LESSON EXEMPLAR

Grade 11 – READING AND WRITING

Quarter: FIRST
Theme: Understanding the Why’s and How’s of Reading
and Writing
Sub- Valuing and Enhancing Crafts in Reading and
Theme: Writing

Content Standard:
I.LEARNING COMPETENCIES Performance Standard:

 Describes
The a writtenthat
learner realizes text as connected
Thediscourse (EN11/12RWS-IIIa-1)
learner critiques a
information in a written text chosen sample of each
may be selected and
Objectives: pattern of development
organized to achieve a focusing on information
1. Identify
particular the stages involved in theselection,
purpose writing process;
organization, and
development.
2. Realize that writing is a recursive process; and
3. Write a 150- 200 word autobiography highlighting the lessons
they learned in their lives

II.LEARNING CONTENT
Lesson: TEXT AS CONNECTED DISCOURSE
Materials:
1. LCD projector
2. Copy of the excerpt of Maya Angelou’s “I Know Why the Caged
Bird Sings”

References:
Fernandez, E., et. al (2013). A Worktext in English 2 Writing in the Discipline.
Quezon City: C & E Publishing, Inc.
Grammar and Composition Handbook, High School 1. (2000). New
York: Glencoe McGraw Hill.
Stern, Steven L. (2000). Mastering the MCAS in English Language Arts.
USA: AMSCO Publication

We are an emerging division where excellence is a habit and allegiance for quality is a pledge.
Other Learning Resources:
http://wa.westfordk12.us/pages/westfordwa_specialed/StudySkills/Types%
20of%20Graphic%20Organizers.htm

LEARNING TASKS
Introduction
The teacher says:
Novice writers are often faced with a challenge at the beginning of a
writing project. As a student, you may want to create something you can be
proud of. You may hope for an inspiration so ideas would not cease flowing in
your minds. However, you cannot just always rely on your inspiration. This is
where your writing process comes in. Today let us revisit the various
processes involve in writing to help you generate ideas, turn these ideas into
a paragraph, refine your draft and find the most effective way to present and
share your work with others.

Preliminary Activity:
The teacher asks the students to explain the quotation, “Nobody but a
reader ever becomes a writer.” The students are also encouraged to cite
book/journal/magazine titles that they have read before.
(Note: the teacher should lead the students into realizing the strong
connection that exists between reading and writing.)

Activity:
The teacher asks the students to prepare a sheet of paper for writing.
The teacher gives the students 10 minutes to write a brief paragraph of 7 –
10
sentences about their chosen photo.

We are an emerging division where excellence is a habit and allegiance for quality is a pledge.
 Photos from google images

(Note: Students can do freewriting for the given activity. Freewriting means
writing a rough draft about everything that comes to mind, without
consciously checking the grammatical accuracy and cohesion of ideas.)

Analysis:
Once finished with the activity, the students are tasked to
choose a partner for the activity. Together each student discusses his
or her writing experience by answering the questions provided by the
teacher.

We are an emerging division where excellence is a habit and allegiance for quality is a
 1.How did you go through the process of writing? (Students can
enumerate the processes they went through while doing the
writing activity.)
2. What are the problems that you encountered while writing?
3. How did you try to solve these problems?

Abstraction:
After the activity, the class reflects on their responses to form
abstractions about the lesson. The teacher says, “Writing involves different
stages. These stages are recursive, that is, they do not necessarily follow one
another in correct order. In writing, one can always go back and forth among
the stages, repeating those that you need to until you end up with the result
you want. You can shift from one stage to another or change the order of
stages you follow. Based on the activities that you did today, let us find out
the processes involved in writing. But let us remember that the writing
process is the recursive series of stages that you proceed through when
developing your ideas and discovering the best way to express them.

The Writing Process

Stage 1: Stage 2: Stage 3:

PREWRITING DRAFTING REVISING

Stage 5:
Stage 4: PUBLISHING / PRESENTING
EDITING

Application:
The teacher
says
We shall now prepare for an activity by applying what we have learned.

A. FORMATIVE ASSESSMENT
1. The stage of generating ideas; also known as ideation or invention stage
A. prewriting B. publishing C. revising D. editing

2. Nonstop writing for a set period of time; one’s flow of words never ceases
A. drafting B. brainstorming C. free writing D. idea mapping

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3. Allows one to connect the ideas about a topic by thinking of related ideas
through lines and circles
A. brainstorming B. clustering C. topic outlining D. free writing

4. The stage at which you share your work with others

A. publishing B. proofreading C. prewriting D. drafting

5. During this stage, your goal is to organize the facts and details you have
accumulated into unified paragraph; this stage involves turning your
ideas into paragraph
A. editing B. presenting C. drafting D. proofreading

B. The students are tasked to read an excerpt from “I Know Why the Caged
Bird Sings” by Maya Angelou. The teacher says, “In the autobiography, Mrs.
Flowers tells Maya Angelou that reading out loud gives a whole new meaning
to a book or essay. Reading aloud is also a valuable tool to help you improve
your own writing.”
The teacher divides the class into groups with four to five members.
Each group is tasked to read aloud selected passages from the text. For
example, the group reads aloud the passage, “She was one of a few
gentlewoman I have ever known, and has remained throughout my life the
measure of what a human being can be…”

C. The teacher asks the students to write a 150 – 200 word autobiography.
The autobiography shall highlight valuable lessons that they have learned in
their lives as a student and as a member of their family. The autobiography
shall be graded based on the following rubric.

Quality of Grammar Organizati

and on
Information Neatnes Timeline
Mechanics of Ideas s ss

15 points 15 points 10 points 5 points 5 points

We are an emerging division where excellence is a habit and allegiance for quality is a
 LESSON EXEMPLAR
Grade 11 – READING AND WRITING
Quarter: FIRST
Theme: Understanding the Why’s and How’s of Reading
and Writing
Sub- Valuing and Enhancing Crafts in Reading and
Theme: Writing

I.LEARNING COMPETENCIES
Content Standard: Performance Standard:
 Distinguishes between and among techniques in selecting and
The learner realizes that The learner critiques a
organizing information
information in a written text chosen sample of each
may be selected and pattern of development
EN11/12RWS-IIIa-2:
organized to achieve a a. brainstorming
focusing on information
particular purpose
EN11/12RWS-IIIa-2.1 b. graphicselection, organization, and
development.
organizer EN11/12RWS-IIIa-2.2 c. topic
outline EN11/12RWS-IIIa-2.3 d. sentence
outline EN11/12RWS-IIIa-2.4:

Objectives:
1. Familiarize with the different techniques in selecting and organizing
information.
2. Discuss the flow of pre-writing stage.
3. Apply various strategies in the pre-writing stage.
4. Perform and cooperate in various enrichment activities to further
utilize techniques / strategies in the pre-writing stage.

II.LEARNING CONTENT
Lesson: Techniques in Selecting and Organizing Information
Materials:
1. LCD projector
2. Cartolina / manila paper
3. Chalkboard

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References:
Reading and Writing Skills (pp. 35-41)
Realm of Communication “A Manual for Communication
Arts Developing Skills in Grammar and Composition 2 (pp.
140-149)

III. LEARNING TASKS

Introduction:
How do you start writing? How do you organize your ideas? Are you
using any techniques in putting your thoughts into writing? All of us have
numerous concepts in mind which we want to share through writing. We are
just troubled on how we are going to start introducing and presenting our
ideas in a logical and meaningful way. In this encounter, you realize that in
order to come up with a meaningful production of written ideas, one must
know different techniques in selecting and organizing information.

Preliminary Activity:
Benjamin Frankline once said, “Those who fail to plan, plan to
fail.” What do you think of this quote in relation to writing? Write your
thoughts in not less than 5 sentences using one fourth sheet of paper.
Some students will be asked to share their thoughts in class.

Activity:
The students will be grouped into four. Members of each group will be
discussing among themselves about a given topic and they have to present
all of their ideas about it through the four strategies / techniques in selecting
and organizing information namely:
1) brainstorming;
2) graphic organizer;
3) topic outline; and
4) sentence outline.

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 Consider the given topic: Festivals in Tayabas City

Analysis:
The teacher asks:
1. What can you say about the activity?
2. Were you able to select and organize information about festivals
in Tayabas City using the four techniques? What made you
say so?
3. Which do you think among the four strategies is the most
effective? Why?
4. Which do you think among the four strategies is the easiest? Why?

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Individual Work
Based on the presentation of the different techniques in selecting and
organizing information about festivals in Tayabas City, write your first draft
of composition about it. It should have at least three paragraphs including
the introduction, body and conclusion. Use one whole sheet of intermediate
paper.
The composition will be rated according to the given criteria:

Selection and Language Facility Overall Impact

Organization of
Thoughts
60 pts. 30 pts. 10 pts

Abstraction:
The teacher will ask the students to state their understanding on the
different techniques / strategies of selecting and organizing information
which are utilized in the pre-writing stage of writing.

The first stage of the writing process is pre-writing, which pertains to

techniques that help you discover ideas before writing the first draft of a
paper. During pre-writing, you use a variety of strategies to find out things
that interest you about a topic or new ways of thinking about it. It also helps
you identify what else you need to know about a topic. These are valuable
and time-saving because determining a focus early in the writing process will
help you effectively plan and execute your research and writing.
In the pre-writing stage, it is important to refrain from critiquing your
ideas while they have not yet been fully formed. You should approach it with
a relaxed and open state of mind. The pre-writing stage allows you to
communicate with yourself so you can discover what you want to
communicate to your readers.

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 Four Strategies / Techniques in Selecting and
Organizing Information

Graphic Sentence
Brainstorming Topic outline
Organizer Outline
(Some students will be called to explain each.)
There is another technique of selecting and organizing information
which is freewriting. This method uses the force narration to draw a stream
of connected ideas out of the writer’s mind. Freewriting is writing down your
thoughts nonstop, in exact order, language, and form in that you think them.
The good thing about this pre-writing method is that it maintains some
coherence between a writer’s thoughts. Furthermore, the key to using this
method successfully is speed; you write quickly as you can to create a
constant momentum for your thoughts to keep on flowing. Writing fast can
also get you writing down thoughts you did not see coming. The rules of
grammar, punctuation, capitalization, and style do not matter here; run with
your words to catch that subject you have always itched to talk about. You
will be amazed at how much distance your writing mind will cover with this
existence.

