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READING AND WRITING SKILLS LESSON EXEMPLAR TEMPLATE
DIVISION DAPITAN CITY GRADE 11
LESSON EXEMPLAR QUARTER 3rd
IN ENGLISH
I. OBJECTIVE/S (CODE)
A. Evaluate a written text based on its properties (organization, coherence and cohesion, language use
and mechanics
a. Derive meaning from a text
b. Write a better sense of a text
II.
Subject Matter
Title Describing Written Text as Connected Discourse
Text A Limerick
Materials
References Critical Reading and Writing for the Senior High School, pp. 2-6 Reading
Materials and Writing Skills CG
Additional tv, laptop, writing pad, pen
Materials
Process/Skills Reading and Thinking Strategies Across Text Types
Values Integration Patience in comprehending a text
OVERVIEW OF THE Views toward the nature of sentences have changed through time.
TOPIC Customarily, sentences are regarded as self-contained units. Now, the focus
is given to studying how sentences are used in connected stretches of
language, termed as “texts”. Language is presented as sets of sentences and
not just fragments of sentences. Fowler (1991) maintained that a text is made
up of sentences, but there exist separate principles of text-construction that is
beyond the rules for making sentences. As an extended structure of syntactic
units, texts are any passage- spoken or written, of whatever length, that does
form a unified whole.
III. LEARNING ACTIVITIES (Indicate specific time in every part)
A. Review How many skills did you actually apply when you read something? Take a
moment to think of the actions that can be associated with reading.
(3minutes)
B. Motivation This is a reading activity wherein the students will be shown a picture
of a signage and then asked to read the
written t text.
(Signage in Filipino Language/Filipino integration)
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What can you say about the written text?
What does the writer of the signage trying to tell us?
What do you think could happen if no one understands the
signage?
What do you think could happen if the signage is well
understood by the reader?
How important it is for us to understand the meaning of a
written text?
C. Presentation This afternoon, I am going to present to you our topic for discussion. And
that is Describing a Written text as Connected Discourse. At the end of the
lesson, you are expected to derive meaning from a text and write a better
sense of a text. Now I want you to focus your attention on the television
screen during the course of our lesson.
D. Discussion Text vs. Discourse
1. Discussing new 1. What is a text?
concepts and 2. What is a discourse?
3. What is cohesion?
practicing new skills
4. What is coherence?
no.1
5. What is a text analysis?
6. What is a discourse analysis?
What makes text a Connected Discourse?
Let us read Photosynthesis poem!!! (Science integration)
Carly Carbon Dioxide
And Wally Water molecule
Dance in the Sunlight
On the green Chlorophyll
Pool
Food out
Energy in
1. What is reading?
2. What are the three effective reading strategies?
Before we proceed to our activity…. (springboard)
What is previewing, skimming and scanning?
E. Application A picture of a signage in the park will be shown. The class will be
asked to read the written text.
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What can you say about the written text?
Is there something wrong about it? Why or why not?
What do you think does the writer trying to tell his/her
readers?
Why do you think it is important to have text analysis
and discourse analysis?
Now let’s proceed to the next activity!
The class will read a limerick (poem)
There was a young girl on a tower,
Who looked just as fresh as a flower.
Her hair was like silk,
Her skin smooth as milk,
But her breath made the strongest knight cower.
-author unknown
1. What could be the other name of the girl in the tower?
2. What made the strongest knight cower?
3. If you could talk to the young girl, how could you help her solve her
problem and not to drive the strongest knight away?
The third question will be answered through a group activity. The
class will be grouped according to their strength and interest.
Group 1- create a song
Group 2- create an advertisement
Group 3- create a poem.
Criteria in grading the presentation
Indicator Rating (2-5)
1. Well distinguished main
ideas and supporting
ideas, correct labels of
all levels from main
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topic to subtopic.
1. Coherence/Unity of
Ideas and Grammatical
cohesion
2. Creativity/ Appealing to
the audience
Total Score 15
F. Generalization How are we going to describe text as a connected discourse?
What is the significance of getting a better sense of a text in our daily life?
If life gets hard to understand, what do you do?
IV. ASSESSMENT (5 items )
1. Which is true about a text?
a. It is made up of utterances having the property of cohesion.
b. It is made up of utterances having the property of coherence.
c. It is made up of sentences having the property grammatical cohesion.
d. It is made up of sentences having the property grammatical coherence.
2. The following principles show sequential implicativeness EXCEPT:
a. Language contains a linear sequence.
b. The flow of ideas is established within the text.
c. Each preceding line is built upon the succeeding line/s.
d. Each line in the text is connected from or connected to the previous line.
