School Bukidnon National High Grade Level 11

School
Teacher Femme N. Las Marias Learning Area Reading and Wring Skills

Time & Dates 8:00 a.m., May 7, 2021 Quarter 3rd Quarter
LESSON PLAN IN READING AND WRITING

I. OBJECTIVES
A. CONTENT STANDARDS The learners realizes that information in a written text may be selected and
organized to achieve a particular purpose.
1. distinguish comparsion and contrast as patterns of written texts
B. PERFORMANCE STANDARDS The learners critiques a chosen sample of each pattern of development
across disciplines (EN11/12RWS-IIIbf- 3.5),
focusing on information selection, organization, and development.
2.
C. share values/insights gained about the reading text; and
LEARNING At the end of the learning experience,
3. write a paragraph using comparison and contrast pattern.
COMPETENCIES/OBJECTIVES 85% of the learners should be able to:
Write the LC code for each.
II. CONTENT Patterns of Development: Comparison and Contrast
Integration: ESP, Science, Oral Communication, Social Studies, ICT
IV. Strategy : Feelings and Emotions Bingo Card Game, 4As, Small Group
Discussion, Shaping Up Review (Summarizing Strategy)
V. LEARNING RESOURCES

A. REFERENCE
1. Teacher’s Guide Pages Page 1
2. Learner’s Materials Pages
3. Textbook Pages
4. Additional Materials from PowerPoint, Reading Materials and Answer sheet
Learning Resource (LR)
Portal
B. OTHER LEARNING RESOURCES
1. https://www.thedelite.com/spot-the-difference-pictures-how-
many-can-you-find
2. https://www.google.com/search?
q=revolutionize&sxsrf=ALeKk00HVPC8tDerxjh5X1nDY7PLG9TIdw:162
0188556081&source=lnms&tbm=isch&sa=X&ved=2ahUKEwi0sOra2L
HwAhWvF6YKHblPDFYQ_AUoAXoECAEQAw&biw=1350&bih=640#im
grc=XGe8gGd2POW6dM
3. https://funender.com/technology/word-the-relevancy-of-
technology.html
4. https://www.thinglink.com/scene/763788784520134656
5. https://www.google.com/url?sa=i&url=http%3A%2F
%2Faspiresignaturetechnology.com%2Fblog-outdated-
technology.html&psig=AOvVaw07ni1SOOsn3g4KxWts_ur0&us
t=1620278213901000&source=images&cd=vfe&ved=0CAIQjRx
qFwoTCIDpztDjsfACFQAAAAAdAAAAABAP
6. https://www.bhartipay.com/digital-vs-cash-payments
7. https://newblogstudio.com/real-classroom-vs-virtual-
classroom/
8. https://www.youtube.com/watch?v=MToPgOAd_To
https://publishingperspectives.com/2011/10/books-vs-
internet-more-accurate/

VI. PROCEDURES
Introductory Activity (5minutes). 1. Prayer
2. Greetings
3. Classroom Management and Ice Breaker
 Feelings and Emotions Bingo Card

Find someone in the class….

4. Checking of attendance
5. Review of the previous lesson
The teacher will let the students read the following words:

aspects kinds qualities areas

Levels systems types traits

Can be divided can be classified

Can be categorized the first type

Questions:

a. What are these words or phrases?

Possible Answer: These are transitional expressions or
terms that signal classification.

b. What pattern of development did we learn

yesterday?
Answer: Classification

c. How do you write a classification paragraph?

Possible Answer: This pattern allows you to
either divide a topic into its component parts, or
to categorize (or classify) a group of related items or
events.  When dividing you begin with one central topic
 and break that down into multiple parts.

d. Read the text entitled “Types of Friends”. Then, the teacher

will give strips of paper and students will write and
generate supporting details for the main idea of the
classification text using the gathered information from the
reading material.

Topic/Main Idea

CLASSIFICATION 1 CLASSIFICATION 2 CLASSIFICATION 3

Characteristics Characteristics Characteristics

Examples Examples Examples

6. Motivation
Game: #spotthedifference
The students will be grouped into 5. The students are going to find
all the differences in the following pictures.

A. Kitchen Woman

B. Snowmen

C.Math Class
 D. Doll House

 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
              
After the activity, the teacher asks:
1. How did you like the activity?
2. What challenges did you encounter during the activity?
3. Do you think it would the activity would be related to our topic for
today?
4. What do you think is the relevance of this activity to our lesson for
today?

Activity (10minutes).
The teacher will group the class into five (5).
Each group will be given one (1) reading text with guided activity in it (see
attached appendix 1) to be analyzed.
After 5 minutes, each group will present their analysis in front of the class.

Pre-reading:
1. Read the title. What questions can you ask yourself about
the title?
2. What is the topic of the article?
3. What do you already know about the topic?
While reading:
Look at the key words.
Which ideas in the text can you relate to?

Title: Technology over the Past Fifty Years

There have been many advances in technology over the past fifty
years. These have revolutionized the way we communicate with people
who are far away. Compare and contrast methods of communication
used today with those which were used in the past.

Before the advent of computers and modern technology, people

communicating over long distances used traditional means such as letters
and the telephone. Nowadays we have a vast array of communication
tools which can complete this task, ranging from email to instant
messaging and video calls. While the present and previous means of
communication are similar in their general form, they differ in regard to
their speed and the range of tools available. 

One similarity between current and previous methods of

communication relates to the form of communication. In the past, both
written forms such as letters were frequently used, in addition to oral
forms such as telephone calls. Similarly, people nowadays use both of
these forms. Just as in the past, written forms of communication are
prevalent, for example via email and text messaging. In addition, oral
forms are still used, including the telephone, mobile phone, and voice
messages via instant messaging services. 

