Region III

SCHOOLS DIVISION OF BULACAN

PULONG BUHANGIN NATIONAL HIGH SCHOOL
Km. 38, Pulong Buhangin Santa Maria Bulacan

DETAILED LEARNING PLAN

Paula Ericka Joyce P. Roxas Grade Level

Teacher GAS ALS 11
& Section
March 8, 2024 Learning Reading and Writing
Teaching Date/s
Area Skills
Time 8:00 – 9:00 Semester Second
A. CONTENT The learner realizes that information in a written text
STANDARDS may be selected and organized to achieve a particular
purpose.
B. PERFORMANCE The learner critiques a chosen sample of each pattern of development
STANDARDS focusing on information selection, organization and development.
C. LEARNING Distinguishes between and among patterns of development in writing
COMPETENCIES across disciplines (EN11/12RWS-IIIbf-3)

SPECIFIC At the end of the lesson, the students are expected to:
OBJECTIVES 1. Distinguish between and among patterns of development in writing
across disciplines.
2. Write a paragraph using the different patterns of development; and
3. Express through writing their insights about various life events and
circumstances.

I. CONTENT Patterns of Development

II. LEARNING PowerPoint presentation, laptop
RESOURCES
A. Reference
1. Teacher’s Guide pages
2. Learner’s Material Reading and Writing Skills Quarter 3 - Module 1
pages Reading and Thinking Strategies Across Text Types pages 14-23
3. Textbook pages
4. Additional Materials
from the (LR) portal
B. Other Learning
Resources
III. PROCEDURES
A. Reviewing previous Let the learners recall the previous lesson. The following question will be
lesson or asked:
presenting the new  What is reading?
lesson
Teacher’s Activity Learner’s Activity

Reminiscing the Past!

Call a learner/s to tell / recall
something about the past lesson

Instruction:
1. Try to recall the Effective (Student will answer)
 Reading Strategies

Questions:

1. What are the effective “The effective reading strategies

reading strategies? are: 1. Getting an Overview of the
Text
2. Using Context Clues
3. Using Connotation and
Denotation”
“Now that we all know what is
reading and the effective reading
strategies, let us now proceed to our
new topic.”

B. Establishing a purpose “But before that, these are the

for the lesson objectives that you are expected to
achieve at the end of the lesson:

1. Distinguish between and among

patterns of development in writing
across disciplines.
2. Write a paragraph using the
different patterns of development;
and
3. Express through writing their
insights about various life events (The students will listen)
and
circumstances.

“With that let us now proceed with

our topic which is Patterns of
Development.”

C. Presenting
examples/instances of the “To start our lesson let us first
new lesson define, what is writing? Anyone
who has an idea about what is (Students answers may vary)
writing?”

“Thank you for your ideas.”

“Writing is …

 a skill that all of us must

acquire. (The students will listen)
 is the combination of
mentally inventing ideas.
 a process that involves steps
and methods to create a
piece of writing.
 an art.

“Yes, ma’am.”
“Do you understand what writing is,
 class?”
(Students answers may vary)
“Do you have questions about the
definition of writing?”

D. Discussing new “Let us now move along with the

concepts and practicing process of writing:”
new skills # 1
1. Prewriting is a planning stage.
Here you explore possible ideas or
topics, choose your audience and
determine your purpose for writing.

Strategies in Generating a Topic

for Writing

1.1 Listing/Brainstorming
- jotting down all the ideas
that pop into your head about your
topic.

1.2 Freewriting
-writing whatever comes
into your mind about the topic for
at least10 to 15 minutes.

1.3 Clustering or Concept-

Mapping
-a technique that lets you (The students will listen)
narrow a broad topic into more
specific topics.

1.4 Journal Writing

-more of personal writing.

1.5 Outlining
-listing down ideas from
broad to narrow or from general to
specific.

2. Drafting is putting your ideas

into sentences and paragraphs.

3. Revising is how you rearrange,

add, or remove words, sentences or
paragraphs from your draft.

4. Editing and proofreading

involves looking at your work
carefully, making sure that it is well
designed has serves its purpose.