Application:
A. Select one of the following general subjects below. Use at least two pre-
writing strategies to narrow it down to several topics. Present and submit
using a short bond paper
Topic 2 Christmas Vacation
Topic 1 Topic 3 Topic 4
Prom Pop Music Social Media

B. Write a paragraph following the given concept map below. Write it cursively in
one whole sheet of paper.

C. Answer substantially in one half sheet of paper (crosswise).

What do you think is the most important benefit of prewriting strategies? Why?

We are an emerging division where excellence is a habit and allegiance for quality is a
 LESSON EXEMPLAR
Grade 11 – READING AND WRITING
Quarter: FIRST
Theme: Understanding the Why’s and How’s of Reading
and Writing
Sub- Valuing and Enhancing Crafts in Reading and
Theme: Writing

Content Standard:
I.LEARNING COMPETENCIES Performance Standard:
 Distinguishes
The between
learner realizes thatand among patterns of development
The learner critiques ain
information in a written
writing across text
disciplines chosen sample of each
(EN11/12RWS-IIIbf-3)
may be selected and pattern of development
a. narration
organized to achieve a (EN11/12RWS-IIIbf-3.1)
focusing on information
particular purpose
b. description selection, organization, and
(EN11/12RWS-IIIbf-3.2)
development.
c. definition (EN11/12RWS-IIIbf-3.3)
d. exemplification / classification (EN11/12RWS-IIIbf-3.4)
e. comparison and contrast (EN11/12RWS-IIIbf-3.5)
f. cause and effect (EN11/12RWS-IIIbf-3.6)

Objectives:
1. Illustrate each pattern of development in writing across disciplines
through graphic organizers such as Venn diagram, comparison
and contrast matrix, and fishbone map;
2. Write a paragraph using the different patterns of development; and
3. Express through writing their insights about various life events and
circumstance

II.LEARNING CONTENT
Lesson: PATTERNS OF PARAGRAPH DEVELOPMENT
Materials:
1. LCD projector
2. camera/cellular phone

We are an emerging division where excellence is a habit and allegiance for quality is a
References:
Fernandez, E., et. al (2013). A Worktext in English 2 Writing in the Discipline.
Quezon City: C & E Publishing, Inc.
Grammar and Composition Handbook, High School 1. (2000). New
York: Glencoe McGraw Hill.
Stern, Steven L. (2000). Mastering the MCAS in English Language Arts.
USA: AMSCO Publication

Other Learning Resources:

http://writingcenter.unc.edu/handouts/paragraphs/paragraph-
development-examples/
http://www.longleaf.net/ggrow/modes.html
http://www.oocities.org/collegepark/Pool/1644/quezon1.html
http://english120.pbworks.com/w/page/19007010/persuasion
%20paragra
ph
http://utminers.utep.edu/ajkline/cause.htm

III. LEARNING TASKS

Introduction
The teacher says:
Ideas may not be enough to produce an effective paragraph. Writers
need to think of ways by which these ideas can be arranged to make their
writing organized. Through the use of the different patterns of development,
writers are enabled to craft a strong, focused and well-written text. Today, let
us explore the basic patterns of paragraph development in writing across
disciplines. I hope, this lesson will equip you with the necessary skills in
organizing your ideas in creating your own texts.

Preliminary Activity:
The students will be grouped into eight. Each group has to take a
photo of an event, a person, or of two different persons or objects which they
can find inside or outside the classroom. Later, the pictures taken shall be
described orally and in written form by a chosen member of each group.
(Note: The teacher should provide necessary guide questions to
prompt students to narrate, describe, compare and contrast, exemplify,
argue or persuade)
After the presentation, the teacher and the students agree on the
pattern of development used by each group to complete the KWL Chart.
(Note: The last column shall be completed after the discussion)

We are an emerging division where excellence is a habit and allegiance for quality is a
 What I Know What I Want What I Learned
to
After the Lesson
Know
Narration
Description
Definition
Classification
Cause and Effect
Comparison and
Contrast
Problem and
Solution
Persuasion

Activity:
Various paragraphs and activities exemplifying the different methods
of paragraph development can be used by the teacher. The following are
suggested activities for the various methods.

 Narration and Description

The teacher says:
Manuel Luis Quezon is one of the most prominent figure in our
province and in our country. He is a statesman and soldier, and best known
as the Father of Filipino Language and politician who served as president of
Commonwealth. Today, we will learn more about his life as we read an
excerpt of the article “Manuel Luis Quezon” from John Gunther's Inside Asia
1938-39 edition at www.quezon.ph/familyinfo/manuel-quezon-by-john-
gunther-1939/.
(Note: The teacher cites specific example of a paragraph of
narration and description)

 Comparison and Contrast

The teacher says:
Has your life changed after graduating in the Junior High School?
Perhaps, yes. Some would even say they already missed the life they used to
have before as their life has become increasingly difficult now that they are in
Senior High School. Today, let us take a glimpse of the life of a student like
you through the short selection “Life Now and Life Five Years Ago” at
http://english120.pbworks.com/w/page/ 19006833/ contrast%20and
%20comparison%20paragraph. How has her life changed? Let us see.

We are an emerging division where excellence is a habit and allegiance for quality is a
  Cause and Effect
The teacher introduces the concept of cause and effect through some simple
sentences:
a. The SHS students stayed in and played board games during recess.
b. It was raining outside during recess time.

a. Lito ate three sandwiches.

b. Lito was so hungry.

a. Our roof collapsed.

b. There was a heavy rainfall in Tayabas.
(Note: The teacher should have a student volunteer go to the board
and label which event he or she thinks happened first and which happened
second. For example, once the student has successfully identified that
sentence b happened first and was the cause of the SHS students staying
inside and playing board games during recess, explain that sentence a is the
consequence of sentence b.)

 Persuasion
The teacher says:
How do you get people to think, behave and act like the way you want
them to? Experts say that persuasion is an art. An effective, thoughtful and
persuasive argument can lead you to get what you want from your readers.
Today, let us learn more about how one can improve his/her skills in writing a
persuasive paragraph.
The teacher asks the class to read the article, Why Plastic Surgery is
Acceptable” at
https://academichelp.net/samples/academics/essays/persuasive/
plastic- surgery-accept.html.

Analysis:
The teacher asks the students to cite specific paragraph/s from the
excerpts given. The chosen paragraph shall be used to answer the following.
To answer, question #2, a Comparison and Contrast matrix, Venn diagram
or Fishbone map shall be used (whichever is the most appropriate for the
method of paragraph development) shall be used to illustrate their
response.
1. What is the paragraph about?
2. How are the ideas developed in the paragraph?

We are an emerging division where excellence is a habit and allegiance for quality is a
 Abstraction:
After the session, the class reflects on the characteristics of each
method of paragraph development. The class can form rules to be followed
in writing
paragraphsofnarration,description,definitionandclassification,

We are an emerging division where excellence is a habit and allegiance for quality is a pledge.
comparison/contrast, cause/effect, problem/solution and persuasion. The
students may also present examples of paragraphs written by other persons
to support their arguments.

Application:
The teacher says
We shall now prepare for an activity by applying what we have learned.

A. FORMATIVE ASSESSMENT
I Identify what is being described by choosing the most appropriate method
of paragraph development below.
narration cause and effect descriptio
n
classification problem and solution persuasion
definition comparison and contrast
1. Delimiting what something is and what it is not

2. Providing sensory detail

3. Pointing out significant similarities and differences

4. Telling a story or anecdote

5. Convincing another person to change, or at least think about

changing, their opinion about something

6. Arranging people, objects, or ideas with shared characteristics into

classes or groups

7. Analyzing the reasons for--and/or the consequences of--an action,

event, or decision

8. Presenting a problem and describing two or more possible

solutions to that problem

II Identify the most appropriate method to be used in developing a

paragraph given the topics below. Choose from the following methods
below.
narration definition cause/effect
problem/solution description classification
comparison/contrast persuasion

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1. a disastrous date
2. what integrity means
3. a memorable moment of failure or success
4. types of students in a library
5. the effects of cramming for an examination
6. why reality shows are so popular
7. physical beauty and inner beauty
8. junior high school and senior high school
9. my dream house
10. teachers have the right to ban cell phones
(or mobiles) in their classrooms

B. The teacher prepares students for a prewriting activity about the

following: Narration: Tell Me
Students will share an experience which made them realize a specific
value/lesson in life
Description: The Who?
Students will describe somebody in the class who inspires and motivates
them to be a
better student and person.
Definition: Pinoy Henyo
Students will define an object, an idea or a concept which they consider
important in their lives
Exemplification/Classification: It’s so EASY
Emotions, Attributes of a person, Social conditions, Young adult
activities Comparison and Contrast: Now and Then
Students will describe in written form the conventional and contemporary ways of
courtship in the Philippines.
Cause and Effect: Oh My Earth!
Students will work in pairs to identify the cause and effect of environmental
problems that the country is facing today.

(Note: The activities shall be used by students as springboard for writing

their composition using the various methods of paragraph
development)

We are an emerging division where excellence is a habit and allegiance for quality is a
 LESSON EXEMPLAR
Grade 11 – READING AND WRITING
Quarter: FIRST
Theme: Understanding the Why’s and How’s of Reading
and Writing
Sub- Valuing and Enhancing Crafts in Reading and
Theme: Writing

I.LEARNING COMPETENCIES
Content Standard: Performance Standard:
 Identifies properties of a well-written text
The learner realizes that The learner critiques a
EN11/12RWS-IIIgh-4 : a) organization
information in a written text chosen sample of each
mayEN11/12RWS-IIIgh-4.1:
be selected and pattern
b) coherence of development
/ cohesion
organized to achieve a focusing on information
EN11/12RWS-IIIgh-4.2 : c) language use
particular purpose selection, organization, and
EN11/12RWS-IIIgh-4.3 : d) mechanics development.
EN11/12RWS-IIIgh-4.4:

Objectives:
1. Familiarize with the properties of a well written text.
2. Perform activities to identify the characteristics of a well written text.
3. Incorporate values in writing a text and appreciate the values infused in
reading.

II.LEARNING CONTENT
Lesson: Properties of a Well-Written Text
Materials:
1. LCD projector
2. Cartolina / manila paper
3. Chalkboard
References:
1. Reading and Writing Skills (pp. 35-41
2. Realm of Communication “A Manual for Communication Arts 1”
3. Developing Skills in Grammar and Composition 2 (pp. 140-149)

We are an emerging division where excellence is a habit and allegiance for quality is a
III. LEARNING TASKS

Introduction:
Developing paragraphs requires qualities / characteristics in order to
produce a well-written composition. Such qualities serve as criteria to assess
whether a paragraph / composition is written comprehensively and
effectively. Thus, in this lesson, you will be identifying the properties of a
well-written text which you need to apply in the actual process of composition
writing. More so, these also serve as guideposts in structuring a more
articulate composition.

