Leanring Plan

UNIT 4 – FUNDAMENTALS OF WRITING

Subject: English for Academic & Professional Purpose Grade Level: 11

Unit Topic: Principles of Effective Writing Quarter: 2
WEEK: 1 DATE: March 20-22 ,2023
EXPLORE
CONTENT STANDARD
The learner realizes that information in a written text may be selected and organized to achieve a
particular purpose.

PERFORMANCE STANDARD
The learner critiques a chosen sample of each pattern of development focusing on information
selection, organization, and development.

1. This unit is about: Principles of Effective Writing

Consider this (essential) learning target:

At the end of the lesson the students should be able to:

(a) determine the properties of a well written text;

(b) identify the components and structure of an effective essay;

(c) identify the cohensive and coherent features of texts ;

(d) identify the language and mechanics used in tests; and

(e) write an essay that reflects properties of a well-written text.

MAP OF CONCEPTUAL CHANGE:

KWHL
Instruction:
K W H L
What do we know What do we want How can we find out What did we learn?
to find out? what we want to
learn?

PRE-TEST.
( The teacher will ask the students some motivational questions before starting the discussion)

1. Why is it important to follow in every rules of writing?

2. What is the difference between paragraph and essay? Do they have different rules of
writing? Do they have different rules of writing?
3. Is it necessary to be a good writer?
Congratulations! You did a good job! Now learn more about the topic by proceeding to firm up.

LEARNING FIRM-UP
COMPETENCY

This lesson will help the students to become a better writer. This chapter is
all about the properties and structure ,of a well-written text. These are
presented along with guidelines that the students will follow effectively.

KWHL
Instruction: Fill out the first column based on your prior knowledge
K W H L
What do we What do we How can we find What did we learn?
know want to find out what we want
out? to learn?

LC1: Identify key Activity 1. Discussion by giving examples

concepts of 1. The teacher will discuss and ask the students the first thing or word that
paragraph and essay comes in their mind if they hear the word PARAGRAPH/ESSAYat
TEXTBOOK READING AND WRITING 11 for their ideas about.
Learning Targets:
I can determine the 2. Present the essential questions in class. They will answer the questions
main idea of a as the discussion goes.
paragraph and an
essay Instruction: What is the difference between paragraph and an a essay?
LEARNING DEEPEN
COMPETENCY

LC3 –Analyze and (The teacher will give the students a short quiz, which will test their
explain the proper learnings from the lesson)
indicate in a property
of a well-written text. Activity 1: Checking for Understanding

Learning Targets: A. Read the following statements very carefully. Write Y if the
I can analyze and statement indicates a property of a well written text; write N if it does
explain the property not.
of a well-written text .
____1. Each major point has supporting details.
____2. Transitional devices are used excessively.
____3. A thesis statement is placed at the end part of the introductory
paragraph.
____4. Main ideas are restated in the conclusion.
____5. Contractions are used in research papers.
____6. An essay uses at least three paragraphs.
____7. Colloquial tone is used in formal essays.
 ____8. "There" structure is frequently used in academic and professional
texts.
____9. All ideas in a text relate to the thesis statement of the essay.
____10. Ideas are organized according to their types (e.g., narrative and
cause- effect

B. Explain and support your answer.

1. Why are these properties important to note when writing a text?

2. Why does essay and paragraph important in effective writing?
3. In your own opinion, what is the difference between the paragraph
and essay?

Learning TRANSFER
Competency

LC4: Participate in an (The teacher will give the students an activity which they will work at the
oral activity that will same day)
enhance critical
thinking. Activity 1: Oral Participation

Learning Targets: Stop! What's inside the Box?

I can share my Direction: The box will be given to the students and round it through passing
knowledge by with their classmates. Whoever it lands the student will pick a question
participating the oral inside the box and answer it. Regardless of whom it landed, the student
activity. must respond; otherwise, they will be punish by deduction of points.

VALUES INTEGRATION

Educated minds- the learners enhanced their critical thinking skills with the
properties of a well written text, which it helps them to have a proper
knowledge in writing a good composition.

Helpful Hands- the learners showed their participation and helped each
other through the process of learning.

Noble Hearts – the learners showed their appreciation on how important the
principles of effective writing
BERNALYN C. ORALDE MA.KRISTINA CATUBAY
STUDENT TEACHER SUBJECT TEACHER

CLEOFE COMILLAS DR. LEONARDA D. LOAYON

SHS COORDINATOR SCHOOL PRESIDENT/ADVICER