DAILY STEM 11/ Learning

Grade Level READING AND

LESSON HUMSS 11 Area
PLAN (DLP) WRITING SKILLS
5A’s
Teaching Semester
Procedure Second Semester
Date/s October 28, 2019 and
(Quarter I)
and Time Quarter

WEEK 1, DAY 1
I. OBJECTIVES

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

The learner critiques a chosen sample of each pattern of

B. Performance Standards
development focusing on information selection,
organization, and development.

C. Learning EN11/12RWS-IIIa-1
Competencies/
Objectives
The learner describes a written text as connected discourse

 Define reading and writing skills

D. Specific Learning  Discuss integration of reading and writing skills in
Objectives learning
 Use reading and writing processes to share about a
particular idea in class

II. CONTENT Introduction to Reading and Writing

III. LEARNING
RESOURCES

References

1. Teacher’s Guide
pages
2. Learner’s Material
pages
3. Textbook pages
 Tiongson, Marella Theresa (2016). Reading and
Writing. REX Bookstore Inc.
 Online sources: Slideshare

IV. PROCEDURES

 PICTURE TALK: What can you say about the picture

A. Introductory on the screen?
Activity
Yin Yang: Two halves that together complete
wholeness. It is the concept of duality forming a
whole.

 ESSENTIAL QUESTIONS:
 How do you learn?

B. Analysis Integrating Reading and Writing Skills

(Presenting
examples/instances Reading and writing are companion activities that
of the new lesson) engage students in the creation of thought and
meaning—either as READERS interpreting a text or as
WRITERS constructing one.
  POINTS OF DISCUSSION:
Reading and Writing Skills
Reading is a mental process. In Longman Dictionary of
Applied Linguistic, reading is said as:
1. “Perceiving a written text in order to understand its
contents. This can be done silently (silent reading).
The understanding that result is called reading
comprehension.
2. Saying a written text aloud (oral reading). This can
be done with or without understanding of the
content.”

Writing is a form of communication that allows a

person to put his/her feelings and ideas on paper, to
organize their knowledge and beliefs into convincing
C. Abstraction
arguments, and to convey meaning through well-
(Discussing new
constructed text.
concepts and
practicing new skills)
Making Reading and Writing Interactive

Reading and Writing Processes

Pre-Reading > Reading > Post-Reading

Pre-Writing > Writing > Revising > Editing

 SHARING A GREAT BOOK YOU’VE READ

 Read your favorite book’s “hook” to the class.
D. Application  Explain what made you want to read the book.
(Developing  Then read/share the tail.
mastery)  Explain what you thought about the tail. Were you
disappointed or pleased?

 PRESENTATION OF WORK
E. Assessment Volunteers will be asked to present their work orally in
class.
F. Assignment

Rubric for scoring Oral Presentation

CATEGORY SCORING CRITERIA 5 POINTS

Organization  Ideas were arranged logically

 Transition were smooth
Content  Content was relevant
 Introduction captured listeners’ attention and ended effectively with
review of the main points.
Presentation  Voices were audible.
 All members participated in the presentation

Prepared by:

JUNE GRACE S. CASAJE

Subject Teacher

Inspected by:

EVELYN A. REYES
Assistant Principal, FTLSHS

RICO C. TARECTECAN, Ph. D.

OIC-Principal, FTLSHS

DAILY STEM 11/ Learning

Grade Level READING AND
LESSON HUMSS 11 Area
PLAN (DLP) WRITING SKILLS
5A’s
Teaching Semester
Procedure Second Semester
Date/s October 29, 2019 and
(Quarter I)
and Time Quarter

WEEK 1, DAY 2
I. OBJECTIVES Continuation of the lesson

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

The learner critiques a chosen sample of each pattern of

B. Performance Standards
development focusing on information selection,
organization, and development.

C. Learning EN11/12RWS-IIIa-1
Competencies/
Objectives
The learner describes a written text as connected discourse

 Define reading and writing skills

D. Specific Learning  Discuss integration of reading and writing skills in
Objectives learning
 Use reading and writing processes to share about a
particular idea in class

II. CONTENT Introduction to Reading and Writing

III. LEARNING
RESOURCES

References

1. Teacher’s Guide
pages
2. Learner’s Material
pages
 3. Textbook pages
 Tiongson, Marella Theresa (2016). Reading and
Writing. REX Bookstore Inc.
 Online sources: Slideshare

IV. PROCEDURES

 PICTURE TALK: What can you say about the picture

A. Introductory on the screen?
Activity
Yin Yang: Two halves that together complete
wholeness. It is the concept of duality forming a
whole.

 ESSENTIAL QUESTIONS:
 How do you learn?

B. Analysis Integrating Reading and Writing Skills

(Presenting
examples/instances Reading and writing are companion activities that
of the new lesson) engage students in the creation of thought and
meaning—either as READERS interpreting a text or as
WRITERS constructing one.

C. Abstraction  POINTS OF DISCUSSION:

(Discussing new Reading and Writing Skills
concepts and Reading is a mental process. In Longman Dictionary of
practicing new skills) Applied Linguistic, reading is said as:
1. “Perceiving a written text in order to understand its
contents. This can be done silently (silent reading).
The understanding that result is called reading
comprehension.
2. Saying a written text aloud (oral reading). This can
be done with or without understanding of the
content.”

Writing is a form of communication that allows a

person to put his/her feelings and ideas on paper, to
organize their knowledge and beliefs into convincing
arguments, and to convey meaning through well-
constructed text.

Making Reading and Writing Interactive

Reading and Writing Processes

Pre-Reading > Reading > Post-Reading

Pre-Writing > Writing > Revising > Editing

 SHARING A GREAT BOOK YOU’VE READ
 Read your favorite book’s “hook” to the class.
D. Application  Explain what made you want to read the book.
(Developing  Then read/share the tail.
mastery)  Explain what you thought about the tail. Were you
disappointed or pleased?

 PRESENTATION OF WORK
E. Assessment Volunteers will be asked to present their work orally in
class.
F. Assignment

Rubric for scoring Oral Presentation

CATEGORY SCORING CRITERIA 5 POINTS

Organization  Ideas were arranged logically

 Transition were smooth
Content  Content was relevant
 Introduction captured listeners’ attention and ended effectively with
review of the main points.
Presentation  Voices were audible.
 All members participated in the presentation

Prepared by:

JUNE GRACE S. CASAJE

Subject Teacher

Inspected by:

EVELYN A. REYES
Assistant Principal, FTLSHS

RICO C. TARECTECAN, Ph. D.

OIC-Principal, FTLSHS

DAILY STEM 11/ Learning

Grade Level READING AND
LESSON HUMSS 11 Area
PLAN (DLP) WRITING SKILLS
5A’s
Teaching Semester
Procedure Second Semester
Date/s October 30, 2019 and
(Quarter I)
and Time Quarter

WEEK 1, DAY 3
I. OBJECTIVES Continuation of the lesson

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

The learner critiques a chosen sample of each pattern of

B. Performance Standards
development focusing on information selection,
organization, and development.
C. Learning
EN11/12RWS-IIIa-1
Competencies/
Objectives
The learner describes a written text as connected discourse

 Identify the nature and purpose of a discourse

D. Specific Learning  Differentiate between the types of discourses
Objectives  Identify and differentiate between the types of literary
discourse
 Distinguish between literary and academic discourses

II. CONTENT Text as a Connected Discourse

III. LEARNING
RESOURCES

References

1. Teacher’s Guide
pages
2. Learner’s Material  Peña, Andrew Rey S. (2016). Reading and Writing
pages Textbook. Vibal Group Inc., Quezon City
3. Textbook pages
 Tiongson, Marella Theresa (2016). Reading and
Writing. REX Bookstore Inc.
 Online sources: Slideshare, Quipper

IV. PROCEDURES

 RECAPITULATION (SHARE A GREAT BOOK YOU’VE

READ): Who would like to volunteer and present
A. Introductory his/her work in class?
Activity  PICTURE TALK: Normal and funny street signs

What can you say about the pictures on the screen?

Can you understand the text?

B. Analysis  ESSENTIAL QUESTIONS:

(Presenting  What is the difference between text and discourse?
examples/instances
of the new lesson)
C. Abstraction  POINTS OF DISCUSSION:
(Discussing new
concepts and • Written text is also described as written discourse,
practicing new skills) especially when a simple analysis of it reveals that is
connected discourse.
• Written text acquires the characteristics of connected
discourse when its ideas are linked logically.
• A discourse is a formal and often lengthy discussion of
a topic, where concepts and insights are arranged in
an organized and logical manner. Also, it refers to the
way how language is used to convey meanings or to
propel action or provoke a specific response. It is often
associated with speech, but it may also be written. It
usually serves as a writer’s orna scholar’s analysis of a
concept or theory proposed by another writer.

PURPOSES OF DISCOURSE
• To inform
 A discourse that aims to inform provides a
descriptive and comprehensive discussion on the
topic. It points out what one should know about a topic
or subject.
• To persuade
• A discourse that aims to persuade tries to convince
the readers that the proposed claim or solution is
better than any other proposal.
• To entertain
A discourse that aims to amuse provides a source of
entertainment for its readers.

TYPES OF DISCOURSE
 Narration
 Exposition
 Description
 Persuasion/ Argumentation

D. Application  GROUP WORK

(Developing Look for texts as a connected discourse outside the
mastery) classroom. Identify its purpose and type.
 PRESENTATION OF WORK
E. Assessment Volunteers will be asked to present their work orally in
class.
F. Assignment

Rubric for scoring Oral Presentation

CATEGORY SCORING CRITERIA 5 POINTS

Organization  Ideas were arranged logically

 Transition were smooth
Content  Content was relevant
 Introduction captured listeners’ attention and ended effectively with
review of the main points.
Presentation  Voices were audible.
 All members participated in the presentation

Prepared by:

JUNE GRACE S. CASAJE

Subject Teacher

Inspected by:

EVELYN A. REYES
Assistant Principal, FTLSHS

RICO C. TARECTECAN, Ph. D.

