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Day 2

Day 2 English 4

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Nailah Ingco
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328 views

Day 2

Day 2 English 4

Uploaded by

Nailah Ingco
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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Grade Level and Date and

Section Time
Quarter School
Subject Teacher

I. CONTENTS, STANDARDS AND LEARNING COMPETENCIES

A. CONTENT STANDARDS The learners demonstrate their expanding vocabulary


knowledge and grammatical awareness, comprehension of
literary and informational texts, and composing and creating
processes; and their receptive and productive skills in order
to produce age-appropriate and gender-responsive texts
based on their purpose, context, and target audience.
B. PERFORMANCE The learners demonstrate their expanding vocabulary
STANDARDS knowledge and grammatical awareness, comprehension of
literary and informational texts, and composing and creating
processes; and their receptive and productive skills in order
to produce age-appropriate and gender-responsive texts
based on their purpose, context, and target audience.
C. LEARNING EN4LR-II-2 Comprehend informational texts.
COMPETENCIES
D. LEARNING OBJECTIVES Knowledge: Identify the three text types: enumeration-
description, time order (chronology), and time order
(procedural).

Skills: Classify sentences or passages according to the


correct text type.

Attitudes: Appreciate the importance of recognizing different


text structures for better comprehension.
E. CONTENT IDENTIFYING TEXT TYPES:
a) Enumeration-Description
b) Time Order: Chronology
c) Time Order: Procedural
F. INTEGRATION
II. LEARNING RESOURCES Pictures, passage, cut-out sentences, and worksheets.
REFERENCES Matatag Curriculum Guide

DepEd Learning Portal


Supplemental materials and resources for developing text
structure identification activities.

III. TEACHING AND LEARNING PROCEDURE

A. ACTIVATING PRIOR
KNOWLEDGE (MIND AND
MOOD) A. Review

Instructions: Choose the letter of the correct answer.

1. In an inductive organization (pyramid style), how is


information arranged?

A. From general topic to specific details


B. From main idea to supporting details
C. From specific details to general topic
D. Randomly without any order
2. What is the first step when creating an outline
using inductive organization?

A. Identifying the main idea


B. Writing the conclusion
C. Noting down supporting details
D. Stating the general topic

3. In the pyramid model of inductive organization,


what does the tip of the pyramid represent?

A. Supporting details
B. An unrelated idea
C. The main idea or conclusion
D. A specific example

B. Motivation

Present the Pictures

Show the class three pictures:

1. A list of favorite fruits.

2. A timeline of a historical event.

3. Steps to wash hands.

Hold up each picture or project them for the class to see


clearly.

Ask the students, "What do these three pictures have in


common?"

Allow a few students to quickly share their thoughts.

Highlight their responses and guide them to the idea that all
the pictures organize information.

You can say, "Each picture shows us how to organize things


—whether it’s a list, a sequence of events, or steps for doing
something."

Conclude by saying, "Today, we will explore how organizing


information can help us understand things better."

B. ESTABLISHING LESSON
PURPOSE (AIMS) "Today, we will learn how to identify different types of texts:
enumeration-description, time order (chronology), and time
order (procedural). These will help us understand how
information is presented in a text."

Connect to Students' Experience:


"You’ve encountered these texts in your daily life—whether
it’s reading a list, following instructions, or learning about
history."

C. DEVELOPING AND Activity 1: Identifying Text Types


DEEPENING
UNDERSTANDING (TASK Explain to students that different types of texts help us
AND THOUGHTS) organize information for specific purposes. Today, we will
learn about three text types that are commonly used:
Enumeration-Description, Time Order (Chronology), and Time
Order (Procedural).

Enumeration-Description:

Definition: This type of text presents a list or set of related


items or details about a specific topic.

Example: "The following fruits are high in Vitamin C: oranges,


strawberries, kiwi, and pineapples."

Explanation: In this example, the text lists different fruits that


have something in common (high Vitamin C content).
Enumeration is useful for grouping similar items or describing
features.

Time Order (Chronology):

Definition: This type of text describes events in the order


they happened, like a story or historical timeline.

Example: "In 1898, the Philippines declared independence


from Spain. In 1946, the Philippines gained independence
from the United States."

Explanation: This text shows historical events in


chronological order. It's useful for telling stories or explaining
how events developed over time.

Time Order (Procedural):

Definition: This type of text presents a sequence of steps to


complete a task.

Example: "First, wet your hands with clean water. Then,


apply soap and scrub your hands for 20 seconds. Rinse them
thoroughly with water, and dry with a clean towel."

Explanation: This text provides the steps for washing hands,


which must be done in a specific order to achieve the desired
result. Procedural texts are often found in recipes or
instructions.

Guided Practice:

Give students a passage for each text type and ask them to
identify which type it belongs to.

Example Passages:
Enumeration (A description of a zoo with listed animals),

Chronology (A brief story of a child’s day at school),

Procedural (How to make a sandwich).

Activity 2. Collaborative Sorting

Provide students with cut-out sentences and ask them to


work in pairs to sort them under the appropriate text types
(enumeration-description, chronology, procedural).

D. MAKING Ask "What are the keywords that help us identify these text
GENERALIZATION types?"

Allow students to summarize the main characteristics of each


text type. Guide them to understand that recognizing these
structures helps make sense of the information they read.
E. EVALUATING LEARNING
Instructions: Choose the letter of the correct answer.

1. Which text type lists items or descriptions of


objects or people?
a) Time Order: Chronology
b) Enumeration-Description
c) Time Order: Procedural
d) Narrative

2. What is the primary purpose of a procedural text?


a) To tell a story
b) To give a list of items
c) To describe steps in completing a task
d) To explain historical events

3. Which signal words are commonly used in a


chronological text?
a) First, next, then
b) Furthermore, for example, as a result
c) After, before, during
d) On, under, beside

4. Which of the following is an example of an


enumeration-description text?
a) A recipe for making a cake
b) A timeline of a hero’s life
c) A list of animals in the zoo
d) A story about a birthday party
5. Which text type shows events in the order they
happened?
a) Enumeration-Description
b) Time Order: Chronology
c) Time Order: Procedural
d) Expository

F. TEACHER’S REMARKS
G. REFLECTION

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