School Jamabalud National High School Grade Level 11 Quarter 3rd

GRADES 1 to
12 DAILY Teacher Emelyn P.Hubo Learning Area Reading and Writing
LESSON PLAN
Teaching Date and Time March 1, 2023

I. OBJECTIVES
The learner realizes that information in a written text may be selected
A. Content Standards and organized to achieve a particular purpose.

The learner critiques a chosen sample of each pattern of development

B. Performance Standards focusing on information, selection, organization, and development.

At the end of the lesson, the learners should be able to:

C.Learning Competencies/ Objectives 1. identify the types of reading

EN11/12RWS-IIIa-1
2. differentiate the types of reading

Types of Reading
II. CONTENT
*Developmental, Pleasure, Functional, Remedial

III. LEARNING
RESOURCES
A. References
Academic Reading and Writing For Senior High School by Jessie S.
1.Teacher’s Guide Pages Barrot, Ph.D. p.25

2. Teacher’s Material Pages

3. Textbook Pages
4.Additional Materials from
Learning Resource (LR)
portal
www.youtube.com www.google.com.images
B. Other Learning Resources
wikipedia

IV. PROCEDURES
A.ELICIT The learners have given a recap of the previous lesson using a guessing game
picture about the basic reading skills and will tell something about it. 4 PICS 1
WORD
1.SCANNING 4. LOCATING THE MAIN IDEA

5. CRITICAL READING
2. PREVIEWING
7. INFERENTIAL READING

3. SKIMMING 6. LITERAL READING

1. Aims to get specific information from a given text.-SCANNING


B.ENGAGE
C.EXPLORE
Applying knowledge across
the curriculum with the
integration of T.L.E. subject.
2. A reader looks over a material and focuses on the information he/she
finds relevant.- PREVIEWING
3.Aims to get the main idea and to get an overview of the material-
SKIMMING
4.Identification of the central message of a reading selection.-LOCATING
THE MAIN IDEA
5. Refers to the close and thorough evaluation of the claims in the text
in terms of relevance, validity and logic.-CRITICAL READING
6. Involves the understanding of ideas and facts that are directly stated
in the printed material.- LITERAL READING
7. It is also known as “reading between the lines”.- INFERENTIAL
READING
Let’s do the CABBAGE GAME!
The teacher prepares a DIY cabbage. Each leaf of the cabbage has
picture. When the music stops, the last student who is holding the
cabbage must get or pick a leaf of picture. He or she will identify the
picture and look for its similar picture posted on the board. The student
must explain his/her answer through these general questions.
What is the picture all about?
Why do you pair your picture to the given picture?
What can you infer/conclude from your paired pictures?
Group students into 3 groups. Each group will be given 4 types of
reading materials (an excerpt) or situations. Let them identify the
reading materials according to its type by discovering it. Students will
think creatively on how they could present their works using DIY
vegetable, fruit or any food. The teacher will give manila paper, scotch
tape and scissors for each group. The group will be graded accordingly.
Each group must have a representative to present their work. Group 1
will create a GO FOOD. Group 2 is the GROW FOOD and Group 3 is the
GLOW FOOD.
Excerpts or situations:
1.Allan is preparing to cook using the different procedures from the well-
 known chefs.

2. Mina is wandering how the coca-cola company manufactured the

bottle of soda.

3. “Please don’t disturb me. I need to finish this novel written by the
best chef of Singapore”.

4. Amy enjoys online shopping in Alibaba website for the new release of
a book, “The taste that last a decade”.

5. “Check the box that you like to use in cooking’. The online submission
of entry for the best innovative food 2019.

6. Art is reading instructions on how to apply for a scholarship grant to

those aspiring chefs in the future.

7. Red has a phonic books with him everyday.

8. Martha hears her classmates pronouncing the words wrongly. She

reaches out and tries to correct him.

Rubrics will be given.

Perfect Answer – 7pts.

Cooperation (equal distribution of roles)- 3 pts.
Presentation – 5 pts.
Creativity- 5 pts.
D.EXPLAIN
 Out of the context given and reported by each group, the
teacher will explain the lesson thoroughly.

Types of Reading

DEVELOPMENTAL READING- a systematic instruction which aims to

develop the students’ reading skills.

Ex. Ryan reads a long text to improve his reading comprehension skills.

PLEASURE READING – a more passive type of reading that primarily

aims to provide enjoyment and entertainment.