OIC-Principal, FTLSHS
 DAILY STEM 11/ Learning
Grade Level READING AND
LESSON HUMSS 11 Area
PLAN (DLP) WRITING SKILLS
5A’s
Teaching Semester
Procedure October 31, 2019 Second Semester
Date/s and
(Half-day Class) (Quarter I)
and Time Quarter

WEEK 1, DAY 4
I. OBJECTIVES Continuation of the lesson

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

The learner critiques a chosen sample of each pattern of

B. Performance Standards
development focusing on information selection,
organization, and development.

C. Learning EN11/12RWS-IIIa-1
Competencies/
Objectives
The learner describes a written text as connected discourse

 Identify the nature and purpose of a discourse

D. Specific Learning  Differentiate between the types of discourses
Objectives  Identify and differentiate between the types of literary
discourse
 Distinguish between literary and academic discourses

II. CONTENT Text as a Connected Discourse

III. LEARNING
RESOURCES

References

1. Teacher’s Guide pages

2. Learner’s Material  Peña, Andrew Rey S. (2016). Reading and Writing
pages Textbook. Vibal Group Inc., Quezon City
3. Textbook pages
 Tiongson, Marella Theresa (2016). Reading and
Writing. REX Bookstore Inc.
 Online sources: Slideshare, Quipper

IV. PROCEDURES

 RECAPITULATION (SHARE A GREAT BOOK YOU’VE

READ): Who would like to volunteer and present
A. Introductory his/her work in class?
Activity  PICTURE TALK: Normal and funny street signs

What can you say about the pictures on the screen?

Can you understand the text?

B. Analysis  ESSENTIAL QUESTIONS:

(Presenting  What is the difference between text and discourse?
examples/instances
of the new lesson)
C. Abstraction  POINTS OF DISCUSSION:
(Discussing new
 • Written text is also described as written discourse,
especially when a simple analysis of it reveals that is
connected discourse.
• Written text acquires the characteristics of connected
discourse when its ideas are linked logically.
• A discourse is a formal and often lengthy discussion of
a topic, where concepts and insights are arranged in
an organized and logical manner. Also, it refers to the
way how language is used to convey meanings or to
propel action or provoke a specific response. It is often
associated with speech, but it may also be written. It
usually serves as a writer’s orna scholar’s analysis of a
concept or theory proposed by another writer.

PURPOSES OF DISCOURSE
concepts and • To inform
practicing new skills) A discourse that aims to inform provides a
descriptive and comprehensive discussion on the
topic. It points out what one should know about a topic
or subject.
• To persuade
• A discourse that aims to persuade tries to convince
the readers that the proposed claim or solution is
better than any other proposal.
• To entertain
A discourse that aims to amuse provides a source of
entertainment for its readers.

TYPES OF DISCOURSE
 Narration
 Exposition
 Description
 Persuasion/ Argumentation

D. Application  GROUP WORK

(Developing Look for texts as a connected discourse outside the
mastery) classroom. Identify its purpose and type.
 PRESENTATION OF WORK
E. Assessment Volunteers will be asked to present their work orally in
class.
F. Assignment

Rubric for scoring Oral Presentation

CATEGORY SCORING CRITERIA 5 POINTS

Organization  Ideas were arranged logically

 Transition were smooth
Content  Content was relevant
 Introduction captured listeners’ attention and ended effectively with
review of the main points.
Presentation  Voices were audible.
 All members participated in the presentation

Prepared by:

JUNE GRACE S. CASAJE

Subject Teacher

Inspected by:

EVELYN A. REYES
Assistant Principal, FTLSHS
RICO C. TARECTECAN, Ph. D.
OIC-Principal, FTLSHS

DAILY STEM 11/ Learning

Grade Level READING AND
LESSON HUMSS 11 Area
PLAN (DLP) WRITING SKILLS
5A’s
Teaching Semester
Procedure November 4, Second Semester
Date/s and
2019 (Quarter I)
and Time Quarter

WEEK 2, DAY 1
1. OBJECTIVES

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

The learner critiques a chosen sample of each pattern of

B. Performance Standards
development focusing on information selection,
organization, and development.

C. Learning EN11/12RWS-IIIa-1
Competencies/Objectives
The learner describes a written text as connected discourse

 Identify the nature and purpose of a discourse

D. Specific Learning  Differentiate between the types of discourses
Objectives  Identify and differentiate between the types of literary
discourse
 Distinguish between literary and academic discourses
2. CONTENT
Text as a Connected Discourse
3. LEARNING
RESOURCES

References

1. Teacher’s Guide
pages
2. Learner’s Material  Peña, Andrew Rey S. (2016). Reading and Writing
pages Textbook. Vibal Group Inc., Quezon City
3. Textbook pages
 Tiongson, Marella Theresa (2016). Reading and
Writing. REX Bookstore Inc.
 Online sources: Slideshare, Quipper
 4. PROCEDURES

A. Introductory Activity
 RECAPITULATION: Who would like to volunteer and
present his/her work in class?

B. Analysis
(Presenting
 PRESENTATION OF PAIRED WORK
examples/instances of
the new lesson)
 POINTS OF DISCUSSION:

C. Abstraction TYPES OF DISCOURSE

(Discussing new  Narration
concepts and  Exposition
practicing new skills)  Description
 Persuasion/ Argumentation

D. Application  QUIZ #1
(Developing mastery) Text as a Connected Discourse
E. Assessment  CHECKING OF PAPERS
F. Assignment

Rubric for scoring Oral Presentation

CATEGORY SCORING CRITERIA 5 POINTS

Organization  Ideas were arranged logically

 Transition were smooth
Content  Content was relevant
 Introduction captured listeners’ attention and ended effectively with
review of the main points.
Presentation  Voices were audible.
 All members participated in the presentation

Prepared by:

JUNE GRACE S. CASAJE

Subject Teacher

Inspected by:

EVELYN A. REYES
Assistant Principal, FTLSHS

RICO C. TARECTECAN, Ph. D.

OIC-Principal, FTLSHS
 DAILY STEM 11/ Learning
Grade Level READING AND
LESSON HUMSS 11 Area
PLAN (DLP) WRITING SKILLS
5A’s
Teaching Semester
Procedure November 4, Second Semester
Date/s and
2019 (Quarter I)
and Time Quarter

WEEK 2, DAY 1
1. OBJECTIVES

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

The learner critiques a chosen sample of each pattern of

B. Performance Standards
development focusing on information selection,
organization, and development.

C. Learning EN11/12RWS-IIIa-1
Competencies/Objectives
The learner describes a written text as connected discourse

 Identify the nature and purpose of a discourse

D. Specific Learning
 Differentiate between the types of discourses
Objectives
 Identify and differentiate between the types of literary
discourse
  Distinguish between literary and academic discourses
2. CONTENT
Text as a Connected Discourse
3. LEARNING
RESOURCES

References

2. Teacher’s Guide
pages
2. Learner’s Material  Peña, Andrew Rey S. (2016). Reading and Writing
pages Textbook. Vibal Group Inc., Quezon City
3. Textbook pages
 Tiongson, Marella Theresa (2016). Reading and
Writing. REX Bookstore Inc.
 Online sources: Slideshare, Quipper

4. PROCEDURES

A. Introductory Activity
 RECAPITULATION: Who would like to volunteer and
present his/her work in class?

B. Analysis
(Presenting
 PRESENTATION OF PAIRED WORK
examples/instances of
the new lesson)
 POINTS OF DISCUSSION:

C. Abstraction TYPES OF DISCOURSE

(Discussing new  Narration
concepts and  Exposition
practicing new skills)  Description
 Persuasion/ Argumentation

D. Application  QUIZ #1
(Developing mastery) Text as a Connected Discourse
E. Assessment  CHECKING OF PAPERS
F. Assignment

Rubric for scoring Oral Presentation

CATEGORY SCORING CRITERIA 5 POINTS

Organization  Ideas were arranged logically

 Transition were smooth
Content  Content was relevant
 Introduction captured listeners’ attention and ended effectively with
review of the main points.
Presentation  Voices were audible.
 All members participated in the presentation

Prepared by:

JUNE GRACE S. CASAJE

Subject Teacher

Inspected by:
EVELYN A. REYES
Assistant Principal, FTLSHS

RICO C. TARECTECAN, Ph. D.

OIC-Principal, FTLSHS

DAILY STEM 11/ Learning

Grade Level READING AND
LESSON HUMSS 11 Area
PLAN (DLP) WRITING SKILLS
5A’s
Teaching Semester
Procedure November 5, Second Semester
Date/s and
2019 (Quarter I)
and Time Quarter

WEEK 2, DAY 2
1. OBJECTIVES

The learner realizes that information in a written text may be

A. Content Standards
selected and organized to achieve a particular purpose.

The learner critiques a chosen sample of each pattern of

B. Performance Standards development focusing on information selection, organization, and
development.

Distinguishes between and among techniques in selecting and

organizing information
C. Learning
 brainstorming list
Competencies/Objectives  graphic organizer
 topic outline
 sentence outline

 Identify techniques in selecting and organizing information

 Define brainstorming
D. Specific Learning
 Identify techniques in brainstorming that can be used in
Objectives
writing
 Work collaboratively as a group
2. CONTENT Selecting and Organizing Information: BRAINSTORMING
3. LEARNING
RESOURCES

References

3. Teacher’s Guide
pages
2. Learner’s Material Peña, Andrew Rey S. (2016). Reading and Writing Textbook. Vibal
pages Group Inc., Quezon City
3. Textbook pages Tiongson, Marella Theresa (2016). Reading and Writing. REX
Bookstore Inc.
Online sources: Slideshare, Quipper

4. PROCEDURES

A. Introductory Activity
MOTIVE QUESTION: What is writing? What are the processes
involved in writing?

B. Analysis
(Presenting ESSENTIAL QUESTION: How do you select and organize
examples/instances of information?
the new lesson)
POINTS OF DISCUSSION:
INFORMATION

TECHNIQUES BRAINSTORMING
IN SELECTING
AND GRAPHIC
ORGANIZING ORGANIZERS
INFORMATION
OUTLINE

C. Abstraction
 BRAINSTORMING
(Discussing new
concepts and BRAINSTORMING
practicing new skills) ü is the most popular tool in generating creative and rich
ideas
ü 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
ü a term popularized by Alex Faickney Osborne in the
book Applied Imagination in 1953.

