Scribd
Upload
9 views6 pages

Lesson-Plan-1

This semi-detailed lesson plan focuses on teaching students about reading as a communication process and as a skill. It includes objectives, subject matter, learning procedures, and activities designed to enhance students' comprehension, vocabulary, and critical thinking skills through group analysis of persuasive texts. The plan also outlines assessment methods and assignments to reflect on reading challenges and comprehension strategies.

Uploaded by

Jewel Garcia
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
9 views6 pages

Lesson-Plan-1

This semi-detailed lesson plan focuses on teaching students about reading as a communication process and as a skill. It includes objectives, subject matter, learning procedures, and activities designed to enhance students' comprehension, vocabulary, and critical thinking skills through group analysis of persuasive texts. The plan also outlines assessment methods and assignments to reflect on reading challenges and comprehension strategies.

Uploaded by

Jewel Garcia
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
You are on page 1/ 6

SEMI-DETAILED LESSON PLAN

I. OBJECTIVES At the end of the lesson, students will be able to:

II. SUBJECT MATTER Topic: Reading as a Communication Process and Reading


as a Skill/Skills
Reference:
https://www.scribd.com/document/424818636/Reading-as-a-
Communication-Process
https://www.slideshare.net/slideshow/the-reading-process-
viewing-reading-as-a-skill/165848081

Materials: Power Point Presentation, Strip of papers

III. LEARNING A. Daily Routine


PROCEDURE 1. Prayer
2. Greetings
3. Checking of Attendance
4. Review

B. Motivation
Students' will form into groups. The teacher will give each
group a strip of paper containing a persuasive text
(advertisement, political speeches, editorial, or opinion
piece). They will then analyze the text, identifying the
author's main argument, the techniques used to persuade
the reader and the intended audience. Students will then
exlain how the author's choices impact the communication
process and the effectiveness of the message.

C. Analysis
•Did the author effectively demonstrate the intended
message, audience, and communication strategies?
•Did they demonstrate an understanding of how these
elements interact?
•Did you critically evaluate the persuasive techniques used
in the text?
•Have you identified any biases or fallacies?

D. Abstraction

Reading as a Communication Process


Language
•Language is a code system used by humans to
communicate.
• There are diversities in the code system or symbol system
as devised and used by humans.

Characteristics:
1.Clarity
● The reader can more easily and immediately
understand language when the code system are
concrete rather than abstractions (universal ideas)
and generalizations.
Compare for example:
Many students attended the student council meeting.
Ninety-five college students attended Tuesday’s student
council meeting.

The Philippines became a sovereign nation in the late 1890s.


The Philippines was freed from Hispanic colonial rule when
our forbears led by General Emilio Aguinaldo declared
Independence on June 12, 1898.
2. Simplicity
● Complex wording written for the sake of verbal
erudition is less easily understood compared with
what is expressed directly and to the point.
Compare:
Shall we partake of our repast?
Shall we eat?

Mother’s culinary dishes are exquisite.


Mothers cooks well.
3. Adapted Language
● Words of expression should relate to the reader’s age,
educational attainment, gender, ethnic origin, other
personal factors.
● The inappropriate use of technical or specialized
words should be also provided.
There are instances for example:
•When preachers caused a stir talking about sexuality to a
group of women.
•Luzon Politicians were not well received by Mindanao
groups.
4. Forceful
● Stimulating language provides color, interest and
excitement.
Compare:
He speaks at length while saying little.
He spews forth words- -and say nothing.
5. Vivid Language
● Vivid wording is descriptive and stirs the senses of the
reader.
Compare:
Very good salesman — crackerjacker persuader
Dishonest and evil — festering corruption
Trouble spot — seething hell

Reading as a Skill/ Skills


 Reading is a fundamental skill that plays a crucial role
in personal and academic success.
 It enhances comprehension, expands vocabulary, and
stimulates critical thinking.

