Grade Level: Grade 11 Learning Area: Reading and Writing

Date: November 13-17, 2017 Quarter: III

OBJECTIVES:
1. differentiate text and discourse;
2. describe a written text as connected discourse
3. discuss the techniques in selecting and organizing information;

A. CONTENT STANDARDS:

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

B. PERFORMANCE
STANDARDS: The learner...
critiques a chosen sample of each pattern of development focusing on information
selection, organization, and development.

C. LEARNING
COMPETENCIES/ The learner
Objectives 1. Describes a written text as connected discourse

2. Distinguishes between and among techniques in selecting and organizing

information
a. brainstorming list
b. graphic organizer
c. topic outline
d. sentence outline

D. LC Code
EN11/12RWS-IIIa-1

EN11/12RWS-IIIa-2
EN11/12RWS-IIIa-2.1
EN11/12RWS-IIIa-2.2
EN11/12RWS-IIIa-2.3
EN11/12RWS-IIIa-2.4
E. CONTENT:

RWS11.1.
Reading and Thinking Strategies across Text types
A. Text as Connected Discourse
B. techniques in Selecting and Organizing Information
C. Patterns of Development
D. Properties of a well-written Text
F. LEARNING RESOURCES:

A. References

1. Teachers guide pages

2. Learners material pages

 3. Textbook Pages

4. Additional Materials for

Learning Resource (LR
portal)
B. Other Learning Chalk and board, Manila Paper
Resources
G. PROCEDURES: Teachers Activity Students Activity

A. Reviewing previous
lesson or presenting
new lesson
Preliminaries (5mins) Before you take your seats, please pick up the pieces of paper and
arrange your chairs.

Okay, thats enough. You may now take your seats.

In the name of the
Prayer Everybody stand up. Let us pray. Please lead the prayer (call a
Father, of the Son, and
student)
of the Holy Spirit.
Amen.

Greetings Good Morning, Maam

Good Morning class!
Calderon!

Attendance
Checking Teacher will call the class who is assigned for the prayer.
(Teacher will call the class monitor to report who are absent and
teacher will verify)

Reading of the HOUSE RULES

House Rules (Students will read the rules)

Class, I want everybody to bear in mind our house rules every day
in class.

Reviewing of the Call one (1) student to say something about the previous lesson.
Student 1:
previous lesson

Reading of the Objective
B. Establishing a Purpose
for the Lesson
At the end of this day class, we will all be able to: (Students will listen)
1. differentiate text and discourse;
2. describe a written text as connected discourse
3. discuss the techniques in selecting and organizing information;
SING-ALONG (8mins)

Motivation 1. Inform the class that they will all together sing the song Students will follow
The Man who cant be Moved the instructions.
2. Let them sing it as you flash the lyrics of the song.
3. Inform the class that you are going to know later on why
you picked that song.

C. Presenting examples/ (15mins)

instances of the new PICTURE IT OUT!
lesson
 1. Divide the class into three groups and instruct each group
Activity to write an essay that has two paragraphs.
-a ride at the theme park
-your dream house
-your comfort food

2. Instruct them to write it on a piece of paper and advise

them that a representative from each group will read the
essay in front of the class.
3. Ask the following questions for processing:
a. What are the things you considered in writing the
essay?
b. What kind of words did you use in conveying the
message you wanted to express?
Analysis
Inform the class that written text or spoken words both carry
messages and its own meaning.

D. Discussing new concepts TEXT AND DISCOURSE

and practicing new skills (5mins)
#1 Originally the word 'discourse' comes from Latin 'discursus'
which denoted 'conversation, speech'. Discourse is a term
used in LINGUISTICS to refer to a continuous stretch of
(especially spoken) LANGUAGE larger than a SENTENCE
but, within this broad notion, several different applications
may be found.

At its most, a discourse is a behavioral UNIT which has a pre-

theoretical status in linguistics: it is a set of UTTERANCES
which constitute any recognizable SPEECH event, e.g. a
conversation, a joke, a sermon, an interview
[Crystal, Dictionary of linguistics and phonetics, 3rd edn 1991]

In the broad sense, discourse includes TEXT (q.v.), but the

two terms are not always easily distinguished, and are often
used synonymously.