However, there are clearly many differences in the way we

communicate over long distances, the most notable of which is speed.
This is most evident in relation to written forms of communication. In
the past, letters would take days to arrive at their destination. In contrast,
an email arrives almost instantaneously and can be read seconds after it
was sent. In the past, if it was necessary to send a short message, for
example at work, a memo could be passed around the office, which
would take some time to circulate. This is different from the current
situation, in which a text message can be sent immediately. 

Another significant difference is the range of communication

methods. Fifty years ago, the tools available for communicating over
long distances were primarily the telephone and the letter. By
comparison, there are a vast array of communication methods available
today. These include not only the telephone, letter, email and text
messages already mentioned, but also video conferences via software
such as Skype or mobile phone apps such as Wechat, and social media
such as Facebook and Twitter. 

In conclusion, methods of communication have greatly advanced

over the past fifty years. While there are some similarities, such as
the forms of communication, there are significant differences, chiefly in
relation to the speed of communication and the range of communication
tools available. There is no doubt that technology will continue to
progress in future, and the advanced tools which we use today may one
day also become outdated. 

Post-reading:
1. What is the writer’s main argument?
2. How does the writer support the main argument?
 3. Do you notice any faulty reasoning in the arguments? If so,
what are these?
4. Has the author convinced you to agree to the main argument
of the text?

B. Analysis (5 minutes)
The teacher will ask the following questions to solicit ideas from the
learners:
a. How did you like the activity?
b. What difficulty did you encounter while doing the activity?
c. What were your observations on the activity?
d. What do you think is the relevance of this activity to our lesson
for today?

Then, the teacher will consolidate the answers of the students

and starts introducing and deepening the lesson of the day.

Abstraction(15minutes). Patterns of Development: Compare and Contrast

Compare and contrast is a common form of academic writing, either

as an essay type on its own, or as part of a larger essay which includes one
or more paragraphs which compare or contrast.
What are compare & contrast essays?
To compare is to examine how things are similar, while to contrast is
to see how they differ. A compare and contrast essay therefore looks at the
similarities of two or more objects, and the differences. This essay type is
common at university, where lecturers frequently test your understanding
by asking you to compare and contrast two theories, two methods, two
historical periods, two characters in a novel, etc. Sometimes the whole
essay will compare and contrast, though sometimes the comparison or
contrast may be only part of the essay. It is also possible, especially for
short exam essays, that only the similarities or the differences, not both,
will be discussed. 
Structure
 There are two main ways to structure a compare and contrast essay,
namely using a block or a point-by-point structure. For the block structure,
all of the information about one of the objects being compared/contrasted
is given first, and all of the information about the other object is listed
afterwards. This type of structure is similar to the block structure used for
cause and effect and  problem-solution essays. For the point-by-
point structure, each similarity (or difference) for one object is followed
immediately by the similarity (or difference) for the other. Both types of
structure have their merits. The former is easier to write, while the latter is
generally clearer as it ensures that the similarities/differences are more
explicit.

The students will be grouped into 5 groups. Each group will be given an
Application (10 minutes). activity sheet. Each group will be given an allotted time to do the activity.

Activity 1
Writing Similarities and Differences.
Directions. Write sentences using pictures given below.

1.
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________

2.

______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________

3.

______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________

4.

______________________________________________________________________________________
______________________________________________________________________________________
 ______________________________________________________________________________________
______________________________________________________________________________________

Assessment (10 minutes). A. The Application serves as the assessment

B. Shaping Up Review

Description: Using the shaping up review, students will synthesize

major concepts from the lesson using four different shapes. By
varying the manner in which students visually summarize their
learning, retention of information learned is increased.

Procedure:
1. Look at the Shaping Up Review Worksheet
2. In the upper left-hand corner, “The Heart,” write one thing that they
loved learning about in the lesson being reviewed.
3. In the upper right-hand corner, “The Square,” write four things that they
feel are important concepts from lesson being reviewed. One concept
should be placed in each corner.
4. In the lower left-hand corner, “The Triangle,” write three most important
facts they learned from lesson being reviewed. One fact should go in each
corner.
5. In the up right-hand corner, “The Circle,” write one, all encompassing
(global-like the circle) statement that summarizes all of the important facts
learned in the lesson being reviewed.

I. Writing the Main Idea for a Comparison and Contrast Text

Assignment/Agreement You have learned that when you write a main idea or thesis statement
of any text you are supposed to compose a clear sentence that contains
your topic and your main point about the topic. That is why you have to
choose your topic first, and formulate your opinion.
A. Choosing a Topic for a Comparison and Contrast
B. Formulating an Opinion

II. Supporting the main idea

1. When you write comparison and contrast essay, you should
choose two comparable topics, that is, two things that belong to the
same kind;
2. State your overall opinion of the comparison of the two topics;
3. Assign comparable points which you will use to analyze whether the

two topics are similar or different; and

4. Use transition words that signal comparison and contrast.

Using/Incorporating the task answered previously by the students, the

students will be asked then to create/develop the topic they have into a
paragraph using any method discussed earlier. This activity won’t be hard
for them since they already had a similarities and differences listed done in
the previous activity.

e. REMARKS
f. REFLECTION
A. No. of learners who earned 80%
on the formative assessment.
B. No. of learners who require
additional activities or
remediation.
C. Did the remedial lesson work?
D. No. of learners who continue to
require 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 innovation or localized
materials did I use/discover
which I wish to share with other
teachers?

Prepared by:

Femme N. Las Marias

Subject Teacher

Checked/Reviewed by:

Gemma C. Danao
Subject Head