5. Publishing is submitting your

work to your teacher or sharing it
into a website so others can see it.

“Do you understand the process of “Yes, ma’am.”

 writing?”

“Questions so far?” (Students answers may vary)

E. Discussing new “Let us now proceed with the Parts
concepts and practicing of the Paragraph, Qualities of a
new skills #2 Good Paragraph and the Means to
Achieve Paragraph Coherence.”

“First let us define what is

paragraph?”

A paragraph is a series of related

sentences developing a central idea,
called the topic.

Parts of the Paragraph

• Topic Sentence – shows the main
idea of the paragraphs.
• Supporting Details – pieces of
information that provides specific
details to the idea.
• Conclusion – a restatement or a
summary of the ideas discussed in
the paragraph.

(The teacher will discuss the parts (The students will listen)
of the paragraph using the
hamburger model)

Qualities of a Good Paragraph

• Unity – unity or “oneness” of idea
discussed in the paragraph.
• Coherence – the logical flow of
details between and among
sentences and paragraphs.
• Development – the strategy used
in developing the idea.

F. Discussing new
concepts and practicing Means to Achieve Paragraph
new skills #3 Coherence

 Transitional Devices – are

words and phrases that
connect and relate ideas,
sentences, and paragraphs to
have a logical flow of ideas
as they signal the
relationship between
sentences and paragraphs.

“Transitional devices are like

bridges between parts of your paper.
They are cues that help the reader to
interpret ideas a paper develops.”
Example:

There are ways you can make

boring tasks more pleasant. For
instance, listen to music or sing
along with the music while you
work.
“For instance, is the transitional
“In this given example, what is/are word used in the given example,
the transition word/s used?” Ma’am.

(The students will answer)

“What category of transitional
device is used?”

“The transitional word for instance

belongs to the category to give an
example.

“These are other transitional words

we can use when we are giving an
example: for example, for instance,
in this case, in another case, on this
occasion, in this situation, take the
case of, to demonstrate, to illustrate,
as an illustration.”
“Yes, ma’am.”
“Do you understand?”

“Let us have another example:

Achieving your goals in life may

seem difficult but with hard work,
determination and industry
everything can be possible.
“But, is the transitional word used
“In this given example, what is/are in the given example, Ma’am.
the transition word/s used?”

“The transitional word but belongs

to the category to contrast.”

“These are other transitional words

we can use when we are contrasting
ideas: but, however, in spite of, on
the one hand, on the other hand,
nevertheless, nonetheless,
notwithstanding, in contrast, on the
contrary, still, yet.”

“Let us have our last example for

transitional devices:

Some people in the province built

their houses very close to the
shoreline. Consequently, they
usually experience nature’s wrath
during heavy storms.
“Consequently, is the transitional
“In this given example, what is/are word used in the given example,
the transition word/s used?” Ma’am.

“The transitional word consequently

belongs to the category to indicate
cause and effect.”
“Yes, ma’am.”
“Do you understand?”

 Parallel Structure or
Parallelism is the use of
similar pattern or
grammatical form within a
sentence or paragraph to
achieve paragraph
coherence.

“When we say parallelism, it is all

about balance in grammatical form.”

“To further understand what

parallelism is, let us have an
example:

Olympic athletes usually like

practicing, competing, and to eat ice
cream sandwiches.
(Students answers may vary)
“Is there a mistake in this
sentence?”

“This sentence is not parallel

because, practicing and competing
are gerunds (verbs functioning as
nouns) and “to eat” is an infinitive.
(formed by adding the word to
before the base form of the verb) “Ma’am we can make the sentence
parallel by changing the infinitive to
“How are we going to make this eat by the gerund eating.”
sentence parallel?”

“Very good! So, the correct

sentence will be: Olympic athletes
usually like practicing, competing,
and eating ice cream sandwiches.

“Another example:
The parents picked up the modules,
the students answered the activities,
and the teachers checked their
outputs. “Yes ma’am, the sentence is
grammatically correct because the
"Is the sentence grammatically, verbs in the given example is in the
correct?” past form of the verb.

“Yes, ma’am.”