Preliminary Activity:
Read the paragraph below. After reading it, feel free to rate it
according to the given criteria below.

While Lucban celebrates the Pahiyas Festival, other towns in

Quezon have their own celebrations for the feast of San Isidro Labrador
every May 15. In Tayabas, the city holds the Mayohan sa Tayabas. Unlike
Lucban, only the area of Munting Bayan in Tayabas has pahiyas or decor
on the houses. Mayohan sa Tayabas actually lasts several days, usually
beginning on May 7 with the Parada ng Baliskog (kog means arch) at 3
p.m. The sixty-six barangays and various organizations create arches
made of indigenous materials, flowers and produce and parade them
around the city. But the main event is the Hagisan ng Suman on May 15
itself. It is actually a procession of the centuries-old image of San Isidro
Labrador. It leaves the Tayabas Basilica between 2 to 3 p.m. and makes
its way around the city for several hours. It ends up being a males only
procession because things get really rough and riotous. As the image of
San Isidro Labrador passes by a house, its residents start throwing suman,
fruits and other local produce, as well as money and other goodies (some
immigrant families ship boxes of imported goods to their relatives for the
hagisan). This symbolizes the sharing of wealth and prosperity to farmers
and peasants. The farmers believe that the more suman you catch, the
bigger the yield for the year.

Criteria 1-10 ( 10 being the

highest)
Organization
Coherence /
Cohesion
Language Use
Mechanics

We are an emerging division where excellence is a habit and allegiance for quality is a
 (Students will be asked to justify their ratings for each criterion. )

We are an emerging division where excellence is a habit and allegiance for quality is a
 Activity:
A. (Organization/Unity) Read and analyze the paragraph below. Does it
possess unity / organization? Why or why not?

Ordinary Filipinos can easily promote our country to foreigners via

social media by supporting the Department of Tourism’s (DOT) “It’s more
fun in the Philippines” campaign. First, they can share and like official
publicity materials from the DOT’s Facebook page. Each time a post is
shared and liked, it becomes increasingly visible on Facebook and can
reach a wider audience. Next, they can tweet their experiences in various
local tourist destinations on Twitter using the hashtag like
#ItsMoreFunInPh. When many users tweet using a specific hashtag, it
becomes a trending topic and can be viewed by Twitter users around the
world. They can also tell stories to their foreign friends by talking to them
and volunteering to tour them around in our top tourist destinations.
Finally, they can share their own travel photos on Instagram. Because
pictures can be worth a thousand words, their pictures can reveal to
foreigners the beauty of the travel destinations in the Philippines is
blessed with. These, and so much more, are just some examples of how
Filipinos can participate in the DOT’s campaign through social media.
(The highlighted sentence deviates from the main topic of the paragraph.)

B. ( Coherence ) Applying the order of time, sequence the following

sentences to come up with a coherent paragraph. Put numbers 1-10 on the
spaces provided.
As a lad he was frail.
He studied his grade school in Binan, also a town in Laguna,
where he proved that he was a talented lad.
All these time he could see how the Spaniards treated the Filipinos.
Dr. Jose Protacio Rizal was born in Calamba, Laguna.
The place where he was shot was later named Luneta and
presently called Rizal Park.
Later, he went to the University of Santo Tomas, Manila.
It was in Europe where he wrote his famous books – El
Filibusterismo and Noli Me Tangere.
It made him feel bad.
He then went to Europe where he furthered his studies.
The books cost him his life at Bagumbayan Field, Manila.

C. (Language Use/Mechanics) Spot the errors (subject-verb agreement,

verb tense, spelling, punctuation, etc.) in the paragraph. Then, rewrite it
correctly in one half sheet (crosswise) of paper.

We are an emerging division where excellence is a habit and allegiance for quality is a
 During the past decades, tourism become one of the world’s fastest
growing industry. Tourism represent one of the main sources of income for
many developing countries. Since tourism are seen as a key driver for socio-
economic progress, the link to development is easily made (UNWTO, 2010).
however, the contribution that tourism can make to livelihoods of the poor in
developing countries is a much debated theme in which opportunities and the
extent to which the poor can benefit from these are central.

Analysis:
The teacher asks:
1. What do you think is the relevance / relationship of the series of
individual works / activities that you done on the properties of a
well written text?
2. When can you say that a paragraph has organization?
3. When can you say that a paragraph has coherence / cohesion?
4. When can you say that a paragraph has language facility?
5. When can you say that a paragraph has correct mechanics?

Abstraction:
The teacher will ask the students to state their understanding on the
properties of a well written text.

A text / paragraph is a collection of sentences which all relate to

one main idea or topic. Effective paragraphs have four main
characteristics: coherence, organization, language use and mechanics.

We are an emerging division where excellence is a habit and allegiance for quality is a
 Differentiate the four properties of a well written text.
1. Organization
2. Coherence / Cohesion
3. Language Use
4. Mechanics

Application:
Create a composition about Christmas Celebration in your
hometown. Make at least three paragraphs including the
introduction, body and conclusion. Write in cursively in one whole
sheet of paper.
Consider the following criteria for rating.
Organizati Coherence Language Mechanic
on / Use s
Cohesion
25 pts. 25 pts. 25 pts. 25 pts.

We are an emerging division where excellence is a habit and allegiance for quality is a
 LESSON EXEMPLAR
Grade 11 – READING AND WRITING
Quarter: FIRST
Theme: Understanding the Why’s and How’s of Reading
and Writing
Sub- Valuing and Enhancing Crafts in Reading and
Theme: Writing

Content Standard:
I.LEARNING COMPETENCIES Performance Standard:

 Explains
The learner critical reading the
understands as looking for
Theways of thinking
learner writes(EN11/12RWS-IIIij-5)
a 1000 -
relationship of a written text word critique of a selected
and the context in which it text on the basis of its
Objectives:
was developed claim/s, context, and
properties as a written
1. Show understanding of what critical reading is by constructing a
material
table on the qualities of critical and non-critical reading;
2. Present an acrostic reflecting their understanding of critical reading; and
3. Formulate evaluative statements on the assigned editorial cartoon
depicting a particular social issue or concern

II.LEARNING CONTENT
Lesson: CRITICAL READING AS LOOKING FOR WAYS OF THINKING
Materials:
1. LCD projector
2. Copies of the article “We are for Change” by Carmen N. Pedrosa
3. Copies of editorial cartoons
References:
Fernandez, E., et. al (2013). A Worktext in English 2 Writing in the Discipline.
Quezon City: C & E Publishing, Inc.
Grammar and Composition Handbook, High School 1. (2000). New
York: Glencoe McGraw Hill.
Stern, Steven L. (2000). Mastering the MCAS in English Language Arts.
USA: AMSCO Publication

We are an emerging division where excellence is a habit and allegiance for quality is a
Other Learning Resources:
http://www.criticalreading.com/critical_reading.htm

http://www.skillsyouneed.com/learn/critical-reading.html

http://www.philstar.com/opinion/2017/01/08/1660640/we-are-

change

III. LEARNING TASKS

Introduction
The teacher says:
Who among you have experienced receiving a text message telling
you that you just won P1, 000,000.00 from a contest? The only thing you
need to do to claim your prize is to provide your personal information. Would
you do it?
Every day, you encounter many instances that require critical thinking.
Whenever you read something and you evaluate a material you also think
critically. This type of reading goes beyond passively understanding a text
because you process the author’s words and make judgments of what you
have read. But why should you read critically, and how should you read
critically? Let us find out the answers today as we discuss critical reading.

Preliminary Activity:
To introduce critical reading to students, the teacher divides the class
into groups of five. The teacher shows sample text messages, advertisements
and news article for the groups’ critiquing.

We are an emerging division where excellence is a habit and allegiance for quality is a pledge.
 Activity:
The teacher divides the class into four groups. Each group will be given
a copy of the editorial article from Philstar .com updated on January 8, 2017
entitled “We are for CHANGE” by Carmen N. Pedrosa. Each group will read
the article carefully and shall choose their side of the argument. One group
shall be PRO while the other shall be ANTI. After the first two groups, the next
two groups shall also choose their side. The champion shall be declared after
the third round.

We are an emerging division where excellence is a habit and allegiance for quality is a pledge.
 We are for CHANGE
FROM A DISTANCE By Carmen N. Pedrosa (The Philippine
Star) | Updated January 8, 2017 - 12:00am
290 googleplus0
6 0
We voted for Duterte for his platform of change and he won
by the millions. He captured the masses because of their desire for change.
We may differ with each other on other issues or how we will do it but we
must agree on change. Let’s concentrate on that. If change is the principle
we can agree on, then we must be single-minded about it. I remember
during an advocacy meeting with farmers , one of them came forward to
say “Gawin na ninyo ang dapat gawin. Hindi nagpapalit ang aming buhay
kung ito ang ating sistema. Umaasa kami sa inyong mas marunong.”
Simple. It was useless to him about parliamentary federal government in
English and he could not understand how it will be done. I never forgot him
because one of the arguments of those against constitutional change is
that people don’t understand it. But this farmer understood it in the way he
thinks and expresses himself.

The change we want is how to include the masses or marginal sectors in

government. I don’t want to use the term class struggle but that is what it
is. Unless the elite concede some of their power and wealth for the well-
being of the nation, they will be hanging their own necks.

This is the classic result of the abuse of power and wealth by one class.That
is why we need a new system of government that will change the relations
between government and the people and elite with the masses.

We also need to tap competent people as it was done in Singapore. As Lee

Kuan Yew said, if he could say in one word why Singapore succeeded, he
said “meritocracy.” Competent officials will not thrive in a presidential
unitary system of government which is all about graft, money and an
organization fueled by money. Worse as we have now found out with the
De Lima case, money also comes from drugs. Unless stopped it will be the
drug lords who will decide elections with government officials beholden to
drug lords.

The election of Duterte although near miraculous, is only the start. We

must be reminded it is only the beginning of a long fight ahead. Now we
must all help to achieve what we set out to do in voting Duterte. He has
said many times that he needs all our help. I think he should not have put a
time limit to do what he needs to do. Six months? Six years? That is why
the yellowtards, as the Aquino and Co are called in Facebook, are
encouraged to destabilize his government.

