School Amaya School of Home Industries Grade Level Eleven

Teacher Kimberly Rose P. Vitobina Learning Area Reading and Writing

Skills
DAILY LESSON Teaching Dates and Time Week 2- 3: December 16 – 18, 2024 - January 6 - 10, Quarter Third (2nd Sem)
LOG 2025, 6:00 am – 12:20 pm

Session 1 Session 2 Session 3 Session 4

Objectives must be met over the week and connected to the curriculum standards. To meet the objectives, necessary procedures must be followed and if needed, additional lessons, exercises and remedial
I. OBJECTIVES activities may be done for developing content knowledge and competencies. These are assessed using Formative Assessment strategies. Valuing objectives support the learning of content and competencies
and enable children to find significance and joy in learning the lessons. Weekly objectives shall be derived from the curriculum guides.
A. Most Essential Learning Compare and contrast patterns of written texts across disciplines.
Competencies
B. Enabling Competencies

C. Learning Objectives In this lesson, you should be able to: In this lesson, you should be able to: In this lesson, you should be able to: In this lesson, you should be able to:
1.identify the characteristics of each 1.identify the characteristics of each 1.identify the characteristics of each 1.identify the characteristics of each
patterns of development in writing; patterns of development in writing; patterns of development in writing; patterns of development in writing;

2.apply the different techniques, 2.apply the different techniques, 2.apply the different techniques, 2.apply the different techniques,
strategies, or methods of writing; and strategies, or methods of writing; and strategies, or methods of writing; and strategies, or methods of writing; and

3.create a full-blown essay using the 3.create a full-blown essay using the 3.create a full-blown essay using the 3.create a full-blown essay using the
different patterns of development in different patterns of development in different patterns of development in different patterns of development in
writing. writing. writing. writing.
Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach. In the CG, the content can be tackled in a week or two.
Patterns of Development in Patterns of Development in Patterns of Development in Formative Assessment No. 1
II. CONTENT Writing Across Disciplines Writing Across Disciplines Writing Across Disciplines (Patterns of Development in
Writing Across Disciplines)
List the materials to be used in different days. Varied sources of materials sustain children’s interest in the lesson and in learning. Ensure that there is a mix of concrete and manipulative materials as well
as paper-based materials. Hands-on learning promotes concept development.
III. LEARNING RESOURCES

A. References
1. Teacher’s Guide page

2. Learner’s Materials
pages
3. Textbook pages Reading and Writing Skills, DepEd Reading and Writing Skills, DepEd Reading and Writing Skills, DepEd Reading and Writing Skills, DepEd
Senior High School, PIVOT 4A Senior High School, PIVOT 4A Senior High School, PIVOT 4A Senior High School, PIVOT 4A
Learner’s Material. Pages 2-6 Learner’s Material. Pages 2-6 Learner’s Material. Pages 2-6 Learner’s Material. Pages 2-6
Reading and Writing Skills (For Reading and Writing Skills (For Reading and Writing Skills (For Reading and Writing Skills (For
Senior High School) Luijim S. Jose Senior High School) Luijim S. Senior High School) Luijim S. Senior High School) Luijim S.
 Ronaldo R. Larioque, Pd.D. Pages Jose Ronaldo R. Larioque, Pd.D. Jose Ronaldo R. Larioque, Pd.D. Jose Ronaldo R. Larioque, Pd.D.
51 -- 58 Pages 51 -- 58 Pages 51 – 58 Pages 51 – 58
4. Additional Material Northeastern Mindanao Colleges Northeastern Mindanao Colleges Northeastern Mindanao Colleges Northeastern Mindanao Colleges
from Learning Resource RWS Module 1 RWS Module 1 RWS Module 1 RWS Module 1
(LR) portal
B. Other Learning Resources
These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of learning by the students which you can infer from
IV. PROCEDURES the formative assessment activities. Sustain learning systematically by providing students with multiple ways to learn new things, practice their learning, question their learning processes, and draw
conclusions about what they learned in relation to their life experiences and previous knowledge. Indicate the time allotment for each step.
A. Introduction Spoken and Written Discourse WHAT’S ON YOUR MIND EXPLORE: Favorite Story
Differentiate Text as Connected Have you posted anything on your Activity :
Discourse in Spoken and Written Facebook profile today? Why did
you post it? What is your purpose What is your favorite story? List at
in sharing what’s on your mind? least three (3) reasons why you
Did you write on your timeline to consider that story your favorite.
narrate your bizarre experiences, Think of how you can persuade
or did you write to describe your your classmates to read, and at the
ultimate crush in your class? very least, like it as well. Retell the
story as if you are the author
him/herself. Use the space
provided below in retelling the
story. Let your imagination guide
you in your retelling!
B. Development GROUP: CREATE A STORY Write it Up! Learning Task 5: PRACTICE!
Read the set of events and rewrite Select one (1) topic below and Read the paragraph and answer
the following details on your answer write a paragraph with 7 sentences the following questions:
sheet to create a coherent story. following a certain pattern of
development. Being a transferee is never easy.
1. Finally, the old lady At first, I was hesitant to come but
crossed the street safely A. A Precious Gift my mother told me that I would find
and Juan was able to B. My Funniest Experience new friends in Masayahin Senior
reach school on time. C. My Failure High School. I would never forget
2. One morning, Juan is in a D. Never Again the day I first entered this school, I
hurry going to school. felt so shy and nervous. I did not
3. Then, he thought of know anyone for I was a new
helping the old lady even Grade 11 student. When I entered
though he will be late in my first class looking for a chair to
school. sit in, a boy sitting beside the
4. Suddenly, he saw an old window silly asked me, "Are you
lady, carrying a full of new in this school?" and I
basket, crossing the street. answered shyly, "Yes." Then, he
offered me the vacant seat beside
 him. He was Jasper, an old student
in that school. We got along with
each other well in our class. We
worked on our assignments and
school projects; he slept in our
house doing our research work.
After a year, we both realized that
in many ways we had a lot of
similarities in terms of interests in
life. In the end, we became best of
friends.

