School WEST PALALE NATIONAL HIGH Grade level 11

SCHOOL
Teacher JOHNCENT ROY C. TIBORDO Learning area Reading and Writing Skills
Teaching Dates and Time March 13-17, 2023 Quarter 3

Session 1 Session 2 Session 3 Session 4 Session 5

I. OBJECTIVES
A. Content Standards
B. Performance Standard
C. Competencies/
Objectives (LC Code)
II. CONTENT
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Material pages
3. Textbook pages
4. Additional Materials
from Learning Resource
(LR) portal
B. Other Learning
Resources
IV. PROCEDURES
A. Reviewing previous
lesson or presenting the
new lesson
The learner realizes that information in a written text may
be selected and organized to achieve a particular purpose.
The learner critiques a chosen sample of each pattern of
development focusing on information selection, organization, and development.
To identify organization as a property of well- written text. (EN11/12RWS-IIIgh—4.1)
Write paragraphs using various patterns of developments.
Value the use of different patterns of development.
Define coherence and Describe an effective language Define mechanics in writing. Define mechanics in writing. Distinguish the best
cohesion. used in writing. Apply rules of mechanics in Apply rules of mechanics in answer from the
Combine sentences using Discuss the characteristics of writing writing given options.
appropriate transitional effective language. Observe mechanics in Observe mechanics in Clarify
words. Use language effectively. writing academic texts. writing academic texts. misconceptions.
Determine the six ways of Read for a purpose.
creating cohesion.
Observe coherence in writing
a paragraph.
Properties of a well-written Properties of a well-written Properties of a well-written Properties of a well-written Long Quiz
text-Coherence and text-Language Use text- Mechanics text- Mechanics
Cohesion(Continuation) (Continuation)
Agena, M.G., Gabelo, N., Geron, C., (et. al.). (2016).
Reading-Writing Connection for the 21st Century Learners for Senior High School. Malabon City: Mutya
The students analyze the Students will answer the Direction: Write C if the The students will recap the
following sentence. They following questions: italicized word or phrase is lesson last meeting.
must be able to find the correct, or an X if it is
points for improvement in the 1. How important is it to incorrect.
sentence. make our thoughts clear when
we communicate? _____1. The Chief Justice
1. Lucy plays piano. 2. How do we use was appointed by the
Lucy is very language to express ideas? President.
 talented. 3. When can we say _____ 2. She never knew his
that a language used in a name: in fact, she really had
certain written text is effective? no interest in
.4. Why do you think saying
“ya gotta do it!” is infomal? meeting him.
5. Why do you think
saying “As we commence the
_____ 3. Incorrigible
program…” is using formal
juveniles are sent to a state
language?
facility.
_____ 4. My Aunt Suzie has
moved to Cabanatuan City.
_____ 5. I told Professor
Benjamin about the research
proposal.
B. Establishing a purpose Students will analyze the Explain the general
for the lesson activity by answering the instructions.
following questions: 1.
How did you
find the activity?
2. What
difficulty did you encounter in
the activity?
3. What were
your observations with the
activity?
4. What do you think is
the relevance of this activity to
our lesson for today
C. Presenting examples/
instances of the new
lesson
D. Discussing new From the activity, the Five major issues with In a group, the students will The students will rewrite an
concepts and practicing students will describe the appropriate language that discuss each of the following informative article. They
new skills #1 ways in creating cohesion. should be avoided in an through examples: need to rewrite in using
effective and well-written text,, correct punction to make it
pp. 31-32 1. Always use readable. See appendix. 3
standard English
2. Avoid contractions
(e.g., shouldn’t)
3. Avoid exclamation
Characteristics of effective
marks unless they are part of
language:
a direct quotation.
1. Concrete and
4. Mention the full
specific, not vague and
name of an institution or
abstract.
organization with the
2. Concise , not verbose
abbreviation in parenthesis,
3. Familiar , not obscure
 4. Precise and clear, not in first mention. Thereafter,
in accurate or ambiguous use the abbreviation.
5. Constructive, not 5. Numbers from zero
destructive to ten should be spelled out
6. Formality of language while numbers higher than
ten should be written in
figures.
6. Generally, citations
are used in academic and
formal texts. However, they
are sparingly used in
business texts.
E. Discussing new
concepts and practicing
new skills #2
F. . Developing mastery Formative assessment . See
(Leads to Formative appendix 1.
Assessment 3)
G. Finding practical
applications of concepts
and skills in daily living
H. Making generalizations
and abstractions about
the lesson
I. Evaluating learning Students will give examples of Test Proper
concrete and specific words. Task 1: Students will rewrite
a paragraph , they must
observe proper use of
mechanics.

