Annex1B to DepEd Order No. 42, s.
2016
GRADES 1 TO 12 School NAGA NATIONAL HIGH SCHOOL Grade Level Grade 11
DAILY LESSON Teacher GENIE ROSE A.YUSOP Learning Area READING AND WRITING
LOG SKILLS
Teaching Dates FEBRUARY 27-MARCH 3, 2023 Quarter 3
& Time
I.OBJECTIVES After going through this module, you are expected to:
1. differentiate text and discourse;
2. describe a written text as connected discourse
3. enumerate the purpose of discourse
4. reflect on your learning on the text as connected discourse
A. Content Standards The learner...
realizes that information in a written text may be selected and organized to achieve a particular purpose.
B. Performance The learner...
Standards critiques a chosen sample of each pattern of development focusing on information selection, organization, and development
C. Learning The learner…
Competencies / Code: 1. Describes a written text as connected discourse
II.CONTENT RWS11.1.
Reading and Thinking Strategies across Text types
A. Text as Connected Discourse
EN11/12RWS-IIIa-1
III.LEARNING
RESOURCES
A. References
1. Teachers
Guide pages
2. Learners
Materials pages
3. Textbook
pages
4. Additional Chalk and board, Manila Paper
Materials pages
from learning
Resources (LR)
portal
B. Teaching Deductive Method of Teaching
Strategy Used
IV.PROCEDURES
TEACHERS ACTIVITIES STUDENTS ACTIVITIES
Preparatory Activities (10 minutes)
a. Opening Prayer
Everybody stand up. Let us pray. Please lead the prayer (call a student)
A. Reviewing previous b. Greetings
lesson or presenting A pleasant morning class.
the new lesson. Maayong buntag ninyong tanan.
ELICIT Magandang umaga po sa inyongl ahat.
Checking of Attendance- (Teacher will call the class monitor to report who are
absent and teacher will verify)
c. Checking of Assignments
d.Classroom rules
HOUSE RULES Stay at home when you
(Students will read the rules) are not feeling well.
Class, I want everybody to bear in mind our house rules every day in class. Wear your facemask
always.
Stay 6 feet apart from
each other.
Use hand gels, or
alcohols and use your
own school supplies.
Listen when your teacher
is talking.
Raise your hand to speak
to the class
Respect one’s opinion
Be safe. Be kind. Be
honest.
REVIEW:
As a sort of review what is out topic last meeting? Students will answer
B. Establishing a MOTIVATION
purpose for the SING-ALONG
lesson. Students will follow the
ENGAGE 1. Inform the class that they will all together sing the song ‘The Man who instructions.
can’t be Moved’
2. Let them sing it as you flash the lyrics of the song.
3. Inform the class that you are going to know later on why you picked that
song.
Guide Question:
What is the song all about? Call the student to read the
objective
Present the Objectives:
After going through this module, you are expected to:
1. differentiate text and discourse;
2. describe a written text as connected discourse
3. enumerate the purpose of discourse
4. reflect on your learning on the text as connected discourse
C. Presenting PICTURE IT OUT!
examples/instances 1. Divide the class into three groups and instruct each group to write an essay
of the new lesson. that has two paragraphs.
ENGAGE -a ride at the theme park
-your dream house
-your comfort food
2. Instruct them to write it on a piece of paper and advise them that a
representative from each group will read the essay in front of the class.
3. Ask the following questions for processing:
a. What are the things you considered in writing the essay?
b. What kind of words did you use in conveying the message you wanted
to express?
Inform the class that written text or spoken words both carry messages and its own
meaning.
TEXT AS CONNECTED DISCOURSE
D. Discussing new
concepts and TEXT VS. DISCOURSE
practicing new TEXT- a large unit of a written language
skills #1
EXPLORE - is made up of sentences, words, phrases that expresses an idea
-is made of sentences having the property of grammatical cohesion
- considered as written material, especially longer pieces of writing as in a book, a
letter or newspaper
-group of ideas put together to make a point or one central idea
DISCOURSE
The term DISCOURSE comes from the word discursus. In medieval latin, it means
“argument” and in the late latin it means” conversation”.
-is the use of such sentence to express ideas
-is made of utterances having the property of coherence
Convey meanings, propel actions and provoke a specific response- it could be
written or spoken
EXAMPLE OF CONNECTED DISCOURSE IN WRITTEN TEXT
Prose, poetry, short story, journals, essay, novels, drama, news, journal diary,
anecdotes, procedures, research and articles.
PURPOSE OF DISCOURSE
1. TO INFORM- a discourse may aim to inform which provide in-depth and
complete discussion of the topic. We give points on what to know about the
topic
2. TO PERSUADE- a discourse that aims to influence and convince the
readers that the arguments is better.
3. TO ENTERTAIN-a discourse that aims to amuse provides a source of
entertainment for its readers.
4. TO CREATE-this intends to produce output through imaginative skills.
TYPES OF DISCOURSE
1. ARGUMENTATION- refers to the action or process of reasoning
systematically in support of an idea, action or theory.
2. DESCRIPTION- this is a discourse intended to give a mental image of
something experienced.
3. EXPOSITION- this is a discourse designed to convey information, to
inform, clarify or explain what is difficult to understand.
4. NARRATION- this is the action of narrating a story. It recalls events
chronologically.
E. Developing mastery Ask the class three new words that they learned from the lesson.
( Leads to
Formative
Assessment 2)
EXPLAIN
F. Finding practical We use different types of discourse depending on the situation to relay our
applications of message effectively.
concepts and skills CRITERIA:
in daily living INDIVIDUAL ACTIVITY: Proper use of grammar and
ELABORATE Each student must present a narrative discourse. punctuations- 30%
Clarity of voice- 20%
Mastery -30%
G. Making Overall impact-20%
generalization and
abstractions about Written text or spoken words both carry messages and its own meaning.
the lesson
ELABORATE
H. Evaluating learning THE MAN WHO CAN’T BE MOVED.
EVALUATE
1. Let the class search for the lyrics of The Man Who can’t be moved by the
Script.
2. Let them answer the following questions after
a. Where and when did the action happen? (setiing)
b. Who is the persona?(character)
c. What are the actions done by the persona? How did he do it? What is
the reason behind the action?(actions)
Quiz on text and discourse
I.Additional activities Assignment:
for application or
remediation
EXTEND
V. REMARKS
VI. REFLECTION
A. No. Of learners
who earned 80% in
the evaluation
B. No. Of learners
who require additional
activities for
remediation who
scored below 80%
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 these work?
F. What difficulties
did i encounter which
my principal or
supervisor can help
me solve?
G. What innovation or
localized materials did
I use/discover which I
wish to share with
other teachers?
Prepared by: Checked by: Recommending Approval
GENIE ROSE A. YUSOP
T-II MAE E. GABE ARNULFO C. CASTOR
SCHOOL PRINCIPAL
SHS COOR.
