Department of Education

Region VI – Western Visayas

Schools Division of Iloilo
STO. NINO INTEGRATED SCHOOL
Barangay Sto. Nino Duenas Iloilo

ABM 11A M.T,W,TH 7:30-8:30

TEACHER: ASELA P. LANADA HUMSS 11A M,W.TH. F 9:45-10:45
LEARNING AREA: READING AND WRITING SKILLS HUMSS 11B M,T,TH, F 10:45-11:45
HUMSS 11C M,T,W,F 2:00-3:00
GRADE LEVEL: Grade XI
ABM 11B M,T,W,F 3:00-4:00
QUARTER: 3 HUMSS 11D M,T,W,F 4:00-5:00
DATE:

I.OBJECTIVES
A.CONTENT STANDARD Understands the requirements of composing academic
writing and professional correspondence
B.PERFORMANCE STANDARD Produces each type of academic writing and professional
correspondence following the properties of well-written
texts and process approach to writing
C. Learning Competencies/Objectives EN11/12RWS-IVhj-13 Identifies the unique features
of and requirements in composing professional
correspondence
EN11/12RWS-IVhj-13.3 C. Application for
Employment
K- Identify the features and parts of a job application
letter
S-Complete the job application letter by filling-out the
appropriate missing parts
A- Demonstrate teamwork and cooperation in doing
group activity.
II. CONTENT Purposeful Writing in the Disciplines and for Professions
III. LEARNING RESOURCES
A .References
1.Teacher’s Guide
2. Learners Materials Pages
3.Textbook pages Tiongson, M and Rodriguez, M. (2016). Reading and
Writing Skills. Manila: Rex Bookstore, Inc., pp.176-178
4.Additional Materials from Learning Resources (LR )portal
B. Other learning Resources
IV. Procedures
A .Review previous lesson or presenting the new lesson A. Preliminary Activities:
-prayer
-reading of reflection of the day
-checking of attendance
B. Do the 4pics-one-word game. The teacher shows four
common pictures in the class. The learners have to guess
the commonality of the four pictures.
Possible Answers: Applying for a job, job interview, etc.
B. Establishing a purpose for the lesson Inform the students on the importance of writing an
application letter for employment.
C. Presenting examples/instances of the new lesson  The teacher divides the class into groups with 5-6
members each through the game called “The Boat is
Sinking.”
 The teacher gives instructions for the group activity.
The students will:
-Arrange the jumbled parts of the sample job
application letter into their proper order.
-Identify and label each part of the letter.
-The guide questions are provided as basis for your
group discussion.
 During the activity, the group identifies the leader,
presenter, time keeper, and a documenter.
During the reporting, the presenter will spot the
commonalities and the differences of each group’s work.
D. Discussing new concepts and practicing new skills Guide Questions:
1. What should be the correct order of the jumbled parts
of the job application letter?
2. What should be the correct label of each part of the
job application letter?
3. Does the sample job application letter contain all the
features and parts of an effective job application letter?
4. What are the different parts and features of an
effective job application letter?
5. Why is it important to include or observe all the parts
and features in writing a job application letter?
E. Discussing new concepts and new skills The teacher gives more inputs about the parts and
features of an effective job application letter.

A job application letter is a type of personal business

correspondence which states your intention to work in a
particular organization. It is sent with a resumé to
provide additional information on ones skills and
experiences.

-Recall the parts and features of an application letter

discussed in the previous lesson.
F. Developing mastery
G. Finding practical application of concepts and skills in Pen and paper test:
daily living. I. Complete the job application letter by supplying
the missing parts.
II. Identify and label each part.
H. Making generalization and abstraction about the
lesson.
I. Evaluate Learning Provide an authentic job announcement as basis for the
students to write a job application letter.
J. Additional activities for application or remediation Have the students research on the various forms of office
correspondence.
V. REMARKS
VI.REFLECTION
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 the lesson.
E. Which of my teaching strategies worked 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 teacher?
Department of Education
Region VI – Western Visayas
Schools Division Office of Kabankalan City
FLORENTINO GALANG SR. NATIONAL HIGH SCHOOL
Barangay Oringao, Kabankalan City

