Republic of the Philippines

DEPARTMENT OF EDUCATION
Division of Bohol
Guinsularan National High School

INSTRUCTIONAL PLANNING
(The process of systematically planning, developing, evaluating, and manage/ng the instructional process by using
principles of teaching and learning – D.O. 42, s. 2016)

Detailed Lesson Plan in Reading and Writing Skills-XI

DLP No. 8 Learning Area: Grade Level: 11 Semester: 2 Duration: 50 Minutes

Reading and Barachiel- 7:45-8:45 Quarter: 4 Date: March 03, 2025
Writing Skills Cassiel- 10:00-11:00
Gabriel- 1:50-2:40
Uriel- 2:40-3:30

Content Standard Understand the requirements of composing academic writing and professional
correspondence.
Performance Standard Produce each type of academic writing and professional correspondence following
the properties of a well-written texts process approach to writing.
Learning Competency/ies: Identify the unique features of and requirements in composing texts that are useful
across disciplines (EN11/12RWS-IVdg-12)
1. Learning The students are expected to:
Objectives
Knowledge Identify the key features of a book review or article critique;

Skills write a book review of a novel or book they have read; and

Attitudes display fairness when writing a review.

2. Content Literature Review (Composing Academic Writing)

3. Learning Resources
 Laptop and Smart Television for PowerPoint Presentation
 Reading and Writing Skills Module/Textbook
 Marella Therese A. Tiongson and Maxine Rafaella C. Rodriguez, Reading
and Writing Skills Quezon City: Rex Publishing Inc, 2016

4. Procedure
TEACHER’S ACTIVITY STUDENTS’ ACTIVITY
4.1 Introductory 1. Prayer
Activities Before we start, let us pray. (Everyone stands for the
(5 Minutes) prayer.)
(Awareness) 2. Greetings
Good morning class! Good Morning Ma’am!
3. Classroom Management
Kindly arrange your chairs properly and pick up any
pieces of trash under you seats.

You may now take your seats. (The class will be seated.)

4. Monitor Attendance

Class monitor, please check the attendance. None is absent today.

_______ is absent today.
5. Review
Can you recall our previous lesson? It was all about determining
textual evidence.
6. Motivation

Let's play a storytelling relay! I'll start a story, and each of

you will add a sentence or two to continue it. We'll see
where the story takes us!

7. Objectives
Read the lesson objectives.  Identify the key
features of a
book review or
article critique;
  Write a book review
of a novel or book
they have read; and
 Display fairness
when writing a
review.

4.2 Activity/Strategy (5 Let's take a look at this sample book review. Read it carefully
Minutes) and analyze the text. Work with your partner to complete the
matrix below.

Main Idea
Purpose
Your Evaluation of the
Text

(The students’ will read the

Handbook of Disaster Risk Reduction & text carefully in 3 minutes
Management Climate Change and Natural and answer the following
Disasters
matrix with their pair.)
By Yingigba Akenyemi

Climate change is increasingly of great concern to

the world community. The earth has witnessed the
build-up of greenhouse gases (GHG) in the
atmosphere changes in biodiversity, and more
occurrences of natural disasters. Recently,
scientists have begun to shift their emphasis away
from curbing carbon dioxide emission to adapting
to carbon dioxide emission. The increase in
natural disasters around the world is
unprecedented in earth’s history and these
disasters are often associated to climate changes.
Many nations along the coastal lines are
threatened by massive floods and tsunamis.
Earthquakes are increasing in intensity and
erosion and droughts are problems in many parts
of the developing countries. This book is therefore
to investigate ways to prepare and effectively
manage these disasters and possibly reduce their
impacts. The book takes an in-depth look at
climate change and its association to socio-
economic development and cultures especially in
vulnerable communities; and investigates how
communities can develop resilience to disasters.
A balanced and a multiple perspective approach
to manage the risks associated with natural
disasters is offered by engaging authors from the
entire world to proffer solutions.

(Worldscientific 2020)
4.3 Analysis (5 minutes) Student 1: We had to read
1. What skills did you apply in the activity? carefully and identify the
important information.

2. How were you able to come up with responses needed for Student 2: We looked for
the activity? clues in the text and tried to
understand the main points
4.4 Abstraction (15 Deepening of the topic/Discussion:
minutes)
A book review describes and evaluates a work of fiction or (Students will actively listen
nonfiction and offers the book’s overall purpose, structure, and to the teacher's explanation
style of narration to the unknown readers. It tells not only what and take notes. They will
a book is about, but also how successful it is at what it is trying also participate in a
to do. It is a sneak peek at a book, not a summary. discussion about the
different aspects of book
- Hence, in writing a book review, you combine your skills of reviews.)
describing the content of the pages, analyzing how the book
achieved its purpose, and expressing your most personal
comments, reactions, and suggestions.

-If it is a short review, you may not be able to fulfill your

purpose. If it is too long, it may stray too much of the plot or of
the content, you may lose the interest of your readers. Take
 this general guideline: the length of the review depends upon
the length of the book itself, and a review should not be less
than 100 words. Longer books usually ask for more than 500
words.

