Republic of the Philippines

Department of Education
Region III - Central Luzon
SCHOOLS DIVISION OF TARLAC PROVINCE
ANAO HIGH SCHOOL (SENIOR HIGH)
San Francisco East, Anao, Tarlac
LESSON GUIDE IN READING AND WRITING SKILLS
Jan. 6, 2020
I. OBJECTIVES
The learner...
A. Content Standards 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 on information selection,
B. Performance Standards
organization, and development.

Distinguishes between and among patterns of development in writing across disciplines

Formulates evaluative statements about a text read (EN11/12RWS-IVac-9)
C. Learning Competencies/ a. Formulates assertions about the content and properties of a text read
Objectives b. Formulates meaningful counterclaims in response to claims made in a text.

II. CONTENT Critical Reading as Reasoning

III. LEARNING RESOURCES
A. References

1. Teacher’s Guide pages

2. Learner’s Manual pages Reading and Writing Skills by REX Bookstore p.27-28
3. Textbook pages
4. Additional Materials from Learning
Resource(LR) portal
B. Other Learning Resources
IV. PROCEDURES
A. Reviewing previous lesson or presenting new
lesson (REVIEW)
B. Establishing a purpose of the lesson The teacher lets the studnts explain the statement: “Being a good critical reader eans you are able to
(MOTIVATION) logically evalute the claims of the writer”.
The students will be tasked to read the following assertions:
C. Presenting examples/instances of the new
1. Sampaguita belongs to the genus Jasminum of the family Oleaceae.
lesson (PRE-ACTIVITY)
2. The popularity of sampaguita flowers is most evident in places of worship.
D. Discussing new concepts and practicing new The teacher facilitates a discussion about formulating assertions about the content and properties of a
skills 1 text.
(ACTIVITY PROPER)

E. Discussing new concepts and practicing new The teacher facilitates a discussion about formulating meaningful counterclaims in response to claims
skills 2 made in a text.
(DEEPENING)
Based on the following characteristics, evaluate the following claims. Place a ( ) check mark on the
blank beside the number if you consider the example a good claim. Otherwise, on the space provided,
state what can be improved in the given example.
F. Developing mastery (POST-ACTIVITY) _______1. People face numerous problems today. ____________________________
_______ 2. Pilosopo Tasyo is my favorite character in Noli Me Tangere because he is the most
interesting. _______________________

How do you formulate assertions about the content and properties of a text read? How do you formulate
G. Finding practical applications of concepts and
meaningful counterclaims in response to claims made in a text?
skills in daily living (APPLICATION)
How do you formulate evaluative statements about a text read?
H. Making generalizations and abstractions about
the lesson (GENERALIZATION)

What are some other inferences or conclusions that you can justify based on the text? Write them below:
I. Evaluating learning (ASSESSMENT) ____________________________________________________________________________________
__________________________________________________________________________________

J. Additional activities for application or

remediation (REMEDIAL)
V. REMARKS
VI. REFLECTION
A. No. of learners who earned 80% in the evaluation

B. No. of learners who require additional activities for

remediation who scored below 80%
C. Did the remedial lesson work? No. of learners who have
caught up with the lesson.
D. No. of learners who continue to require remediation?

E. Which of my teaching strategies worked well? Why did

these work?
F. What difficulties did I encounter which my principal or
supervisor can help me solve?
 G. What innovation or localized materials did I use
discover which I wish to share with other teachers?

Prepared by: Checked by: Noted:

JULIE ANN L. BAGAMASPAD ELAZIL A. ESQUEJO GEMMA L. MELEGRITO,Ed.D.