ABM 11A M.T,W,TH 7:30-8:30

TEACHER: ALVIE L. ANTONIO HUMSS 11A M,W.TH. F 9:45-10:45
LEARNING AREA: READING AND WRITING SKILLS HUMSS 11B M,T,TH, F 10:45-11:45
HUMSS 11C M,T,W,F 2:00-3:00
GRADE LEVEL: Grade XI
ABM 11B M,T,W,F 3:00-4:00
QUARTER: ______________________ HUMSS 11D M,T,W,F 4:00-5:00
DATE: _________________________
I.OBJECTIVES
A.CONTENT STANDARD Understands the requirements of composing academic
writing and professional correspondence
B.PERFORMANCE STANDARD Produces each type of academic writing and professional
correspondence following the properties of well-written
texts and process approach to writing
C. Learning Competencies/Objectives EN11/12RWS-IVhj-13 Identifies the unique features
of and requirements in composing professional
correspondence
EN11/12RWS-IVhj-13.1 A. Resume
K- Interpret the unique features and requirements in
composing an effective resume
S- Construct a resume
A- Display honesty in writing a resume

II. CONTENT Purposeful Writing in the Disciplines and for Professions

III. LEARNING RESOURCES
A .References
1.Teacher’s Guide
2. Learners Materials Pages
3.Textbook pages Tiongson, M and Rodriguez, M. (2016). Reading and
Writing Skills. Manila: Rex Bookstore, Inc., pp.169-174
4.Additional Materials from Learning Resources (LR )portal
B. Other learning Resources Mp3 music, speaker, laptop
IV. Procedures
A .Review previous lesson or presenting the new lesson A. Preliminary Activities:
-prayer
-reading of reflection of the day
-checking of attendance
-Review
-Have the students dance the song Dayang2x.

B. Establishing a purpose for the lesson Groupings. Have each group think of something and sell it to
the public. Presentation – advertising a product
How did they sell the products?
Applying a job is like selling/advertising ourselves.
How?
C. Presenting examples/instances of the new lesson
D. Discussing new concepts and practicing new skills Discussion: Why Resume? How to write a Resume?

E. Discussing new concepts and new skills

F. Developing mastery Show sample resume of high school student applying for
an exchange program and ask some questions for the
students’ understanding.
G. Finding practical application of concepts and skills in Show another sample resume but this time applying for a
daily living. job and ask some questions for the students’
understanding.
H. Making generalization and abstraction about the Have the students come up ways on polishing a resume.
lesson.
I. Evaluate Learning Have the students make their own resume.

J. Additional activities for application or remediation Have the students research about how to apply for a
college admission.
V. REMARKS
VI.REFLECTION
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 the lesson.
E. Which of my teaching strategies worked 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 teacher?
Department of Education
Region VI – Western Visayas
Schools Division Office of Kabankalan City
FLORENTINO GALANG SR. NATIONAL HIGH SCHOOL
Barangay Oringao, Kabankalan City
ABM 11A M.T,W,TH 7:30-8:30
TEACHER: ALVIE L. ANTONIO HUMSS 11A M,W.TH. F 9:45-10:45
LEARNING AREA: READING AND WRITING SKILLS HUMSS 11B M,T,TH, F 10:45-11:45
GRADE LEVEL: Grade XI HUMSS 11C M,T,W,F 2:00-3:00
QUARTER: ________________ ABM 11B M,T,W,F 3:00-4:00
DATE: _______________________ HUMSS 11D M,T,W,F 4:00-5:00

I. OBJECTIVES

A. Content Realizes that information in a written text may be selected and organized to achieve a
Standards particular purpose
B. Performance Critiques a chosen sample of each pattern of development focusing on information
Standards selection, organization, and development
C. Learning
Competencies/ Describes a written text as connected discourse (EN11/12RWS-IIIa-1)
Objectives
Reading and Thinking Strategies Across Text Types
II. CONTENT
A. Text as Connected Discourse
III. LEARNING RESOURCES

A.References

1. Teacher’s Guide pages

2. Learner’s Materials pages

3. Textbook pages
4. Additional Materials from
Learning Resource (LR)
Portal
B. Other Learning Resources

IV. PROCEDURES

A. Reviewing previous lesson or

presenting the new lesson - Recalling prior knowledge of what is discourse...Eliciting of ideas…

B. Establishing a purpose for the

Describe a written text as connected discourse
lesson

- The teacher introduces a paragraph.