 VIDEO PRESENTATION (Creative Ways to Brainstorm)

GROUP TASK:
D. Application
Apply the techniques in brainstorming to present an output about
(Developing mastery)
SOCIAL MEDIA.
E. Assessment GROUP PRESENTATION
F. Assignment

Rubric for scoring Oral Presentation

CATEGORY SCORING CRITERIA 5 POINTS

Organizatio  Ideas were arranged logically

n  Transition were smooth
Content  Content was relevant
 Introduction captured listeners’ attention and ended
effectively with review of the main points.
Presentatio  Voices were audible.
n  All members participated in the presentation

Prepared by:

JUNE GRACE S. CASAJE

Subject Teacher

Inspected by:

EVELYN A. REYES
Assistant Principal, FTLSHS

RICO C. TARECTECAN, Ph. D.

OIC-Principal, FTLSHS

DAILY STEM 11/ Learning

Grade Level READING AND
LESSON HUMSS 11 Area
PLAN (DLP) WRITING SKILLS
5A’s
Teaching Semester
Procedure November 6, Second Semester
Date/s and
2019 (Quarter I)
and Time Quarter

WEEK 2, DAY 3
1. OBJECTIVES GROUP PRESENTATION

The learner realizes that information in a written text may be

A. Content Standards
selected and organized to achieve a particular purpose.

The learner critiques a chosen sample of each pattern of

B. Performance Standards development focusing on information selection, organization, and
development.

C. Learning Distinguishes between and among techniques in selecting and

Competencies/Objectives organizing information
 brainstorming list
  graphic organizer
 topic outline
 sentence outline

 Identify techniques in selecting and organizing information

 Define brainstorming
D. Specific Learning
 Identify techniques in brainstorming that can be used in
Objectives
writing
 Work collaboratively as a group
2. CONTENT Selecting and Organizing Information: BRAINSTORMING
3. LEARNING
RESOURCES

References

4. Teacher’s Guide
pages
2. Learner’s Material Peña, Andrew Rey S. (2016). Reading and Writing Textbook. Vibal
pages Group Inc., Quezon City
3. Textbook pages Tiongson, Marella Theresa (2016). Reading and Writing. REX
Bookstore Inc.
Online sources: Slideshare, Quipper

4. PROCEDURES

A. Introductory Activity
MOTIVE QUESTION: What is writing? What are the processes
involved in writing?

B. Analysis
(Presenting ESSENTIAL QUESTION: How do you select and organize
examples/instances of information?
the new lesson)
POINTS OF DISCUSSION:
INFORMATION

TECHNIQUES BRAINSTORMING
IN SELECTING
AND GRAPHIC
ORGANIZING ORGANIZERS
INFORMATION
OUTLINE

C. Abstraction
 BRAINSTORMING
(Discussing new
concepts and BRAINSTORMING
practicing new skills) ü is the most popular tool in generating creative and rich
ideas
ü 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
ü a term popularized by Alex Faickney Osborne in the
book Applied Imagination in 1953.

 VIDEO PRESENTATION (Creative Ways to Brainstorm)

GROUP TASK:
D. Application
Apply the techniques in brainstorming to present an output about
(Developing mastery)
SOCIAL MEDIA.
E. Assessment GROUP PRESENTATION
F. Assignment

Rubric for scoring Oral Presentation

CATEGORY SCORING CRITERIA 5 POINTS

Organizatio  Ideas were arranged logically

n  Transition were smooth
Content  Content was relevant
 Introduction captured listeners’ attention and ended
effectively with review of the main points.
Presentatio  Voices were audible.
n  All members participated in the presentation

Prepared by:

JUNE GRACE S. CASAJE

Subject Teacher
Inspected by:

EVELYN A. REYES
Assistant Principal, FTLSHS

RICO C. TARECTECAN, Ph. D.

OIC-Principal, FTLSHS

DAILY STEM 11/ Learning

Grade Level READING AND
LESSON HUMSS 11 Area
PLAN (DLP) WRITING SKILLS
5A’s
Teaching Semester
Procedure November 7, Second Semester
Date/s and
2019 (Quarter I)
and Time Quarter

WEEK 2, DAY 4
1. OBJECTIVES GROUP PRESENTATION

The learner realizes that information in a written text may be

A. Content Standards
selected and organized to achieve a particular purpose.

The learner critiques a chosen sample of each pattern of

B. Performance Standards development focusing on information selection, organization, and
development.

Distinguishes between and among techniques in selecting and

organizing information
C. Learning
 brainstorming list
Competencies/Objectives  graphic organizer
 topic outline
 sentence outline

D. Specific Learning  Identify techniques in selecting and organizing information

Objectives  Define brainstorming
 Identify techniques in brainstorming that can be used in
writing
  Work collaboratively as a group
2. CONTENT Selecting and Organizing Information: BRAINSTORMING
3. LEARNING
RESOURCES

References

5. Teacher’s Guide
pages
2. Learner’s Material Peña, Andrew Rey S. (2016). Reading and Writing Textbook. Vibal
pages Group Inc., Quezon City
3. Textbook pages Tiongson, Marella Theresa (2016). Reading and Writing. REX
Bookstore Inc.
Online sources: Slideshare, Quipper

4. PROCEDURES

A. Introductory Activity
RECAPITULATION: Can somebody recall yesterday’s activity?

B. Analysis
(Presenting ESSENTIAL QUESTION: How do you apply techniques in
examples/instances of brainstorming into writing?
the new lesson)
C. Abstraction POINTS OF DISCUSSION:
(Discussing new  VIDEO PRESENTATION
concepts and
practicing new skills)
INDIVIDUAL TASK:
D. Application Using the brainstorming techniques in writing, write an essay
(Developing mastery) about SOCIAL MEDIA.

CHECKING OF WORK
E. Assessment
 RESEARCH WORK:
F. Assignment What are graphic organizers? What are the examples of
graphic organizers?

Rubric for scoring Essay

CATEGORY SCORING CRITERIA 5 POINTS

Organizatio  Ideas were arranged logically

n  Transition were smooth
Content  Content was relevant
 Introduction captured listeners’ attention and ended
effectively with review of the main points.
Grammar  Minimal grammar errors were noted
 Followed proper format

Prepared by:

JUNE GRACE S. CASAJE

Subject Teacher

Inspected by:

EVELYN A. REYES
Assistant Principal, FTLSHS

RICO C. TARECTECAN, Ph. D.

OIC-Principal, FTLSHS
 DAILY STEM 11/ Learning
Grade Level READING AND
LESSON HUMSS 11 Area
PLAN (DLP) WRITING SKILLS
5A’s
Teaching Semester
Procedure November 8, Second Semester
Date/s and
2019 (Quarter I)
and Time Quarter

WEEK 2, DAY 5
1. OBJECTIVES GROUP PRESENTATION

The learner realizes that information in a written text may be

A. Content Standards
selected and organized to achieve a particular purpose.

The learner critiques a chosen sample of each pattern of

B. Performance Standards development focusing on information selection, organization, and
development.

Distinguishes between and among techniques in selecting and

organizing information
C. Learning
 brainstorming list
Competencies/Objectives  graphic organizer
 topic outline
 sentence outline

 Identify techniques in selecting and organizing information

 Define brainstorming
D. Specific Learning
 Identify techniques in brainstorming that can be used in
Objectives
writing
 Work collaboratively as a group
2. CONTENT Selecting and Organizing Information: BRAINSTORMING
3. LEARNING
RESOURCES

References

6. Teacher’s Guide
pages
2. Learner’s Material Peña, Andrew Rey S. (2016). Reading and Writing Textbook. Vibal
pages Group Inc., Quezon City
3. Textbook pages Tiongson, Marella Theresa (2016). Reading and Writing. REX
Bookstore Inc.
Online sources: Slideshare, Quipper

4. PROCEDURES

A. Introductory Activity
RECAPITULATION: Can somebody recall yesterday’s activity?

B. Analysis
(Presenting ESSENTIAL QUESTION: How do you apply techniques in
examples/instances of brainstorming into writing?
the new lesson)
C. Abstraction POINTS OF DISCUSSION:
(Discussing new  VIDEO PRESENTATION
concepts and
practicing new skills)
INDIVIDUAL TASK:
D. Application Using the brainstorming techniques in writing, write an essay
(Developing mastery) about SOCIAL MEDIA.

CHECKING OF WORK
E. Assessment
 RESEARCH WORK:
F. Assignment What are graphic organizers? What are the examples of
graphic organizers?

Rubric for scoring Essay

CATEGORY SCORING CRITERIA 5 POINTS

Organizatio  Ideas were arranged logically

n  Transition were smooth
Content  Content was relevant
 Introduction captured listeners’ attention and ended
effectively with review of the main points.
Grammar  Minimal grammar errors were noted
 Followed proper format

Prepared by:

JUNE GRACE S. CASAJE

Subject Teacher

Inspected by:

EVELYN A. REYES
Assistant Principal, FTLSHS

RICO C. TARECTECAN, Ph. D.

OIC-Principal, FTLSHS
 DAILY STEM 11/ Learning
Grade Level READING AND
LESSON HUMSS 11 Area
PLAN (DLP) WRITING SKILLS
5A’s
Teaching Semester
Procedure November 11, Second Semester
Date/s and
2019 (Quarter I)
and Time Quarter

WEEK 3, DAY 1
1. OBJECTIVES

The learner realizes that information in a written text may be

A. Content Standards
selected and organized to achieve a particular purpose.

The learner critiques a chosen sample of each pattern of

B. Performance Standards development focusing on information selection, organization, and
development.

Distinguishes between and among techniques in selecting and

organizing information
C. Learning
 brainstorming list
Competencies/Objectives  graphic organizer
 topic outline
 sentence outline

 Identify techniques in selecting and organizing information

D. Specific Learning  Define graphic organizers
Objectives  Identify graphic organizers that are effective in writing
 Use graphic organizers effectively
Selecting and Organizing Information: GRAPHIC
2. CONTENT
ORGANIZERS
3. LEARNING
RESOURCES

References

7. Teacher’s Guide
pages
2. Learner’s Material Peña, Andrew Rey S. (2016). Reading and Writing Textbook. Vibal
pages Group Inc., Quezon City
3. Textbook pages Tiongson, Marella Theresa (2016). Reading and Writing. REX
Bookstore Inc.
Online sources: Slideshare, Quipper

4. PROCEDURES

A. Introductory Activity MOTIVATION: Video clips about Graphic Organizers

What are the information that you have gathered after watching
the videos about graphic organizers?

