School: ELIZALDE NATIONAL HIGH SCHOOL Grade Level: GRADE 11

Learning
DAILY LESSON PLAN Teacher: FLORAMIE C. AGUSPINA Area: READING AND WRITING
March 4, 2024
March 5, 2024
Teaching Dates and March 6, 2024 SECOND SEMESTER (THIRD QUARTER -
Time: March 7, 2024 Quarter: week 6)

MOST ESSENTIAL MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

LEARNING COMPETENCY Evaluate a written text based on its properties (organization, coherence and cohesion, language use and mechanics)
I. OBJECTIVES After going through this lesson, you are expected to:
1. identify properties of a well-written text; and
2. evaluate written text based on the identified properties; and
3. write a well-written text.
II. SUBJECT MATTER
a. TOPIC Properties of Well-written Texts
b. References  Reading and Writing - Module
c. Materials  Postcards, chalk
 Power point, TV
III. Procedures  Prayer
A. Preliminary activities  Greetings
 Energizer
 Checking of Attendance
 Setting Classroom Standards
 Passing of assignment
 Review of the past lesson
B. Motivation Crafting Together, Growing Exploring Worlds Through Discovering Your Relating to Everyday Life:
Together: Think of writing as Words: Close your eyes and Voice: Picture yourself Imagine sitting with friends,
a journey we take together, imagine stepping into the pages as a storyteller, holding sharing stories, laughter, and
hand in hand, as fellow of a book, where words come the pen that writes your deep conversations. Well-
travelers navigating the alive, transporting you to new narrative. Each word written texts are like those
landscape of language and worlds and perspectives. Today, you choose, each moments – they're the bridges
imagination. Today, we'll roll we'll embark on literary sentence you craft, is a that connect us, whether it's a
up our sleeves and dive into adventures, diving into diverse brushstroke painting the heartfelt letter, a captivating
the craft of writing, learning texts that span genres, cultures, canvas of your unique story, or a persuasive
from each other's experiences, and time periods. From ancient perspective. Today, argument. Today, we'll explore
perspectives, and voices. myths to contemporary essays, we'll embark on a how these texts, just like our
 Through collaborative each text holds a universe journey to uncover the conversations, can shape
activities and constructive waiting to be explored. Together, power of your voice in relationships, inspire change,
feedback, we'll not only hone we'll journey through these writing. We'll explore and leave lasting impressions
our skills but also forge worlds, discovering the beauty how the properties of in our daily lives.
deeper connections as a and complexity of human well-written texts can
community of writers, expression. amplify your message,
supporting and inspiring each allowing you to share
other every step of the way. your truth with
confidence and
authenticity.
C. Presentation/ Discussion The teacher will discuss about The teacher will continue to The teacher will The teacher will continue to
the topic. discuss about the topic. continue to discuss discuss the topic and give
about the topic. more exercise activities to the
students.
D. Activity Directions: Provide the Into the text Directions: Read Write rightly! Directions: Write a three-
graphic organizer below with carefully the paragraph below Directions: Rewrite and paragraph essay about
your ideas about written text. and examine its content applying improve the text in “Students’ Challenges in the
Copy the graphic organizer in the properties of a well-written Activity 2 by applying New Normal Classroom”.
a separate sheet of paper and text. Write your text evaluation the necessary
write your answers. in the table below. corrections which you
think the paragraph
must follow based on
the properties of a well- Be guided by the rubric below
written text. Write your in doing the task.
answer on a separate
sheet of paper and be
guided by the rubric
Be guided by the rubric below in below.
Be guided by the rubric below doing the task.
in doing the task. Be guided by the rubric
below in doing the task.
e. Analysis If you were to compare a Think of a passage from a book Reflect on a time when The skills that you have
well-written text to a or article that made you feel like you felt a deep learned from this module
beautifully crafted piece of you were stepping into another connection to something would really help you to
art, what elements would you world. What specific language you read. What do you become an effective and
identify as the brushstrokes choices or descriptive details think the author did to efficient writer. Through
that make it come alive? How transported you, and how did create that connection constant correct practice
do these elements contribute they enhance your reading with you as a reader, applying what you have
to your appreciation of the experience? and how did it make you learned; surely your writing
text? feel understood or skills would even get better.
engaged?
F. Abstraction (The teacher will give or ask (The teacher will give or ask (The teacher will give or (The teacher will give or ask
students to give the summary students to give the summary of ask students to give the students to give the summary
of the discussion.) the discussion.) summary of the of the discussion.)
discussion.)
G. Application Creative Writing Workshop: Literary Salon: Sharing Stories, Writing Circles: Literature in Action:
Crafting Your Story: Creating Connections: Cultivating Engaging with Social Issues:
Collaboration and Choose a contemporary
Imagine you're a character Host a literary salon where Feedback: social issue that resonates with
in your favorite book or students bring excerpts from their the class, such as
movie. Write a scene where favorite well-written texts to Form writing circles environmental conservation,
you interact with the share with the class. After each where students mental health awareness, or
protagonist, using descriptive reading, facilitate a discussion on collaborate on crafting social justice. Task students
language and dialogue to how the text resonated with the original stories or with creating a multimedia
bring the encounter to life. audience, exploring themes, essays. Each member of project that combines elements
Share your scene with a language, and emotional impact. the circle takes turns of well-written texts, such as
partner and discuss how the Encourage students to reflect on sharing their work-in- persuasive essays, poetry, or
properties of well-written how these shared experiences progress, receiving spoken word performances, to
texts, such as character deepen their appreciation for feedback and raise awareness and inspire
development and narrative well-crafted writing and foster a suggestions from their action on the chosen issue.
pacing, influenced your sense of community. peers. Emphasize the Through this project, students
writing. importance of will apply their understanding
constructive criticism of textual properties to address
and supportive real-world challenges, making
encouragement in the a meaningful impact through
revision process. their writing.
By Group By Group Through this
collaborative exchange,
students will refine their By Group
writing skills while
building trust and
camaraderie within their
writing community.

By Group
IV. EVALUATION Directions: Read the Directions: Read the following Directions: Read the Directions: Read the following
following questions carefully. questions carefully. Write the following questions questions carefully. Write the
Write the letter of the correct letter of the correct answer on a carefully. Write the letter of the correct answer on
answer on a separate sheet of separate sheet of paper. letter of the correct a separate sheet of paper.
paper. answer on a separate
sheet of paper.
V. ASSIGNMENT Study and prepare for the Study and prepare for the Study and prepare for We will have a quiz on
 upcoming discussion. upcoming discussion. the upcoming Monday.
discussion.

Prepared by: Checked by:

FLORAMIE C. AGUSPINA JULIET C.
LUMBIN
Teacher I Master Teacher I

Approved by:

EVERGISTO L. LAMOSTE
Head Teacher III/Teacher In-Charge