1. Where and when did the story

happen?
2. What transitional devices are
used to indicate the chronological
order of time?
3. What event happened first?
4. What does the paragraph tell?
5. What sequence is presented in
the story?

C. Engagement Sample of Narrative Paragraph, Sample of Narrative Paragraph, Create a Poem!

Description Paragraph, Definition Description Paragraph, Definition Create a Poem by completing the
Paragraph, and Exemplification and Paragraph, and Exemplification lines with appropriate modifiers.
Classification Paragraph. and Classification Paragraph.
Nature
God made the world __________.
We see ________ land and
________ seas.
It is a _________ creation.
The love of God is
_____________.
D. Assimilation 1. How are you going to differentiate 1. How are you going to I Have Learned…
the first part of Patterns of differentiate the first part of Using the semantic map below,
Development? Patterns of Development? write all your key learning from the
lesson.
 A narrative text contains the A narrative text contains the
plot which gives direction in making plot which gives direction in
a story. making a story.

The use of description plays The use of description plays

an important role to elucidate the an important role to elucidate the
nature of people, places, and things. nature of people, places, and
things.
Definitions provide concise
but exact meanings of unfamiliar Definitions provide concise
words and explain special meanings but exact meanings of unfamiliar
for familiar words. words and explain special
meanings for familiar words.
Exemplification (or
illustration) is the most common and Exemplification (or
effective pattern to explain an idea or illustration) is the most common
point. and effective pattern to explain an
Classification is used when a idea or point.
writer needs to sort out or arrange Classification is used when a
subjects to groups or categories writer needs to sort out or arrange
based on their common and shared subjects to groups or categories
characteristics. based on their common and
shared characteristics.

E. Assessment Short Quiz Short Quiz Performance-Based Assessment:

In a short paragraph, narrate how Select the best word/group of words Write an exemplification or a Directions: Write only the LETTER of your
something originated in your that will complete the statements. classification paragraph on any choice on a separate sheet of paper.
place/community. suitable subject or topic in your
A. Denotation 1. When giving the full meaning of a
respective context/locality. Make
B. Connotation certain topic, which pattern is applicable?
Score guide: sure to include a topic sentence,
C. Definition A. Classification
5 points – All transitional devices supporting details, conclusion, and B. Definition
D. Word
are appropriate; the narration was transitional expressions in your C. Description
E. Class
very clear. written text. The same rubrics D. Exemplification
3 points – Some transitional devices ____ 1. The associated or secondary will be used in assessing your
are appropriate; the narration was meaning of a word or expression in addition output. 2. If you were to tell a story, which pattern
clear. to its primary meaning is the _____. of paragraph development would you use?
1 point – No transitional devices A. Definition
used in the narrative; the narration ____ 2. The _____ is the name of the
B. Description
is unclear. object, process, or concept defined.
C. Exemplification/Classification
____ 3. _____ explains a concept, D. Narration
term, or subject.
3. Which would best suit a text that aims to
____ 4. The _____ or general group point out the positive impact of social
refers to which the objects belong. media on teenagers?