B. Analysis
(Presenting ESSENTIAL QUESTION: How can you use graphic organizers in
examples/instances of writing?
the new lesson)
WHOLE CLASS INSTRUCTION:
Points of Discussion
 A graphic organizer is a visual display that demonstrates
relationships between facts, concepts or ideas.
 A graphic organizer guides the learner’s thinking as they fill
C. Abstraction
in and build upon a visual map or diagram. They are also
(Discussing new
informally used as a term to describe all visual learning
concepts and
strategies such as concept mapping, webbing, mind
practicing new skills)
mapping, and more.
 It is also known as knowledge map, concept map, story
map, cognitive organizer, advance organizer, or concept
diagram.
 GROUP TASK:
Use graphic organizers in presenting ideas about the following
topics:
 Unemployment in the Philippines
D. Application
 Climate Change
(Developing mastery)
 Poverty
 Child Labor
 Traffic in Major Cities in the Philippines

Presentation of GROUP TASL

E. Assessment
F. Assignment

Rubric for scoring Oral Presentation

CATEGORY SCORING CRITERIA 5 POINTS

Organizatio  Ideas were arranged logically

n  Transition were smooth
Content  Content was relevant
 Introduction captured listeners’ attention and ended
effectively with review of the main points.
Presentatio  Voices were audible.
n  All members participated in the presentation

Prepared by:

JUNE GRACE S. CASAJE

Subject Teacher

Inspected by:

EVELYN A. REYES
Assistant Principal, FTLSHS

RICO C. TARECTECAN, Ph. D.

OIC-Principal, FTLSHS
 DAILY STEM 11/ Learning
Grade Level READING AND
LESSON HUMSS 11 Area
PLAN (DLP) WRITING SKILLS
5A’s
Teaching Semester
Procedure November 12, Second Semester
Date/s and
2019 (Quarter I)
and Time Quarter

WEEK 3, DAY 2
1. OBJECTIVES

The learner realizes that information in a written text may be

A. Content Standards
selected and organized to achieve a particular purpose.

The learner critiques a chosen sample of each pattern of

B. Performance Standards development focusing on information selection, organization, and
development.

Distinguishes between and among techniques in selecting and

organizing information
C. Learning
 brainstorming list
Competencies/Objectives  graphic organizer
 topic outline
 sentence outline

 Identify techniques in selecting and organizing information

D. Specific Learning  Define graphic organizers
Objectives  Identify graphic organizers that are effective in writing
 Use graphic organizers effectively
Selecting and Organizing Information: GRAPHIC
2. CONTENT
ORGANIZERS
3. LEARNING
RESOURCES

References

8. Teacher’s Guide
pages
2. Learner’s Material Peña, Andrew Rey S. (2016). Reading and Writing Textbook. Vibal
pages Group Inc., Quezon City
3. Textbook pages Tiongson, Marella Theresa (2016). Reading and Writing. REX
Bookstore Inc.
Online sources: Slideshare, Quipper

4. PROCEDURES

A. Introductory Activity MOTIVATION: Video clips about Graphic Organizers

What are the information that you have gathered after watching
the videos about graphic organizers?

B. Analysis
(Presenting ESSENTIAL QUESTION: How can you use graphic organizers in
examples/instances of writing?
the new lesson)
WHOLE CLASS INSTRUCTION:
Points of Discussion
 A graphic organizer is a visual display that demonstrates
relationships between facts, concepts or ideas.
 A graphic organizer guides the learner’s thinking as they fill
C. Abstraction
in and build upon a visual map or diagram. They are also
(Discussing new
informally used as a term to describe all visual learning
concepts and
strategies such as concept mapping, webbing, mind
practicing new skills)
mapping, and more.
 It is also known as knowledge map, concept map, story
map, cognitive organizer, advance organizer, or concept
diagram.
 INDIVIDUAL TASK:
Use graphic organizers in presenting ideas about the following
topics:
 Unemployment in the Philippines
D. Application
 Climate Change
(Developing mastery)
 Poverty
 Child Labor
 Traffic in Major Cities in the Philippines

Presentation of GROUP TASK

E. Assessment
F. Assignment

Rubric for scoring Oral Presentation

CATEGORY SCORING CRITERIA 5 POINTS

Organizatio  Ideas were arranged logically

n  Transition were smooth
Content  Content was relevant
 Introduction captured listeners’ attention and ended
effectively with review of the main points.
Presentatio  Voices were audible.
n  All members participated in the presentation

Prepared by:

JUNE GRACE S. CASAJE

Subject Teacher

Inspected by:

EVELYN A. REYES
Assistant Principal, FTLSHS

RICO C. TARECTECAN, Ph. D.

OIC-Principal, FTLSHS
 DAILY STEM 11/ Learning
Grade Level READING AND
LESSON HUMSS 11 Area
PLAN (DLP) WRITING SKILLS
5A’s Teaching November 18, Semester
Second Semester
Procedure Date/s 2019 and
(Quarter I)
and Time Monday Quarter

WEEK 4, DAY 1
1. OBJECTIVES

The learner realizes that information in a written text may be

A. Content Standards
selected and organized to achieve a particular purpose.

The learner critiques a chosen sample of each pattern of

B. Performance Standards development focusing on information selection, organization, and
development.
Distinguishes between and among techniques in selecting and
organizing information
C. Learning
 brainstorming list
Competencies/Objectives
 graphic organizer
 topic outline
 sentence outline
 Answer the test questions correctly
D. Specific Learning
 Show enjoyment and honesty in taking the test
Objectives
 Follow printed directions
LONG TEST #1
2. CONTENT (Introduction to Reading and Writing, Text as a Connected
Discourse, Selecting and Organizing Information)
3. LEARNING
RESOURCES
9. Teacher’s Guide
pages
2. Learner’s Material Peña, Andrew Rey S. (2016). Reading and Writing Textbook. Vibal
pages Group Inc., Quezon City
3. Textbook pages Tiongson, Marella Theresa (2016). Reading and Writing. REX
Bookstore Inc.
Online sources: Slideshare, Quipper
4. PROCEDURES

A. Introductory Activity
MOTIVATION
 Setting classroom convenience for the test

REVIEW
B. Analysis  Preparation of materials to be used in the test
(Presenting  Distribution of test papers
examples/instances of  Explanation of directions
the new lesson)  Setting the standard rules to follow while taking the test

C. Abstraction
(Discussing new
concepts and
practicing new skills)
 Actual test
D. Application
 Supervision of the teacher
(Developing mastery)
E. Assessment CHECKING AND RECORDING OF RESULTS
Prepared by:

JUNE GRACE S. CASAJE

Subject Teacher

Inspected by:

EVELYN A. REYES
Assistant Principal, FTLSHS

RICO C. TARECTECAN, Ph. D.

OIC-Principal, FTLSHS
 DAILY STEM 11/ Learning
Grade Level READING AND
LESSON HUMSS 11 Area
PLAN (DLP) WRITING SKILLS
5A’s Teaching November 19, Semester
Second Semester
Procedure Date/s 2019 and
(Quarter I)
and Time Tuesday Quarter

WEEK 4, DAY 2
1. OBJECTIVES

The learner realizes that information in a written text may be

A. Content Standards
selected and organized to achieve a particular purpose.

The learner critiques a chosen sample of each pattern of

B. Performance Standards development focusing on information selection, organization, and
development.
Distinguishes between and among patterns of development in
writing across disciplines
 narration
 description
C. Learning
 definition
Competencies/Objectives
 exemplification / classification
 comparison and contrast
 cause and effect
 problem - solution
 persuasion
 Identify patterns of development in writing across
disciplines
 Use patterns of development in writing across disciplines
D. Specific Learning
effectively
Objectives
 Brainstorm about the group presentation for the assigned
pattern of development in writing
 Work collaboratively as a group
Using Patterns of Development in Writing Across
2. CONTENT
Disciplines
3. LEARNING
RESOURCES

References

10.Teacher’s Guide
pages
2. Learner’s Material Peña, Andrew Rey S. (2016). Reading and Writing Textbook. Vibal
pages Group Inc., Quezon City
3. Textbook pages Tiongson, Marella Theresa (2016). Reading and Writing. REX
Bookstore Inc.
Online sources: Slideshare, Quipper

4. PROCEDURES

A. Introductory Activity
MOTIVE QUESTION:
How do you develop your points in your paragraph?

B. Analysis
ESSENTIAL QUESTION:
(Presenting
What are the patterns of development in writing across
examples/instances of
disciplines?
the new lesson)
C. Abstraction WHOLE CLASS INSTRUCTION:
(Discussing new Points of Discussion
concepts and  A paragraph is a series of related sentences developing a
practicing new skills) central idea, called the topic. Try to think about paragraphs
in terms of thematic unity: a paragraph is a sentence or a
group of sentences that supports one central, unified idea.
Paragraphs add one idea at a time to your broader
argument.
 Etymology
 From Middle French paragraphe meaning "division of text"
(13c., Old French paragrafe),
 From Medieval Latin paragraphus meaning "sign for start of
a new section of discourse"
  From Greek paragraphos literally meaning "anything
written beside," from paragraphein "write by the side,"
from para- "beside"
TOPIC SENTENCE
 Expresses the main idea of a paragraph.
Is usually the first sentence of a paragraph.
 Contains the central idea.
 Is also the most general sentence in a paragraph.
PATTERNS OF DEVELOPMENT
 narration
 description
 definition
 exemplification / classification
 comparison and contrast
 cause and effect
 problem - solution
 persuasion
GROUP TASK:
The class will be divided into groups and prepare for their
discussion about the pattern of development assigned to the
group.
 narration
 description
D. Application
 definition
(Developing mastery)
 exemplification / classification
 comparison and contrast
 cause and effect
 problem - solution
 persuasion

Presentation of GROUP PLAN

E. Assessment

Prepared by:

JUNE GRACE S. CASAJE

Subject Teacher

Inspected by:

EVELYN A. REYES
Assistant Principal, FTLSHS

RICO C. TARECTECAN, Ph. D.

