISTE
SHS-PRINCIPAL
 St. Vincent School Foundation, Inc.
Legaspi St., Poblacion Sur, Paniqui Tarlac
S.Y. 2019-2020

TEACHING GUIDE IN READING AND WRITING

TOPIC/ LESSON NAME Reading and Writing: Reading and Thinking Strategies across Text types
A. Text as Connected Discourse
B. Techniques in Selecting and Organizing Information

CONTENT STANDARDS The learner realizes that information in a written text may be selected and organized to achieve a particular purpose.

PERFORMANCE STANDARDS The learner critiques a chosen sample of each pattern of development focusing on information selection, organization, and development.

LEARNING COMPETENCIES Critiques a chosen sample of each pattern of development focusing on information selection, organization, and development through:
a. Identifies properties of a well-written text
a. organization
b. coherence and cohesion
c. language use
d. mechanics

SPECIFIC COMPETENCIES At the end of this lesson, the learners will be able to :
1. Identify the properties of well written text
2. Critique a text by identifying the properties of a well written text
3. Write an informative essay incorporating the properties of a well written text
4. Criticize peer’s works by identifying the properties of a well written text

TIME ALLOTMENT 1 Week | 4 Sessions | November 22-26-27-28, 2019 | MTWTH

LESSON OUTLINE:

1. INTRODUCTION : Classroom Routines, Articulating Learning Objectives and Emphasizing the importance of studying texts
2. MOTIVATION : Schema Activation through a graphic organizer
3. INSTRUCTION/DELIVERY : Discussion
4. PRACTICE : Text Analysis
5. ENRICHMENT : Informative Essay
6. EVALUATION : Peer Critiquing (leaving marginal notes on peer’s essay for justification of judgment)

1. Projector and Laptop

MATERIAL 2. Copy of Where is the Patis by Carmen Guerrero-Nakpil
3. Rubric for Scoring Guide

RESOURCES Properties of a well written text lesson reference: file:///D:/reading%20and%20writing/lesson2textasconnecteddiscourse-

170207031943%20(1).pdf
Copy of Where is the Patis essay: http://kathangpinoy.blogspot.com

PROCEDURE MEETING LEARNERS’ NEEDS

1. INTRODUCTION TEACHER’S TASKAS:

Articulate the learning objectives.  After the opening prayer, the teacher will do the usual classroom
At the end of the session, the students should be able to: routines.
1. Identify the properties of well written text  The teacher will flash different sentences using different signal
2. Critique a text by identifying the properties of a well written text words from the patterns of development as a review of the
3. Write an informative essay incorporating the properties of a well written text previous lesson.
4. Criticize peer’s works by identifying the properties of a well written text
 The teacher will show a graphic organizer and ask the student to
give insights on the topic inside.
 The answers may vary from sentences to phrases to words.
MOTIVATION
 The teacher calls out someone to summarize all the answers by
A. Schema activation through completing the graphic organizer:
saying “A well written text has the following elements ….”
  The class will have an open forum-like session. This is to engage
2. INSTRUCTION/DELIVERY the students in the lesson.
 The students will provide insights on the questions asked by the teacher and may ask the  The teacher may ask the following questions:
teacher questions about the matter as well. 1. Do you believe that a writer, especially creative writers should
always exercise poetic license?
2. What do you think of a writer who writes compositions with
confusing organization and say it’s his writing style?
3. How do you know that an essay is a good essay?
4. If you were to grade an essay entry what is your criteria?

Discussion:
PROPERTIES OF A WELL-WRITTEN TEXT
1. Organization - refers to the arrangement of ideas in a text
 Creating an outline of ideas before you start writing can help your
work become organized.
 It Is said that ideas are well-developed when there is a clear
statement of purpose, position, facts, examples, specific details,
definitions, explanations, justifications, or opposing viewpoints.
 Organization is achieved when these ideas are logically and
accurately arranged.
 Outline- provides a format in which ideas can be arranged in a
hierarchy- that is, it distinguishes the general ideas from the
specific or subordinating ideas

2. Coherence and Cohesion

 refer to the connection of ideas and connection between sentences
and between paragraphs
Coherence
 sentences are arranged in a logical manner, making them be easily
understood by the readers.
 The property of unity in a written text or a segment of spoken
discourse that stems from links among its surface elements, as
when words in one sentence are repeated in another, and
especially from the fact that some words or phrases depend for
their interpretation upon material in preceding or following text
Cohesion- connection of ideas at sentence level.
Different arrangements:
  Chronological Order- The details are arranged in the order in
which they happened.
 Spatial Order- the sentences of a paragraph are arranged
according to geographical location, such as left-to-right, up-to-
down, etc.
 Emphatic Order- is when information found in a paragraph is
arranged to emphasized certain points depending on the writer’s
purpose

3.Appropriate Language Use

 refers to the acceptable style of language for a particular form of
text

4. Proper Mechanics
 refers to the conventions of writing which includes capitalization,
punctuation, spelling, numerals, abbreviations, acronyms and
contractions

WORKSHEET 1: Help me keep things in order Worksheet 1 contains a sheet of paper with the suggested title and its
 The class would be divide into three groups by counting off. respective type of order. This is to assess the students’ understanding of
 Each group will write a short essay. coherence and cohesion. Along with writing the essay also comes the
 The topic will be picked from a bowl and with it, the type of order is also written. The list other properties of a well-written text.
of topic is as follows:  The outputs will be graded by both the teachers and the students.
 How to Get Through a Broken Heart- Chronological Order
 What’s Inside Your Dream House- Spatial Order
 A Journey to a Better Philippines- Emphatic Order

3. PRACTICE. Text Analysis

 The students will be receiving a copy of Where is the Patis, an essay written by a Filipino essayist PRACTICE:
Carmen Guerero-Nakpil.  Through this activity, the students can now experience grading a
 The students will read the essay and critic it using the Properties of well written text written text. This also engages them to think and analyze critically
 The comments and insights of the students will be in a form of marginal notes. for them to be able to score accurately or at least close to accuracy.
 The marginal notes must have textual evidences  This students will be guided throughout this activity.
Organization: 25 points
Coherence and Cohesion: 25 points
Proper Mechanics: 25 points
Appropriate Language Use: 25 points
Total: 100 points
4. ENRICHMENT
Individual Work Enrichment
 The students will be asked to write an essay in a type and topic of their own choice.  The teacher gave the students the freedom to write their essays on
 They must employ the properties of a well written text and try to achieve a quality composition their own because this activity will show if the students
through the use of the lesson taught. understood the lesson well.
 The length of the essay is also up to them.

5. EVALUATION Evaluation
 The students will exchange their essays with their seatmates’ to do the peer checking. Like the  The teacher will inform the students that the same rubric they
activity on the Practice part, they will use marginal notes in criticizing their classmates’ essay. used to grade the essay a while ago will be implemented in
peer critiquing.

Organization: 25 points
Coherence and Cohesion: 25 points
Proper Mechanics: 25 points
Appropriate Language Use: 25 points
Total: 100 points

Checked by:

JULIETA T. TRISTE
SHS-PRINCIPAL