A. Classification
____ 5. _____ is the explicit or direct
B. Definition
meaning or set of meanings of a word
C. Description
or expression.
D. Exemplification

4. Which would best suit a text that aims to

discuss the various genres under the two
main division of literature?

A. Classification
B. Definition
C. Description
D. Exemplification
5. Which written text involves sensory
images to figure out something?
A. Classification
B. Description
C. Exemplification
D. Narration

6. Malinowski proposed a three-way

classification for folktales and
distinguished between myth, legend, and
fairy story. The first of these, he suggested,
represents a statement of a higher and
more important truth of a primeval reality.
As such, it is regarded as sacred. Fairy
stories, ____________, are simply
entertainment. Nobody attaches any
special significance to them, and nobody
believes them to be true. Legends,
however, are believed to be true historical
accounts.

A. for example
B. to conclude
C. consequently
D. on the other hand
7. Wi-Fi is the wireless local network
between nearby devices, ____________
wireless routers, computers, smartphones,
tablets, or external drives. It is part of the
LAN (local area network) protocols and
has largely replaced the wired Ethernet
option.

A. moreover
B. in the first place
C. such as
D. as a matter of fact

8. Peanuts are good for you. They have

nutrients and vitamins. ____________ to
the nutrition benefits, peanut butter is fun
food, perfect on sandwiches with jelly or
alone; perfect for eating with your fingers;
a sensuous, sticky delight.

A. For instance
B. In addition
C. The next part
D. On the contrary

9. I remember when I first arrived in the

United States. ____________ the plane
landed, the little windows in the airplane
already revealed snow and ice-covered
houses and buildings. As I walked off the
plane, cold air crept though the corrugated
ramp that led to the airport terminal.

A. Even after
B. Even before
C. Suddenly
D. Next

10. Sunset is the time of day when our sky

meets the outer space solar winds. There
are blue, pink, and purple swirls, spinning
and twisting, ____________clouds of
balloons caught in a whirlwind. There is a
coolness, a calmness, when the sun does
set.
 A. like
B. meanwhile
C. primarily
D. during

F. Additional activities for

application or
remediation
V. REMARKS
VI. REFLECTION
A. No. of learners who Agoncillo - _____ Bonifacio - _____ Agoncillo - _____ Bonifacio - _____ Agoncillo - _____ Bonifacio - _____
earned 80% in the Alvarez - _____ Del Pilar - _____ Alvarez - _____ Del Pilar - _____ Alvarez - _____ Del Pilar - _____
evaluation Baltazar - _____ Felipe - _____ Baltazar - _____ Felipe - _____ Baltazar - _____ Felipe - _____
B. No. of learners who Agoncillo - _____ Bonifacio - _____ Agoncillo - _____ Bonifacio - _____ Agoncillo - _____ Bonifacio - _____
require additional Alvarez - _____ Del Pilar - _____ Alvarez - _____ Del Pilar - _____ Alvarez - _____ Del Pilar - _____
activities for remediation Baltazar - _____ Felipe - _____ Baltazar - _____ Felipe - _____ Baltazar - _____ Felipe - _____
who scored below 80%
C. Did the remedial lessons Agoncillo - _____ Bonifacio - _____ Agoncillo - _____ Bonifacio - _____ Agoncillo - _____ Bonifacio - _____
work? No. of learners Alvarez - _____ Del Pilar - _____ Alvarez - _____ Del Pilar - _____ Alvarez - _____ Del Pilar - _____
who have caught up with Baltazar - _____ Felipe - _____ Baltazar - _____ Felipe - _____ Baltazar - _____ Felipe - _____
the lesson
D. No. of learners who Agoncillo - _____ Bonifacio - _____ Agoncillo - _____ Bonifacio - _____ Agoncillo - _____ Bonifacio - _____
continue to require Alvarez - _____ Del Pilar - _____ Alvarez - _____ Del Pilar - _____ Alvarez - _____ Del Pilar - _____
remediation Baltazar - _____ Felipe - _____ Baltazar - _____ Felipe - _____ Baltazar - _____ Felipe - _____
E. Which of my teaching Think-Pair-Share _____ Role playing/drama _____ Solving puzzle _____
strategies worked well? Differentiated instruction_____ Group collaboration _____ Review before formative assessment
Why did this work? Lecture method _____ _____
F. What difficulties did I
encounter which my
master teacher or head
teacher can help me
solve?
G. What innovation or
localized materials did I
use/discover which I
wish to share with other
teachers?

Prepared: Checked:

KIMBERLY ROSE P. VITOBINA ANA MYLA M. DELOS SANTOS

Teacher II Master Teacher I