Global Reading Skills and Sub-skills


1. Word Recognition Skills
 Also known as word identification or word attack,
recognition of printed symbols, association of
meaning to the word.
 Word Recognition Strategies for Pronunciation:
Strategy 1: Phonic Analysis and Synthesis
Example: I like brust people
Analysis br ust
Synthesis br + ust
Strategy 2: sight method
Strategy 3: Structural Analysis and Synthesis (Word Parts)
Example: unreadable
un read able
(not) (root) (can be done)
Strategy 4: Look up the pronunciation in the dictionary
Strategy 5: Context Clues

 Word Recognition Strategies for Word Meaning


Strategy 1: Context
Strategy 2: Structural analysis and synthesis for Word
meaning

2. Comprehension Skills
 Reading comprehension is a complex intellectual
process
 Some experts argued that comprehension is a matter
of vocabulary knowledge and reasoning.
 Involves thinking
3. Study Skills
 Refers to a set of strategies and techniques that help
individuals learn, retain, and apply information more
effectively.

 Learning from text (e.g., advertisements, following


directions)
 Learning from graphic aids (e.g., diagrams, timelines)
 Learning from using resources (e.g., encyclopedia,
dictionary)

How to Improve Your Reading Skills


1. Reading Regularly
2.Setting Goals
3.Join a book club
4. Practicing reading techniques
5. Make it fun

E. Application
Group the class into 5 groups.

Instruction: What Am I
Ask students What Am I by describing a concept related to
the topic.

1. I help you understand the meaning of new words while


reading by looking at the words around them. What am I?
Answer: Context Clues

2. I am a way to break down complex words into parts, like


prefixes, roots, and suffixes, to help you figure out their
meaning. What am I?
Answer: Structural Analysis

3. I help you recognize words by their sounds, especially


useful when reading out loud. What am I?
Answer: Phonic Analysis

4. When reading, I help you by simplifying the language, so


the meaning is clear and direct. What am I?
Answer: Simplicity

5. I’m a characteristic of language that adds color and


excitement to the text. What am I?
Answer: Forceful Language

6. I refer to the ability to recognize and understand printed


words. What am I?
Answer: Word Recognition Skills

7. I’m a skill that helps you read and understand texts better,
from advertisements to instructions. What am I?
Answer: Study Skills

8. I’m the type of language helps you picture something


clearly in your mind. What am I?
Answer: Vivid Language

F. Assessment

Instruction.
I. Put a check inside the box that corresponds to the given
sentence.
Word Compr Study
Reco ehensi Skills
gnitio on
n
1. Find some information quickly ✓
by skimming.
2. Recognize the effect of “r” on ✓
the preceding vowel.
3. Complete analogy ✓
proportions.
4. Read consonants blends and ✓
clusters.
5. Differentiate between fact and ✓
opinion.

II. Write TRUE if the statement is right and write FALSE if


otherwise.

1. Language is a code system used by humans to


communicate. TRUE
2. Clarity is enhanced when language is abstract and uses
universal ideas and generalizations. FALSE
3. Using concrete examples makes language more
immediate and understandable for the reader. TRUE
4. Complex wording and unnecessary verbal sophistication
can make text easier to understand. FALSE
5. Simplicity in language expression allows the reader to
grasp meaning more easily. TRUE
6. Words of expression should be adapted to the reader's
age, education level, gender, and other personal factors.
TRUE
7. It’s acceptable to use technical language in all situations,
regardless of the audience's background. FALSE
8. Forceful language is characterized by a lack of interest or
excitement. FALSE
9. Stimulating language can make communication more
engaging by adding color and interest. TRUE
10. Vivid language helps the reader imagine or feel a
situation by appealing to the senses. TRUE

G. Assignment

Reflect on a time when you had difficulty understanding a


text you were reading. Write a brief summary about the
experience:
 What made it difficult?
 How did you eventually improve your understanding
of the text (did you reread, ask for clarification, look up
unfamiliar words, etc.)?
 Do you think reading comprehension is more about
vocabulary knowledge or reasoning? Explain why.

IV. Reflection

V. Remarks

Prepared by:

May Kristine Brina


Alyssa Jane Galvadores
Hazel D. Tanginan
Joane Paula Villalon

BSED- MATH 3

You might also like