MISCELLANY: We can draw examples from East Europe when they organize
new governments.

“Although Ukrainian democracy has made some progress since the 2004
Orange Revolution, significant problems remain. This article compares the
difficulties facing post-Orange Revolution Ukraine to those encountered in
East Central Europe in the early 1990s and maintains that Ukraine will have
a harder time overcoming its challenges because its starting point and
inheritances are different. That is, Ukrainian democracy must overcome
many of the infirmities created during its initial decade of post-communism,
and that these make establishing effective democratic governance in
today’s post-post-communist period arduous. Among the difficulties are
designing effective institutions, managing the post-Orange Revolution
coalition, removing entrenched corruption and weak respect for the rule of
law, and coping with a less hospitable external environment. Events since
the Orange Revolution bear out the argument that the events of 2004,
while getting rid
We are an emerging division where excellence is a habit and allegiance for quality is a pledge.
of a leadership with dubious democratic credentials, are merely the
beginning of a process to bring a successful democratic government to
Ukraine.” From Peter Kropotkin on Revolutionary Government.

“Of all the most important systemic and fundamental constitutional reforms
that must be implemented in order to improve the Philippines, Federalism
is the reform that has the most solid support among most ordinary
Filipinos. Particularly in the Visayas-Mindanao and even in the Solid North,
Bicol, and Muslim Mindanao regions, Federalism is widely appreciated and
understood even by ordinary plebeians and proletarians to be of utmost
urgency in order to fix the Philippines.

Sadly, there are members of the Philippine Elite who tend to be stubborn
and uninformed. They are articulate and eloquent so they are able to
pretend to be “in- the-know” by obfuscating the issues with their sophistry
and casuistry and are dangerously able to convince other people to become
just as ignorant and as anti- reform as they are. For instance, the Monsods
– Christian and Winnie Monsod – have repeatedly over the years continued
to keep mouthing a lie that some people have unfortunately mistaken to be
true. This lie is that “Federalism will empower Warlords and Political
Dynasties.” – from Correct Movement

According to former Philippine Speaker Jose de Venecia only 80 of world’s

richest men own 60% of world’s wealth. The former Philippine speaker was
an active supporter of the shift to parliamentary federal government in the
Philippines.

He believes that we can draw the best elements of capitalism and

socialism. He also suggested a meeting of warring forces of Iran and Saudi
Arabia in Mecca.

He gave the speech as the newly elected President of the International

Association of Parliamentarians for Peace (IAPP). He asked governments
and parliaments “to combine forces to tackle the almost incredible but all
too real problem of the richest one percent (1%) or 80 of the world’s richest
individuals owning sixty percent (60%) of the wealth of the world, or the
same amount shared by 3.5 billion who occupy the bottom half of the
world’s income scale.”

“In the Philippines, the income and social gap is so great that like Disraeli’s
Britain in the 1840s, the rich and the poor among us have become virtually
‘two nations’.”

In 2011, the richest Philippine families accounted for 76% of our country’s
gross national income. The two richest families alone together held 6% of
our entire economy” (Philippine Daily Inquirer, February, 2016)

“The two nations situation, the incredibly huge gap between the rich and
the poor, still exists in many countries in Asia, Latin America, Africa and a
number of cities in Europe and North America.”

He pointed out that in IAPP, “we observe that inequality is an unavoidable

result of market operations. Inequality is the price of capitalist dynamism.
Left to itself, rapid economic growth accelerates income inequality.”

But inequality, though unavoidable, de Venecia pointed out “can be

mitigated – made less painful – by government activity and by
parliamentary action. And it is right that the state and parliaments should
do so – because economic insecurity, if left to itself, will steadily erode
social order and eventually generate a backlash against the economic
system as a whole.

We are an emerging division where excellence is a habit and allegiance for quality is a
 Analysis:
Based on the activity, the teacher raises the following questions to
the students:
1. What is the text about?
2. What are the bases of your group’s claims? Cite necessary
evidences from the text.
3. How does your group decide on the choice of claims?

Abstraction:
After the activity, the class reflects on the answers they provided in the
activities. The teacher asks “What is critical reading?” The students present
in class their own their table to contrast critical reading and non-critical
reading.

CRITICAL READING NON-CRITICAL READING

The teacher also provides necessary information on evaluative

statements and what to include in making evaluative statements such as
1. Author’s purpose
2. Author’s background
3. Validity of the material
4. Use of propaganda
5. Author’s logic and use of the language
6. Personal views about the material

The teacher also list down the techniques which students can apply
to develop critical reading such as
1. Keeping a reading journal
2. Annotating the text
3. Outlining the text
4. Summarizing the text
5. Questioning the text

We are an emerging division where excellence is a habit and allegiance for quality is a
 Application:
The teacher says
We shall now prepare for an activity by applying what we have learned.

A. The teacher divides the class into groups with 8 to 9 members. The
students are tasked to make an acrostic poem for the word CRITICAL which
they will present after 5 minutes of preparation. The presentation shall be
graded using the following rubric.
Languag Creativity
Content Presentati
e on and
Facility Originality

15 points 15 points 10 points 10 points

B. The teacher provides pictures of editorial cartoons reflecting current social

issue in the country. The groups are asked to write evaluative statements
using the drawings as references.

We are an emerging division where excellence is a habit and allegiance for quality is a
We are an emerging division where excellence is a habit and allegiance for quality is a
 To show how some critical reading strategies are used, the teacher
asks the students to read the excerpt from the presidential address of Manuel
Luis Quezon delivered to students and teachers on August 19, 1938. After
reading critically the excerpt, the students complete the table with the
necessary information required.

Author’s purpose
Author’s background
Use of propaganda
Author’s logic and use of the
language
Personal views about the material

We are an emerging division where excellence is a habit and allegiance for quality is a
 LESSON EXEMPLAR
Grade 11 – READING AND WRITING
Quarter: FIRST
Theme: Understanding the Why’s and How’s of Reading
and Writing
Sub- Valuing and Enhancing Crafts in Reading and
Theme: Writing

Content Standard: Performance Standard:

I.LEARNING COMPETENCIES
TheEN11/12RWS-IIIij-6
learner understands the claims explicitly
: Identifies The learnermade
or implicitly writes a
in a written text
relationship of a written text 1000- word critique of a
andEN11/12RWS-IIIij-6.:
the context in which it a. Claim of fact
selected text on the basis of
wasEN11/12RWS-IIIij-6.2
developed. : its claim/s, context, and
b. Claim of
properties as a written
policy EN11/12RWS-IIIij-6.3: c. Claim of
material
value

Objectives:
1. Differentiate claims of fact, policy and value.
2. Determine explicit and implicit information.
3. Perform critical reading activities in various contexts.
4. Incorporate values in writing a text and appreciate the values
infused in reading.

II.LEARNING CONTENT
Lesson: Implicit and Explicit Claims in a Text
Materials:
1. LCD projector
2. Cartolina / manila paper
3. Chalkboard
References:
1. Reading and Writing Skills (pp. 20-23)
2. Realm of Communication “A Manual for Communication Arts 1”

We are an emerging division where excellence is a habit and allegiance for quality is a
 3. http://department.monm.edu/cata/mcgaan/classes/cata335/o-
claims.335.html
4. http://www.philstar.com/headlines/2016/06/30/1598167/
analysis- understanding-duterte-vision-philippines

III. LEARNING TASKS

Introduction:
When you are doing critical reading, are you able to make inferences
as a result of your comprehension towards the text? Are you capable of
identifying and analyzing claims as well as determining explicit and implicit
information? Being able to recognize explicit and implicit information will be
useful in critical reading which is evaluating the claims made by an author.
This involves going back to the text to recognize the writer’s arguments and
evidences so you can start assessing the work of the writer.

Preliminary Activity
React on this quotation of Carl Sagan, “Extraordinary claims require
extraordinary evidence”. Use one half sheet (crosswise) of paper.
There will be an interactive class discussion about the quotation.

Activity:
The students will be grouped into three. They will be asked to read the
article with in-depth analysis and they have to discuss it among themselves.
There will be a presentation/reporting of their group discussion about their
claims on the article. More so, they have to identify claims of fact, value, and
policy from it. Consider the assigned task to be followed for the presentation:
Group 1 Group 2 Group 3
A. Explicit A. Explicit A. Explicit
Information Information Information
(Directly Stated) (Directly Stated) (Directly Stated)
1. 1. 1.
2. 2. 2.
3. 3. 3.
B. Implicit B. Implicit B. Implicit
Information Information Information
(Indirectly Stated) (Indirectly Stated) (Indirectly Stated)
1. 1. 1.
2. 2. 2.
3. 3. 3.
Claims of Claims Claims of
Fact 1. Value 1. Policy 1.
2. 2. 2.
3. 3. 3.
4. 4. 4.
5. 5. 5.

We are an emerging division where excellence is a habit and allegiance for quality is a
 Analysis:
Understanding the Duterte vision for the
Philippines
By Dindo Manhit (philstar.com)

MANILA, Philippines
-
Rodrigo Duterte’s
inauguration on June 30 as
President of the Philippines
has brought a sense of
cautious optimism across
all sectors of the society,
which has clamored for a
swift end to endemic
corruption,
inefficiency in the
bureaucracy, income inequality, and the proliferation of armed groups and
other lawless elements. Duterte’s rise can be understood as part and parcel
of a broader collapse of barriers-to-power, which is transforming politics
both in the Philippines and internationally. All over the world,
“micropowers,” whether individuals, firms, or states, have found ways to
undermine established players that previously served as the gatekeepers of
power.
During his campaign, Duterte positioned himself as an alternative to
traditional presidential candidates. His unorthodox demeanor appealed to
many Filipinos, who saw him as unafraid to speak his mind, even to the
extent of testing the limits of so-called “civilized” behavior. As a result, the
millions of Filipinos that voted for him have high expectations for his
presidency.
Given these expectations and the growing curiosity of foreign
observers over the man nicknamed “The Punisher,” it makes sense to
expound Duterte’s three overarching policy thrusts: reestablishing law and
order, making Philippine growth inclusive and restructuring the Philippine
system of government. These three thrusts are the means by which the
Duterte administration will seek to turn his campaign promise of “Tunay na
Pagbabago” or radical change into lived reality.
Reestablishing law and order
The centerpiece of Duterte’s campaign platform was suppressing the
three so-called evils: crime, illegal drugs and corruption, which he believes
are undermining security across all sectors and hampering the growth of
the domestic economy. He pledged to instill discipline with an iron fist for

We are an emerging division where excellence is a habit and allegiance for quality is a
everyone
to adhere to the rule of law and strengthen the country’s justice system.