OIC-Principal, FTLSHS
 DAILY STEM 11/ Learning
Grade Level READING AND
LESSON HUMSS 11 Area
PLAN (DLP) WRITING SKILLS
5A’s Teaching November 20, Semester
Second Semester
Procedure Date/s 2019 and
(Quarter I)
and Time Wednesday Quarter

WEEK 4, DAY 3
1. OBJECTIVES

The learner realizes that information in a written text may be

A. Content Standards
selected and organized to achieve a particular purpose.

The learner critiques a chosen sample of each pattern of

B. Performance Standards development focusing on information selection, organization, and
development.
Distinguishes between and among patterns of development in
writing across disciplines
 narration
 description
C. Learning
 definition
Competencies/Objectives
 exemplification / classification
 comparison and contrast
 cause and effect
 problem - solution
 persuasion
 Identify patterns of development in writing across
disciplines
D. Specific Learning  Define narration and description
Objectives  Use patterns of development in writing across disciplines
effectively
 Work collaboratively as a group
Using Patterns of Development in Writing Across
2. CONTENT
Disciplines: NARRATION AND DESCRIPTION
3. LEARNING
RESOURCES

References

11.Teacher’s Guide
pages
2. Learner’s Material Peña, Andrew Rey S. (2016). Reading and Writing Textbook. Vibal
pages Group Inc., Quezon City
3. Textbook pages Tiongson, Marella Theresa (2016). Reading and Writing. REX
Bookstore Inc.
Online sources: Slideshare, Quipper

4. PROCEDURES

A. Introductory Activity
MOTIVE QUESTION:
 Are you ready to present in class?

ESSENTIAL QUESTION:
B. Analysis
 How do you use narration in developing your ideas in a
(Presenting
paragraph?
examples/instances of
 How do you use description in developing your ideas in a
the new lesson)
paragraph?
WHOLE CLASS INSTRUCTION:
Points of Discussion
 NARRATION
- the most basic pattern of development
C. Abstraction
- describes how, when, and where an event or occurrence
(Discussing new
actually happened
concepts and
- used to tell a story or focus on a set of related events
practicing new skills)
 DESCRIPTION
 the pattern of development which goes into details about a
specific object, person, or location, in order to firmly set its
appearance
 GROUP TASK:
D. Application After the presentation of the group, they will give a short
(Developing mastery) assessment about their topic.

Assessment and Feedbacking of Group Presentation

E. Assessment

Rubric for scoring Oral Presentation

CATEGORY SCORING CRITERIA 5 POINTS

Organizatio  Ideas were arranged logically

n  Transition were smooth
Content  Content was relevant
 Introduction captured listeners’ attention and ended
effectively with review of the main points.
Presentatio  Voices were audible.
n  All members participated in the presentation

Prepared by:

JUNE GRACE S. CASAJE

Subject Teacher

Inspected by:

EVELYN A. REYES
Assistant Principal, FTLSHS

RICO C. TARECTECAN, Ph. D.

OIC-Principal, FTLSHS

DAILY STEM 11/ Learning

Grade Level READING AND
LESSON HUMSS 11 Area
PLAN (DLP) WRITING SKILLS
5A’s Teaching November 21, Semester
Second Semester
Procedure Date/s 2019 and
(Quarter I)
and Time Thursday Quarter
 WEEK 4, DAY 3
1. OBJECTIVES

The learner realizes that information in a written text may be

A. Content Standards
selected and organized to achieve a particular purpose.

The learner critiques a chosen sample of each pattern of

B. Performance Standards development focusing on information selection, organization, and
development.
Distinguishes between and among patterns of development in
writing across disciplines
 narration
 description
C. Learning
 definition
Competencies/Objectives
 exemplification / classification
 comparison and contrast
 cause and effect
 problem - solution
 persuasion
 Identify patterns of development in writing across
disciplines
D. Specific Learning  Define narration and description
Objectives  Use patterns of development in writing across disciplines
effectively
 Work collaboratively as a group
Using Patterns of Development in Writing Across
2. CONTENT Disciplines: DEFINITION AND
EXEMPLIFICATION/CLASSIFICATION
3. LEARNING
RESOURCES

References

12.Teacher’s Guide
pages
2. Learner’s Material Peña, Andrew Rey S. (2016). Reading and Writing Textbook. Vibal
pages Group Inc., Quezon City
3. Textbook pages Tiongson, Marella Theresa (2016). Reading and Writing. REX
Bookstore Inc.
Online sources: Slideshare, Quipper

4. PROCEDURES

A. Introductory Activity
MOTIVE QUESTION:
 Are you ready to present in class?

ESSENTIAL QUESTION:
B. Analysis
 How do you use definition in developing your ideas in a
(Presenting
paragraph?
examples/instances of
 How do you use exemplification/classification in developing
the new lesson)
your ideas in a paragraph?
WHOLE CLASS INSTRUCTION:
Points of Discussion
 DEFINITION
 explains not just what something means or is, but also
C. Abstraction
what something does, what something is used for, what
(Discussing new
something looks like, etc.
concepts and
 EXEMPLIFICATION/CLASSIFICATION
practicing new skills)
- provides examples and illustrations in order to further
clarify or explain the concept or subject matter
- divides things into groups, classes, or categories
 GROUP TASK:
D. Application After the presentation of the group, they will give a short
(Developing mastery) assessment about their topic.

Assessment and Feedbacking of Group Presentation

E. Assessment

Rubric for scoring Oral Presentation

CATEGORY SCORING CRITERIA 5 POINTS

Organizatio  Ideas were arranged logically

n  Transition were smooth
Content  Content was relevant
 Introduction captured listeners’ attention and ended
effectively with review of the main points.
Presentatio  Voices were audible.
n  All members participated in the presentation

Prepared by:

JUNE GRACE S. CASAJE

Subject Teacher

Inspected by:

EVELYN A. REYES
Assistant Principal, FTLSHS

RICO C. TARECTECAN, Ph. D.

OIC-Principal, FTLSHS
 DAILY STEM 11/ Learning
Grade Level READING AND
LESSON HUMSS 11 Area
PLAN (DLP) WRITING SKILLS
5A’s Teaching November 22, Semester
Second Semester
Procedure Date/s 2019 and
(Quarter I)
and Time Friday Quarter

WEEK 4, DAY 3
1. OBJECTIVES

The learner realizes that information in a written text may be

A. Content Standards
selected and organized to achieve a particular purpose.

The learner critiques a chosen sample of each pattern of

B. Performance Standards development focusing on information selection, organization, and
development.
Distinguishes between and among patterns of development in
writing across disciplines
 narration
 description
C. Learning
 definition
Competencies/Objectives
 exemplification / classification
 comparison and contrast
 cause and effect
 problem - solution
 persuasion
 Identify patterns of development in writing across
disciplines
D. Specific Learning  Define narration and description
Objectives  Use patterns of development in writing across disciplines
effectively
 Work collaboratively as a group
Using Patterns of Development in Writing Across
2. CONTENT Disciplines: COMPARISON & CONTRAST AND CAUSE &
EFFECT
3. LEARNING
RESOURCES

References

13.Teacher’s Guide
pages
2. Learner’s Material Peña, Andrew Rey S. (2016). Reading and Writing Textbook. Vibal
pages Group Inc., Quezon City
3. Textbook pages Tiongson, Marella Theresa (2016). Reading and Writing. REX
Bookstore Inc.
Online sources: Slideshare, Quipper

4. PROCEDURES

A. Introductory Activity
MOTIVE QUESTION:
 Are you ready to present in class?

ESSENTIAL QUESTION:
B. Analysis
 How do you use comparison and contrast in developing
(Presenting
your ideas in a paragraph?
examples/instances of
 How do you use cause and effect in developing your ideas
the new lesson)
in a paragraph?
C. Abstraction WHOLE CLASS INSTRUCTION:
(Discussing new Points of Discussion
concepts and  COMPARISON & CONTRAST
practicing new skills) - organizes ideas based on how events, places, people,
things, and concepts are similar to or different from one
another
a. separately -involves describing one item first followed by
the second item
b. side-by-side -involves discussing both items based on
each point of comparison
  CAUSE & EFFECT
- explains why something happens or what results a
particular event produces
a. Paragraph emphasizing cause
b. Paragraph emphasizing effect

GROUP TASK:
D. Application After the presentation of the group, they will give a short
(Developing mastery) assessment about their topic.

Assessment and Feedbacking of Group Presentation

E. Assessment

Rubric for scoring Oral Presentation

CATEGORY SCORING CRITERIA 5 POINTS

Organizatio  Ideas were arranged logically

n  Transition were smooth
Content  Content was relevant
 Introduction captured listeners’ attention and ended
effectively with review of the main points.
Presentatio  Voices were audible.
n  All members participated in the presentation

Prepared by:

JUNE GRACE S. CASAJE

Subject Teacher

Inspected by:

EVELYN A. REYES
Assistant Principal, FTLSHS

RICO C. TARECTECAN, Ph. D.