Task 2: Capitalization /
Punctuation

See Appendix 2
J. Additional activities for Let students reflect
application or on their
remediation performance.
V. REMARKS Lesson will be continued next
meeting.
VI. REFLECTION
A. No.of learners who earned
80% in the evaluation.
B. No.of learners who require
additional activities for
remediation.
C. Did the remedial lessons
work? No.of learners who
have caught up with the
lesson.
 D. No.of learners who
continue to require
remediation
E. Which of my teaching
strategies worked well?
Why did these work?
F. What difficulties did I
encounter which my
principal or supervisor can
help me solve?
G. What innovation or
localized materials did I
use/discover which I wish
to share with other
teachers?

Prepared by:

JOHNCENT ROY C. TIBORDO

Master Teacher I

Checked:

MARY GRACE M. CABILI

Principal II
 Appendix 1

Underline two sentences that make the paragraph below not coherent as it tackles about credit cards.

Credit cards are convenient, but dangerous. People often get them in order to make large
purchases easily without saving up lots of money in advance. Have you ever been confused
about the difference between a credit and debit card? This is especially helpful for purchases like
cars, kitchen appliances, etc., that you may need to get without delay. However, this
convenience comes at a high price: interest rates. The more money you put on your credit card,
the more the bank or credit union will charge you for that convenience. If you’re not careful,
credit card debt can quickly break the bank and leave you in very dire economic circumstances!
Debit cards draw money directly from your checking account when you make the purchase.

Underline two sentences that make the paragraph below not coherent as it tackles about credit cards.

Credit cards are convenient, but dangerous. People often get them in order to make large
purchases easily without saving up lots of money in advance. Have you ever been confused
about the difference between a credit and debit card? This is especially helpful for purchases like
cars, kitchen appliances, etc., that you may need to get without delay. However, this
convenience comes at a high price: interest rates. The more money you put on your credit card,
the more the bank or credit union will charge you for that convenience. If you’re not careful,
credit card debt can quickly break the bank and leave you in very dire economic circumstances!
Debit cards draw money directly from your checking account when you make the purchase.

Underline two sentences that make the paragraph below not coherent as it tackles about credit cards.

Credit cards are convenient, but dangerous. People often get them in order to make large
purchases easily without saving up lots of money in advance. Have you ever been confused
about the difference between a credit and debit card? This is especially helpful for purchases like
cars, kitchen appliances, etc., that you may need to get without delay. However, this
convenience comes at a high price: interest rates. The more money you put on your credit card,
the more the bank or credit union will charge you for that convenience. If you’re not careful,
credit card debt can quickly break the bank and leave you in very dire economic circumstances!
Debit cards draw money directly from your checking account when you make the purchase.

Underline two sentences that make the paragraph below not coherent as it tackles about credit cards.

Credit cards are convenient, but dangerous. People often get them in order to make large
purchases easily without saving up lots of money in advance. Have you ever been confused
about the difference between a credit and debit card? This is especially helpful for purchases like
cars, kitchen appliances, etc., that you may need to get without delay. However, this
convenience comes at a high price: interest rates. The more money you put on your credit card,
the more the bank or credit union will charge you for that convenience. If you’re not careful,
credit card debt can quickly break the bank and leave you in very dire economic circumstances!
Debit cards draw money directly from your checking account when you make the purchase.
 Answer Key
Credit cards are convenient, but dangerous. People often get them in order to make large
purchases easily without saving up lots of money in advance. Have you ever been confused about the difference
between a credit and debit card? This is especially helpful for purchases like cars, kitchen appliances, etc., that you may
need to get without delay. However, this convenience comes at a high price: interest rates. The more money you put on
your credit card, the more the bank or credit union will charge you for that convenience. If you’re not careful, credit
card debt can quickly break the bank and leave you in very dire economic circumstances! Debit cards draw money
directly from your checking account when you make the purchase