We are an emerging division where excellence is a habit and allegiance for quality is a
 To reestablish law and order, he plans to launch a focused, time-
bound campaign against criminals, drug lords and corrupt government
officials through the joint efforts of the Philippine National Police (PNP) and
the Armed Forces of the Philippines (AFP). This will occur in tandem with
the elevation of city-level ordinances from Davao, such as curfew on
unescorted minors past 10
p.m. and a ban on the sale of liquor and drinking in public spaces after 1:00
a.m., and so on to the national level.
He desires to bring an end to the decades-long Communist and Moro
insurgencies. An early group of his peace negotiators met with
representatives of the National Democratic Front from June 13 to 14, 2016.
News reports indicate that a ceasefire agreement could be put in place
even prior to the first State of the Nation address on July 25. Duterte
offered to elevate members of leftist groups to four line departments. At
present, however, it is not certain that Duterte fully appreciates the depth
of Communist movement, its network of political front organizations, and
their end objective.
The Moro groups have seen similar attention: Duterte had a joint
meeting with the leadership of both the Moro National Liberation Front and
the Moro Islamic Liberation Front on June 18. Both groups reportedly
support the move toward federalism. At present, there is some uncertainty
over the implementation of the Bangsamoro Basic Law as a stand-alone
measure or as part of a push toward a federal system in the country—
another campaign priority for Duterte. Either case could be expected to
provide a greater share of autonomy to the proposed region.
Making socio-economic growth and development inclusive
Duterte has expressed his desire to build on the stellar
accomplishments of the administration of outgoing president Benigno
Aquino III, particularly the latter’s good governance initiatives and critical
structural reforms that transformed the Philippines from being “the sick
man of Asia” into “Asia’s rising tiger.” Of his ten-point socioeconomic
agenda revealed on Monday, June 20, for example, his first point was to
continue and maintain current macroeconomic policies, including fiscal,
monetary and trade policies.
However, he intends to depart from Aquino’s legacy of instituting
slow but steady macroeconomic reform by advancing an economic agenda
which seeks to upgrade, accelerate as well as expand the government’s
basic services that shall render the country’s macroeconomic environment
more conducive for the flourishing of businesses, influx of investments and
conduct of seamless trade within the country and the greater ASEAN
region. Some megaprojects worth anticipating include: (a) three major
railway systems, namely the Mindanao railway, Manila-Bicol railway, and
Manila-Batangas
We are an emerging division where excellence is a habit and allegiance for quality is a pledge.
 railway; (b) Zamboanga Ecozone, Southern Mindanao Growth Corridor
(General Santos growth corridor and Davao Gulf Industrial corridor); and
the South Mindanao-North Sulawesi ro-ro link, among others.
Duterte intends to overcome the alleged structural dissonance
between macroeconomic reform which has been the hallmark of Aquino’s
“Daang Matuwid” program and concrete improvement of living conditions
and standards of Juan dela Cruz. In doing so, he has talked about pursuing
the following: generation of domestic jobs; increase of employment;
abolition of contractualization; promotion of livelihood; agricultural
modernization; and entrepreneurial, technological and industrial
advancement with just taxation and equitable distribution of wealth while
caring for the environment for sustainable development.
He also plans to carry out: improvement of government provision of
social services which include education, health, housing, mass
transportation with special attention to the elderly, women, children, youth,
indigenous peoples and other marginalized sectors; provision of assistance
to Overseas Filipino Workers (OFWs) and their families; and adaptation to
climate change through reducing risk, preparing for natural disasters and
adopting 911 nationwide.
Restructuring the form of government
Lastly, Duterte wants to overhaul the unitary-presidential system and
shift to a federal-parliamentary system through a Constitutional
Convention. He desires the holding of a plebiscite and preparing the future
federal states to effect power-sharing, resources-sharing, respect-for-all
and development-for-all as key to reforming the whole bureaucracy to
effect good governance. Reforms under the new system are said to include:
increasing the salaries of government workers; fighting graft and
corruption; and unleashing the full potentials of all regions and ethnic
groups for social, economic and cultural growth. Furthermore, constitutional
amendment shall lift restrictive economic provisions in the Constitution,
grant more foreign ownership of property and certain industries.
The uncertain but promising road ahead
While Duterte’s policy thrusts are intended to improve internal
security and catalyze inclusive growth in the country, one can’t deny that
his vision will, in reality, draw opposition along multiple fronts. He is not
only about to wage a bloody war against the “undesirables” such as
criminals, drug syndicates and corrupt officials who for decades have
thrived in the dark underbelly of modern Philippine society. Over and above
these, he looks set to wage his own revolution against what he sees as a
dysfunctional political and economic

We are an emerging division where excellence is a habit and allegiance for quality is a pledge.
 system that has created and perpetuated obstructions the Philippines’ path
to industrialization on the other.
However, a strong populist leadership can sometimes fall victim to
parochial thinking. Having been used to running a secondary city without
serious opposition, there is some fear that Duterte could travel down the
path of arrogance toward abuse of power at the national scale. As elected
legislators have begun to fall in line, the creation of a “super majority” in
Philippine Congress could transform it into a rubber-stamping body. It is
imperative for the Filipino citizenry to maintain a collective critical mindset
and attitude on what his mantra truly means and how it is carried out.
While we should support security and development policies and strategies
that will help build strong institutions and genuinely democratize political
power, we ought to remain vigilant against any tendencies to build a new
religion around his quasi-messianic, strongman persona.
Nevertheless, used wisely, his strong mandate can help to
institutionalize needed government reforms, clear up regulatory gridlock
and, at least for the next six years, stabilize the policy environment. At the
very least, increasing investment and promoting growth have been
identified as policy priorities for the next six years. It is in everybody’s
interest to see the phenomenal rise of Duterte in the annals of history as
the moment we as the Filipino nation freely chose a humble Visayan
probinsyano from the distant island of Mindanao to instill upon us a
renewed sense of national pride and lead us to reclaim, redefine and
deepen democracy, on our own terms.
Analysis:
The teacher asks:
1. How was it reading the article with in-depth analysis?
2. What are your personal claims towards the article?
3. State the claims in relation facts, values and policies.
4. Differentiate claims of fact, value and policy.

Abstraction:
The teacher will ask the students to state their understanding on the
properties of a well written text.

We are an emerging division where excellence is a habit and allegiance for quality is a pledge.
 Types of Claims

Claims of Fact. (existence of something/definition or

classification/facts -- inferences about past present or
future)
Types of factual claims (generally "objective")
1. Factual / historical
2. Relational - causal connections
3. Predicti
ve proof requires:
1. sufficient and appropriate grounds
1. reliable authority
2. recent data
3. accurate, typical data
4. clearly defined terms -no loaded language
2. a clear distinction between fact and inference.
Claims of Value (taste & morals / good-bad) [make value
judgments/ resolve conflict between values/ quasi policy
(rightness of it; relative merit)]
proof requires:
3. Establishing standards of evaluation (i.e. a warrant that
defines what constitutes instances of the relevant value)
4. note the priority of the value in this instance.
5. Establish the advantage (practical or moral) of your
standards.
6. Use examples to clarify abstract values
7. Use credible authorities for support.
Claims of Policy (action / should or ought) - usually involves sub-
claims of fact and value
proof requires:
1. Making proposed action clear
2. need (justification)
3. plan, (must be workable)
4. benefit (advantages)
5. consider opposition / counter arguments

Application:
A. The students will be grouped into five. They have to present a short
role- playing (2-3 minutes) showing explicit expressions (directly stated) and

We are an emerging division where excellence is a habit and allegiance for quality is a
implicit

We are an emerging division where excellence is a habit and allegiance for quality is a
impressions (indirectly stated). Consider the following venues as the
springboard of conversation:
Venue 1 - Restaurant
Venue 2 - Resort
Venue 3 - Shopping Mall
Venue 4 - Farm
Venue 5 - Street
The following criteria will be used in grading the activity:
Use of Delivery / Creativity
Explicit and Execution
Implicit
Information
50 pts. 25 pts. 25 pts.

B.Create a composition/essay about your claims (Claims of fact,

value, policy) towards a relevant issue in our country. Make at least three
paragraphs including the introduction, body and conclusion. Write in
cursively in one whole sheet of paper.
Consider the following criteria for rating.

Presentation of Organizati Mechanics/

Claims on Language
and Relevance to Use
the Topic
50 25 pts. 25
pts. pts.

We are an emerging division where excellence is a habit and allegiance for quality is a
 LESSON EXEMPLAR
Grade 11 – READING AND WRITING
Quarter: FIRST
Theme: Understanding the Why’s and How’s of Reading
and Writing
Sub- Valuing and Enhancing Crafts in Reading and
Theme: Writing

I.LEARNING COMPETENCIES
Content Standard: Performance Standard:
Identifies the context in which a text was
The learner understands the The learner writes a 1000 -
developed (EN11/12RWS-IVac-7)
relationship of a written text word critique of a selected
anda.the context
Hypertext in which it text on the basis of its
(EN11/12RWS-IVac-7.1)
was developed claim/s, context, and
b. Intertext (EN11/12RWS-IVac-7.2)
properties as a written
material
Objectives:
1. Identify the context and intertextuality of a given text;
2. Differentiate context, intertextuality and hypertext; and
3. Apply their knowledge in context, hypertext and intertextuality by
creating a multi-media presentation about their advocacy as a
member of a community.

II.LEARNING CONTENT
Lesson: HYPERTEXT AND INTERTEXT
Materials:
1. LCD projector
2. Photos of mythological, folk and local heroes or characters

References:
Fernandez, E., et. al (2013). A Worktext in English 2 Writing in the Discipline.
Quezon City: C & E Publishing, Inc.

We are an emerging division where excellence is a habit and allegiance for quality is a
 Stern, Steven L. (2000). Mastering the MCAS in English Language Arts.
USA: AMSCO Publication
Tiongson, Marella Theresa A., et. al. (2016). Reading and Writing skills.
Quezon City: Rex Book Store.

Other Learning Resources:

http://kairos.technorhetoric.net/2.2/features/paralogic/textuality.html
https://www.youtube.com/watch?v=c9wpjL38020

III. LEARNING TASKS

Introduction
The teacher says:
Critical reading does not only mean analyzing the language of a given
text and examining deeply the claims put forth by the author. Critical reading
goes beyond finding the linkage of the evidences and corresponding texts
and identifying and interpreting possible ambiguities and flaws in the
reasoning of the author. Critical reading also means understanding that texts
are always developed with a certain context, thus its meaning and
interpretation are affected by a given set of circumstances. Moreover, critical
reading now involves a relatively new way of reading a text online as brought
by the advent of the internet and technology. Today let us practice our
critical reading skills as we discuss intertextuality and hypertext.