OIC-Principal, FTLSHS
 DAILY STEM 11/ Learning
Grade Level READING AND
LESSON HUMSS 11 Area
PLAN (DLP) WRITING SKILLS
5A’s Teaching November 25, Semester
Second Semester
Procedure Date/s 2019 and
(Quarter I)
and Time Monday Quarter

WEEK 5, DAY 1
1. OBJECTIVES

The learner realizes that information in a written text may be

A. Content Standards
selected and organized to achieve a particular purpose.

The learner critiques a chosen sample of each pattern of

B. Performance Standards development focusing on information selection, organization, and
development.
Distinguishes between and among patterns of development in
writing across disciplines
 narration
 description
C. Learning
 definition
Competencies/Objectives
 exemplification / classification
 comparison and contrast
 cause and effect
 problem - solution
 persuasion
 Identify patterns of development in writing across
disciplines
D. Specific Learning  Define narration and description
Objectives  Use patterns of development in writing across disciplines
effectively
 Work collaboratively as a group
Using Patterns of Development in Writing Across
2. CONTENT
Disciplines: PROBLEM-SOLUTION and PERSUASION
3. LEARNING
RESOURCES

References

14.Teacher’s Guide
pages
2. Learner’s Material Peña, Andrew Rey S. (2016). Reading and Writing Textbook. Vibal
pages Group Inc., Quezon City
3. Textbook pages Tiongson, Marella Theresa (2016). Reading and Writing. REX
Bookstore Inc.
Online sources: Slideshare, Quipper

4. PROCEDURES

A. Introductory Activity
MOTIVE QUESTION:
 Are you ready to present in class?

ESSENTIAL QUESTION:
B. Analysis
 How do you use problem-solution in developing your ideas
(Presenting
in a paragraph?
examples/instances of
 How do you use persuasion in developing your ideas in a
the new lesson)
paragraph?
WHOLE CLASS INSTRUCTION:
Points of Discussion
 PROBLEM-SOLUTION
C. Abstraction
- focuses on either a problem or solution in a particular area
(Discussing new
or situation
concepts and
 PERSUASION
practicing new skills)
- convinces readers to agree to an argument or claim about
a particular topic.
 GROUP TASK:
D. Application After the presentation of the group, they will give a short
(Developing mastery) assessment about their topic.

Assessment and Feedbacking of Group Presentation

E. Assessment

Rubric for scoring Oral Presentation

CATEGORY SCORING CRITERIA 5 POINTS

Organizatio  Ideas were arranged logically

n  Transition were smooth
Content  Content was relevant
 Introduction captured listeners’ attention and ended
effectively with review of the main points.
Presentatio  Voices were audible.
n  All members participated in the presentation

Prepared by:

JUNE GRACE S. CASAJE

Subject Teacher

Inspected by:

EVELYN A. REYES
Assistant Principal, FTLSHS

RICO C. TARECTECAN, Ph. D.

OIC-Principal, FTLSHS
 DAILY STEM 11/ Learning
Grade Level READING AND
LESSON HUMSS 11 Area
PLAN (DLP) WRITING SKILLS
5A’s Teaching November 26, Semester
Second Semester
Procedure Date/s 2019 and
(Quarter I)
and Time Tuesday Quarter

WEEK 5, DAY 2
1. OBJECTIVES

The learner realizes that information in a written text may be

A. Content Standards
selected and organized to achieve a particular purpose.

The learner critiques a chosen sample of each pattern of

B. Performance Standards development focusing on information selection, organization, and
development.
Distinguishes between and among patterns of development in
writing across disciplines
 narration
 description
C. Learning
 definition
Competencies/Objectives
 exemplification / classification
 comparison and contrast
 cause and effect
 problem - solution
 persuasion
 Identify patterns of development in writing across
disciplines
D. Specific Learning  Define narration and description
Objectives  Use patterns of development in writing across disciplines
effectively
 Work collaboratively as a group
Using Patterns of Development in Writing Across
2. CONTENT
Disciplines: NARRATION AND DESCRIPTION
3. LEARNING
RESOURCES

References

15.Teacher’s Guide
pages
2. Learner’s Material Peña, Andrew Rey S. (2016). Reading and Writing Textbook. Vibal
pages Group Inc., Quezon City
3. Textbook pages Tiongson, Marella Theresa (2016). Reading and Writing. REX
Bookstore Inc.
Online sources: Slideshare, Quipper

4. PROCEDURES

A. Introductory Activity
MOTIVE QUESTION:
 Are you ready to present in class?

ESSENTIAL QUESTION:
B. Analysis
 How do you use narration in developing your ideas in a
(Presenting
paragraph?
examples/instances of
 How do you use description in developing your ideas in a
the new lesson)
paragraph?
WHOLE CLASS INSTRUCTION:
Points of Discussion
 NARRATION
- the most basic pattern of development
C. Abstraction
- describes how, when, and where an event or occurrence
(Discussing new
actually happened
concepts and
- used to tell a story or focus on a set of related events
practicing new skills)
 DESCRIPTION
 the pattern of development which goes into details about a
specific object, person, or location, in order to firmly set its
appearance
 GROUP TASK:
D. Application After the presentation of the group, they will give a short
(Developing mastery) assessment about their topic.

Assessment and Feedbacking of Group Presentation

E. Assessment

Rubric for scoring Oral Presentation

CATEGORY SCORING CRITERIA 5 POINTS

Organizatio  Ideas were arranged logically

n  Transition were smooth
Content  Content was relevant
 Introduction captured listeners’ attention and ended
effectively with review of the main points.
Presentatio  Voices were audible.
n  All members participated in the presentation

Prepared by:

JUNE GRACE S. CASAJE

Subject Teacher

Inspected by:

EVELYN A. REYES
Assistant Principal, FTLSHS

RICO C. TARECTECAN, Ph. D.

OIC-Principal, FTLSHS

DAILY STEM 11/ Learning

Grade Level READING AND
LESSON HUMSS 11 Area
PLAN (DLP) WRITING SKILLS
5A’s Teaching November 27, Semester
Second Semester
Procedure Date/s 2019 and
(Quarter I)
and Time Wednesday Quarter
 WEEK 5, DAY 3
1. OBJECTIVES

The learner realizes that information in a written text may be

A. Content Standards
selected and organized to achieve a particular purpose.

The learner critiques a chosen sample of each pattern of

B. Performance Standards development focusing on information selection, organization, and
development.
Distinguishes between and among patterns of development in
writing across disciplines
 narration
 description
C. Learning
 definition
Competencies/Objectives
 exemplification / classification
 comparison and contrast
 cause and effect
 problem - solution
 persuasion
 Identify patterns of development in writing across
disciplines
D. Specific Learning  Define narration and description
Objectives  Use patterns of development in writing across disciplines
effectively
 Work collaboratively as a group
Using Patterns of Development in Writing Across
2. CONTENT Disciplines: DEFINITION AND
EXEMPLIFICATION/CLASSIFICATION
3. LEARNING
RESOURCES

References

16.Teacher’s Guide
pages
2. Learner’s Material Peña, Andrew Rey S. (2016). Reading and Writing Textbook. Vibal
pages Group Inc., Quezon City
3. Textbook pages Tiongson, Marella Theresa (2016). Reading and Writing. REX
Bookstore Inc.
Online sources: Slideshare, Quipper

4. PROCEDURES

A. Introductory Activity
MOTIVE QUESTION:
 Are you ready to present in class?

ESSENTIAL QUESTION:
B. Analysis
 How do you use definition in developing your ideas in a
(Presenting
paragraph?
examples/instances of
 How do you use exemplification/classification in developing
the new lesson)
your ideas in a paragraph?
WHOLE CLASS INSTRUCTION:
Points of Discussion
 DEFINITION
 explains not just what something means or is, but also
C. Abstraction
what something does, what something is used for, what
(Discussing new
something looks like, etc.
concepts and
 EXEMPLIFICATION/CLASSIFICATION
practicing new skills)
- provides examples and illustrations in order to further
clarify or explain the concept or subject matter
- divides things into groups, classes, or categories
 GROUP TASK:
D. Application After the presentation of the group, they will give a short
(Developing mastery) assessment about their topic.

Assessment and Feedbacking of Group Presentation

E. Assessment

Rubric for scoring Oral Presentation

CATEGORY SCORING CRITERIA 5 POINTS

Organizatio  Ideas were arranged logically

n  Transition were smooth
Content  Content was relevant
 Introduction captured listeners’ attention and ended
effectively with review of the main points.
Presentatio  Voices were audible.
n  All members participated in the presentation

Prepared by:

JUNE GRACE S. CASAJE

Subject Teacher

Inspected by:

EVELYN A. REYES
Assistant Principal, FTLSHS

RICO C. TARECTECAN, Ph. D.

OIC-Principal, FTLSHS
 DAILY STEM 11/ Learning
Grade Level READING AND
LESSON HUMSS 11 Area
PLAN (DLP) WRITING SKILLS
5A’s Teaching November 28, Semester
Second Semester
Procedure Date/s 2019 and
(Quarter I)
and Time Thursday Quarter

WEEK 5, DAY 4
1. OBJECTIVES

The learner realizes that information in a written text may be

A. Content Standards
selected and organized to achieve a particular purpose.

The learner critiques a chosen sample of each pattern of

B. Performance Standards development focusing on information selection, organization, and
development.
Distinguishes between and among patterns of development in
writing across disciplines
 narration
 description
C. Learning
 definition
Competencies/Objectives
 exemplification / classification
 comparison and contrast
 cause and effect
 problem - solution
 persuasion
 Identify patterns of development in writing across
disciplines
D. Specific Learning  Define narration and description
Objectives  Use patterns of development in writing across disciplines
effectively
 Work collaboratively as a group
Using Patterns of Development in Writing Across
2. CONTENT Disciplines: COMPARISON & CONTRAST AND CAUSE &
EFFECT
3. LEARNING
RESOURCES

References

17.Teacher’s Guide
pages
2. Learner’s Material Peña, Andrew Rey S. (2016). Reading and Writing Textbook. Vibal
pages Group Inc., Quezon City
3. Textbook pages Tiongson, Marella Theresa (2016). Reading and Writing. REX
Bookstore Inc.
Online sources: Slideshare, Quipper

4. PROCEDURES

A. Introductory Activity
MOTIVE QUESTION:
 Are you ready to present in class?

ESSENTIAL QUESTION:
B. Analysis
 How do you use comparison and contrast in developing
(Presenting
your ideas in a paragraph?
examples/instances of
 How do you use cause and effect in developing your ideas
the new lesson)
in a paragraph?
C. Abstraction WHOLE CLASS INSTRUCTION:
(Discussing new Points of Discussion
concepts and  COMPARISON & CONTRAST
practicing new skills) - organizes ideas based on how events, places, people,
things, and concepts are similar to or different from one
another
a. separately -involves describing one item first followed by
the second item
b. side-by-side -involves discussing both items based on
each point of comparison
  CAUSE & EFFECT
- explains why something happens or what results a
particular event produces
a. Paragraph emphasizing cause
b. Paragraph emphasizing effect

GROUP TASK:
D. Application After the presentation of the group, they will give a short
(Developing mastery) assessment about their topic.

