School: Grade & Section:

Teacher: Learning Area: Reading and

Writing Skills
Time: Semester:
Teaching Date: Teaching Day/s:
I. OBJECTIVES
Realizes that information in a written text may be selected and organized to
A. Content Standards
achieve a particular purpose

B. Performance Critiques a chosen sample of each pattern of development focusing on

Standards
C. Learning
Competencies/
Objectives
II. CONTENT
III. LEARNING RESOURCES
A.References
1. Teacher’s Guide pages
2. Learner’s Materials pages
3. Textbook pages
4. Additional Materials from
Learning Resource (LR) Portal
B. Other Learning Resources
IV. PROCEDURES
A. Reviewing previous lesson or
presenting the new lesson
B. Establishing a purpose for the lesson
C. Presenting examples/ instances of
the new lesson
D. Discussing new concepts and
practicing new skills #1
information selection, organization, and development
Describes a written text as connected discourse (EN11/12RWS-IIIa-1)
Reading and Thinking Strategies Across Text Types
A. Text as Connected Discourse
- Recalling prior knowledge of what is discourse...Eliciting of ideas…
Describe a written text as connected discourse
- The teacher introduces a paragraph.
Exploring the Sea of Goodness
Lee Emm
1.) Do you believe that a sea of goodness is possible in this world?
2.) I always believe it is possible. 3.) Doing something good, no matter what the
consequences will always make me contented and secure. 4.) There are a lot of
ways I can do such, especially in doing something “good” for others. 5.) The
steps are easy but zealousness, humility and consistency are the subtle ways.
Here are the simple ones: 6.) The first one is I imagine that I am in the place of
the other person I’ll do good to. 7.) Next, I’ll imagine how she’ll feel and react. 8.)
That way, I’ll think doing good to others will make me at least a better person. 9.)
That will make me be grateful that I have done something good. 10.) With these
simple but notable ways I can prove to myself, to others and to God that I can
explore the sea of goodness in this ever changing world. 11.) How about you, can
you explore it also? 12.) I bet you can!
- Is this an example of a discourse?
- Introducing/Discussing the observations that make up
connected discourse
Word recognition - words run together in an utterance of any
language
  Have a student read the following:

Ifwordswereprintedwithoutspacesbetweenthemtheywouldbeprettytoughtoread

- Introducing/Discussing the following...

Stress patterns-the stress on a final-stressed compound tends
to move to a preceding syllable and change
to
secondary stress if the following word
begins
with a strongly stressed syllable
E. Discussing new concepts and
 bad-‘tempered but a bad-tempered ‘teacher
practicing new skills #2
 half-‘timbered but a half-timbered ‘house
 heavy-‘handed but a heavy-handed ‘sentence
Deletion of sounds/Elision-some sounds may be deleted by the
speaker
 The sound /t/ may be deleted between the words ‘want to’
 I don’t w∂nn∂ spend too much today.

Group Work (3 groups) – Study this Connected Speech in the Film, “The
Friends of Eddie Coyle” whether the observations
that make up a connected discourse are noticeable.
Eddie Coyle: Count your...knuckles.
Jackie Brown: All of ‘em?
Eddie Coyle: Count as many as you want. As many as you got, I got four more.
You know how I got those? I bought some stuff from a man. I
knew
his name. The stuff was traced. The guy I bought it for, he’s at
MCI Walpole for 15 to 25. Still in there. But he had some friends.
I got an extra set of knuckles. They put your hand in a drawer
then somebody kicks the drawer shut. Hurt like a bastard.
Jackie Brown: Jesus.
F. Developing mastery
(Leads to Formative Assessment 3)
Eddie Coyle: What makes it hurt worse, what makes it hurt more is knowing
what’s going to happen to you, you know? There you are, they
just come up to you and say, “Look. You made somebody mad.
You made a big mistake and now there’s somebody doing time
for it. There’s nothing personal in it, you understand, but it just
has to be done. Now get your hand out there.” You think about
not doing it, you know. When I was a kid in Sunday school, this
nun, she used to say, “ Stick your hand out.” I stick my hand
out. Whap! She’d knock me across the knuckles with a steel-
edge ruler. So one day I says, when she told me, “Stick your
hand out,” I says,“ No.” she was whapped me right across the
face with the ruler. Same thing. They put your hand in a drawer,
somebody kicks the drawer shut. Ever hear bones breaking? J
Just like a man snapping a shingle. Hurts like a bastard.

G. Finding practical applications of
concepts and skills in daily living
H. Making generalizations and
abstractions about the lesson
I. Evaluating Learning
J. Additional activities for application or
remediation
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 lesson work? No. of
learner who caught up with the lesson
D. No. of learner who continue to
require remediation
E. Which of my teaching strategies
(Robert Mitchum and Steven Keats in The Friends of Eddie Coyle, 1973)
- Presenting/Reporting the groups’ outputs...
- Constructive critiquing of the outputs...
How useful is connected discourse to you as a student?
Do you think this is applicable when you’re in your respective stations of work in
the future? Why? How?
What is connected discourse?
What are the observations that make a connected discourse?
At lower levels, we tend to teach quite a lot of functional
chunks, such as ‘What’s your name?’ Phonetically that could be transcribed
as /wɔ:tsjəneɪm/. However, this is likely to confuse (terrify) the students. Instead,
using the board, you can just show the students how the words link by using
arrows, and write the schwa /ə/over the top of ‘your’ . Alternatively, you can use
your fingers to show how the three words (separate fingers) meld into one long
sound (push fingers together) and model and drill the phrase as it is said
naturally.
If students struggle with longer phrases, try the technique of
back-chaining, starting from the last sound and working up to the whole sound
bit by bit. For example with ‘Where do you come from?’ you drill ‘frum’
‘kumfrum’ ‘dz-kumfrum’ ‘where-dz-kumfrum’ I have no idea why this works- but
it does.
Describe a written text as connected discourse.
1.) The best way to overcome a disability is to face it
head-on and not to let it prevent you from achieving great things. 2.) This is the
lesson I draw from the lives of two people whom I admire - the musician Stevie
Wonder and the track-and-field star Jackie Joyner-Kersee. 3.) I respect them for
their courage and strength in overcoming obstacles. 4.) Both are persons with
disabilities who defied obstacles in order to be successful in their fields. 5.) They
taught me never to give up no matter how intimidating the obstacles I face in
life.
from: “Overcome an Obstacle to Succeed” by Eddie Harris
Assign as homework the following question to be answered in their notebooks:
What is the role of cohesion and coherence in connected discourse?
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?