School Alfelor Sr.

Memorial College Grade Level 11

Teacher John Carl B. Villaflores SHS Track GAS
Inclusive Date/s May 2024 Learning Reading and
Area Writing
Scheduled Time 7:30 AM-8:30 AM Quarter 2

I. OBJECTIVES
A. Content Standard The learner realizes that information in a written text may be selected and
organized to achieve a particular purpose.
B. Performance Standards The learner critiques a chosen sample of each pattern of development
focusing on information selection, organization, and development.

C. Learning Competency (Write Identifies properties of a well-written text EN11/12RWS-IIIgh-4

the LC Code) a. organization
b. coherence and cohesion
c. language use
d. mechanics

D. Learning Objectives At the end of the lesson, the students should be able to:

• Identify the properties of a well-written text;

• Construct sentences and paragraphs that exemplify the properties of a
well-written text
• Appreciate the significance of well-written text for effective
communication and understanding
II. CONTENT
Unit Title
Topic Properties of a Well-Written Text
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages Curriculum Guide of Reading and Writing 11
2. Learners’ Materials pages
3. Textbook pages
4. Additional Materials from Curriculum Guide of Reading and Writing – Page 1
Learning Resources Portals RWS-Q1-Mod2-PROPERTIES OF WELL-WRITTEN TEXT
B. Other Learning Resources

IV. PROCEDURES These steps should be done across the week. Spread out the activities
appropriately so the students will learn well. Always be guided by
demonstration of learning by the students which you can infer from formative
assessment activities. Sustain learning systematically by providing students
with multiple ways to learn new things, practice their learning, question their
learning processes, and draw conclusions about what they learned in relation
to their life experiences and previous knowledge. Indicate the time allotment
for each step.

A. Revising the previous lesson

or presenting the new lesson
B. Establishing a purpose for the "THE SENTENCE BUILDING GAME"
lesson
Instruction: The class will be divided into two equal groups and give
each group 10 different printed pictures depicting various scenes. The
teacher will provide each group with sets of words or phrases
corresponding to each picture. Each group will examine their pictures
and use the provided words to construct sentences that accurately
describe each picture. Once a group has constructed a sentence, they
will write it on the board. The teacher will check each sentence for
grammatical accuracy and appropriateness. The group with the most
points at the end of the game wins.

(5 minutes)

• After playing the game, the teacher will ask the following questions:

a. How was the game, did you have fun?

b. Do you have any idea what are we going to talk about today?
C. Presenting examples/ The teacher will divide the class into 4 groups, and each group will be
instances of the new lesson
assigned with an activity different from each group. The group then post
their finished activity on the board and the teacher will check each of
them. (5 minutes activity)

GROUP 1 (Organization)

Story Sequencing (Cinderella)

Instruction: Arrange the following events from the Cinderella story in
the correct chronological order.

• Cinderella is mistreated by her stepmother and stepsisters.

• The prince searches for Cinderella using the glass slipper, and they live
happily ever after when it fits her foot.

• Cinderella receives help from her fairy godmother to attend the royal
ball.

• Cinderella's father remarries a wicked woman with two daughters.

• Cinderella loses her glass slipper at the ball while fleeing before
midnight.

Answers:
1. Cinderella’s father remarries a wicked woman with two daughters.
2. Cinderella is mistreated by her stepmother and stepsisters.
3. Cinderella receives help from her fairy godmother to attend the royal
ball.
4. Cinderella loses her glass slipper at the ball while fleeing before
midnight.
5. The prince searches for Cinderella using the glass slipper, and they live
happily ever after when it fits her foot.

GROUP 2 (Coherent and Cohesive)

Instruction: Rewrite each pair of sentences to combine them into one

cohesive sentence.

1. I was studying my lesson. I heard a loud crash in the next room.

2. I pulled the blankets on my bed. I was afraid.

3. I finally got up from where I was sitting. I heard the cat's meow.

4. I walked into the kitchen. I smelled something delicious cooking on

the stove.

5. She opened the window. The fresh air filled the room.

Possible Answers:
1. I was studying my lesson when I heard a loud crash in the next room.
2. I pulled the blankets on my bed because I was afraid.
3. I finally got up from where I was sitting when I heard the cat’s meow.
4. I walked into the kitchen and smelled something delicious cooking on
the stove.
5. She opened the window and the fresh air filled the room.

GROUP 3 (Language Use)

Matching Columns
Instruction: Match each sentence in Column A with its corresponding
language issue in Column B.