Teacher II Head Teacher VI Secondary School Principal III
Republic of the Philippines
Department of Education
Region III - Central Luzon
SCHOOLS DIVISION OF TARLAC PROVINCE
ANAO HIGH SCHOOL (SENIOR HIGH)
San Francisco East, Anao, Tarlac
LESSON GUIDE IN READING AND WRITING SKILLS
Jan. 7, 2020
I. OBJECTIVES
The learner...
A. Content Standards realizes that information in a written text may be selected and organized to
achieve a particular purpose.
The learner...
B. Performance Standards critiques a chosen sample of each pattern of development focusing on information selection, organization,
and development.
Distinguishes between and among patterns of development in writing across disciplines
C. Learning Competencies/
Determines textual evidence to validate assertions and counterclaims made about a text read
Objectives
(EN11/12RWS-IVac-10)
II. CONTENT Critical Reading as Reasoning
III. LEARNING RESOURCES
A. References

1. Teacher’s Guide pages

2. Learner’s Manual pages

3. Textbook pages
Critical reading as reasoning by Mary Katrine Belino Published on Aug 2, 2017. Retrieved from
4. Additional Materials from Learning
https://www.slideshare.net/marykatrinebelino/critical-reading-as-reasoning-78474306?from_action=save
Resource(LR) portal
Retrieved on Jan. 3,2020.
B. Other Learning Resources
IV. PROCEDURES
A. Reviewing previous lesson or presenting new The student will be asked to give their own definition of the term “resoning”
lesson (REVIEW)
B. Establishing a purpose of the lesson
(MOTIVATION)
1. The class will be divided into three groups.
2. The teacher will test their reasoning skills by convincing the judge through their own reasons
based on the situation and topic assigned to them.
3. The teacher will provide three sets of situations wherein all the groups will take turns to be the
judge and to be participanats.
4. In every situation, each group will only be given two minutes to brainstorm.
5. After brainstorming, the group will be allowed to convince the judges by giving their own
reasons.
C. Presenting examples/instances of the new lesson 6. After all the speakers have given their reasons, the judge will give their judgement based on
(PRE-ACTIVITY) the materials and reasons presented by each group.

Based on the activity, the student were able to present verbal evidences and will be introduced into
D. Discussing new concepts and practicing new
determining textual evidence to validate assertions and counterclaims made about a text read
skills 1 (ACTIVITY PROPER)
E. Discussing new concepts and practicing new
skills 2 (DEEPENING)
F. Developing mastery (POST-ACTIVITY)
G. Finding practical applications of concepts and What are the things you need to consider when identifying textual evidence to validate assertions and
skills in daily living (APPLICATION) counterclaims made about a text read?

How do you determine textual evidence to validate assertions and counterclaims made about a text read?
H. Making generalizations and abstractions about
the lesson (GENERALIZATION)

Writes a 150-word critique of a selected text focusing on the claims, organization, and development of the
I. Evaluating learning (ASSESSMENT)
material.

J. Additional activities for application or

remediation (REMEDIAL)
V. REMARKS
VI. REFLECTION
A. No. of learners who earned 80% in the evaluation
B. No. of learners who require additional activities for remediation
who scored below 80%
C. Did the remedial lesson work? No. of learners who have caught
up with the lesson.
D. No. of learners who continue to require remediation?

E. Which of my teaching strategies worked well? Why did these

work?
F. What difficulties did I encounter which my principal or supervisor
can help me solve?
G. What innovation or localized materials did I use discover which I
wish to share with other teachers?

Prepared by: Checked by: Noted:

JULIE ANN L. BAGAMASPAD ELAZIL A. ESQUEJO GEMMA L. MELEGRITO,Ed.D.

Teacher II Head Teacher VI Secondary School Principal III
Republic of the Philippines
Department of Education
Region III - Central Luzon
SCHOOLS DIVISION OF TARLAC PROVINCE
ANAO HIGH SCHOOL (SENIOR HIGH)
San Francisco East, Anao, Tarlac
LESSON GUIDE IN READING AND WRITING SKILLS
Jan. 9, 2020
I. OBJECTIVES
The learner...
A. Content Standards understands the requirements of composing academic writing and professional correspondence

The learner...
B. Performance Standards produces each type of academic writing and professional correspondence following the properties of well
written texts and process approach to writing.
Distinguishes between and among patterns of development in writing across disciplines
C. Learning Competencies/
Explains how one’s purpose is a crucial consideration in academic and professional writing
Objectives
(EN11/12RWS-IVdg-1)
II. CONTENT Purposeful Writing in the Disciplines and for Professions
III. LEARNING RESOURCES
A. References