“Are we clear about parallelism?

 Pronoun Reference –
Pronouns must always refer
clearly to the noun they
represent (antecedent). (The student will answer)

“What is pronoun?”

“Pronouns replace nouns: a person,

place, thing, or idea. A pronoun is a
word such as I, you, he, she, it, they,
who that takes the place of a noun.”

“For example, if we are talking

about Brenda, we don't always have
to use the noun, Brenda, we can use
a pronoun to replace the word: she
or her or they. We do this after we
have used the noun, so we know
exactly who or what the pronoun is
referring to.”

“This noun is called the antecedent,

and the pronoun must agree with its
antecedent. We use she for Brenda
to make the pronoun agree in gender
with its antecedent, and we use she
instead of they to make it agree in
number.”

“Let us have an example:

The teacher listened to Ella and she

did not understand what she was
trying to say. “The teacher and Ella ma’am are
the nouns in our given example.”
“What is the noun/nouns in this
given example?”

“Very good! But this sentence is

unclear if you may have noticed.
Why? Because in our given example
the noun used is teacher only, we
are not sure whether the teacher is a
male or a female, right? Let us
rewrite the sentence to make it
clear.”

Mr. Roxas listened to Ella and he

did not understand what she was
trying to say.

“In this sentence the antecedent of

he is Mr. Roxas, while the “Yes, ma’am.”
antecedent of she is Ella.”

“Do you understand?”

“Let us now proceed with the fourth
means to achieve paragraph
coherence which is the repetition.”

 Repetition - when a word,

phrase or statement is
repeated several times to
emphasize and develop a
certain idea.

“Repetition is used in poetry and

prose to help make the writing more
interesting and to help create
patterns. Repeating the same words
or phrases in a literary work of
poetry or prose can bring clarity to
an idea and/or make it memorable
for the reader.”

“For example:

Time after time.

Heart-to-heart.
Hand in hand.
Home sweet home. (Students answers may vary)
It is what it is.
“None, ma’am.”
“Can you think of other examples?”

“Any questions regarding

repetition?”

“If none, let us proceed with the last

means to achieve paragraph
coherence which is:

 Logical Order refers to

organization of details used
to support the main idea of
the paragraph.

“It is simply the sequence or

arrangement of ideas or information
in a way that makes sense and is
easy for the reader or listener to
follow.”

You can organize your details based

on the chart below:

 Chronological pattern
organizes information
according to the sequence of
time.

Example:

This morning was crazy. My alarm

clock was set for PM instead of
AM, so I woke up really late. I just
threw on some clothes and ran out
the door. I rode my bike as fast as I (The students will listen)
could and thought that I was going
to be late for sure, but when I got
there everyone was outside and
there were firetrucks all lined up in
front of school. I guess somebody
pulled the fire alarm before class
started. It worked out though,
because nobody really noticed or
minded that I was tardy.

 Spatial
refers to the practice of
organizing information
according to their physical
location.

Example:
On my desk there’s a laptop, mouse,
pen cup, console phone, and a
notebook. There are also several
knickknacks and a wrist pad. The
coffee bar is well stocked and the
television is on low volume.

 Importance
arranged based on
 significance.

 Sequential/Procedural
arranged according to a step-
by-step process.

Example:

First, combine the dry ingredients.

Second, add the wet ingredients and
mix.
Next, pour or ladle the batter onto
the oiled griddle or pan.
Afterwards, cook until bubbles
form.
Lastly, flip and cook on the other “Yes, ma’am.”
side.

“Do you understand the means to

achieve paragraph coherence?

G. Discussing new “Let us continue discussing through

concepts and practicing the last part of our lesson which is
new skills #4 Patterns of Paragraph
Development.”

Your paragraphs are developed

based on the purpose of your
writing. Different patterns can be
used to organize your details. Here
are some patterns of paragraph
development according to the
writer’s intention:

1. Narration tells a story or recount

and event.

“Narration means the art of

storytelling, and the purpose
of narrative writing is to tell (The students will listen)
stories. Any time you tell a
story to a friend or family
member about an event or
incident in your day, you
engage in a form of narration.”