Preliminary Activity:
The teacher divides the class into five groups. He/ She shows among
the students photos of mythological, folk or local heroes. Each group picks
one photo and thinks of other characters or stories which resemble to the
story of their chosen hero. Each group also thinks of associations (music,
objects, and graphics) which they can relate with the picture through an idea
map.

We are an emerging division where excellence is a habit and allegiance for quality is a pledge.
 (Photos from Bing images)

Activity:
The teacher shows in class a short video presentation about one of the
Philippines’ well- known local legend hero, the Legend of Bernardo Carpio
through https://www.youtube.com/watch?v=c9wpjL38020. The teacher also
provides necessary information on the many versions of this tale.

We are an emerging division where excellence is a habit and allegiance for quality is a
 Analysis:
Based on the activity, the teacher raises the following questions to
the students. The teacher asks:
1. What is the legend about?
2. When was the work written?
3. To what other texts can you relate the story of Bernardo Carpio?
Cite specific
instances or situation to support your answer.

Abstraction:
The class reflects on the answers they provided in the activities. The
teacher asks “What is context?” and “How can one analyze the context of a
text’s development?”
(Note: The teacher provides necessary information on the topic.)

Context is defined as the social, cultural, political, historical, and other

related circumstances that surround the text and form the terms from which
it can be better understood and evaluated. Knowledge of a text’s context
helps in appreciating the text’s message more deeply by asking questions
like:
When was the work written?
What were the circumstances that produced
it? What issues does it deal with?

We are an emerging division where excellence is a habit and allegiance for quality is a
Intertextuality is the modelling of a text’s meaning by another text. It is
defined as the connections between language, images, characters, themes or
subjects depending on their similarities in language, genre, or discourse. This
is seen when an author borrows and transforms a prior text, or when you
read one text and you reference another. This view recognizes that the text is
always influenced by previous texts and in turn anticipates future texts.

Hypertext is a relatively new way of reading a text online brought by the

advent of the Internet and technology. It is a nonlinear way of showing
information. Hypertext connects topics on screen to related information,
graphics, videos, and music. This information appears as links and is usually
accessed by clicking. The reader can jump into more information, which in
turn may have more links.

Application:
The teacher says
We shall now prepare for an activity by applying what we have learned.

A. FORMATIVE ASSESSMENT
Decide whether the following statements are TRUE or FALSE. Write
INTERTEXTIALITY if the statement is true. If the statement is false, write
HYPERTEXT.
1. Intertext is a nonlinear way of showing information.
2. Hypertext is a relatively new way of reading a text online.
3. Context is defined as social, cultural, political, historical, and other
related circumstances that surround the text.
4. Intertextuality does not recognize connects between or among
different texts.
5. Hypertext connects topics on screen to related information,
graphics, videos, and music.

B. SHOW IT!

The teacher divides the class into five groups for the activity. Each
group is tasked to apply their knowledge of context, intertextuality and
hypertext in a three-minute multi-media presentation on a topic which will
reflect their advocacy as a Tayabense. The presentation is graded using the
rubric below.

We are an emerging division where excellence is a habit and allegiance for quality is a
(screen capture of a sample multimedia presentation highlighting the students’
advocacy on waste segregation in Tayabas City)

Quality of information presented 25 points

Use of multi-media layers (videos, photos, texts, music 25 points

etc.)-
Context of the presentation 25 points

Technicalities, grammar and mechanics 25 points

TOTAL 100 points

We are an emerging division where excellence is a habit and allegiance for quality is a
 LESSON EXEMPLAR
Grade 11 – READING AND WRITING
Quarter: FIRST
Theme: Understanding the Why’s and How’s of Reading
and Writing
Sub- Valuing and Enhancing Crafts in Reading and
Theme: Writing

I.LEARNING COMPETENCIES
Content Standard: Performance Standard:
EN11/12RWS-IVac-8: 1. Explains critical reading as reasoning
The learner The learner writes a
EN11/12RWS-IVac-9: 2. Formulates evaluative
understands the relationship 1000- wordstatements about of
critique a text
a read
of a written text and the selected text on the basis of
context in which a.itFormulates
EN11/12RWS-IVac-9.1: was its claim/s,
assertions context,
about the and
content and
developed. properties as a written
properties of a text read material

EN11/12RWS-IVac-9.2 : b. Formulates meaningful counterclaims in

response to claims made in a text read

EN11/12RWS-IVac-10: 3. Determines textual evidence to validate

assertions and counterclaims made about a text read

Objectives:
1. State assertions and counterclaims found in a text read.
2. Characterize assertions and counterclaims.
3. Participate in a classroom debate to show assertions and counterclaims.
4. Write argumentative essays showing textual evidences.
5. Perform critical reading activities in various contexts.

II.LEARNING CONTENT
Lesson: Critical Reading as Reasoning:
a. Formulating Evaluative Statements
b. Determining Textual Evidence

We are an emerging division where excellence is a habit and allegiance for quality is a
Materials:
1. LCD projector
2. Cartolina / manila paper
3. Chalkboard
References:
Reading and Writing Skills (pp. 23-30)
Realm of Communication “A Manual for Communication Arts 1”
Developing Skills in Grammar and Composition 2 (pp. 140-149)
https://ph.images.search.yahoo.com/search/images;_ylt=AwrwE.B6PN
RY
awYAtDm1Rwx.;_ylu=X3oDMTBsZ29xY3ZzBHNlYwNzZWFyY2gEc
2xrA2J 1dHRvbg-
http://www.rappler.com/nation/164598-cbcp-death-penalty-jesus-
legal- killing

III. LEARNING TASKS

Introduction:

How to become a good critical reader? Basically, it requires critical

analysis where in one can logically evaluate claims of the writer. Certainly, a
writer wants the reader to agree with his / her claims and through the reader
assertions on the writer’s claims, there is what we call agreement between
the writer and the reader. In this lesson, your crafts in critical reading will be
enhanced through careful analysis of reading texts where in you will be able
to identify textual evidences to substantiate either assertions or
counterclaims.

Preliminary Activity:
React on these photos. What do you feel about them?

We are an emerging division where excellence is a habit and allegiance for quality is a pledge.
 (There will be an interactive class discussion)

Activity:

The students will be grouped into five. They will be asked to read the
article with in-depth analysis and they have to discuss it among themselves.
There will be a presentation/reporting of their group discussion about their
claims on the article
– whether they agree with it (assertions) or otherwise (counterclaims). They
have to prove their assertions / counterclaims based on their reading.

Jesus didn't advocate legal killing, CBCP reminds faithful

atives' vote approving the reimposition of capital punishment, the Catholic Bishops' Conference of the Philippines (CBCP) on Sunday
t how many other crimes against humanity have been justified, using the same Bible?" CBCP president Lingayen-Dagupan Archbisho
as a progressive revelation of God's will to humankind, with its ultimate fulfillment in Jesus Christ, God's definitive Word to the worl

We are an emerging division where excellence is a habit and allegiance for quality is a pledge.
 The CBCP statement comes after 217 lawmakers approved on 3rd and final
reading the controversial death penalty measure on March 7. House Bill Number 4727
seeks to punish perpetrators of drug-related crimes. (READ: LIST: How congressmen and
women voted on the death penalty bill)
The CBCP pastoral letter was set to be read as a homily for Sunday masses in all
dioceses. (READ: CBCP on death penalty vote: We shall not be silenced)
Villegas also pointed out that death penalty has often been justified by a principle
of justice based on retribution. But, he added, Jesus himself challenged this and replaced
it "with the higher principle of non-retaliation of evil for evil, with justice founded on
mercy." "Jesus was never an advocate of any form of 'legal killing.' He defended the
adulterous woman against those who demanded her blood and challenged those who
were without sin among them to be the first to cast a stone on her (John 8:7)," the CBCP
letter
said.

Ineffective deterrent to crime

In the letter, Villegas noted that repressive governments have turned to the death
penalty to stifle dissent or eliminate those perceived as threats.
"Think, for instance why Herod Antipas had John the Baptist beheaded, or why
Pilate had Jesus crucified. Think of the thousands of Christian martyrs who were put to
death for sheer hatred for the faith," he said.
Villegas also said that capital punishment simply eliminates criminals instead of
addressing the root causes of criminality, making death penalty an ineffective deterrent.
Coupled with a flawed legal system that bars the poor from getting access to good
lawyers and due process, Villegas said that this constitutes a "lethal mix" that also directly
contradicts the basic human right to life.
The CBCP president also noted the irony of lawmakers approving the death
penalty bill on Ash Wednesday, with television footage catching the lawmakers giving
their votes with their foreheads marked with ash crosses.
"Could they have forgotten what that cross meant? Could they have missed out
the contradiction between their vote and the crosses on their foreheads, which were
supposed to serve as a loud statement of faith in the God who, for love of us, chose to give
up his life for our salvation, rather than see us perish (John 3:16)?" Villegas said.

Appeal to senators
In an effort to block the reimposition of the death penalty, the CBCP will send out
letters of appeal to senators explaining why they reject the measure.
The CBCP letter cited several reasons why the death penalty should not be
reimposed: it is not necessary; it will not be helpful and may weaken the country's appeal
for clemency for Filipinos sentenced to death abroad; and it will not be a move towards
greater justice.

We are an emerging division where excellence is a habit and allegiance for quality is a
 "Besides, the trend in dealing with crimes now is towards restorative and not
vindictive justice. Restorative justice seeks healing for the victims and their families and
reform of offenders. This certainly is what the Lord wills who wants not the death but
the conversion of sinners," the letter read.
–

Analysis:
The teacher asks:
1. How was it reading the article with in-depth analysis?
2. What are your personal claims towards the article?
3. Do you agree with it? Why or why not?
4. What textual evidence can you get gather from the article which
find credible and powerful to prove a claim?
5. Based on the discussion, differentiate assertion and counterclaim?

Abstraction:
The teacher will ask the students to state their understanding on the
concept of critical reading as reasoning.