Column A:

1. The defendant’s actions were morally reprehensible.

2. The IT department is experiencing network latency issues.

3. She’s feeling under the weather today.

4. He’s in a better place now.

5. are naturally better at multitasking than women.

Column B:

• Slang and Idioms

• Jargon
• Biased Language
• Formality
• Euphemisms

Answers:
1. Formality
2. Jargon
3. Slang and Idioms
4. Euphemisms
5. Biased Language

GROUP 4 (Mechanics)

Instruction: Rewrite each sentence to correct any errors in punctuation,

grammar, or spelling.
 1. The dog bark loudly in the park yesterday.
2. my sister, and brother like to play soccer.
3. they're going too the movies tonight.
4. she cook dinner while he wash the dishes.
5. i cant find my keys, have you seen it anywhere?

Answers:
1. The dog barked loudly in the park yesterday.
2. My sister and brother like to play soccer.
3. They're going to the movies tonight.
4. She cooked dinner while he washed the dishes.
5. I can't find my keys. Have you seen them anywhere?

• After the activity the teacher will ask the following questions:
a. How do you find the activity? Is it fun?
b. What do you observe from the activity?
c. Now, what do you think our discussion for today?

D. Discussing new concepts Writing, like speaking, is a form of expressing and communicating one's
and practicing new skills thoughts and ideas. When you speak clearly, other people can understand
#1 what you are saying. Likewise, when you write, you have to familiarize
yourself with the properties of a well-written text: organization, coherence
and cohesion, language use, and mechanics. These will serve as your
"compass" in weaving your train of thoughts and connecting one idea to
another.

A well-written text has organization, coherence and cohesion, appropriate

language use, and mechanics. These are the properties of a well-written text that
writers need to consider.

Properties of a Well-Written Text

1. Organization refers to the flow of the ideas in a text. Creating an outline

before writing can help you organize your ideas. An outline is a technique that
can be utilized to show the general ideas and specific/subordinating ideas.

• The teacher will let the student observe the two paragraphs. The first
paragraph is poorly written paragraph and the second one is improved
paragraph.

Poorly written paragraph:

Pancakes are easy to make. You just have to mix all the dry ingredients. like the
flour which is already sifted, sugar and pinch of salt. The wet ingredients are
eggs, milk and water. Mix them all together and you can have the batter. You just
have e to put butter on 1 the pan and fry them.

Improved paragraph:

Pancakes are easy to make. First, you have to mix all the dry ingredients like the
sifted flour, sugar and pinch of salt. Next, you have to mix the wet ingredients
 like eggs, milk and water. Then, you can now mix them all together to have the
batter. Lastly, you can heat up the pan and put a butter and fry them.

• The teacher will ask the following questions:

a. What have you observe from the two sentences, their differences?
b. Which of them is a better paragraph, why?

2. Coherence and Cohesion-refers how ideas, sentences, and paragraphs are

connected. So, the ideas presented in a text are based on a single topic only.
Using transitional and cohesive devices can help to assure coherence and
cohesion. For example, to signal additional information, you may use in
addition, moreover, similarly, likewise, etc. but when you are giving contrasting
idea, you may use phrases like on the other hand, however, on the contrary.
Conversely, etc.

Coherence occurs when sentences are logically connected to produce

meaningful whole.

Cohesion occurs when lexical and grammatical elements of a sentence are met.

• The teacher will show an example and let the student read and observe.

Coherent but not cohesive “One of my favorite colors is purple. I

am loyal and trustworthy. I watch
the concert of my idol.”

Cohesive but not coherent “One of my favorite colors is purple.

Purple flowers have calming effects. I
am calm whenever I have my
security blanket. I always bring it
wherever I go.”

Coherent and cohesive “One of my favorite colors is purple. I

like it because it symbolizes loyalty
and trust. I learned its meaning
when I watch the concert of my idol.
For that reason, I started to like
purple.”

• The teacher will ask the following questions:

a. What do you observe from the example of coherent but not cohesive?
b. How about the cohesive but not coherent?
c. How about the coherent and cohesive paragraph?

E. Discussing concepts and

practicing new skills #2 3. Appropriate Language Use refers to the acceptable style of language for a
specific situation or usage of the text. For example, business correspondences
use formal, concise and courteous tone. So, you should not use wordy phrases.
However, in literary pieces, language and style may be less formal and more
creative.
 To ensure effective and well-written text, avoid the following five major issues
with language:

1. Formality: Match the formality of the language to the situation and the
relationship between writer and reader.

2. Jargon: Use specialized language only if the target audience belongs to the
same field.

3. Slang and Idioms: Avoid slang (e.g., “frenemy” to describe someone who is
both a friend and an enemy) and idioms (e.g., “kill two birds with one
stone” which means to get two things done with a single action.) that may
confuse readers.

