Detailed Lesson Plan

Learning Area: Reading and Writing

Quarter: 4th
Grade Level: 11
Duration: 1hr

 The learner realizes that information in a written text may

Content Standard be selected and organized to achieve a particular
purpose.
 The learner critiques a chosen sample of each
Performance Standard pattern of development focusing on information
selection, organization, and development.

Learning Competency and its Code Mechanics EN11/12RWS-IIIgh-4.4

Key Concept Mechanics in Writing

At the end of the lesson, the students will be able to:
1. identify the correct/proper usage of punctuation marks;
I. LEARNING OBJECTIVES 2. use appropriate punctuation marks in a sentence; and
3. appreciate the use of punctuation marks in writing.

II. CONTENT Mechanics in Writing

References Reading and Writing Learner’s Module: Quarter 3 Module 4

Resources  Laptop
III. LEARNING PROCEDURES
 Cleanliness and Orderliness
 Prayer
 Greeting
A. Preliminary Activities (3 min)
 Attendance
 Health Protocols

Teacher: Once again, good morning class, to start our day I

prepared some activities for you to answer. Here is the first
activity. Please everybody read the title of our activity and
the instructions.
ACTIVITY: COMPLETE ME
 The teacher will present words that will serve as clues in the
1. Drill (2 min) creation of a specific word.
 Students will be called to try and identify the word.

 Punk 2 Weight Shone - Punctuation

 Cent teens - Sentence
 Make a next - Mechanics
 Rite Thing – Writing
2. Review (2 min) 3 Types of Claims

Claim of Fact – Asserts that something is true or false,

happened, did not happen, or will happen. It is verifiable
through evidence and reasons.
 Claim of Policy – Suggests a course of action or a specific
solution to a problem. Uses modals should, must, ought to,
etc.

Claim of Value – Judges something based on morals, ethics

and aesthetics. Assigns value to things using the degrees of
comparison. Good, Better, best. Bad, Worse, Worst.
3. Motivation (3 min) Teacher: This time we will go to our second activity.
Requesting everyone to read now our activity and
directions.

ACTIVITY: Small Things, Big Impact.

Teacher: I have here with me are some incorrect sentences.

You need to identify what made the sentence wrong.
 The teacher will show funny pictures of punctuation
errors and he will call a student to read the wrong
sentence, identify the error, and try to correct the
sentence by providing the correct punctuation.

 Error

 Correct

Teacher: The picture shows the importance of comma right

class? Without the comma, it would seem like the subject is
being inspired by cooking her family and dog, but the
thought here is she takes inspiration, from cooking, her
family, and her dog. Understood class? Now we will proceed
to the next picture.
 Error

Teacher: What have you observed on the notice?

What do you think the sign wants to inform us
about?

Student: I think the notice is wrong because it

doesn’t have comma, so it seems like all the
previous words describes the children as
disabled, elderly, and pregnant which seems
wrong.

Teacher: So, how can we make it right?

Student: I think we need to place comma to each

of the noun to separate them.

Corrected: Toilet only for disabled, elderly,

pregnant, and children.

Teacher: That’s correct, very well-said.

PRESENTATION OF LEARNING OBJECTIVES

 Ask the class to read the learning objectives aloud.

B. Developmental Activities GROUP TASK - TABLEAU

1. Activity (10 min) Freeze the Moment: The Power of Punctuation
 The class will be divided into four groups.
 Each group will draw lots to determine their sentence.
 Groups will be given five minutes to prepare their
performance.
 Each group will make a still image showing the sentence they
draw, and their tableaux will be explained by a representative of
the group.
Sentences:
 Help a thief!
  Help! A thief!
 Let’s eat, Grandma.
 Let’s eat Grandma.
 Each performance will last one minute per group.
1. How did the meaning of each sentence change when
punctuation was added or removed?

2. What were your thoughts when you saw the incorrect

version of the sentences being acted out?
2. Analysis (10 min)
3. How does this activity relate to real-life situations where
punctuation plays a crucial role in communication?

4. What strategies can you use to ensure you always use proper
punctuation when writing messages, essays, or formal papers?
3. Abstraction (10 min) What are the mechanics in writing?

Application Activity: "Punctuation in Practice"

Instructions:

Fill in the blanks with the correct punctuation mark (comma,

semicolon, or colon) to complete each sentence correctly.

1. I bought apples __ oranges __ and bananas from the

market.
2. She loves reading __ however, she doesn’t have much
time for it.
3. There are three things you need for this recipe __ flour,
sugar, and eggs.
4. He packed everything he needed __ a tent, a sleeping bag,
and a flashlight.
5. We visited Paris, France __ Rome, Italy __ and Madrid,
4. Application (10 min)
Spain during our trip.
6. I have a big test tomorrow __ therefore, I need to study
all night.
7. The bookstore sells various genres __ fiction, mystery,
romance, and sci-fi.
8. The weather was terrible __ it was raining heavily, and
the wind was strong.
9. Her favorite hobbies include __ painting, hiking, and
playing the guitar.
10. He had one goal in life __ to become a doctor.

Answer Key:

1. comma | 2. semicolon | 3. colon | 4. colon | 5. semicolon |

6. semicolon | 7. colon | 8. semicolon | 9. colon | 10. colon

IV. EVALUATION Instructions:
Choose the correct punctuation mark (comma, semicolon, or
colon) to complete each sentence.
 1. I have three favorite colors __ blue, green, and red.
a) , (comma)
b) ; (semicolon)
c) : (colon)

2. She wanted to go to the party __ however, she had too much

homework.
a) , (comma)
b) ; (semicolon)
c) : (colon)

3. There is one thing I can’t live without __ coffee.

a) , (comma)
b) ; (semicolon)
c) : (colon)

4. It was a beautiful day __ the sun was shining, and the birds
were singing.
a) , (comma)
b) ; (semicolon)
c) : (colon)

5. My brother packed his essentials __ clothes, shoes, and

toiletries.
a) , (comma)
b) ; (semicolon)
c) : (colon)

Directions:
Answer the given question below. Write your answer on a one
(1) whole sheet of paper. Answer should not be less than 100
words and not more than 300 words. This will be graded
according to the given rubrics. [Organization of thoughts (10);
V. AGREEMENT/ASSIGNMENT Grammar (10)].

1. How do the mechanics of writing particularly the correct

usage of punctuation marks impact effective communication?
Provide real-life examples where proper or improper writing
mechanics affected clarity and understanding.
VI. REFLECTION
A. Number of learners who earned 80% in the evaluation.

_______________________________________________________________________
B. Number of learners who require additional activities for remediation scored below 80%.

_______________________________________________________________________
C. Did the remedial lessons work? Number of learners who have caught up with the
lesson.

_______________________________________________________________________
D. Number of learners who needs to continue to remediation.

_______________________________________________________________________
 E. Which of my teaching strategies works well? Why did these works?
______________________________________________________________________
_

Prepared by: Submitted to:

CYMON GEORGE A. TORRES ROGEN L. BRIGOLE

Pre-Service Teacher Rater/ Teacher II
Stand ap and Make the sound of a
Pig!
Sit ,down, and, the, sound, of a cow!
Seat and Make the meow!
Mk. the sound of an angry dog!

Hiss like a snake!

Hiss like a snake!
Hiss like a snake!
Hiss like a snake!