Roy E.

Acosta III BSED-ENGLISH

Jeanilyn E. Tacadena, Ph.D March 27, 2020

SEMI-DETAILED LESSON PLAN IN

READ AND WRITING FOR GR11 SHS STUDENTS

I. Objectives

At the end of the lesson, the students will be able to:

 Define the different techniques in selecting and organizing information

such as brainstorming, outlining, and graphic organizers;
 Justify the appropriate technique to make a cohesive presentation;
 Illustrate the various types of graphic organizers.

II. Subject Matter

 Topic: Techniques in Selecting and Organizing Information

 Reference: Gabelo, N., et al (2016) Reading-Writing: The Effective
Connection for Senior High School. Mutya Publishing Incorporated
 Materials: Instructional tools

III. Procedure

A. Preliminary Activity
 Prayer
 Energizer
 Attendance
B. Motivation
 The teacher will show some pictures and ask the class about the given
examples. Afterwards, the teacher will pick a certain student to answer the
question. At the same time, the teacher will give background information
about the examples being shown.
C. Lesson Proper
Activity
 The teacher will divide the class into four groups. Each group should
assign a leader and a secretary. The members should select a
representative from each group.
 The teacher will show some pictures of techniques in selecting and
organizing information to the selected students. The said students will
draw it on the board and their respective group should guess it.
 This includes brainstorming, outlining, and graphic organizers such as
clock diagram, venn diagram, decision-making diagram, KWHL chart, Y-
chart, cycle diagram, fishbone diagram, frayer model, star diagram and
chain diagram.
 Each group will be given 2 minutes to answer. The group that will get the
highest score will be considered as the winner.
Analysis
 Why is it important to know the different techniques in selecting and
organizing information?
 How are we going to use these kind of techniques in a particular context?
 The teacher will discuss the techniques in selecting and organizing
information. This includes brainstorming, outlining and graphic organizers.
Abstraction
 The teacher will provide the students a small container with printed words
inside. The students will pass it to their seatmates and when the teacher
 says “stop” the one who holds the small container will pick a paper and
explain it to the class. At least three students will be asked.
1. What is brainstorming?
2. What is outlining and its two parts?
3. What is graphic organizers? Cite one example.
Application
 The students will proceed to their respective group and answer the activity
sheets. Each group will be given 2 minutes to answer.
Direction: Read the sentence and identify the given passage.

Questions:
1. It helps to identify the main ideas and topics, and organize it in a brief
and concise manner. It is divided into two categories.
2. It is also called sequence of events diagrams wherein it describes the
stages or steps in a process.
3. It is a tool to compare and contrast two objects or ideas.
4. It allows a student to document their own learning process from the
start to finish on a particular subject.
5. It is used to show how a series of events interacts repeatedly through
a cycle.

Answers: 3. Venn Diagram

1. Outlining 4. KWHL Chart
2. Chain Diagram 5. Cycle Diagram

IV. Assessment/Evaluation

The teacher will ask the students to get ¼ sheet of paper for the individual
assessment.

Direction: Observe the picture and identify the given examples.

 Answers: 3. Frayer Model
1. Brainstorming 4. Fishbone Diagram
2. Clock Diagram 5. Decision-making Diagram

V. Assignment/Agreement

The teacher will give the students a by-pair task wherein students are
required to find a short story. Afterwards, the students will divide it according
to the five elements of story (exposition, rising action, climax, falling action,
resolution) using the chain diagram. The assignments will be collected before
the class starts.