Republic of the Philippines

Department of Education
Region III, Central Luzon
SCHOOLS DIVISION OF TARLAC PROVINCE
MARAWI NATIONAL HIGH SCHOOL
CAMILING, TARLAC

A LESSON PLAN IN READING AND WRITING

Grade 11

CONTENT The learners realize that information in a written text may be selected and organized to achieve
STANDARD a particular purpose.
PERFORMANCE The learners critique a chosen sample of each pattern of development focusing on information
STANDARD selection, organization, and development.
LEARNING Distinguishes between and among patterns of development in writing across disciplines.
COMPETENCY
I. OBJECTIVES
At the end of the lesson, the learners must:
Knowledge Acquire the technical steps in writing an effective essay, especially a narrative;
Skills Write a Narrative Essay; and
Attitude Express through writing their insights about various life events and circumstances.
II. CONTENT PATTERNS OF PARAGRAPH DEVELOPMENT: DESCRIPTION AND INFORMATION REPORT
III. RESOURCES
Fernandez, E., et. al (2013). A Worktext in English 2 Writing in the Discipline.
Quezon City: C & E Publishing, Inc.
Grammar and Composition Handbook, High School 1. (2000). New York: Glencoe McGraw
References
Hill.
Stern, Steven L. (2000). Mastering the MCAS in English Language Arts. USA: AMSCO
Publication
Other Learning
N/A
Resources
IV. PROCEDURES
Preparation Routinary Activities and Review of the previous lesson.
Activity A video presentation of an individual narrating his daily life as a student.
The students will be asked the following:

Analysis How did you find the video? Did you find it interesting or motivating?
What are your observations about the video?

Abstraction Narrative writing is writing that has a story, characters, conflict, and other essential parts of a
story. Narrative writing is often synonymous with a story.

PARTS OF NARRATIVE WRITING

Narrative writing is made of specific parts. These parts of a book end up completing the whole
and are necessary for writing a good novel.

Character – The characters are essential. It’s extremely difficult to tell a story without them, as
character development is one of the best parts in narrative writing. Think of your characters as
the driving force of the narrative. Sometimes the character chosen is unreliable and therefore
has holes throughout the story.

Conflict – This part of narrative writing is where the tension comes from. Conflict of any form,
whether it’s between characters, between elements in your setting, or even in your plot, is
essential not only for a good book but for narrative writing.

Plot – This is the main point of your story. Where is it all going and what’s happening while we
get there? This can often include any conflict, but is usually a bigger “main” portion of your
story, and therefore the narrative.

Setting – The setting of a story is really what determines its genre as well as its learning curve.
The learning curve refers to how much readers need to learn about the world, aka, how different
 it is from our own. The setting adds to this extensively because if your book is in a new world,
more world-building is necessary, which means it will bleed heavily into your narrative.

Theme – These are embedded into your story even if you’re not trying to. Narrative writing tells
a story and with any stories, lessons are learned and these become the themes of your story.
Whether you mean to or not, your own thoughts about the world and important values bleed
into your work within the narrative writing.
The students will be given group and individual activities.
Application INDIVIDUAL ACTIVITY (Narrative Writing)-The students will be tasked to write a paragraph
(at least 10 sentences) about their unforgettable experience last Christmas/Holiday Vacation.
Write a paragraph of at least 3 paragraphs about their experiences during modular learning
delivery. Use a yellow sheet of paper. Your answer will be rated based on the rubric below:

Evaluation

Additional
activities for
application or The students will be tasked to write another Narrative essay about their 10 unforgettable
remediation experiences.
(assignment)

V. REMARKS

VI. REFLECTION
No. of learners
who earned 80% in
the evaluation.
No. of learners
who continue to
require
remediation.
Did the remedial
lesson work? No.
of learners who
have caught up
with the lesson.
No. of learners
who continue to
require
remediation.
Which of my
teaching strategies
worked well? Why
did this work?
What difficulties
did I encounter that
my principal and
supervisor can help
or solve?
What innovation or
localized did I
use/discover that I
wish to share?