1. Teacher’s Guide pages

2. Learner’s Manual pages Reading and Writing Skills by CNE Publishing p.151
3. Textbook pages
4. Additional Materials from Learning
Resource(LR) portal
B. Other Learning Resources
IV. PROCEDURES
A. Reviewing previous lesson or presenting new
lesson (REVIEW)
B. Establishing a purpose of the lesson The teacher lets the students about how familiar they are in academic and professional writing.
(MOTIVATION)
The teacher asks the students to work in pairs.
The students are gven 10 minutes to read the texts on p.151 and compare them
Let the students to complete the table on the similarities and differences of
C. Presenting examples/instances of the new lesson the two texts.
(PRE-ACTIVITY)
Details TEXT 1 TEXT 2
Context of writing
Purpose of wriring

D. Discussing new concepts and practicing new

skills 1 (ACTIVITY PROPER)
E. Discussing new concepts and practicing new The teacher leads the discussion about the components of academic and professional writing.
skills 2 (DEEPENING)
Write T if the statement is true, and F if the statement is false.
____1. Both academic and professional writing use standard English.
F. Developing mastery (POST-ACTIVITY)
____ 2. Professional writing employs more referencing than academic writing.

G. Finding practical applications of concepts and What is the difference between academic and professional writing?
skills in daily living (APPLICATION)

H. Making generalizations and abstractions about How one’s purpose is a crucial consideration in academic and professional writing?
the lesson (GENERALIZATION)

I. Evaluating learning (ASSESSMENT) Identify whether each text is academic or professional. Write A if academic and P is professional.

J.Additional activities for application or

remediation (REMEDIAL)
V. REMARKS
VI. REFLECTION
A. No. of learners who earned 80% in the evaluation

B. No. of learners who require additional activities for

remediation who scored below 80%
C. Did the remedial lesson work? No. of learners who have
caught up with the lesson.
D. No. of learners who continue to require remediation?

E. Which of my teaching strategies worked well? Why did

these work?
F. What difficulties did I encounter which my principal or
supervisor can help me solve?
G. What innovation or localized materials did I use discover
which I wish to share with other teachers?

Prepared by: Checked by: Noted:

JULIE ANN L. BAGAMASPAD ELAZIL A. ESQUEJO GEMMA L. MELEGRITO,Ed.D.

Teacher II Head Teacher VI Secondary School Principal III

Republic of the Philippines

Department of Education
Region III - Central Luzon
SCHOOLS DIVISION OF TARLAC PROVINCE
ANAO HIGH SCHOOL (SENIOR HIGH)
San Francisco East, Anao, Tarlac
LESSON GUIDE IN READING AND WRITING SKILLS
Jan. 10, 2020
I. OBJECTIVES
The learner...
A. Content Standards understands the requirements of composing academic writing and professional correspondence

The learner...
B. Performance Standards produces each type of academic writing and professional correspondence following the properties of well
written texts and process approach to writing.
Distinguishes between and among patterns of development in writing across disciplines
C. Learning Competencies/
Explains how one’s purpose is a crucial consideration in academic and professional writing
Objectives
(EN11/12RWS-IVdg-11)
II. CONTENT Purposeful Writing in the Disciplines and for Professions
III. LEARNING RESOURCES
A. References

1. Teacher’s Guide pages

2. Learner’s Manual pages Reading and Writing Skills by CNE Publishing p.162
3. Textbook pages
4. Additional Materials from Learning
Resource(LR) portal
B. Other Learning Resources
IV. PROCEDURES
The teacher asks the student to share their insights about the previous lessons on components of academic
A. Reviewing previous lesson or presenting new
and professional writing.
lesson (REVIEW)
B. Establishing a purpose of the lesson
(MOTIVATION)
C. Presenting examples/instances of the new lesson
(PRE-ACTIVITY)
D. Discussing new concepts and practicing new
skills 1 (ACTIVITY PROPER)

