Lesson Plan in Reading and Writing Skills

Grade 11 - ICT Zimmerman

Classroom Observation

I. OBJECTIVES
A. Content Standard
The learner realizes that information in a written text may be selected and organized to achieve a particular purpose
B. Performance Standard
The learner critiques a chosen sample of each pattern of development focusing on information, selection, organization
and development.
C. Learning Competencies
The learner distinguishes between and among patterns of development in writing across disciplines
(EN11RWS-IIIb-f 3.6)

Specific Objectives
1. Define cause and effect
2. Differentiate cause and effect in sentences or paragraphs
3. Construct sentences/paragraphs using transitional devices indicating cause and effect relationship.

II. CONTENT
Pattern of Paragraph Development
- Cause and effect
- Transitional devices using cause and effect relationship

III. LEARNING RESOURCES/REFERENCES

Dayagbil, F. T, Abao, E. L and Bacus, R. C. (2016) Critical Reading and Writing for Senior
High School. Lorimar Publishing, Inc.: Quezon City
www.study.com
www.slideshare.com

IV. PROCEDURE
A. Reviewing previous lesson or presenting the new lesson
Let students watch video clip containing cause and effect relationship.
B. Establishing a purpose for the lesson
Processing of the video watch
(Ask questions on the video clip eliciting the term CAUSE and EFFECT )
C. Presenting examples/Instances of the new lesson
Based from your answer, what might have caused the incident to happen?
Extract from their answer the signal word/s used.
D. Discussing new concepts and practicing new skills
Defining cause and effect
Signal words indicating cause and effect relationship
Giving of sample sentences/paragraphs
E. Developing mastery(leads to Formative Assessment 3)
Ahead of time, write causes on sentence strips and matching effects on other sentence strips. Pass out a
sentence strip to each student with either a cause or an effect.
F. Finding practical application of concepts and skills in daily living
Analyze and critique a paragraph containing cause and effect pattern of development. Using a t-chart, identify the
causes and the corresponding effects. Write also the transition words.
G. Making generalizations and abstractions about the lesson
A cause tells why something happens, while an effect describes what happens.
The writer can use the cause-and-effect pattern of development to explain how an event or action leads to
another.
H. Evaluating learning
Present a graphic organizer. Develop a paragraph using the cause and effect pattern of paragraph development.

Prepared by:

LORY-ANNE S. PANEM
 Lesson Plan in 21st Century Literature
from the Philippines and from the World
Grade 12 - ABM Pacioli
Classroom Observation

I. OBJECTIVES
A. Content Standard
The learner will be able to understand and appreciate literary text in various genres across national literature and
cultures
B. Performance Standard
The learner will be able to demonstrate understanding and appreciation of the 21st century literature of the world
through:
1. critical paper that analyzes literary texts in relation to the context of the reader and the writer or a critical paper
that interprets literary texts using any of the critical approaches; and
2. an adaptation of a text into other creative forms using multimedia
C. Learning Competencies
The learner identifies the figures of speech and other literary techniques and devices in a text
(EN12Lit-IIe-27)

Specific Objectives
1. Identify the sensory images used in the poem
2. Develop reading skills through the use of visualization
3. Interpret a poem using sensory images