2. Description draws or creates in

words a picture of a person, place,
object, feeling, or event. The writer
uses a careful selection of details to
make an impression on the reader.

“A descriptive paragraph is a
paragraph that takes something and
makes it real for the reader. It
describes a noun or an event in a
few sentences. When you read this
type of paragraph, you should be
able to picture what it looks like,
sounds like, even what it smells and
tastes like.”
3. Definition gives the meaning of a
term or concept.

“Explains what something is gives

facts, details, and examples to make
the definition clear to the reader.”

4.Exemplification/Example
illustrates a concept in real-world
terms and provides readers
with an image of a concept that they
can relate to. Examples can make
general statements specific and
more convincing because they
explain and clarify unfamiliar,
abstract, or difficult concepts for the
readers. (The students will listen)

“Exemplification means to provide

examples about something.
Examples should be carefully
chosen that they will appeal to
readers and help them understand
your paragraph.”

5. Classification and Division

Classification groups a number of
things into categories. It sorts a
group of similar subjects according
to some quality or characteristic that
they share in common.

Division deals with one subject

only.
It divides the subject into its
component parts, pieces, or sections
for closer examination.

“A classification and division essay

combines two different techniques.
First, you would divide a complex
and difficult topic into subtopics for
clarity and explanation purposes.
Next, you would determine what
categories are needed and what
information fits into those
categories. Think of a newspaper.
All of the information is divided
into different parts: news,
advertisements, and classifieds.
Then the information is classified
into different categories. For
example, news may be categorized
as sports, international, local,
lifestyle and others.”

6. Comparison and Contrast

A comparison shows how two
subjects are similar; a contrast
shows how two subjects are
different.

The purpose of conducting the

comparison or contrast is not to
state the obvious but rather to (The students will listen)
illuminate subtle differences or
unexpected similarities. For
example, if you want to focus on
contrasting two subjects you would
not pick apples and oranges; rather,
you might choose to compare and
contrast two types of oranges or two
types of apples to highlight subtle
differences.

For example:
Red apples are sweet, while green
apples are tart and acidic. Drawing
distinctions between elements in a
similar category will increase the
audience’s understanding of that
category, which is the purpose of
the compare-and-contrast essay.

Comparisons serve two purposes: to

explain differences between subjects
or to persuade readers that one
subject is superior than others.”

7. Cause and Effect is a method of

development in which the writer
analyzes the reason/s for an action,
event, or decision; or analyzes
resulting consequences to support a
point.

“Cause and effect essay focus on

why things happen (causes) and
what happens as a result (effect).”

“A cause is a reason for something

that happens or an explanation to
why some effects occur. An effect is
the result of certain events or
 causes. An effect may be the result
of one or more causes.”
H. Developing mastery
(Leads to Formative Directions: On the space provided
Assessment) before each statement, number the
sentences from 1 – 7 to form a
paragraph that shows coherence and (The students will do the activity)
unity.

______ - Eager to taste this scent,

you pick up a small piece of curled
chicharon and dip it into the
vinegar, slowly, carefully, taking
care not to soak the whole piece so
as to keep
some of the salt in the chicharon.
______ - Eager to taste this scent,
you pick up a small piece of curled
chicharon and dip it into the
vinegar, slowly, carefully, taking
care not to soak the whole piece so
as to keep
some of the salt in the chicharon.
______ - The acid taste of vinegar
mixes with the salt, giving you a
flavor that leaves your mouth
watery and drooling for another
taste of this salt and vinegar
combination.
______ - The air bubbles on its
surface crackle as it comes into
contact with the vinegar.
______ - Then as you take a bite,
you hear a high-pitch crunch and
you feel as if you were eating air.
______ - You can feel your mouth
water as the moist, sour scent of
vinegar hits your nostrils, then flows
down to your throat and diffuses in
your lungs.
______ - You taste the salt
dissolving and feel the bubble
tingling and clinging to your tongue.
G. Finding practical Write a paragraph about an event in your life that you think has made an
applications of concepts impact not only to yourself but to others as well. Think about how you are
and skills going to express your thoughts and put them into writing. You can choose
any type of paragraph development in presenting your points to your
reader.