E. Discussing new concepts and practicing new

skills 2 (DEEPENING)
F. Developing mastery (POST-ACTIVITY)
G. Finding practical applications of concepts and What is the difference between academic and professional writing?
skills in daily living (APPLICATION)

H. Making generalizations and abstractions about How one’s purpose is a crucial consideration in academic and professional writing?
the lesson (GENERALIZATION)

Read the following text very carefully. Then, convert it into an academic and professional text. You may
I. Evaluating learning (ASSESSMENT) add other details as long as you provide appropriate citation.
Fill in the rubrics for Assessing the Academic Text and Professional Version (See Attachment)

J. Additional activities for application or

remediation (REMEDIAL)
V. REMARKS

VI. REFLECTION
A. No. of learners who earned 80% in the evaluation

B. No. of learners who require additional activities for

remediation who scored below 80%
C. Did the remedial lesson work? No. of learners who have
caught up with the lesson.
D. No. of learners who continue to require remediation?

E. Which of my teaching strategies worked well? Why did

these work?
F. What difficulties did I encounter which my principal or
supervisor can help me solve?
G. What innovation or localized materials did I use discover
which I wish to share with other teachers?

Prepared by: Checked by: Noted:

JULIE ANN L. BAGAMASPAD ELAZIL A. ESQUEJO GEMMA L. MELEGRITO,Ed.D.

Teacher II Head Teacher VI Secondary School Principal III

Republic of the Philippines

Department of Education
Region III - Central Luzon
SCHOOLS DIVISION OF TARLAC PROVINCE
ANAO HIGH SCHOOL (SENIOR HIGH)
San Francisco East, Anao, Tarlac
LESSON GUIDE IN READING AND WRITING SKILLS
Jan. 13, 2020
I. OBJECTIVES
The learner...
A. Content Standards understands the requirements of composing academic writing and professional correspondence

The learner...
B. Performance Standards produces each type of academic writing and professional correspondence following the properties of well
written texts and process approach to writing.
Identifies the unique features of and requirements in composing texts that are useful across disciplines
C. Learning Competencies/
((EN11/12RWS-IVdg-12)
Objectives
a. Book Review or Article Critique ((EN11/12RWS-IVdg-12.1)
II. CONTENT Purposeful Writing in the Disciplines and for Professions
III. LEARNING RESOURCES
A. References

1. Teacher’s Guide pages

2. Learner’s Manual pages Reading and Writing Skills by CNE Publishing p. 170-173
3. Textbook pages
4. Additional Materials from Learning
Resource(LR) portal
B. Other Learning Resources
IV. PROCEDURES
The teacher asks the student to share their insights about the previous lessons on difference between
A. Reviewing previous lesson or presenting new
academic and professional writing.
lesson (REVIEW)
The teacher asks the students to think of their favorite book and complete the table below:
B. Establishing a purpose of the lesson Book Title: _______________________________________________
(MOTIVATION) STRENGTHS WEAKNESSES

C. Presenting examples/instances of the new lesson The teacher asks the students to share their criticisms about the book they chose.
(PRE-ACTIVITY)
The teacher leads the discussion about the definition and features of book reviews and article critiques and
D. Discussing new concepts and practicing new
their structure.
skills 1 (ACTIVITY PROPER)
The teacher leads the discussion about the guidelines in writing a book review and article critique.
E. Discussing new concepts and practicing new
skills 2 (DEEPENING)
F. Developing mastery (POST-ACTIVITY)
What is a book review and/or an article critique?
G. Finding practical applications of concepts and
skills in daily living (APPLICATION)
H. Making generalizations and abstractions about What are the things we must take in to consideration when writing a book review or anarticle critique?
the lesson (GENERALIZATION)

I. Evaluating learning (ASSESSMENT)

 Analyze the text on page 173 carefully and complete the table below:
Type of Document
Purpose of the review
Writer’s persona
Intended reader
Strengths
Weaknesses

J. Additional activities for application or

remediation (REMEDIAL)
V. REMARKS Classes were suspended due to the Taal Volcano eruption.
VI. REFLECTION
A. No. of learners who earned 80% in the evaluation

B. No. of learners who require additional activities for

remediation who scored below 80%
C. Did the remedial lesson work? No. of learners who have
caught up with the lesson.
D. No. of learners who continue to require remediation?

