School Puerto Galera National High Grade Level Grade 11

DAILY
School- Main Campus
LESSON
Teacher Charnelle Joy Q. Abdon Learning Area RWS
PLAN
Teaching Tuesday Quarter Three
GRADE 11- Dates and April 2, 2024
READING Time 11:15 AM – 12:15 PM
AND Delia Smith
WRITING 1:00-2:00PM
SKILLS Charlie Trotter
2:00-3:00PM
Anthony Bourdain

A. Content The learner realizes that information in a written text may be selected
Standards 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 MELC: Evaluation of written text based on its properties
Competencies/Obje (Language Used)
ctives At the end of the lesson the students expected to:

1. Find out the rules in mechanics

Write the LC Code 2. Identify the errors in a text; and
for each 3. Apply the mechanics in writing.

II. CONTENT Properties of Well-Written: Mechanics

PUNCTUATION
III. LEARNING
RESOURCES
A. References
1. Teacher’s
Guide pages
2. Learner’s
Materials pages Quarter 3, Week 8 - Self-Learning Module pages 1-7
Region IV –MIMAROPA

3. Textbook
pages
4. Additional
Materials from Teacher made Powerpoint Presentation, Activity Sheets,
Learning https://www.youtube.com/watch?v=jTGjyz0xISg&t=74
Resource (LR)
portal
B. Other Learning
Resources
IV.
PROCEDURES
A. Reviewing Routine Activities
previous lesson or a. Prayer
presenting the new b. Putting the Classroom in Order (by group)
lesson. c. Checking of Attendance
 d. Quick “Kumustahan”
e. Reminders

Classroom Rules
1. Do not change sits; where you sit remain there until the
class end.
2. No other things in the table only notebook pen and paper.
3. You can eat in class but do not cause commotion.

Let’s Review
 Put me there
The teacher will show some sentences and the students will group
it either in formal or informal.

B. Establishing a Targets / Aims

purpose for the
lesson The students will read the lesson’s objectives:
At the end of the lesson the you are expected to:

1. Find out the rules in mechanics

2. Identify the errors in a text; and
3. Apply the mechanics in writing.

C. Presenting Look for it!

examples/instanc The teacher will show a word trace and the students will for the
es of the new following words:
lesson
Semicolon Quotation Mark Question Mark Period Parentheses

Hyphen Comma Colon Apostrophe Mechanics

A P O S T R O P H E V L K

S Q C A R B Q V C A P R O

E U A I E I U D O P A O I

M A H O P Q E P L M R I T

I L Y N C U S C N I E V S

C B P T O E T O G D N S C

O I H C N S I L B M T E I

L M E O M T O O D Y H V N

O A N A A L N N O C E O A

N N L T M O M I I P S L H
 I E O M M N A L R P E R C

A U U E O M R J E S S T E

Q R R N C A K S P O I N M

D. Discussing new GUIDE QUESTIONS:

concepts and Learners will answer the following questions in relation with the
Practicing new previous activity:
skills #1 1. Do the activity difficult to answer?
2. In the given word what do you think are lesson for today?

3.
E. Discussing new Let’s Discuss Farther
concepts and Mechanics
practicing new
skills #2 It is the conventions that governs the technical aspect of
writing.

There are four components of Mechanics:

1. Punctuation
2. Capitalization
3. Spelling
4. Abbreviation

Punctuation
The act of using a system of symbols. Gives structure to and
organizes a text. Guides the reader regarding how the text should be
read.
Comma
To separate coordinate adjectives. Coordinate adjectives are two
or more adjectives that equally modify the same noun.
Example:
I saw a woman with long, shiny hair.
Years ago, he used to be just a tall, skinny teenager.
To separate long causes joins by CORDINATING CONJUCTIONS;
although it is omitted if the clauses are short.
Example:
Last week was my sister’s wedding, so I prepared to go to the
salon for my haircut.

Semicolon
Use when you link two independent clauses with no connecting
words.
Example:
I am excited to go home; I wanted to stay there for good.
Use when joining two independent clauses together with one of
the following conjunctive adverbs.
Example:
I am excited to go home; moreover, I wanted to stay there for
good.