Assessment and Feedbacking of Group Presentation

E. Assessment

Rubric for scoring Oral Presentation

CATEGORY SCORING CRITERIA 5 POINTS

Organizatio  Ideas were arranged logically

n  Transition were smooth
Content  Content was relevant
 Introduction captured listeners’ attention and ended
effectively with review of the main points.
Presentatio  Voices were audible.
n  All members participated in the presentation

Prepared by:

JUNE GRACE S. CASAJE

Subject Teacher

Inspected by:

EVELYN A. REYES
Assistant Principal, FTLSHS

RICO C. TARECTECAN, Ph. D.

OIC-Principal, FTLSHS
 DAILY STEM 11/ Learning
Grade Level READING AND
LESSON HUMSS 11 Area
PLAN (DLP) WRITING SKILLS
5A’s Teaching November 29, Semester
Second Semester
Procedure Date/s 2019 and
(Quarter I)
and Time Friday Quarter

WEEK 5, DAY 5
1. OBJECTIVES

The learner realizes that information in a written text may be

A. Content Standards
selected and organized to achieve a particular purpose.

The learner critiques a chosen sample of each pattern of

B. Performance Standards development focusing on information selection, organization, and
development.
Distinguishes between and among patterns of development in
writing across disciplines
 narration
 description
C. Learning
 definition
Competencies/Objectives
 exemplification / classification
 comparison and contrast
 cause and effect
 problem - solution
 persuasion
 Identify patterns of development in writing across
disciplines
D. Specific Learning  Define narration and description
Objectives  Use patterns of development in writing across disciplines
effectively
 Work collaboratively as a group
Using Patterns of Development in Writing Across
2. CONTENT
Disciplines: PROBLEM-SOLUTION and PERSUASION
3. LEARNING
RESOURCES

References

18.Teacher’s Guide
pages
2. Learner’s Material Peña, Andrew Rey S. (2016). Reading and Writing Textbook. Vibal
pages Group Inc., Quezon City
3. Textbook pages Tiongson, Marella Theresa (2016). Reading and Writing. REX
Bookstore Inc.
Online sources: Slideshare, Quipper

4. PROCEDURES

A. Introductory Activity
MOTIVE QUESTION:
 Are you ready to present in class?

ESSENTIAL QUESTION:
B. Analysis
 How do you use problem-solution in developing your ideas
(Presenting
in a paragraph?
examples/instances of
 How do you use persuasion in developing your ideas in a
the new lesson)
paragraph?
WHOLE CLASS INSTRUCTION:
Points of Discussion
 PROBLEM-SOLUTION
C. Abstraction
- focuses on either a problem or solution in a particular area
(Discussing new
or situation
concepts and
 PERSUASION
practicing new skills)
- convinces readers to agree to an argument or claim about
a particular topic.
 GROUP TASK:
D. Application After the presentation of the group, they will give a short
(Developing mastery) assessment about their topic.

Assessment and Feedbacking of Group Presentation

E. Assessment

Rubric for scoring Oral Presentation

CATEGORY SCORING CRITERIA 5 POINTS

Organizatio  Ideas were arranged logically

n  Transition were smooth
Content  Content was relevant
 Introduction captured listeners’ attention and ended
effectively with review of the main points.
Presentatio  Voices were audible.
n  All members participated in the presentation

Prepared by:

JUNE GRACE S. CASAJE

Subject Teacher

Inspected by:

EVELYN A. REYES
Assistant Principal, FTLSHS

RICO C. TARECTECAN, Ph. D.

OIC-Principal, FTLSHS
 DAILY STEM 11/ Learning
Grade Level READING AND
LESSON HUMSS 11 Area
PLAN (DLP) WRITING SKILLS
5A’s Teaching December 2, Semester
Second Semester
Procedure Date/s 2019 and
(Quarter I)
and Time Monday Quarter

WEEK 6, DAY 1
1. OBJECTIVES

The learner realizes that information in a written text may be

A. Content Standards
selected and organized to achieve a particular purpose.

The learner critiques a chosen sample of each pattern of

B. Performance Standards development focusing on information selection, organization, and
development.
Distinguishes between and among patterns of development in
writing across disciplines
 narration
 description
C. Learning
 definition
Competencies/Objectives
 exemplification / classification
 comparison and contrast
 cause and effect
 problem - solution
 persuasion
 Apply patterns of development in writing an essay about a
D. Specific Learning specific topic
Objectives  Use patterns of development in writing across disciplines
effectively
Using Patterns of Development in Writing Across
2. CONTENT
Disciplines: SYNTHESIS
3. LEARNING
RESOURCES

References

19.Teacher’s Guide
pages
2. Learner’s Material Peña, Andrew Rey S. (2016). Reading and Writing Textbook. Vibal
pages Group Inc., Quezon City
3. Textbook pages Tiongson, Marella Theresa (2016). Reading and Writing. REX
Bookstore Inc.
Online sources: Slideshare, Quipper

4. PROCEDURES

A. Introductory Activity
MOTIVE QUESTION:
 What are the 8 patterns of development in writing?

B. Analysis
(Presenting ESSENTIAL QUESTION:
examples/instances of  Can you use these patterns of development in writing?
the new lesson)
C. Abstraction
(Discussing new
concepts and
practicing new skills)
INDIVIDUAL TASK:
D. Application  Write an essay about a specific topic and use two (2) or
(Developing mastery) more patterns of development in writing.

Checking of work
E. Assessment

Rubric for scoring Essay

CATEGORY SCORING CRITERIA 5 POINTS

Organizatio  Ideas were arranged logically

n  Transition were smooth
Content  Content was relevant
 Introduction captured listeners’ attention and ended
effectively with review of the main points.
Grammar  Minimal grammar errors were noted
 Followed proper format

Prepared by:

JUNE GRACE S. CASAJE

Subject Teacher

Inspected by:

EVELYN A. REYES
Assistant Principal, FTLSHS

RICO C. TARECTECAN, Ph. D.

OIC-Principal, FTLSHS
 DAILY STEM 11/ Learning
Grade Level READING AND
LESSON HUMSS 11 Area
PLAN (DLP) WRITING SKILLS
5A’s Teaching December 3, Semester
Second Semester
Procedure Date/s 2019 and
(Quarter I)
and Time Tuesday Quarter

WEEK 6, DAY 2
1. OBJECTIVES

The learner realizes that information in a written text may be

A. Content Standards
selected and organized to achieve a particular purpose.

The learner critiques a chosen sample of each pattern of

B. Performance Standards development focusing on information selection, organization, and
development.

Identifies properties of a well-written text

C. Learning  organization
Competencies/Objectives  coherence and cohesion
 language use
 mechanics

D. Specific Learning  Define organization

Objectives  Identify techniques of organization in writing
2. CONTENT Properties of a Well-Written Text: Organization
3. LEARNING
RESOURCES

References

20.Teacher’s Guide
pages
2. Learner’s Material Peña, Andrew Rey S. (2016). Reading and Writing Textbook. Vibal
pages Group Inc., Quezon City
3. Textbook pages Tiongson, Marella Theresa (2016). Reading and Writing. REX
Bookstore Inc.
Online sources: Slideshare, Quipper

4. PROCEDURES

A. Introductory Activity
MOTIVE QUESTION:
 What is organization in writing?

B. Analysis
(Presenting ESSENTIAL QUESTION:
examples/instances of  How do you use organization in writing?
the new lesson)
C. Abstraction
(Discussing new WHAT IS ORGANIZATION IN WRITING?
concepts and  It is said that ideas are well-developed when there is a
practicing new skills) clear statement of purpose, position, facts, examples,
specific details, definitions, explanation, justifications,
or opposing viewpoints.
 Organization is achieved when these ideas are
logically and accurately arranged.
 Also known as arrangement, is achieved when
ideas are logically and accurately arranged with
focus on the arrangement of ideas, incidents,
evidence, or details in a definite order in a paragraph,
essay, or speech.
 I t c a n b e d o n e w i t h a re c o g n i z a b l e p l a n t h a t
d e fi n es o n e s e n t e n c e c o n n e c t i o n t o t h e
o t h e r s e n t e n c e a n d paragraph to the other
paragraph.
  Check the following paragraph arrangements and the
words which are useful in securing in each of them:
1. Chronological Order - first, second, later,
before, next, as soon as, after, then, finally,
meanwhile, following, last, during, in, on, until
2. Order of Importance - less, more, primary, next, last,
most important, primarily, secondarily
3. Spatial Order - above, below, beside, next to,
in front of, behind, inside, outside, opposite,
within, nearby
4. Definition Order - is, refers to, can be defined as,
means, consists of, involves, is a term that, is called
5. Classification - classified as, comprises, is
composed of, several, varieties of, different
stages of, different groups that
6. Process - first, next, then, following, after that, last,
finally
7. Cause and Effect - Causes: because, for, since,
stems from, one cause is, one reason is, leads to,
causes, creates, yields, due to, breeds, for this
reason // Effects: consequently, results in, one result is,
therefore, thus, as a result, hence
8. Comparison and Contrast - Similarities: both, also,
similarly, like, likewise, too, as well as, resembles,
correspondingly, in the same way, to compare, in
comparison, share// Differences: unlike, differs from,
in contrast, on the other hand, instead,
despite, nevertheless, however, in spite
of, whereas, as opposed to
9. Listing - the following, several, for example, for
instance, one, another, also, too, in other words, first,
second, numerals (1, 2, 3...), letters (a, b, c...)1
0. Clarification - in fact, in other words, clearly
11. Summary - in summary, in conclusion, in brief, to
summarize, to sum up, in short, on the
12. Example - for example, for instance, to illustrate
13. Addition - furthermore, additionally, also, besides,
further, in addition, moreover, again

When ideas are organized well, a text can achieve

Coherence, Cohesion, and Unity.
INDIVIDUAL TASK:
Answer the following questions?
 How can organization help you in developing your writing
D. Application
skill?
(Developing mastery)
 What are the important ideas you have gained in today’s
discussion?