E. Which of my teaching strategies worked well? Why did

these work?
F. What difficulties did I encounter which my principal or
supervisor can help me solve?
G. What innovation or localized materials did I use discover
which I wish to share with other teachers?

Prepared by: Checked by: Noted:

JULIE ANN L. BAGAMASPAD ELAZIL A. ESQUEJO GEMMA L. MELEGRITO,Ed.D.

Teacher II Head Teacher VI Secondary School Principal III

Republic of the Philippines

Department of Education
Region III - Central Luzon
SCHOOLS DIVISION OF TARLAC PROVINCE
ANAO HIGH SCHOOL (SENIOR HIGH)
San Francisco East, Anao, Tarlac
LESSON GUIDE IN READING AND WRITING SKILLS
Jan. 16, 2020
I. OBJECTIVES
The learner...
A. Content Standards understands the requirements of composing academic writing and professional correspondence

The learner...
B. Performance Standards produces each type of academic writing and professional correspondence following the properties of well
written texts and process approach to writing.
Identifies the unique features of and requirements in composing texts that are useful across disciplines
C. Learning Competencies/
(EN11/12RWS-IVdg-12)
Objectives
a. Book Review or Article Critique ((EN11/12RWS-IVdg-12.1)
II. CONTENT Purposeful Writing in the Disciplines and for Professions
III. LEARNING RESOURCES
A. References

1. Teacher’s Guide pages

2. Learner’s Manual pages Reading and Writing Skills by CNE Publishing p. 170-173
3. Textbook pages
4. Additional Materials from Learning
Resource(LR) portal
B. Other Learning Resources
IV. PROCEDURES
The teacher asks the student to share their insights about the previous lessons on difference between
A. Reviewing previous lesson or presenting new
academic and professional writing.
lesson (REVIEW)
The teacher asks the students to think of their favorite book and complete the table below:
B. Establishing a purpose of the lesson Book Title: _______________________________________________
(MOTIVATION) STRENGTHS WEAKNESSES

C. Presenting examples/instances of the new lesson The teacher asks the students to share their criticisms about the book they chose.
(PRE-ACTIVITY)
The teacher leads the discussion about the definition and features of book reviews and article critiques and
D. Discussing new concepts and practicing new
their structure.
skills 1 (ACTIVITY PROPER)
The teacher leads the discussion about the guidelines in writing a book review and article critique.
E. Discussing new concepts and practicing new
skills 2 (DEEPENING)
 F. Developing mastery (POST-ACTIVITY)
G. Finding practical applications of concepts and What is a book review and/or an article critique?
skills in daily living (APPLICATION)
What are the things we must take in to consideration when writing a book review or anarticle critique?
H. Making generalizations and abstractions about
the lesson (GENERALIZATION)

Analyze the text on page 173 carefully and complete the table below:
Type of Document

Purpose of the review

Writer’s persona
I. Evaluating learning (ASSESSMENT)
Intended reader

Strengths

Weaknesses

J. Additional activities for application or

remediation (REMEDIAL)
V. REMARKS
VI. REFLECTION
A. No. of learners who earned 80% in the evaluation

B. No. of learners who require additional activities for

remediation who scored below 80%
C. Did the remedial lesson work? No. of learners who have
caught up with the lesson.
D. No. of learners who continue to require remediation?

E. Which of my teaching strategies worked well? Why did

these work?
F. What difficulties did I encounter which my principal or
supervisor can help me solve?
G. What innovation or localized materials did I use discover
which I wish to share with other teachers?

Prepared by: Checked by: Noted:

JULIE ANN L. BAGAMASPAD ELAZIL A. ESQUEJO GEMMA L. MELEGRITO,Ed.D.

Teacher II Head Teacher VI Secondary School Principal III