Appendix 2

Task 1

Text without Mechanics Text with Mechanics

Pluto was demoted to a dwarf planet
in 2006 after the General Assembly of the
IAU, as it only met 2 out of the
association’s three requirements to qualify
as a Planet (Library of Congres). The
dispute started when Caltech astronomy
prof Mike Brown discovered an Asteroid
bigger than Pluto in 2005 (Cain, 2012).
The science community went wild!
Brown’s findings sparked a debate on
whether this new planet , which he named
eris, should be added to the roster of 9
Planets. The controversy prompted the
International Astronomical Union to meet
up and delineate what a planet is.They
came up with three requirements to classify
a celestial body as a planet and removed
the Planet Status of Pluto based on the new
definition.
Pluto was demoted to a dwarf planet
in 2006 after the general assembly of the
International Astronomical Union (IAU), as
it only met two out of the association’s
three requirements to qualify as a planet
(Library of Congress). The dispute started
when Mike Brown, a professor of
astronomy at the California Institute of
Technology (Caltech), discovered an
asteroid bigger than Pluto in 2005 ( Cain,
2012). Brown’s findings sparked a debate
on whether this new planet , which he
named Eris, should be added to the roster
of nine planets. The controversy prompted
the IAU to meet up and delineate what a
‘planet’ is. They came up with three
requirements for classifying celestial bodies
as plantes and removed the planet status of
Pluto based on the new definition.

TASK 2
Instruction: Rewrite the sentences below by supplying/changing the correct punctuations and
capitalizations.

1. my Grandma’s BIRTHDAY is on saturday?

2. how many times wIll beth Ride her bike in the Driveway
3. THE Clouds in the Sky are Dark and Stormy?
4. are you going to the beach in jun e or july!
5. aunt kim lives in california?
6. in English class we read Old Man sea Dracula and beowulf.
7. william SHAKESPEARE a famous playwright wrote macbeth and hamlet?
8. the Dog ran up to anne she picked up the ball and give it to the Owner.
 9. what day is it today!
10. “oh no” jean yelled. “why didn’t you tell Me i’m late

Appendix 3
EARLYGREEKSHAD HARDLYANYPUNCTUATION FONOITCERIDEHTDEGNAHCNEVEDNA*
THEIRWRITINGATTHEENDOFEACHLINELATER GNITIRWFOYAWAOTDEGNAHCYEHT*
THATFAVOREDRIGHTHANDEDPEOPLEANDSHOWED WHEREANEWPARAGRAPHBEGANBYUNDELINING
THEFIRSTLINEOFITLATERTHEGREEKPLAYWRIGHT ARISTOPHANES , INVERTEDMARKSTOSHOW , WHERE
THEREADERSSHOULDTAKEBREATH:
THE . ROMANS . MADE . WRITING . MUCH . EASIER . TO . READ . BY . PUTTING . DOTS . BETWEEN . WORDS .
AND . BY . MOVING . THE . FIRST . LETTER . OF . A .

PARAGRAPH . INTO . THE . LEFT . MARGIN . THEY .

ADAPTED . SOME . OF . THE . GREEK . MARKS. SUCH . AS . THE . COLON . MARK . TO . INDICATE . PHRASE .
ENDINGS: INTHEEARLYMIDDLEAGESTHISSYSTEMOFPUNCTUATION
BROKEDOWNBECAUSEVERYFEWPEOPLECOULDREAD
ANDWRITE BUTWRITERSKEPTASPACEATTHEENDOF ASENTENCEANDCONTINUEDTOMARKPARAGRAPHS
EVENTUALLY WORDS WERESEPARATED AGAIN AND NEW SENTENCES BEGAN WITH A LARGER LETTER

A Short History of Punctuation by Polly Robertus

A Short History of Punctuation

by Polly M. Robertus

Early Greeks had hardly any punctuation and even changed the direction of their writing at the end of
each line. Later, they changed to a way of writing that favored right - handed people and showed
where a new paragraph began by underlining the first line of it.

Later, the Greek playwright Aristophanes, invented marks to show there readers should take breath.
The Romans made writing much easier to read by putting dots between words and by moving the first
letter of a paragraph into the left margin. They adapted some of the Greek marks such as colon mark
to indicate phrase endings.

In the early Middle Ages, this system of punctuation broke down because very few people could read
and write but writer skept a space at the end of a sentence and continued to mark
paragraphs.Eventually, words were separated again and new sentences began with a larger lettter .