Checking of work
E. Assessment
Prepared by:

JUNE GRACE S. CASAJE

Subject Teacher

Inspected by:

EVELYN A. REYES
Assistant Principal, FTLSHS

RICO C. TARECTECAN, Ph. D.

OIC-Principal, FTLSHS

DAILY Grade Level STEM 11/ Learning

LESSON HUMSS 11 Area READING AND
PLAN (DLP) WRITING SKILLS
 Teaching December 4, Semester
5A’s Second Semester
Date/s 2019 and
Procedure (Quarter I)
and Time Wednesday Quarter

WEEK 6, DAY 3
1. OBJECTIVES

The learner realizes that information in a written text may be

A. Content Standards
selected and organized to achieve a particular purpose.

The learner critiques a chosen sample of each pattern of

B. Performance Standards development focusing on information selection, organization, and
development.

Identifies properties of a well-written text

C. Learning  organization
Competencies/Objectives  coherence and cohesion
 language use
 mechanics

D. Specific Learning  Define coherence and cohesion

Objectives  Identify concepts about coherence and cohesion in writing
2. CONTENT Properties of a Well-Written Text: Coherence and Cohesion
3. LEARNING
RESOURCES

References

21.Teacher’s Guide
pages
2. Learner’s Material Peña, Andrew Rey S. (2016). Reading and Writing Textbook. Vibal
pages Group Inc., Quezon City
3. Textbook pages Tiongson, Marella Theresa (2016). Reading and Writing. REX
Bookstore Inc.
Online sources: Slideshare, Quipper

4. PROCEDURES

A. Introductory Activity MOTIVE QUESTION:

 What is coherence?
 What is cohesion?

B. Analysis
ESSENTIAL QUESTION:
(Presenting
 What is the importance of coherence and cohesion in
examples/instances of
writing?
the new lesson)
C. Abstraction
(Discussing new
concepts and
practicing new skills)
 INDIVIDUAL TASK:
Learning Check-up

D. Application
(Developing mastery)

Checking of work
E. Assessment

Prepared by:

JUNE GRACE S. CASAJE

Subject Teacher
Inspected by:

EVELYN A. REYES
Assistant Principal, FTLSHS

RICO C. TARECTECAN, Ph. D.

OIC-Principal, FTLSHS

DAILY Grade Level STEM 11/ Learning

LESSON HUMSS 11 Area READING AND
PLAN (DLP) WRITING SKILLS
 Teaching December 5, Semester
5A’s Second Semester
Date/s 2019 and
Procedure (Quarter I)
and Time Thursday Quarter

WEEK 6, DAY 4
1. OBJECTIVES

The learner realizes that information in a written text may be

A. Content Standards
selected and organized to achieve a particular purpose.

The learner critiques a chosen sample of each pattern of

B. Performance Standards development focusing on information selection, organization, and
development.

Identifies properties of a well-written text

C. Learning  organization
Competencies/Objectives  coherence and cohesion
 language use
 mechanics

 Define language use

D. Specific Learning
 Define mechanics
Objectives
 Use concepts of language use and mechanics in writing
Properties of a Well-Written Text: Language Use and
2. CONTENT
Mechanics
3. LEARNING
RESOURCES

References

22.Teacher’s Guide
pages
2. Learner’s Material Peña, Andrew Rey S. (2016). Reading and Writing Textbook. Vibal
pages Group Inc., Quezon City
3. Textbook pages Tiongson, Marella Theresa (2016). Reading and Writing. REX
Bookstore Inc.
Online sources: Slideshare, Quipper

4. PROCEDURES

A. Introductory Activity MOTIVE QUESTION:

 What language use?
 What is mechanics?

B. Analysis
ESSENTIAL QUESTION:
(Presenting
 What is the importance of language use and mechanics in
examples/instances of
writing?
the new lesson)
C. Abstraction
(Discussing new
concepts and
practicing new skills)
 INDIVIDUAL TASK:
Learning Check-up

D. Application
(Developing mastery)

Checking of work
E. Assessment

Prepared by:

JUNE GRACE S. CASAJE

Subject Teacher

Inspected by:

EVELYN A. REYES
Assistant Principal, FTLSHS

RICO C. TARECTECAN, Ph. D.

OIC-Principal, FTLSHS

DAILY STEM 11/ Learning

Grade Level READING AND
LESSON HUMSS 11 Area
PLAN (DLP) WRITING SKILLS
5A’s Teaching Semester
December 9, 2019 Second Semester
Procedure Date/s and
Monday (Quarter I)
and Time Quarter

WEEK 7, DAY 1
1. OBJECTIVES
 The learner realizes that information in a written text may be
A. Content Standards
selected and organized to achieve a particular purpose.

The learner critiques a chosen sample of each pattern of

B. Performance Standards development focusing on information selection, organization, and
development.

Identifies properties of a well-written text

C. Learning  organization
Competencies/Objectives  coherence and cohesion
 language use
 mechanics

 Define language use

D. Specific Learning
 Define mechanics
Objectives
 Use concepts of language use and mechanics in writing
Properties of a Well-Written Text: Language Use and
2. CONTENT
Mechanics
3. LEARNING
RESOURCES

References

23.Teacher’s Guide
pages
2. Learner’s Material Peña, Andrew Rey S. (2016). Reading and Writing Textbook. Vibal
pages Group Inc., Quezon City
3. Textbook pages Tiongson, Marella Theresa (2016). Reading and Writing. REX
Bookstore Inc.
Online sources: Slideshare, Quipper

4. PROCEDURES

A. Introductory Activity MOTIVE QUESTION:

 What language use?
 What is mechanics?

B. Analysis
ESSENTIAL QUESTION:
(Presenting
 What is the importance of language use and mechanics in
examples/instances of
writing?
the new lesson)
C. Abstraction
(Discussing new
concepts and
practicing new skills)
 INDIVIDUAL TASK:
Learning Check-up

D. Application
(Developing mastery)

Checking of work
E. Assessment

Prepared by:

JUNE GRACE S. CASAJE

Subject Teacher

Inspected by:

EVELYN A. REYES
Assistant Principal, FTLSHS

RICO C. TARECTECAN, Ph. D.

OIC-Principal, FTLSHS

DAILY STEM 11/ Learning

Grade Level READING AND
LESSON HUMSS 11 Area
PLAN (DLP) WRITING SKILLS
5A’s Teaching Semester
December 10, 2019 Second Semester
Procedure Date/s and
Tuesday (Quarter I)
and Time Quarter

WEEK 7, DAY 2
1. OBJECTIVES

The learner realizes that information in a written text may be

A. Content Standards
selected and organized to achieve a particular purpose.

The learner critiques a chosen sample of each pattern of

B. Performance Standards development focusing on information selection, organization, and
development.
 Identifies properties of a well-written text
C. Learning  organization
Competencies/Objectives  coherence and cohesion
 language use
 mechanics

 Define language use

D. Specific Learning
 Define mechanics
Objectives
 Use concepts of language use and mechanics in writing
Properties of a Well-Written Text: Language Use and
2. CONTENT
Mechanics
3. LEARNING
RESOURCES

References

24.Teacher’s Guide
pages
2. Learner’s Material Peña, Andrew Rey S. (2016). Reading and Writing Textbook. Vibal
pages Group Inc., Quezon City
3. Textbook pages Tiongson, Marella Theresa (2016). Reading and Writing. REX
Bookstore Inc.
Online sources: Slideshare, Quipper

4. PROCEDURES

A. Introductory Activity MOTIVE QUESTION:

 What language use?
 What is mechanics?

B. Analysis
ESSENTIAL QUESTION:
(Presenting
 What is the importance of language use and mechanics in
examples/instances of
writing?
the new lesson)
C. Abstraction
(Discussing new
concepts and
practicing new skills)
D. Application INDIVIDUAL TASK:
(Developing mastery) Learning Check-up
 Checking of work
E. Assessment

Prepared by:

JUNE GRACE S. CASAJE

Subject Teacher

Inspected by:

EVELYN A. REYES
Assistant Principal, FTLSHS

RICO C. TARECTECAN, Ph. D.

OIC-Principal, FTLSHS

DAILY STEM 11/ Learning

Grade Level READING AND
LESSON HUMSS 11 Area
PLAN (DLP) WRITING SKILLS
5A’s Teaching Semester
December 11, 2019 Second Semester
Procedure Date/s and
Wednesday (Quarter I)
and Time Quarter

WEEK 7, DAY 3
1. OBJECTIVES

The learner realizes that information in a written text may be

A. Content Standards
selected and organized to achieve a particular purpose.

The learner critiques a chosen sample of each pattern of

B. Performance Standards development focusing on information selection, organization, and
development.

Identifies properties of a well-written text

C. Learning  organization
Competencies/Objectives  coherence and cohesion
 language use
 mechanics
  Define language use
D. Specific Learning
 Define mechanics
Objectives
 Use concepts of language use and mechanics in writing
Properties of a Well-Written Text: Language Use and
2. CONTENT
Mechanics
3. LEARNING
RESOURCES

References

25.Teacher’s Guide
pages
2. Learner’s Material Peña, Andrew Rey S. (2016). Reading and Writing Textbook. Vibal
pages Group Inc., Quezon City
3. Textbook pages Tiongson, Marella Theresa (2016). Reading and Writing. REX
Bookstore Inc.
Online sources: Slideshare, Quipper

4. PROCEDURES

A. Introductory Activity MOTIVE QUESTION:

 What language use?
 What is mechanics?

B. Analysis
ESSENTIAL QUESTION:
(Presenting
 What is the importance of language use and mechanics in
examples/instances of
writing?
the new lesson)
C. Abstraction
(Discussing new
concepts and
practicing new skills)
D. Application INDIVIDUAL TASK:
(Developing mastery) Learning Check-up
 Checking of work
E. Assessment

Prepared by:

JUNE GRACE S. CASAJE

Subject Teacher

Inspected by:

EVELYN A. REYES
Assistant Principal, FTLSHS

RICO C. TARECTECAN, Ph. D.

OIC-Principal, FTLSHS