Use the rubric below to guide you on what to include in your paragraph.
H. Making generalizations
and abstractions about the “Do you understand our lesson for “Yes, ma’am.”
lesson today?”

“If you understand our lesson, “The stages of writing are:

again, what are the stages in the prewriting, drafting, revising,
writing process? editing and proofreading,
publishing.
“Very good! How about the
different types of paragraph “The different types of paragraph
development? development are: narration,
description, definition,
exemplification/example,
classification and division,
comparison and contrast and cause
and effect.
I. Evaluating learning
Directions: Write the letter of the correct answer.
1. It is a group of closely related sentences that together develop one main
idea.
A. essay
B. novel
C. paragraph
D. poetry

2. It is a prewriting activity which shows a visual representation of ideas

closely related.
A. brainstorming
B. clustering
C. freewriting
D. listing

3. It is the quality of oneness in an essay that results when all the words,
sentences, and paragraphs contribute to the thesis.
A. coherence
B. parallelism
C. transition
D. unity

4. It is an arrangement that presents all the details about one side of the
argument first and follows with all the details from the other side.
A. block
B. chronological
C. emphatic
D. point-by-point

5. It outlines, limits, or states the meaning of a word, term, phrase, or

concept.
A. classification
B. definition
C. division
D. exposition

6. It refers to the meaning of the word that signifies its literal, explicit
meaning—the object or idea it stands for.
A. connotative
B. denotative
C. extended
D. stipulative

7. It is when a writer goes through other sources before actually beginning

to write.
A. brainstorming
B. drafting
C. prewriting
D. proofreading

8. It is the order of details moving from top to bottom, side to side, or

background to foreground.
A. chronological
B. emphatic
C. sequential
D. spatial

9. It tells a story and often includes extensive description.

A. description
B. exposition
C. narration
D. summary

10. It separates a thing into parts, pieces, or sections for closer

examination.
A. classification
B. definition
C. division
D. example

11. It gives illustrations of images or concepts in real-world terms and

provides users with an image of a concept that they can relate to.
A. classification
B. description
C. definition
D. example

12. These are classes or groups in an organized classification.

A. anecdote
B. categories
C. examples
D. divisions

13. If you would be writing about “Bicycling regularly can be a therapeutic

activity,” what details would you provide in your composition?
A. causes
B. effects
C. examples
D. stories

14. What mode of development is used in this paragraph? “Sandra is an

attractive woman. Her large, dark almond-shaped eyes are startling. Her
mocha-cream complexion is flawless, and she has lovely toothy smile. Her
long, black hair is curly, thick, and shiny. She is tall, large-boned, and
slender, and her movements are so fluid that they seem like slow motion.
 Standing nearly six feet tall, she really stands out on campus.”
A. comparison and contrast
B. definition
C. description
D. narration

15. How did the writer prove his points in this paragraph? “Students often
think multiple choice questions are easy so they don’t need to study.
However, multiple choice questions have a number of challenges
associated with it. Firstly, the questions are often wide ranging and
sometimes not arranged in any particular sequence, perhaps covering a
whole year’s work. Secondly, the questions may reword the ideas you
learned in class in a different way. Thirdly, multiple choice questions often
include statements of distracters, or deliberately confusing choices.
Furthermore, they are not necessarily a test of the simple recognition of
basic ideas as you often need to combine many ideas to answer one
question. For example, you may need to answer a problem-solving
question which covers applying knowledge from a number of topics.
Clearly it is not enough to be familiar with the subject matter to do well in
multiple choice questions; you may need to really understand it.”
A. By classifying the types of questions
B. By describing the actions of students
C. By narrating events
D. By providing relevant examples
J. Additional activities for
Application Remediation
IV. REMARKS
V. REFLECTION
A. No. of learners who
earned 80% in the
evaluation
B. No. of learners who
require additional activities
for remediation who scored
below 80%
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:

PAULA ERICKA JOYCE P. ROXAS

ALS Volunteer Teacher