Identifying

Assertions are declarative sentences that claim something is true about

something else. Simply put, it is a sentence that is either true or false.
Consider the following examples:
- The sampaguita’s roots are used for medical purposes, such as an
anesthetic and a sedative
- The sampaguita belongs to the genus Jasminum of the family
Oleaceae.
- The popularity of sampaguita flowers is most evident in places of
worship.

We are an emerging division where excellence is a habit and allegiance for quality is a
 There are four common types of assertion, which are classified
according to the degree of certainty they can be judged as true or false.
How would you classify the previous statements?
1. Fact – This is a statement that can be proven objectively by direct
experience, testimonies of witnesses, verified observations, or the
results of research.
Ex: The sampaguita’s roots are used for medicinal purposes, such as an
anesthetic and a sedative.
2. Convention – It is a way in which something is done, similar to
traditions and norms. Conventions depend on historical precedent,
laws, rules, usage, and customs.
Ex: The sampaguita belongs to the genus Jasminum of the family Oleaceae.
3. Opinions – They are based on facts, but are difficult to objectively
verify because of the uncertainty of producing satisfactory proofs of
soundness.
Ex: The popularity of sampaguita flowers is most evident in places of worship.
4. Preferences – They are based on personal choice; therefore, they are
subjective and can not be objectively proven or logically attacked.
Ex: Sampaguitas are the most beautiful and most fragrant of all flowers.

Formulating Counterclaims
Counterclaims are claims made to rebut a previous claim. They provide
a contrasting perspective to the main argument.

Determining Textual Evidence

Evidence is defined as the details given by the author to support his / her claim.

Application:
A. Have an in-depth critical reading of the article below. Write a reaction
paper about it by stating your own claim towards the topic and proving it by
textual evidences. Present it in not less than 1000 words using short bond
paper, with arial font 12 size, 1.5 spacing.
Consider the following criteria for rating.

Presentation of Mechanics/
Claims Organizati Language
on
and Textual Use
Evidences

50 pts. 25 pts. 25 pts.

We are an emerging division where excellence is a habit and allegiance for quality is a
 Duterte: open to legalization of medical marijuana
The President has 'no problem' with legalizing cannabis for medical
purposes if the Food and Drug Administration gives the greenlight.

MANILA, Philippines – President Rodrigo Duterte, known for his all-

consuming hatred of drugs, said he is open to the legalization of medical
marijuana if deemed beneficial by the proper authorities.
"I'm not the authority for that. It’s the Food and Drug Administration. If
it's certified by the government and it's good fine, no problem," he said
during an interview with Al Jazeera made online on Saturday, October 15.
Duterte said FDA regulations mean such a proposal will have to go
through studies.
"It must have this qualifying you know, activity, where it is being used to
find out if it's really medicinal or it can do something good for the body," he said.
In some places, like some states in the United States, marijuana is legal for
medical purposes such as for the alleviation of pain. Marijuana can also be
prescribed by doctors to treat muscle spasms, nausea from cancer chemotherapy,
and seizure disorders.
The Philippines, along with countries like Indonesia, France, China,
Malaysia, and Singapore, have some of the stricted laws against marijuana or
cannabis.
Countries like Germany, Netherlands, India, and Canada, meanwhile, have
the least restrictive cannabis laws.
There have been efforts in the Philippine Congress to legalize medical
marijuana.
Duterte has been fiercely vocal against drugs, particularly shabu
or methamphetamine, saying it tears apart Filipino families and heightens
criminal tendencies.
He is at the helm of a controversial anti-drugs campaign that has been
linked to deaths of over 3,300.
– Rappler.com

B. Organize a classroom debate about two currents issues in the

country. Consider the table below for the groupings.

Death Penalty in the Legalization of Marijuana

Philippines
Group 1 : Agree (Affirmative) Group 3 : Agree (Affirmative)

Group 2 : Disagree (Negative) Group 4 : Disagree(Negative)

We are an emerging division where excellence is a habit and allegiance for quality is a
 DEBATE GRADING RUBRIC

Levels of Performance for AFFIRMATIVE Team

Criteria 4 3 2 1 Grade:
1. Organization & Completely Mostly clear Clear in Unclear and
Clarity: clear and and orderly some parts disorganized
orderly in all parts but not throughout
Main arguments and presentation overall
responses are
outlined in a clear
and orderly way.
2. Use of Very strong Many good Some Few or no
Argument: and arguments decent real
persuasive given, with arguments, arguments
Reasons are given arguments only minor but some given, or all
to support the given problems significant arguments
resolution throughout problems given had
significant
problems
3. Use of cross- Excellent Good cross- Decent Poor cross-
examination and cross-exam exam and cross-exam exam or
rebuttal: and defense rebuttals, and/or rebuttals,
against with only rebuttals, failure to
Identification of Negative minor slip- but with point out
weakness in team’s ups some problems in
Negative team’s objections significant Negative
arguments and problems team’s
ability to defend itself position or
against attack. failure to
defend itself
against
attack.
4. Presentation All style Most style Few style Very few
Style: features features features style
were used were used were used features
Tone of voice, clarity convincingly convincingly convincingly were used,
of expression, none of
precision of them
arguments all convincingly
contribute to keeping
audience’s attention
and persuading
them of the team’s
case.
TOTAL
SCORE:

(Divide by 4) AVERAGE FOR AFFIRMATIVE TEAM:

Levels of Performance for NEGATIVE Team

Criteria 4 3 2 1 Grade:
1. Organization & Completely Mostly clear Clear in Unclear and
Clarity: clear and and orderly some parts disorganized
orderly in all parts but not throughout
Main arguments presentation overall
and responses are
outlined in a clear
and orderly way.
2. Use of Very strong Many good Some Few or no
Argument: and arguments decent real
persuasive given, with arguments, arguments
arguments but some given, or all

We are an emerging division where excellence is a habit and allegiance for quality is a
 Reasons are given given only minor significant arguments
against the throughout problems problems given had
resolution significant
problems
3. Use of cross- Excellent Good cross- Decent Poor cross-
examination and cross-exam exam and cross-exam exam or
rebuttal: and defense rebuttal, and/or rebuttal,
against with only rebuttal, but failure to
Identification of Affirmative minor slip- with some point out
weakness in team’s ups significant problems in
Affirmative team’s objections problems Affirmative
arguments and team’s
ability to defend position or
itself against failure to
attack. defend itself
against
attack.
4. Presentation All style Most style Few style Very few
Style: features features features style
were used were used were used features
Tone of voice, convincingly convincingly convincingly were used,
clarity of none of
expression, them
precision of convincingly
arguments all
contribute to
keeping audience’s
attention and
persuading them of
the team’s case.
TOTAL
SCORE:

(Divide by 4) AVERAGE FOR NEGATIVE TEAM:

We are an emerging division where excellence is a habit and allegiance for quality is a
 LESSON EXEMPLAR
Grade 11 – READING AND WRITING
Quarter: FIRST
Theme: Understanding the Why’s and How’s of Reading
and Writing
Sub- Valuing and Enhancing Crafts in Reading and
Theme: Writing

LEARNING
Content COMPETENCIES
Standard: Performance Standard:

The learnerhow
 Explains understands the
one’s purpose Theconsideration
is a crucial learner produces each
in academic
requirements of composing type of academic writing and
and professional
academic writing (EN11/12RWS-IVdg-11)
writing and professional correspondence
professional correspondence following the properties of
well written texts and
Objectives: process approach to writing.
1. Differentiate academic writing from professional writing
2. Realize the value of academic and professional writing to their
lives as students and future professionals
3. Present an acrostic reflecting their understanding of academic
and professional writing

LEARNING CONTENT
Lesson: PURPOSEFUL WRITING IN THE DISCIPLINE
Materials:
1. LCD projector
2. Copies of activity sheet

References:
Fernandez, E., et. al (2013). A Worktext in English 2 Writing in the Discipline.
Quezon City: C & E Publishing, Inc.
Tiongson, Marella Theresa A., et. al. (2016). Reading and Writing skills.
Quezon City: Rex Book Store.

We are an emerging division where excellence is a habit and allegiance for quality is a
Other Learning Resources:
https://www.hws.edu/academics/ctl/pdf/critique.pdf

LEARNING TASKS
Introduction

The teacher says:

A piece of writing has its own purpose which guides the writer to
generate, develop, organize and polish his texts. You also write because you
have a purpose or reason in writing – either because you are required by your
teacher or because you choose to write for your own personal reasons.
Whatever your purposes may be, it is a must that you know how to
communicate with people in your school and with the people in your future
jobs.

Preliminary Activity:
The teacher divides the class into four groups. He/ She provides all four
groups with various samples of texts such as theses, term papers, concept
papers, essays, book reviews, memoranda, technical reports, business letters
and feasibility studies. The students are tasked to categorize or classify the
given texts based on the characteristics which the group will set.

Activity:
The students are asked to form four (4) groups. Two groups are given
samples of academic writing (research paper, term paper, reaction paper,
essay, book review) while the next two groups are given sample of
professional writing (business correspondence, memos, technical-business
related reports). The members of the group are tasked to read and examine
the given sample texts.
After the group’s examination of the texts provided, they are asked to
complete the table. Each group assigns a leader and a rapporteur to lead the
discussion.

Text Title
Topic
What is the
text about?
Purpose
What is the writer’s
goal in writing
the text?
Audience
Who is the target

We are an emerging division where excellence is a habit and allegiance for quality is a
reader of the
text?

We are an emerging division where excellence is a habit and allegiance for quality is a
 Writer’s
Knowledge How
much does the
writer know of the
subject?
Tone
Did the writer write in
formal or
informal
manner?
Vocabulary
List down special

vocabulary found
in the text.

Grammar
List down the
language features
of the text

Analysis:
After doing the activity, the teacher asks the groups the
following questions:
1. What do you think are the characteristics shared in common by the
text that you examined?
2. What language features were you able to identify in the samples
given to your group?
3. Compare your sample text to those texts given to the other
groups. What are their salient differences?

Abstraction:
After the discussion, the class reflects on the answers they provided in the
activities. The teacher asks the students to help her complete the statements.
Necessary prompts should be made by the teacher so that the class
can provide the appropriate response.

Academic writing is …

Professional writing is…

Based on the given examples, the characteristics or features of academic

writing are…

Based on the given examples, the characteristics or features of academic

writing are…

Academic writing is important to me as a student because…

Professional writing is important to me as a future ( teacher, nurse,

chef, etc.) because…

We are an emerging division where excellence is a habit and allegiance for quality is a
 Application:
The teacher says
We shall now prepare for an activity by applying what we have learned.