Colon
Use for separating from verse in the Bible reference, separating
volume from page in bibliography reference, writing a salutatory
greeting in professional writing and giving the time.
 Example:
My favorite verse is Mark 16:15.
Majority of the reference that I cited were taken from the
Academic Journal 11:23 (volume 11, page23).
Use to introduce a formal list.
Example:
Three things I have accomplished today: answer modules, e-
mailed documents, and research enrichment activities.

Period
Use at the end of the declarative and imperative sentences and
when writing imperative sentences and when writing abbreviations.
Example: I went to beach.

Question Mark
Use at the end of the question.
Example: What are you eating?

Exclamation Point
Use at the end of a sentence that expresses strong emotion.
Example: No! Let me go!

Parentheses
Use to enclose explanations and other extra information in a
sentence.
Example: There are three (3) birds in the tree.

Apostrophe
Use when writing possessive nouns and contractions.
Example:

Hyphen
Use to join certain words that are put together to form a single
idea, and when writing fraction words and some number words.

F. Developing Make A Mark

Mastery The teacher will show some error sentences and the students will
(Leads to identify what are the errors.
Formative
Assessment 3) Direction: You will identify what is wrong in the sentence. And you
will answer in how you will read it properly.

G. Finding practical Let’s Pouch it

applications of
concepts and Directions: Each group will be given an animals that have pouch and
skills in daily 10 sentences. They need to identify in which punctuation the
living sentence need to be. The group that will get the highest score will be
given a gift or reward. The animals they might get are the kangaroo,
koala, wombat, opossum, and gliders.
, ? ‘

; , ? ‘

; , ? ‘

Sentences need to put in the pouch.

Group 1
- My sisters, Lily and Rose, are visiting next week.
- She’s on her way to school.
- Who is the person in charge?
- Alex has gone to library; Samuel has gone to play piano.

Group 2
- Before you leave, remember to turn off the lights.
- John’s car is red.
- Am I missing something here?
- I want to go with you and start to refresh myself there; however, this
kind of decision cannot be made just in a record.

Group 3
- She ordered a coffee, without sugar and a croissant.
- I’m going to Jessica and Chris’s wedding.
- Have I said something wrong?
- Micheal has a big house; Alex has a small house.

Group 4
- Things do not change; we change.
- What are your weekends plans?
- Don’t give the dogs’ treats to the cat.
- Lisa, my older sister, is a doctor.

Group 5
 - I need to buy eggs, milk, butter, and bread.
- I’m planning to write a book someday.
- Have you ever donated blood?
- All things change; nothing perishes.

H. Making Let’s Perform

generalizations and A. Group presentation and evaluation
abstractions The groups will present their outputs, the class and the teacher
about the lesson will process and evaluate the presentations.

B. Exit ticket.

Students will answer the following questions:

 What is the first component of mechanics?

 What is punctuation?
 What are the different types of punctuation?
I. Evaluating Let’s See what you’ve got!
learning
A. Write the KANGAROO if the sentence is correct, and write
KOALA if the sentence are wrong.

1. Can I go to White Beach.

2. Im will not going back in the city.

3. Is there any hotel nearby?

4. You’re welcome.

5. Stop talking to me!

J. Additional Let’s Challenge yourself

activities for
application or Direction: You will write a paragraph about you plan in your future.
remediation The paragraph must have the different types of punctuation. Your
paragraph must be contains at least 5 sentences.

V. REMARKS

VI.
REFLECTION
A. No. of learners
who earned 80% in
the evaluation.
B. No. of learners
who required
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 quire
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 motivation or
localized materials
did I use/discover
which I wish to share
with other teachers?

Prepared by:

CHARNELLE JOY Q. ABDON

Pre-Service Teacher
RWS Grade 11

Checked and Observed:

RONALYN L. VISAYA
Cooperating Teacher

Noted:

AMELIA J. GARCIA REALYN C.CENIZA

Master Teacher I Head Teacher IV

LOIDA P. VILLAS
Principal IV