Republic of the Philippines

Department of Education
REGION XII – NORTH COTABATO
SCHOOLS DIVISION OFFICE OF COTABATO
ALAMADA HIGH SCHOOL
KITACUBONG, ALAMADA, COTABATO

School Alamada High School Grade Level GRADE 11

Teacher LOUIGRACE V. FONTANILLA Learning Area Reading and Writing Skills

Teaching Date/Time February 26, 2024/ 11:00am- Quarter 2nd Semester 3rd Quarter
12:00pm

DETAILED LESSON PLAN ON READING AND WRITING SKILLS

Concept:.

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

B. Performance Standard The learner critiques a chosen sample of each pattern of development focusing on
information selection, organization, and development.

C. Most Essential Learning The learner distinguishes between and among patterns of development in writing across
Competency/Code disciplines EN11/12RWS-IIIbf-3
A. Narration
B. Description
C. Definition
D. Exemplification/Classification
E. Comparison and Contrast
F. Cause and Effect
G. Problem –Solution
H. Persuasion
I. OBJECTIVES At the end of the period, the students are expected to:
a. explain organizational methods used when comparing and contrasting;
b. critically analyze and evaluate information based on the text’s organization; and
c. create compare-and-contrast paper outline either point-by-point or block
method.
II. CONTENT I. Patterns of Development in Written Text Across Disciplines: Comparison and
Contrast
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide Reading Writing Skills by: Marella Therese A. Tiongson
pages 83,79. 105,

2.
Learners Materials Notebook, Paper and Pen
3.
Textbook Pages Pages 83,79 - 105
4.
Additional Materials from , Task Sheets, Task Card ,Paper, Marker, Evaluation Sheets, Chalks
Learning Resources (LR) Portal
B. Other Learning Resources Power Point Presentation
IV. PROCEDURES
Preliminary Activities 1. Prayer
(3 minutes) 2. Greetings
3. Checking of Attendance
Indicator 5. Managed learner behaviour 4. Classroom Rules
constructively by applying positive and  Sit properly.
non-violent discipline to ensure learning-  Participate during discussion.
focused environments.  One mouth at a time.
 Raise hand for clarification and questions.

address: Kitacubong, Alamada, Cotabato

email: 304412@deped.gov.ph
mobile: +63910 108 0859
A. Reviewing previous lesson or presenting
the new lesson.
(2 minutes)
Indicator 2. Used a range of teaching that
enhance learner achievement in literacy
and numeracy skills.
B. Establishing the purpose for the lesson
(2 minutes)
C. Presenting examples / instances of the
new lesson
(5 minutes)
Indicator 1. Applied knowledge and
content within and across curriculum
teaching areas.
Indicator 2. Used a range of teaching that
enhance learner achievement in literacy
and numeracy skills.
D. Discussing new concepts and practicing
new skills #1 (4 minutes)
Indicator 2. Used a range of teaching that
enhance learner achievement in literacy
and numeracy skills.
E. Discussing new concepts and practicing
new skills #2
(7 minutes)
Indicator 1. Applied knowledge and
content within and across curriculum
teaching areas.
Indicator 4. Managed classroom structure
to engage learners individually or in
groups, in meaningful exploration,
discovery and hands-on activities within a
range of physical learning environments
Indicator 7. Established a learner-
centered culture by using teaching
strategies that respond to their linguistic,
cultural, socio-economic and religious
background.
Indicator 9. Used strategies for providing
timely, accurate and constructive
feedback to improve learner performance.
address: Kitacubong, Alamada, Cotabato
email: 304412@deped.gov.ph
mobile: +63910 108 0859
EXPLAIN THE CONCEPT
1. Enumerate the different patterns of development in writing that were already
discussed and briefly explain each.
The teacher will introduce the new lesson by introducing first the lesson objectives:
a. explain organizational methods used when comparing and contrasting;
b. critically analyze and evaluate information based on the text’s organization; and
c. create compare-and-contrast paper outline either point-by-point or block method.
Observe, analyze, and explain idea about the picture.
ENGAGE
Read each sentence. Write Compare if the sentence is comparing and Contrast if the
sentence is contrasting.
1. That story resembles one I read a year ago.
2. I like meat whereas my parents are vegetarian.
3. I ordered steak; however, I was served chicken.
4. Lea had her hair done in style similar to mine.
5. My sister got an A in English, and she is doing well in other classes, too
EXPLORE
Explore the methods of Comparison and Contrast
Directions:
1. The whole class will be divided into 6 groups.
2. An activity sheet will be provided to each group. Draw a Venn diagram
consisting of similarities and differences.
3. After the activity, the group will present their output.
4. The teacher will ask what are transitional words/phrases used in the text.
5. The teacher will praise the students for their participation.
My sisters are as different as yin and yang in terms of personality, appearance,
and intelligence. Tina, the middle child in the family, prefers staying at home than
going out with her friends. She is slim, petite, and has dark skin. As she is not
sociable, she finds with the characters from the books she reads most of the time.
In addition, she is very clever in subjects like Math and Science which made her
graduate with Highest Honors from Senior High School. In contrast, my youngest
sister, Joni, is the opposite. She has an outgoing and friendly personality. There is
never a dull moment as she is always ready with stories to tell. She is tall with a
round plump face and fair skin. Being the youngest in the family, she is often asked
to perform during family gatherings since she sings and dances well. My sisters
may be different from each other but they adore one another.
F. Developing mastery EXPLAIN
(leads to formative assessment) Discussion time.
( 10 minutes)
1. The teacher shall present Comparison and Contrast and its methods.
Indicator 1. Applied knowledge and 2. Ask them to determine what method is being used in the given task above.
content within and across curriculum 3. Allow the students to share ideas based on the topics presented.
teaching areas. 4. The teacher will praise the students for their participation.