Exploring the Sea of Goodness

Lee Emm
1.) Do you believe that a sea of goodness is possible in this world? 2.) I
always believe it is possible. 3.) Doing something good, no matter what the
consequences will always make me contented and secure. 4.) There are a lot of ways I
can do such, especially in doing something “good” for others. 5.) The steps are easy but
C. Presenting examples/ instances zealousness, humility and consistency are the subtle ways. Here are the simple ones: 6.)
of the new lesson The first one is I imagine that I am in the place of the other person I’ll do good to. 7.)
Next, I’ll imagine how she’ll feel and react. 8.) That way, I’ll think doing good to others
will make me at least a better person. 9.) That will make me be grateful that I have done
something good. 10.) With these simple but notable ways I can prove to myself, to
others and to God that I can explore the sea of goodness in this ever changing world.
11.) How about you, can you explore it also? 12.) I bet you can!

- Is this an example of a discourse?

- Introducing/Discussing the observations that make up connected discourse

D. Discussing new concepts and Word recognition - words run together in an utterance of any language
practicing new skills #1  Have a student read the following:

Ifwordswereprintedwithoutspacesbetweenthemtheywouldbeprettytoughtoread

E. Discussing new concepts and - Introducing/Discussing the following...

Stress patterns-the stress on a final-stressed compound tends to move
to a preceding syllable and change to secondary stress if the following
word begins with a strongly stressed syllable
practicing new skills #2  bad-‘tempered but a bad-tempered ‘teacher
 half-‘timbered but a half-timbered ‘house
 heavy-‘handed but a heavy-handed ‘sentence
Deletion of sounds/Elision-some sounds may be deleted speaker
 The sound /t/ may be deleted between the words ‘want to’
 I don’t w∂nn∂ spend too much today.

Group Work (3 groups) – Study this Connected Speech in the Film, “The Friends of
Eddie Coyle” whether the observations that make up a connected discourse are
noticeable. Eddie Coyle: Count your...knuckles.Jackie Brown: All of ‘em?Eddie Coyle:
Count as many as you want. As many as you got, I got four more. You know how I got
those? I bought some stuff from a man. I knew his name. The stuff was traced. The guy
I bought it for, he’s aT MCI Walpole for 15 to 25. Still in there. But he had some
friends. I got an extra set of knuckles. They put your hand in a drawer then somebody
kicks the drawer shut. Hurt like a bastard. Jackie Brown: Jesus. Eddie Coyle: What
makes it hurt worse, what makes it hurt more is knowing what’s going to happen to you,
you know? There you are, they just come up to you and say, “Look. You made
F. Developing mastery somebody mad. You made a big mistake and now there’s somebody doing time for it.
There’s nothing personal in it, you understand, but it just must be done. Now get your
(Leads to Formative Assessment 3) hand out there.” You think about not doing it, you know. When I was a kid in Sunday
school, this nun, she used to say, “Stick your hand out.” I stick my hand out. Whap!
She’d knock me across the knuckles with a steel- edge ruler. So one day I says, when
she told me, “Stick your hand out,” I says, “ No.” she was whapped me right across the
face with the ruler. Same thing. They put your hand in a drawer, somebody kicks the
drawer shut. Ever hear bones breaking? Just like a man snapping a shingle. Hurts like a
bastard.

Robert Mitchum and Steven Keats in The Friends of Eddie Coyle, 1973)

- Presenting/Reporting the groups’ outputs...

- Constructive critiquing of the outputs...
How useful is connected discourse to you as a student?
G. Finding practical applications of
concepts and skills in daily living Do you think this is applicable when you’re in your respective stations of work in the
future? Why? How?

What is connected discourse?

What are the observations that make a connected discourse?