A. FORMATIVE ASSESSMENT
Decide whether the following statements are TRUE or FALSE. Write ACADEMIC if the
statement is true. If the statement is false, write PROFESSIONAL.
1. Examples of academic writing include business correspondence,
resume, application letter and technical-business related
reports.
2. A piece of writing has its own purpose.
3. Required writing happens on the job and in the school.
4. Research paper, term paper, essays, and book reviews are examples
of professional writing.
5. We write not only because we are required to but also because
we choose to write for our own personal reasons.

B.The students are asked to work in groups and present an acrostic about
the ideal features of academic and professional writing. Two groups shall
work on the word ACADEMIC while the last two groups shall work on the word
PROFESSIONAL. Students are encouraged to use ingenuity and creativity for
the presentation.

Example:
A- active verbs should be used
C – conciseness must be
observed A – adept writers are
required
D – direct /straightforward words, don’t forget to
utilize E – errors must be avoided
M – mechanics should not be
neglected I – inaccuracy, no room for
that
C – clarity will win the prize

Students shall be graded based on the following criteria:

Correctness 15
points
Creativity 15
points
Presentation 10
Style points
TOTAL 40
points

We are an emerging division where excellence is a habit and allegiance for quality is a
 LESSON EXEMPLAR
Grade 11 – READING AND WRITING
Quarter: FIRST
Theme: Understanding the Why’s and How’s of Reading
and Writing
Sub- Valuing and Enhancing Crafts in Reading and
Theme: Writing

Content Standard: Performance Standard:

I.LEARNING COMPETENCIES
The learnerhow
 Explains understands the
one’s purpose The consideration
is a crucial learner produces each
in academic
requirements of composing type of academic writing and
and professional
academic writing and
writing (EN11/12RWS-IVdg-11)
professional correspondence
professional correspondence
 Identifies the unique features of and following thein properties
requirements of
composing texts
well written texts and
that are useful across disciplines (EN11/12RWS-IVdg-12)
process approach to writing.
 Critique (EN11/12RWS-IVdg-12. 1)

Objectives:
1. Identify the functions and parts of a review
2. Explain the importance of writing a review in their lives as a SHS student
3. Compose a well-written critique about a movie they watched

LEARNING CONTENT
Lesson: PURPOSEFUL WRITING IN THE DISCIPLINE / WRITING A CRITIQUE or REVIEW
Materials:
1. LCD projector
2. Movie clips
3. Copies of critiques and reviewsCopy of the movie “The Count of
Monte Cristo”
References:
Fernandez, E., et. al (2013). A Worktext in English 2 Writing in the Discipline.
Quezon City: C & E Publishing, Inc.

We are an emerging division where excellence is a habit and allegiance for quality is a
 Grammar and Composition Handbook, High School 1. (2000). New
York: Glencoe McGraw Hill.
Stern, Steven L. (2000). Mastering the MCAS in English Language Arts.
USA: AMSCO Publication

Other Learning Resources:

https://www.hws.edu/academics/ctl/pdf/critique.pdf

LEARNING TASKS
Introduction
The teacher says:
Every now and then, your teachers might ask you to compose an
academic writing texts such as essays, research proposals, reaction papers
and critiques. With the tasks assigned to you, you need to be equipped with
the necessary knowledge and skills to do these correctly. Today, let us talk
about composing a critique and explore the beauty and challenge of
academic writing.

Preliminary Activity:
The teacher shows in class a three-minute video clip of movie trailers
based on a popular novel such as Harry Potter, Chronicles of Narnia and Lord
of the Rings. After watching the movie, the class shares insights about the
trailers presented.
(Note: The teacher provides necessary prompts to lead students into
discussing about their own assessment of the movie based on the video they
watched.)

Activity:
The teacher divides the class into four groups and provides each group
a copy of a sample movie critique, article critique and book review. After
reading, the group assigns a leader and a rapporteur to facilitate the
discussions. Each group is also tasked to complete the table with the
necessary information required.
What is the title of the text
Who is the audience?
What questions are discussed in the text?
What conclusion does the author draw from the
research?
What kind of evidence is offered in support of
his/her conclusions?

We are an emerging division where excellence is a habit and allegiance for quality is a
 Are the author’s conclusion and evidence valid and acceptable?

Analysis:
After doing the activity, the teacher asks the groups the
following questions:
1. What does the writer wish to express in the text?
2. How are the writer’s ideas organized?
3. What do you think are the possible difficulties which you may
encounter when the teacher asks you to write a critique?

Abstraction:
After the discussion, the class reflects on the answers they provided in the
activities. The teacher asks,
“What is a critique?” and “What are the parts of a critique?”
(Note: The teacher provides necessary information on the
topic.)

Critique – a French word which means critical assessment. Some common

types of critique include film reviews in a newspaper or book reviews in
journals.

FUNCTIONS OF A REVIEW
1. Determine what has been done already
2. Provide insights necessary to develop a logical framework into
which the topic fits
3. Provide the rationale for the hypotheses being investigated
4. Identify potentially useful methodological strategies
5. Facilitate the interpretation of the results

PARTS OF THE REVIEW

1. Introduction
2. Body
3. Summary/Synthesis
4. Conclusion
5. References

We are an emerging division where excellence is a habit and allegiance for quality is a
 Application:
The teacher says
We shall now prepare for an activity by applying what we have learned.

A. FORMATIVE ASSESSMENT
The teacher asks the students to answer the following questions briefly:
1. What is a critique/review?

2. What are its functions?

3. What are its parts?

4. Why is writing a critique/review important in your life as a SHS student?

B. Students are asked to compose a 750 - 1000 word critique of the movie
Count of Monte Cristo (based on the novel written by French author
Alexandre Dumas in 1844). Students critique shall be graded based on the
following criteria.

Evidence of Research 50 points

Language Used (paraphrasing) 20 points

Organization of Ideas ( Use of transitional device) 20 points

Mechanics (Correct use of punctuation marks and 10 points

spelling)

TOTAL 100 points

We are an emerging division where excellence is a habit and allegiance for quality is a
 LESSON EXEMPLAR
Grade 11 – READING AND WRITING
Quarter: FIRST
Theme: Understanding the Why’s and How’s of Reading
and Writing
Sub- Valuing and Enhancing Crafts in Reading and
Theme: Writing

I.LEARNING COMPETENCIES
Content Standard: Performance Standard:
EN11/12RWS-IVhj-13: 9. Identifies the unique features of and requirements in
The learner The learner critiques a
understands composing
the professional
chosen sample of each
requirementsEN11/12RWS-IVhj-13.1:
correspondence of composing pattern
a. Resume of development
academic writing and focusing on information
EN11/12RWS-IVhj-13.3: c. Application for
professional correspondence. Employment
selection, organization, and
development.

Objectives:
1. To determine interests and evaluate qualifications in choosing
career path.
2. To identify unique features of a resume, and cover letter, and
explain what makes them effective. Incorporate values in writing
a text and appreciate the values infused in reading.
3. To explain how purpose and audience affect the content of
professional documents such as resumes and cover letters.
4. To organize and format the parts of each document and come up
with persuasive resume, cover letter and application essay.

II.LEARNING CONTENT
Lesson: Purposeful Writing for Professions
Materials:
1. LCD projector
2. Cartolina / manila paper
3. Chalkboard

We are an emerging division where excellence is a habit and allegiance for quality is a
 References:
1. Reading and Writing Skills (pp. 166-182)
2. Developing Skills in Grammar and Composition 2 (pp. 140-149)

III. LEARNING TASKS

Introduction:
How do you see yourself after your senior high school and college
graduation? Do you find yourself ready and confident in applying for a job? In
this writing lesson you will learn how to prepare yourself for your future
career. Thus, self-assessment is necessary by first knowing your interest as
an individual as it will bring you to what you are going to become someday.
More so, you will also be knowledgeable and skillful on the logistics of
business correspondence particularly discourses in the profession.

Preliminary Activity:
Confucius once said, “Choose a job you love, and you will never have
to work a day in your life.” Write your thoughts about this in not less than 5
sentences using one fourth sheet of paper.
Some students will be asked to share their thoughts in class.

Activity:
Individual Work:
A. Make a self-assessment which will serve as your guide in planning
for your career. Complete the table to reveal your responses for each step in
career planning.
Determining your interests 1.
2.
3.
4.
5.

Strengths 1.
2.
3.
4.
5.

Weaknesses 1.
2.
3.
4.
5.

We are an emerging division where excellence is a habit and allegiance for quality is a
 Assessing your qualifications
(Skills, Trainings and Experiences)
Selecting an academic track and
searching for a college course or
a
vocational school

Searching for a job

State your job preferences.

B. Assuming that you are applying for a job, formulate your

objective stating your purposes and reasons for applying a particular job.
Write it in one fourth sheet of paper. Consider these in starting your
objective.
To be able to
To become

Analysis:
The teacher asks:
1. How was it doing self-assessment?
2. Were you able to reveal all the information needed?
3. With your interests and qualifications, do you find yourself sure of
what will be your career in the future?
4. How do you see yourself applying for a job two years or six years
from now?

Abstraction:
The teacher will ask the students to state their understanding on the
concept of purposeful writing for the professions.

We are an emerging division where excellence is a habit and allegiance for quality is a pledge.
 Steps in Planning Your Career

Determining your interests

Assessing your qualifications

Selecting an academic track and searching

for a college course or vocational school

Searching for a job

Writing your Resume

A resume is a document that contains a brief account of a person’s
education, skills, work experience, and other qualifications. It is usually sent
along with job applications, and sometimes with school application as well.

1. Formatting your resume

The following section details the categories that normally appear in
the chronological resume.
1. Heading
2. Objective
3. Education
4. Honors and Awards
5. School Activities
6. Work Experience
7. Enrichment Activities

2. Polishing your resume

1. Revising
2. Updating
3. Proofreading

We are an emerging division where excellence is a habit and allegiance for quality is a
 Writing Your Cover Letter
Cover Letter – This also refers to application letter. This is a letter
that accompanies your resume and highlights the strengths that you have
listed. The parts of a cover letter are as follows:
1. Introduction
2. Body
3. Conclusion

Application:
1. Recall the ideal job that you have discovered based on your self-
analysis. Use the Internet and search for a job posting related to or that
describes your ideal job. Afterward, revise your resume to cater to the
requirements of the job posting. Next, create a cover letter to accompany
your resume.
2. Prepare for a mock job interview. Consider the rubric to guide for
your preparation.

We are an emerging division where excellence is a habit and allegiance for quality is a