Ex. Karen reads her favorite book, Harry Potter, to relax after a long
tiring day.

FUNCTIONAL READING- designed to help students learn basic functional

reading ability.

Ex. Felipe reads a college application form to understand how to fill it

out.

REMEDIAL READING- aims to correct the effects of poor teaching and

poor learning.

Ex. Francis reads a pronunciation chart with his teacher to help him
correct his pronunciation.

E.ELABORATE
Using the hyperlink ICT tool, students will identify the types of reading.

1. Ryan finds it difficult to understand the procedure of “Ginataang

tambo” menu.
2. The teacher keeps on repeating the word “mulberries” to his
students.
3. Tony laughs so loud while reading the different stories of
vegetables.
4. Marx applies for chef vacancy in a restaurant. He writes his
personal information easily but keeps on changing his answer in
one of the blanks asking for his favourite foods.
 5. Jane spends her time inside the Booksale store for almost 3
hours. But she can’t find a novel with specific theme/genre
about nutritious foods.

V.EVALUATION
Distribute the reading material. Let the learners comprehend the text.
Underlined the phrase, line or statement and label it with the types of
reading respectively. After answering it, allow learners to do peer
assessment by comparing and internalizing their answers.

SAFE FOOD PREPARATION

Foodborne illnesses don’t just come from restaurants. In fact, they

usually come from bad food preparation, serving, and storage at home.
Follow the guidelines below to keep your food as safe as possible:

 Wash hands and surfaces often using hot, soapy water. Wash
your hands before and after you handle food or utensils,
Developmental Reading especially raw meat, poultry, fish or eggs.
Pleasure Reading  Wash all fruits and vegetables before eating.
Functional Reading  Separate raw, cooked and ready-to-eat foods. Keep raw meat,
Remedial Reading poultry, fish, or eggs away from other foods to prevent cross-
examination. If possible, use separate cutting boards for these
foods. If not, be sure to wash cutting boards carefully with soap
between uses.
 Cook foods to safe temperature using a food thermometer.
Uncooked or undercooked animal products can be unsafe.
 Keep hot foods hot (above 140 degrees) and cold foods cold
(below 40 degrees) to prevent bacteria growth. Refrigerate
foods within two hours of purchase or preparation (one hour if
the temperature is higher than 90 degrees). You should learn
how to use the procedure correctly.
 When in doubt, throw it out, if you are not sure that food has
been prepared, served, or stored properly, throw it out. If food
has been left out for more than two hours, throw it out. Eat
cooked leftovers within four days.
 Based on the USDA’s MyPlate, Go, Grow, Glow nutrition
curriculum simplifies MyPyramid for preschoolers. It is divided
into 3 sections labeled Go, Glow and Grow. Each of the section
corresponds to the effect these food groups have on the body.
 GO foods contain the Grains Group Foods that provide the body
with energy. It is the first group on MyPlate and the foundation
of a healthy diet. Children learn that GO foods…”help me run,
jump and play all day”. Most nutritionist suggested vegetarians
to read the novel, “GRAINS means GO”.
 GLOW Foods contain the vegetables and the fruits group foods
that supply the body with vitamins and minerals to keep the
body healthy and functioning properly. Children learn that glow
foods….”make my hair shine and eyes sparkle”. Because some
of the benefits children can easily recognize words and some of
them correct with correct enunciation. This can be seen through
their stage plays and some school activities.
 GROW foods contain the milk and the meat and beans group
foods that help the body grow and develop strong bones and
muscles. Children learn that GROW foods… “help me grow
bigger and stronger”.
 Each lesson in Go Glow Grow includes overviews and objectives,
teacher background information, a snack idea, experiential
activities, parent letters and healthy recipes in Spanish and
English. Make it sure to get and learn the correct way of
pronouncing the menu and vegetables whenever you present
this before the audience.
 Children will be introduced to the MyPlate and have plenty of
opportunities to group foods into categories. Physical activity is
incorporated into each lesson to enhance the connection
between healthy foods and daily exercises. Whenever you want
to apply as a nutritionist or chefs make it sure to supply every
detail of information. Enjoy serving nutritious foods!
 VI. EXTEND
List down all the graphic organizers that you can recall from your junior
high school lessons.

Prepared by:

EMELYN P. HUBO

Teacher II

Checked by:

MR. MARIANO L. PEÑAFIEL JR.

Officer-in-Charge/Principal II