Text
A large unit of written language
A group of ideas put together to make a point or central
idea
Has structure which requires the ideas in the discourse to
be relevant to each other

Some linguists would restrict discourse to spoken

communication, and reserve text for written:
1. Result of the process of speech production in graphic form
2. Indirect (processed) speech
3. No personal contacts between agents
4. Perception of speech in different space and time
5. One agent

Some linguists would restrict discourse to spoken

communication, and reserve text for written:
1. The process of speech production in the form of a sound
2. Spontaneous speech in a particular situation with the
help of verbal and nonverbal means
 3. Personal contacts between agents
4. generation and perception of speech in a unity of space
and time
5. Two authors constantly change their roles speaker
hearer (bilateral discourse).

E. Discussing new concepts Techniques in Selecting and Organizing Information

and practicing new skills a. Brainstorming list
#2 b. Graphic organizer
c. Topic outline
d. Sentence outline

BRAINSTORMING

Activity:
Paper Tower

Give the students 10 sheets of paper and let them build the
strongest tower that can stand alone for 2 minutes. No any other
material is allowed. Only the papers.

Lesson proper:
Brainstorming is a group creativity technique by which efforts are
made to find a conclusion for a specific problem by gathering
a list of ideas spontaneously contributed by its members. The
term was popularized by Alex Faickney Osborn in the 1953 book
Applied Imagination.

Brainstorming is a large or small group activity that encourages

students to focus on a topic and contribute to the free flow of
ideas. The teacher may begin brainstorming session by posing a
question or a problem, or by introducing a topic. Students then
express possible answers, relevant words and ideas.

The advantages of brainstorming include the ability to refine ideas

and use every person's input to develop specific
ideas; disadvantages include the hindrance that it can impose on
an individual's creativity.

GRAPHIC ORGANIZER

Activity:
SOMEBODY WANTED BUT SO THEN

Lesson Proper:
A graphic organizer is a visual and graphic display that depicts the
relationships between facts, terms, and or ideas within a learning
task. Graphic organizers are also sometimes referred to as
knowledge maps, concept maps, story maps, cognitive organizers,
advance organizers, or concept diagrams.

Graphic organizers come in many different forms, each one best

suited to organizing a particular type of information.

1. Descriptive/ Thematic Map- Descriptive or Thematic Map

works well for mapping generic information, but
particularly well for mapping hierarchical relationships.
 2. Network Tree- Organizing a hierarchical set of
information, reflecting superordinate or subordinate
elements, is made easier by constructing a Network Tree.

3. Problem and Solution Map- When information contains

cause and effect problems and solutions, a Problem and
Solution Map can be useful for organizing.

Graphic organizers are tools that can be used to visualize and

organize information. Because graphic organizers are often used
as prompts for students to fill in the blanks, graphic organizers
provide many benefits to students who use them including:
Helping students structure writing project
Encouraging students to make decisions
Making it easy for students to classify ideas and
communicate

Importance of Graphic Organizers

Allowing students to examine relationships
Guiding students in demonstrating their thinking process
Helping students increase reading comprehension
Making it easy to brainstorm
Encouraging students to organize essential concepts and
ideas

OUTLINE
Activity:

5 bowls of Soup
 Lesson Proper:
Outline is a condensed treatment of a subject.

Types of Outline
1. Topic Outline
2. Sentence Outline

Both types are hierarchical but a topic outline is briefer.

A topic outline lists words and phrases.
A topic outline provides a quick overview of topics to be included
in an essay.
A sentence outline lists complete sentences.

A topic outline arranges ones ideas hierarchically (showing which

are main and which are sub-points), in the sequence he/she
wants. As the name implies, it identifies all the little mini-topics
that the paper comprises, and shows how these mini-topics
relate.

F. Developing Mastery 1. Ask the class three new words that they learned from the (5 mins.)
(Leads to formative lesson.
assessment 3)
G. Finding practical We use different types of discourse depending on the situation to
applications of concepts relay our message effectively.
and skills in daily living
H. Making generalizations Written text or spoken words both carry messages and its
about the lesson own meaning.
1. Evaluate Learning THE MAN WHO CANT BE MOVED. (5 mins.)

1. Let the class search for the lyrics of The Man Who cant
be moved by the Script.
2. Let them answer the following questions after
a. Where and when did the action happen? (setiing)
b. Who is the persona?(character)
c. What are the actions done by the persona? How did
he do it? What is the reason behind the
action?(actions)

QUIZ ON SELECTING AND ORGANIZING INFORMATION

2. Additional for
application or
renovation
3. Assignment/ Agreement

4. REMARKS:

5. REFLECTION:
 Prepared by:
KRYSTEL GRACE L. CALDERON
Teacher

Checked by: EMELIA G. REAMBONANZA

Master Teacher I

Date

Noted by: NERISSA E. GUMAPAC

SHS- Assistant Principal II