Name of Student Teachers: Date of Teaching: February 20-23, 2023

LOPEZ, IRENE T.

Mentor: Level/Time: Grade 11 – Assertiveness

Grade 11 – Polite
Lesson Plan in Grade 11
Reading and Writing Skills
I. Objectives At the end of the period, with 90% accuracy, the Grade 11 students will be able
to:
a. describes a written text as connected discourse;
b. applies effective reading strategies in comprehending a text.
II. Subject Matter Lesson 1: Introducing the Reading Process and Reading Strategies
Topic: Definition of reading
Concepts: Reading is a dynamic process in which the reader interacts
with the text to construct meaning. Inherent in constructing meaning is
the reader's ability to activate prior knowledge.

Skills Integrated: critical thinking, communication, observation,

curiosity, precision
Values Integrated: awareness, cooperation, obedience, patience,
appreciation
Materials:
Models/representations of the following:
Reading material
Papers
Pen
References:

Reading and Writing Skills by Marella Therese A. Tiongson and Maxine

Rafaella C. Rodriguez pp. 3-12

III. Procedure
A. Engage 1. The teacher will present a poem entitled
“Joberwocky”.

2. The learners will read the poem and afterwards answer

the guide questions.
B. Explore The teacher will call representatives from the class to answer the following
questions:
1. How many times have you been asked to write about
your summer vacation or assigned to do review or
reaction paper?
2. Would you like to know the difference between the two?
3. What is academic writing?
4. What are the purposes of academic writing?

C. Explain
Text as a connected Discourse:
TEXT is made up of sentences having the property of grammatical cohesion.

DISCOURSE is made up of utterances having the property of coherence.

TEXT analysis deals with cohesion.

DISCOURSE analysis investigates coherence.

Definition of Reading:

• Reading is viewed as a connected discourse – the construction of

meaning from text.
• Reading is viewed as a connected discourse between the reader and
the text.
• There has to be connectedness among the three (3) components –
the author and reader and text.

Three Stages of Reading

• Pre-reading Stage
• before reading the excerpt, you have to draw on your
background knowledge by looking at the title.
• It aims to induce the reader’s motivation to read and to activate
their schema or background knowledge.
• Here, the purpose for reading is set, the old
knowledge of the reader is activated and the
 meaning of unfamiliar words are deciphered.
• The specific skills done during this stage include:
a. previewing – reviewing title, section headings and
photo captions
b. free writing
c. surveying
d. questioning
e. making assumptions about the author
f. identifying the purpose
g. selecting a reading system such as SQ3R (survey,
question, read, recite, review)
2. While reading/During reading Stage
• The reader grasps the meaning of the reading material by
connecting it to his old knowledge or schema.

• Keep running a dialogue with the author through annotation

by recording your thoughts, ideas and questions. You may
underline, highlight or circle important parts and points and
write comments in the margins.
• You may reread the text until you fully understand its
meaning.
• The specific skills in this stage include:
a. getting the meaning of words through context clues.
b. predicting – making predictions about the content and
vocabulary; checking of comprehension; writing style and discourse
structure.
c. inferencing
d. monitoring comprehension
e. annotating the text
f. reflecting
3. Post-reading
• This stage enables the reader to establish a connection between what
they learned with what they know.
• Checking of one’s understanding of the text.
• It involve the following skills:
a. reflecting
b. summarizing
c. paraphrasing
d. drawing conclusions
e. making graphic organizers
f. journal writing

D. Elaborate 1. The learners will form groups with five (5) members.
2. They will answer the worksheet that will be given.
3. Discuss the answers in front.
 E. Evaluate The students will answer the following questions as part of their quiz:

1.

I. Assignment/ 1. Students will research on the Basic Reading Strategies.

Homework
Name of Student Teachers: Date of Teaching: February 20-23, 2023
LOPEZ, IRENE T.

Mentor: Level/Time: Grade 11 – Assertiveness

Grade 11 – Polite
Lesson Plan in Grade 11
Reading and Writing Skills
I. Objectives At the end of the period, with 90% accuracy, the Grade 11 students will be able
to:
a. describes a written text as connected discourse;
b. applies effective reading strategies in
comprehending a text.
II. Subject Matter Lesson 1: Introducing the Reading Process and Reading Strategies
Topic: Definition of reading
Concepts: Reading is a dynamic process in which the reader interacts
with the text to construct meaning. Inherent in constructing meaning is
the reader's ability to activate prior knowledge.

Skills Integrated: critical thinking, communication, observation,

curiosity, precision.
Values Integrated: awareness, cooperation, obedience, patience,
appreciation.
Materials:
Models/representations of the following:
Reading material
Papers
Pen
References:

Reading and Writing Skills by Marella Therese A. Tiongson and Maxine

Rafaella C. Rodriguez pp. 3-12

III. Procedure
F. Engage 1. The teacher will present this question to the learners:

Since READING IS A SKILL, it can be learned. How do we

develop it?
G. Explore 1. The learners will give various answers to the question
given

H. Explain The teacher will discuss the following:

WHAT IS SUMMARIZING?

As an important skill in critical reading, summarizing is often used to

determine the essential ideas in a book, article, book chapter, an article or
parts of an article. These essential ideas include the gist or main idea, useful
information, or key words or phrases that help you meet your reading
purpose.

GUIDELINES IN SUMMARIZING
1. Clarify your purpose before you read,
2. Read the text and understand the meaning.
3. Select and underline or circle the key ideas and phrases while
reading; another strategy is to annotate the text.
4. Write all key ideas or phrases you identified on the margins or on
your notebook in a bullet or outline form.
5. Without looking at the text, identify the connections of these key
ideas and phrases using a concept map.
6. List your ideas in sentence form in a concept map.
7. Combine the sentences into paragraph. Use appropriate transitional
devices to improve cohesion.
8. Ensure that you do not copy a single sentence from the original text.
9. Refrain from adding comments about the text. Stick to the ideas it
presents.
10. Edit the draft of your summary by eliminating redundant ideas.
11. Compare your output with the original text to ensure accuracy.
12. Record the details of the original source. (author’s name, date of
 publication, title, publisher, place of publishing and URL, if online)
13. Format your summary properly.

FORMATS IN SUMMARIZING

1. Idea Heading Format In this format, the summarized idea comes

before the action.

2. Author-Heading Format In this format, the summarized idea

comes after the citation.

3. Date Heading Format In this format, the summarized idea comes

after the date when the material was published.

I. Elaborate 1. Students will be grouped into 3.

2. Each group will be assigned a specific format of
summarizing which they will use in summarizing the
assign text to them.
3. After 15minutes students will present their works in
front of the class
 J. Evaluate
In a one half crosswise, the students will explain the following briefly.

1. For you, among the three formats of summarizing, which do you think is
the most applicable of all academic texts? Why?

2. Give three of the guidelines in summarizing which you think is the most
important. Explain your answer

II. Assignment/ Students will answer the following questions:

Homework
1. What were your misconceptions about the topic prior to taking up this
lesson?
s2. What new or additional learning have you had after taking up this lesson in
terms of skills, content and attitude