3. Which is INCORRECT about a discourse?
a. It is viewed as a process.
b. It is made up of sentences.
c. It is where meaning is derived.
d. It is the readers interaction with the text.
4. Which of the following is true about skimming?
a. It is looking for specific information.
b. It means looking at the readily visible parts of the text.
c. It involves physically moving your eyes quickly along the lines of text.
d. It is looking for the main point of the reading and identifying the ideas that develop it.
5. What is the deep text in the sample limerick?
a. Her hair was like silk.
b. Her skin smooth as milk.
c. There was a young girl on a tower.
d. But her breath made the strongest knight cower.
Prepared by:
FRIENDLY ANN Y. ESTOQUE, RN
Teacher I, DCNHS
Checked by:
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URSULITA A. RAFANAN
Master Teacher II
Noted by:
MARILOU B. MONDING
Head Teacher I, English
Text A:
The common sense, conventional understanding of writing is as follows.
Writing is a two-step process. First you figure out your meaning, then you put it into language; figure out
what you want to say; don’t start writing till you do; make a plan; use an outline; begin writing only
afterward. Central to this model is the idea of keeping control, keeping things in hand. Don’t let things
wander into a mess.
…I contend virtually all of us carry this model of the writing process around in our heads and that it
sabotages our efforts to write… This idea of writing is backwards. That’s why it causes so much trouble.
Instead of a two-step transaction of meaning-into-language, think of writing as an organic, developmental
process in which you start writing at the very beginning- before you know your meaning at all- and
encourage your words gradually to change and evolve. Only at the end will you know what you want to say
or the words you want to say with it. You should expect yourself to end somewhere different from where
you started. Meaning is not what you start out with but what you end up with. Think of writing, then, not as
a way to transmit a message but as a way to grow and cook a message. Writing is a way to end up thinking
something you couldn’t have started out thinking. Writing is, in fact, a transaction with words whereby you
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free yourself from what you presently think, feel and perceive. You make available to yourself something
better than what you’d stuck with if you’d actually succeeded in making your meaning clear at the start.
What looks inefficient-a rambling process with lots of writing and lots of throwing away- is really efficient
since it’s the best way you can work up to what you really want to say and how to say it. The real
inefficiency is to beat your head against the brick wall of trying to say what you mean or trying to say it
well before you are ready.
Peter Elbow, 1973
www.spinedu.com/building-student-center-writing
Building Connections:
Instructions: Answer fully but briefly the following:
1. What type of written text is the example above?
2. How did the author express his concept of ‘product’ and ‘process’ in writing?
3. Using another genre, how else can one present the same concept?
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Text B
Journal Entry:
Yesterday at about eight o’clock I was sitting in front of my table holding a fork and eating
tasteless noodles which I usually really like to eat but I lost my taste yesterday because I didn’t feel well. I
had a headache and a fever. My head seemed to be broken. I sometimes felt cold, sometimes hot. I didn’t
feel comfortable standing up and I did not feel comfortable sitting down. I hated everything around me. It
seemed to me that I got a great pressure from the atmosphere and I could not breathe. I was so sleepy since I
had taken some medicine which functioned as an antibiotic.
The room was so quiet. I was there by myself and felt very solitary. This dinner reminded me of
my mother. Whenever I was sick in China, my mother always took care of me and cooked rice gruel, which
has to cook more than three hours and is very delicious, I think. I would be better very soon under the care
of my mother. But yesterday, I had to cook by myself even though I was sick. The more I thought, the less I
wanted to eat. Half an hour passed. The noodles were cold, but I was still sitting there and thinking about
my mother. Finally, I threw out the noodles and went to bed.
Ming Ling, PRC
Teacher’s Response:
This is a powerful piece of writing because you really communicate what you were feeling. You
used vivid details, like ” … eating tasteless noodles…”, “my head seemed to be broken…” and “…rice
gruel, which has to cook more than three hours and is very delicious.” These make it easy for the reader to
picture exactly what you were going through. The other strong point about this piece is that you bring the
reader full circle by beginning and ending with “the noodles.”
Being alone when you are sick is difficult. Now, I know why you were so quiet in class.
If you want to do another entry, related to this one, you could have a dialogue with your “sick”
self. What would your “healthy” self say to your “sick” self? Is there some advice that could be exchanged
about how to prevent illness or how to take care of yourself better when you do get sick? Start the dialogue
with your “sick self” speaking first.
(Source: Brown, 1994 Teaching my Principles, page 329)
Building Connections:
Instructions: Answer fully but briefly the following:
1. What aspects of self-writing are illustrated in text B?
2. What are dialogue journals? How are these done?
3. What is the purpose of writing dialogue journals?
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