II. CONTENT
Analyzing “The Burning Kite” by Ouyang Jianghe through Sensory Images

III. REFERENCES
Solmeranol, E. M, Ondevilla, M. B., Palencia, M. M., Jerusalem, V. L., and Cruz, J. Q. (2017) 21st
Century Literature from the Philippines and the World. Fastbooks Educational Supply,
Inc.: Manila
www.slideshare.com
IV. PROCEDURE
A. Reviewing previous lesson or presenting the new lesson
Let us read what his first gift was, visualize and draw what we visualize to know the boy’s first gift.
I put my hand in the box. I felt something furry. I looked in the box. It was brown. It had two ears, two arms and two
legs. It had a black nose and black eyes. It had a red vest with three buttons and green pants. It had a yellow bow on
its head.
B. Establishing a purpose for the lesson
Good readers listen to the words and create pictures or images in their mind to go with the words. These mental
images created in the head as we read are called sensory images or imagery.
C. Presenting examples/Instances of the new lesson
I read: That very night in Max’s room, a forest grew and grew and grew, until his ceiling hung with vines and the walls
became the world all around.
I visualize: vines, bushes, Max is in the wild, dark and scary room, tall trees
I read: When Max came to the place where the wild things are, they roared their terrible roar and rolled their terrible
eyes and showed their terrible claws.
I visualize: roaring monster; scary yellow eyes with a line down the middle; long fingernails – white, dirty, sharp, shiny;
dirt in their teeth – yellow, green, brown, red; The wild things were swinging in the vines.
D. Discussing new concepts and practicing new skills
Reading the poem, “The Burning Kite” by Ouyang Jianghe to the class

The Burning Kite

What a thing it would be, if we all could fly.
But to rise on air does not make you a bird.

I’m sick of the hiss of champagne bubbles.

It’s spring, and everyone’s got something to puke.

The things we puke: flights of stairs,

a skyscraper soaring from the gut,
 the bills blow by on the April breeze
followed by flurries of razor blades in May.

It’s true, a free life is made of words.

You can crumple it, toss it in the trash,

or fold it between the bodies of angels, attaining

a permanent address in the sky.

The postman hands you your flight of birds

persisting in the original shape of wind.

Whether they’re winging toward the scissors’ V

or printed and plastered on every wall

or bound and trussed, bamboo frames wound with wire

or sentenced to death by fire

you are, first

and always, ash.

Broken wire, a hurricane at each end.

Fire trucks scream across the earth.

But this blaze is a thing of the air.

Raise your glass higher, toss it up and away.

Few know this kind of dizzy glee:

an empty sky, a pair of burning wings

Giving the sensory images found in the poem.

Interpreting the poem using the sensory images
E. Developing mastery(leads to Formative Assessment )
Identify the sensory images used in each of the following and tell what type of imagery is used.
1. I could hear the popping and crackling as mom dropped the bacon into the frying pan, and soon the salty, greasy
smell wafted toward me.
2. Glittering white, the blanket of snow covered everything in sight.
3. The golden yellow sunlight filtered down through the pale new leaves on the oak trees, coming to rest on Jessica's
brown toes that were splayed in the red Georgia mud.

F. Finding practical application of concepts and skills in daily living

Interpret the passage.
"In the hard-packed dirt of the midway, after the glaring lights are out and the people have gone to bed, you will find a
veritable treasure of popcorn fragments, frozen custard dribblings, candied apples abandoned by tired children, sugar
fluff crystals, salted almonds, popsicles, partially gnawed ice cream cones and wooden sticks of lollipops."
G. Making generalizations and abstractions about the lesson
How important sensory images are in literature?
1. It creates mood/tone in the story.
2. It helps reader better understand a text.
3. It makes you an active reader.
H. Evaluating learning
Read the poem, Litany by Billy Collins and interpret it using sensory images.

You are the bread and the knife,

the crystal goblet and the wine.
You are the dew on the morning grass
and the burning wheel of the sun.
You are the white apron of the baker,
and the marsh birds suddenly in flight.

However, you are not the wind in the orchard,

the plums on the counter,
or the house of cards.
And you are certainly not the pine-scented air.
There is just no way that you are the pine-scented air.

It is possible that you are the fish under the bridge,

maybe even the pigeon on the general's head,
but you are not even close
to being the field of cornflowers at dusk.

And a quick look in the mirror will show

that you are neither the boots in the corner
nor the boat asleep in its boathouse.

It might interest you to know,

speaking of the plentiful imagery of the world,
that I am the sound of rain on the roof.

I also happen to be the shooting star,

the evening paper blowing down an alley
and the basket of chestnuts on the kitchen table.

I am also the moon in the trees

and the blind woman's tea cup.
But don't worry, I'm not the bread and the knife.
You are still the bread and the knife.
You will always be the bread and the knife,
not to mention the crystal goblet and--somehow--the wine.

Prepared by:

LORY-ANNE S. PANEM