A book review title should be based on your total impression of

a book. Like creating passwords, strong titles might be “Drew
girl power to new height”, “A night owl that seldom sleeps even
during daytime,” “Beautiful illustrations with a story to match,”
“Perfect for a weekend getaway” while weak titles are: “State
of the art book,” “Five stars,” “A breath of fresh air,” “Fast and
furious.”

How do you START writing a book review?

1. Identify the book by author, title, and sometimes publishing
information.
2. Specify the type of book (for example: fiction, nonfiction,
biography, and autobiography). Help your readers to review
with perspective.
3. Mention the book’s theme.
4. Include background, if necessary, to enable reader/s to
place the book into a specific context.
5. You may also use an interesting quote, an interesting fact,
or an explanation of a concept or term.

What do you DO with the content?

1. For nonfiction books like biography, history, and the like:
pay primary attention to the major points (the argument) the
author is putting forth and to the sources the author has drawn
upon to back up his/her point of view.
2. For fictional works such as novels, chick lit, graphic novels,
manga: Pay attention primarily to the novel or book’s setting,
plot, style, characters, theme/s, use of language and voice.
Caution: Do not give away the story for no one appreciates a
spoiler!
3. Provide your reactions to the book.
4. Describe the book.
5. Respond to the author’s opinions and analyze it.
6. Explore issues the book raises.

How do you CONCLUDE?

1. Relate your argument to other books or authors.
2. Relate the book to larger issues.
3. Tie together issues raised in the review.
4. Briefly restate your main points and your thesis statement.
5. Indicate how well the book has achieved its goal, what
possibilities are suggested by the book, what the book has left
out, how the book compares to others on the subject, what
specific points are not convincing, and what personal
experiences you’ve had related to the subject.

How do you REVISE the draft?

1. Allow time to elapse, at least a day, before starting your
revision.
2. Correct grammatical mistakes and punctuation as you find
them.
3. Read your paper through again looking for unity,
organization, and logical development.
4. If necessary, do not hesitate to make major revisions in your
draft.
5. Verify quotations for accuracy and check the format and
content of references.

4.5 Application (15 Write a book review on a novel or a book that you like. (Students’ will do
minutes) brainstorming and write
Book Review Rubric their book review for 15
minutes)
Components Distinguished Proficient Apprentice Novice
(5) (4) (3) (2)
Introduction Book review Book review Book review No attempt
“grabber” is very “grabber” is “grabber” lacks was made
interesting or mildly interest. to catch the
catchy. interesting. reader’s
attention
Plot Summary Reviewer does a Reviewer offers Reviewer offers Reviewer
good job of a little too much way too much gives away
 leaving the plot summary plot summary, the ending.
reader in but paints a fair leaving the
suspense about picture of what reader little
conflict the novel is reason to read
resolutions while about. the book or
painting a clear, novel.
interesting
portrait of the
novel or book’s
story.
Opinion/ R eviewer offers Reviewer offers Reviewer offers Reviews
Commentary his/her opinion a little of his or very little of consist of
on the book’s her opinion on his/her opinion plot
aspects. the book’s on the book’s summary
Reviewer also aspects. aspects. and offers
writes a Reviewer writes Reviewer also no opinion
recommendation a writes of or
to readers. recommendatio recommendation commentary
n to readers. to readers. on the book
or novel
Spelling/Mechanics No errors. Somewhat Some errors Error filled
errorless all
throughout
the text.
4.6 Assessment (4 "Okay, class, let's take a quick quiz to see what you've
minutes) learned today. Please answer the following multiple-
choice questions."

Direction: Choose the letter of the best answer. Write the (Starts answering the
chosen letter on a separate sheet of paper. assessment)

1. Which of the following are identified first in writing a book

review?

A. author and title

B. publication house

C. page and number

D. audience

2. The following skills are enhanced when one writes a book

review, EXCEPT:

A. describing B. Analyzing C.expressing D. Assessing

3. What do we mean by this book review warning, “Do not give

away the story?”

A. avoid distributing the story

B. avoid telling the entire story

C. avoid the story

D. avoid reading the story

4. Which of the following parts of a review provides the

author’s name, book article’s name, source, and their
statement?

A. introduction B. Conclusion C. body D. Synthesis

5. How long should a book review be?

A. 50 words

B. 500 words or more

C. strictly 500 words

D. strictly 100 words

4.7 Assignment (1 Do an advance research about literature review. Students: Okay Ma’am.
minute) (Writes the assignment in
their notebook)

1. Remarks Indicate below special cases including but not limited to continuation of lesson
plan to the following day in case of re-teaching or lack of time, transfer of lesson
 to the following day, in case of class suspension, etc.
2. Reflections
A. No. of learners who earned 80% in
the evaluation
B. No. of learners who require
additional activities for remediation
C. Did the remedial lessons work?
No. of learners who have caught up
with the lesson.
D. No. of learners who continue to
require remediation
E. Which of my learning strategies
worked well? Why did this work?
F. What difficulties did I encounter
which my principal or supervisor can
help me?
G. What innovation or localized
materials did I use/discover which I
wish to share with other teachers

Prepared by:

Name: GLAIRA LYN R. SANDIGAN School: Guinsularan National High School

Position/Designation: Student Intern Division: Bohol
Contact Number: 09759100597 Email Address: [email protected]