Indicator 2. Used a range of teaching that

enhance learner achievement in literacy
and numeracy skills.

Indicator 4. Managed classroom structure

to engage learners individually or in
groups, in meaningful exploration,
discovery and hands-on activities within a
range of physical learning environments.

G. Finding practical applications of concepts Hands on and off.

and skills in daily living
( 10 minutes)
Indicator 8. Adapted and used culturally
appropriate teaching strategies to address
the needs of learners from indigenous
groups.
Rubric
Indicator 9. Used strategies for providing
timely, accurate and constructive
feedback to improve learner performance.
H. Making generalizations and abstractions ELABORATE
about the lesson. SHARE IT, SHARE ME!
( 5 minutes)
Indicator 3. Applied a range of teaching
strategies to develop critical and creative
thinking as well as higher order thinking
skills.
Indicator 6. Maintained learning
environments that promote fairness,
respect, and care to encourage learning.
Indicator 7. Established a learner-
centered culture by using teaching
strategies that respond to their linguistic,
cultural, socio-economic and religious
background.
I. Generalization/Abstraction
(2 minutes)
Indicator 3. Applied a range of teaching
strategies to develop critical and creative
thinking as well as higher order thinking
skills
1. The class will be divided into 6 groups.
2. Then, they will create a compare and contrast paper outline either by point-by-
point or block method by comparing or contrasting Junior High School and
Senior High School. The teacher will give 10 minutes to do the activity.
3. The teacher will provide a feedback on the presentation.
4. They will be graded based on the rubric below.
Description Highest Point Your score
Has a clear and strong- 5 points
hook topic sentence
Evidences and examples 3 points
are specific
Has no errors in grammar, 2 points
spelling, and punctuation
marks
Total 10 points
1. The teacher will ask her students the following questions:
a. How do you find the activity?
b. How do you envision using the skills of comparison and contrast in
your future academic and professional pursuits?
c. Can you think of real-world situations where the ability to make
effective comparisons and contrasts is crucial?
2. Three or more volunteers to share their thoughts based on the questions
provided.
3. Appreciation applause or expressions of gratitude or encouragement will be
given after each sharing. They will be given a positive feedback for their
responses.
How do you think the ability to make effective comparisons and contrasts
contributes to your overall critical thinking skills?

*Students will share their ideas and opinions.

address: Kitacubong, Alamada, Cotabato

email: 304412@deped.gov.ph
mobile: +63910 108 0859
 J. Evaluating Learning EVALUATE
(10 minutes) MULTIPLE CHOICE
Directions: In a ½ lengthwise. Read the statement carefully and answer the following
question. Write the letter of the correct answer. You have 5 minutes to answer it.

Indicator 1. Applied knowledge and 1. In writing, it discusses elements that are similar.
content within and across curriculum A. definition
teaching areas. B. comparison
C. narration
D. contrast

2 Block method is used to compare and contrast one subject at a time.

A. true
B. false
C. somewhat true
D. somewhat false
Indicator 2. Used a range of teaching that
enhance learner achievement in literacy 3. Green plants manufacture their own food while animals get their foods directly or
and numeracy skills. indirectly from plants. Plants are generally stationery. Animals, on the other hand, can
usually move about. This is an example of what method of comparison and contrast?
A. point-by-point
B. block method
C. extended method
D transitional

4. However is a cohesive device or a transitional word which is commonly used in

showing?
A. Similarities
B. Contrast
C. block method
D. point by point

5. Point by point method is used to compare and contrast two subjects at a time?
A. Somewhat false
B. Somewhat true
C. False
D. true

K. Additional Activities for application or FIND OUT!

remediation. Directions: Answer the given question below. Write your answer in your English
notebook.

1. Give at least 2 paragraphs explaining the similarities and differences of your

favourite tourist spots destination found in your municipality.
CRITERIA:
Relevance 10
Content 10
TOTAL 20

V. Remarks
VI. Reflection
A. No. of learners who earned 80% on the
formative assessment.
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. What difficulties did I encounter which my
principal or supervisor can help me solve?
F. What innovation or localized materials did
I use?

Prepared by: Checked by:

LOUIGRACE V. FONTANILLA, TI BAI DONNA R. PAGRANGAN, MTII

Subject Teacher SHS Coordinator

address: Kitacubong, Alamada, Cotabato

email: 304412@deped.gov.ph
mobile: +63910 108 0859
Checked and Observed by: Date:

Checked and Observed by: Date:

Checked and Observed by: Date:

BAI DONNA R. PAGRANGAN, MTII
SHS Coordinator
Checked and Observed by: Date:
PEPITO D. GARDOSE, PII
School Head

address: Kitacubong, Alamada, Cotabato

email: 304412@deped.gov.ph
mobile: +63910 108 0859