GRADE 11 - Senior High School School Cabatuan National Comprehensive
Lesson Plans High School
Teacher J.D. Phoebus J. Aguas
Teaching Dates and Time Week 2
Week Summary: graphic organizers, study strategies, study strategies, KWL chart, Illustrating ideas, concepts and basic knowledge, a topic of interest using GOs, presentation – questioning and
giving feedback, editing presentations.
Session 1 Session 2
I. OBJECTIVES By the end of the lesson the By the end of the lesson the
students should have…| students should have…
- defined the unfamiliar words - defined unfamiliar words
found in the texts in the texts
- used graphic organizers to - classified the various
paraphrase a text information found in the text
- modified simple sentences into according to their idea
paragraphs using graphs and - composed a simple
conjunctions paragraph using gleaned
information
wo - contextualized the words they
defined into meaningful
sentences
II. CONTENT The Use of Graphic Organizers in Gleaning and Managing Information
Paraphrasing and Composition of using Graphic Organizers.
Paragraphs. Vocabulary Day: Contextualization
and Personalization of words.
III. CONTENT STANDARD The learner acquires knowledge of The learner acquires knowledge of
appropriate reading strategies for a appropriate reading strategies for a
better understanding of academic better understanding of academic
texts. texts.
Grade Level 11
Learning Area EAPP
Quarter 1
Session 3
By the end of the lesson the
students should have…
- defined unfamiliar words
found in the texts
- organized information
according to the ideas they
convey
-composed organized paragraphs
using graphic organizers and
gleaned information
Relating and Integrating
Information after Reading for new
compositions using Graphic
Organizers and Guide Questions.
The learner acquires knowledge of
appropriate reading strategies for a
better understanding of academic
texts.
Session 4
By the end of the lesson the
students should have…
- defined unfamiliar words
found in the texts
- used proper transitional words
and conjunctions in stating
contrasting and comparative
sentences
- created an organized academic
text using: graphic organizers,
guide questions, managing
information and transitional
words
Application of Text Integration to
Composition and the use of proper
transitional words and
conjunctions.
The learner acquires knowledge of
appropriate reading strategies for a
better understanding of academic
texts.
IV. PERFORMANCE STANDARD The learner produces a detailed
abstract of information gathered
from various academic texts read
V. PROCEDURES Engage
The teacher is going to recall
previous lesson in composition and
paraphrasing using graphic
organizers and guide questions.
The teacher is going to ask
questions about graduation and
being away from their friends:
1. What would you do if you were
alone in facing problems?
2. Do you think that you need to
make yourself strong? Why?
Explore
The teacher will present previous
exercises and activities done and
will questions about them:
1. Which part of these do you find
most challenging?
2. Which area do we have to
review more?
The learner produces a detailed
abstract of information gathered
from various academic texts read
Engage
The teacher is going to ask
questions about labeling and
organizing skills of students that
they use every day.
Questions:
1. What are the different types of
students in school?
2. What are the different type of
teachers?
Transition
The teacher is going to ask the
students how they decided they
belong to one particular group or
how they judged what are the
different types of students.
The teacher will emphasize the
importance of observation and
interpretation.
The learner produces a detailed
abstract of information gathered
from various academic texts read
Engage
The teacher is going to recall the
previous lesson about organizing
information in academic texts.
The teacher is going to through
with one activity
1. Group yourselves according to
the following:
Birth Month
Music Preference
Sports Interest
Movie Preference
Subject of Preference
Explore
Students are going to be asked
about their activity.
1. How did you classify yourself
with the group?
2. Can this be applied to the
texts you have read?
3. Is it easier to talk about
similar stories to people
of the same interest?
The learner produces a detailed
abstract of information gathered
from various academic texts read
Engage
The teacher is going to review the
skills learned in order to make their
own academic text.
The teacher will ask the following
questions:
1. How would feel if you were to
write your own book? What
would it be about?
2. Who would you choose to play
the roles of your characters if
your book becomes a movie or
if you made a movie? Why?
Explore
Students are going to read an
integrated academic text and the
teacher will ask the following
questions:
1. Can you identify the different
contrasting ideas in the text?
2. What connectors are commonly
found in between these ideas?
3. How are the ideas organized?
Where can you find the topic?
Explain
The teacher would give the
instructions previously given in last
week’s sessions and repeat the
guidelines in proper assessment.
Questions regarding the activities
will be entertained in this part.
Elaborate
Students will be asked about what
the future might be and how they
must be strong in facing their
personal problems and challenges.
Questions:
1. Remember your weaknesses?
How do you intend to address
them?
2. What do you think are your
weaknesses in this subject and
how do you plan to solve them?
3. How do you think your teacher
and classmates can help you
with your difficulties?
Explore
The teacher is going to ask the
following guide questions.
1. Can you tell me what makes a
horror movie different from a
suspense thriller?
2. Can you tell me what are the
differences and similarities of
a drama and an action series?
3. Can you identify the various
ideas found in a text when you
read it?
Explain
The teacher is going to give an
explanation on how to classify ideas
in academic texts and how this can
be useful in developing higher skills
(outlining and summarizing) for
studying.
The teacher will then give steps on
how to go about with the
classification and organization of
information.
Examples will be given first and
then exercises will follow to
reinforce the learning received.
Explain
The students are going to read and
graph the ideas of several academic
texts provided by the teacher using
the techniques used in previous
sessions.
The teacher will then relate the
plotted information as a way of
showing that different disciplines
can be integrated if you want to
write another topic using the
information you classified.
The teacher will illustrate the role
of the learner from first being the
receiver(reading) then becoming a
manager (paraphrasing and
graphing) and then becoming a
integrator and creator of
information (developer)
Elaborate
The students are going to be asked
the following questions:
1. How can integrating information
help you in making compositions?
2. Do you have any suggestions
on how to organize information?
Explain
The teacher will then facilitate the
concept map of the integrated text
and show how these ideas were
different but were used in the
composition of an academic text.
The teacher will then present two
or three academic texts of different
disciplines and the learners will be
grouped into three. They will then
map out the texts into a concept
map.
Then the teacher will also point out
on how transitional words were
used to bridge the ideas that were
different.
Finally, the teacher will give a
sample structure of texts and how
they can use it in composition.
Elaborate
The teacher will ask the following
questions
1. What are the different themes
you could find in your life?
2. How do you connect seemingly
difficult situations in life?
 Elaborate

The students are going to be asked

the following questions:

1. How can these skills be useful in

your future studies?
2. How can gleaning,
classifying and organizing
information could help you in
making compositions?

VI. EVALUATION Formative Assessment Formative Assessment Formative Assessment Formative Assessment

Modifying simple sentences into
paragraphs using graphs and
conjunctions
Composing a simple paragraph
using gleaned information
Composing organized paragraphs
using graphic organizers and
gleaned information
Creating an organized academic
text of different ideas using: graphic
organizers, guide questions,
managing information and
transitional words

VI. REMARKS

VII. RELFECTION