4. Euphemisms: Avoid euphemisms that obscure the truth (e.g., “passed

away” instead of “died”).

5. Biased Language: Avoid language that is biased or discriminatory regarding

race, ethnicity, gender, or other groups.

Hence, an effective language can be characterized as

• Concrete and specific, not vague and abstract

• Concise, not verbose
• Precise and clear, not obscure
• Constructive, not destructive
• Appropriately formal, not slang

4. Mechanics is essential in all types of writing because it describes the technical

aspects of writing. It refers to the rules in writing like how to use words
appropriately in terms of conventions such as spelling, punctuation,
capitalization, and others.

Consider this example:

“I enjoy playing with my friends we have so much fun together we play games
run around and laugh a lot”

This sentence is hard to read due to the lack of punctuation and capitalization.
By adding the correct mechanics, it becomes:

“I enjoy playing with my friends. We have so much fun together. We play games,
run around, and laugh a lot.”

The second version is much clearer and easier to understand. Proper mechanics
help convey your message effectively by ensuring your writing follows the rules
of capitalization, punctuation, and spelling.

• The teacher will show these two examples to the students and ask questions:
a. What is your observation from the first paragraph and to the second
 paragraph?
b. What difference do you see?
c. Which paragraph is better? Why?

F. Developing mastery • The teacher will ask the following questions:

(Leads to Formative
Assessment 3) a. From what we have talk earlier, what is your understanding about
organization in a well-written text?

b. What is your understanding about coherent and cohesive paragraph?

d. Give an example of coherent and cohesive paragraph.

e. What is your insights about the use of language in a well-written text?

f. Why should we avoid using slang words and idioms in formal context?

g. How will you describe mechanics in your own words?

h. Why should we consider correct spelling, punctuation, and grammar in our

writing?

G. Finding practical • The teacher will assign an open-ended essay task to the students, where
applications of they will apply the properties of well-written text they have learned.
concepts and skills in
daily living Instructions:
Write a reflective essay about a significant episode or experience from
your childhood to young adulthood. Apply the properties of a well-written
text you’ve learned, including organization, coherence and cohesion,
language use, and mechanics. Ensure clarity, logical flow, effective
language choices, and proper grammar and punctuation.

RUBRICS
Content and Reflection (20%)
Organization (15%)
Coherence and Cohesion (10%)
Language Use (5%)
Mechanics (5%)

Total: 50%
H. Making generalizations and • The teacher will ask students the following questions:
abstractions about the
lesson
a. How does the author's choice of structure impact the reader's
understanding of the text?
b. Can you think of another way to arrange the information? How might it
change the text?
c. How do the words that connect ideas help us understand the text?
d. How does the writer's choice of words make us feel?
e. What impact does the use of figurative language have on the reader's
interpretation of the text?
f. How do punctuation and grammar mistakes make it hard to read the text?

I. Evaluating learning In ¼ sheet of paper answer the following questions given by the teacher.

Instruction: Determine the property of a well-written text being described in

the question weather it’s organization, coherence and cohesion, language
use, or mechanics.

1. It is a set of conventions on how to spell, abbreviate, punctuate, and

capitalize.

2. This is achieved when these ideas are logically and accurately

arranged.

3. This means that sentences are arranged in a logical manner, making

them easily understood by the reader.

4. Which property of a well-written text refers to the appropriate

language to be used in writing/speaking?

5. While reading a recipe for making pancakes, Mark noticed that some
steps were out of order, making it hard to follow the instructions.
Which property of a well-written text does this situation
demonstrate?
 J. Additional activities for Assignment:
application or remediation
1. Why is it important for writers to understand and apply the properties of
well-written text in their writing?
2. How can knowledge of the properties of well-written text improve the
effectiveness of communication in written form?

V. REMARKS

VI. REFLECTION Reflect on your teaching and assess yourself as a teacher. Think about your students’ progress this week.
What works? What else needs to be done to help the students learn? Identify what help your
Instructional Supervisors can provide for you so when you meet them, you can ask them relevant
questions.
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 teaching
strategies worked well? Why
did it work?
F. What difficulties did I
encounter which my
principal or supervisor can
help me solve?
G. What innovation or localized
materials did I used/discover
which I wish to share with
other learners?

Prepared by: Checked and Reviewed by:

JOHN CARL B. VILLAFLORES CHRISTIAN O. NATAÑO

Student Teacher Instructor