At lower levels, we tend to teach quite a lot of functional chunks, such

as ‘What’s your name?’ Phonetically that could be transcribed as /wɔ:tsjəneɪm/.
H. Making generalizations and However, this is likely to confuse (terrify) the students. Instead, using the board, you
abstractions about the lesson can just show the students how the words link by using arrows, and write the
schwa /ə/over the top of ‘your’ . Alternatively, you can use your fingers to show how
the three words (separate fingers) meld into one long sound (push fingers together) and
model and drill the phrase as it is said naturally.
If students struggle with longer phrases, try the technique of back-
chaining, starting from the last sound and working up to the whole sound bit by bit. For
example with ‘Where do you come from?’ you drill ‘frum’ ‘kumfrum’ ‘dz-kumfrum’
‘where-dz-kumfrum’ I have no idea why this works- but it does.
Describe a written text as connected discourse.

1.) The best way to overcome a disability is to face it head-on

and not to let it prevent you from achieving great things. 2.) This is the lesson I draw
from the lives of two people whom I admire - the musician Stevie Wonder and the
track-and-field star Jackie Joyner-Kersee. 3.) I respect them for their courage and
I. Evaluating Learning
strength in overcoming obstacles. 4.) Both are persons with disabilities who defied
obstacles in order to be successful in their fields. 5.) They taught me never to give up no
matter how intimidating the obstacles I face in life.

from: “Overcome an Obstacle to Succeed” by Eddie Harris

J. Additional activities for Assign as homework the following question to be answered in their notebooks: What is
application or remediation the role of cohesion and coherence in connected discourse?

V. REMARKS
VI. REFLECTION

A. No. of learners who earned 80%

on the formative assessment

B. No. of learners who require

additional activities for remediation

C. Did the remedial lesson work?

No. of learner who caught up with
the lesson

D. No. of learner 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?
Department of Education
Region VI – Western Visayas
Schools Division Office of Kabankalan City
FLORENTINO GALANG SR. NATIONAL HIGH SCHOOL
Barangay Oringao, Kabankalan City
ABM 11A M.T,W,TH 7:30-8:30
TEACHER: ALVIE L. ANTONIO HUMSS 11A M,W.TH. F 9:45-10:45
LEARNING AREA: READING AND WRITING SKILLS HUMSS 11B M,T,TH, F 10:45-11:45
HUMSS 11C M,T,W,F 2:00-3:00
GRADE LEVEL: Grade XI
ABM 11B M,T,W,F 3:00-4:00
QUARTER: __________________ HUMSS 11D M,T,W,F 4:00-5:00
DATE: ______________________

I. OBJECTIVES

Realizes that information in a written text may be selected and organized to

A. Content Standards
achieve a particular purpose
Critiques a chosen sample of each pattern of development focusing on
B. Performance Standards
information selection, organization, and development
Distinguishes between and among techniques in selecting and organizing
information (EN11/12RWS-IIIa-2)
C. Learning Competencies/ a. Brainstorming list (EN11/12RWS-IIIa-2.1)
Objectives b. Graphic organizer (EN11/12RWS-IIIa-2.2)
c. Topic outline (EN11/12RWS-IIIa-2.3)
d. Sentence outline (EN11/12RWS-IIIa-2.4)
Reading and Thinking Strategies Across Text Types
II. CONTENT
A. Text as Connected Discourse
III. LEARNING RESOURCES

A.References

1. Teacher’s Guide pages

2. Learner’s Materials pages

3. Textbook pages
4. Additional Materials from
Learning Resource (LR) Portal
B. Other Learning Resources

IV. PROCEDURES

A. Reviewing previous lesson or - Recalling the previous lesson...

What is a connected discourse?
presenting the new lesson
What are the different observations that make up a connected
discourse?
Distinguishes between and among techniques in selecting and organizing
information
B. Establishing a purpose for the lesson a. Brainstorming list
b. Graphic organizer
c. Topic outline
d. Sentence outline
C. Presenting examples/ instances of the 1. Have the students write as many words/phrases that come int their
new lesson minds. After a given amount of time, say three to fiveminutes, stop.

Example: new friends crime robbery

human rights freedom best friend

peace and quiet holidays summer vacation

- Go over the list and select the subject/topic that appeals to you the most,
dictated by your personal interest, background and knowledge.
2. Have the students fill in the needed information in the following

graph.

D. Discussing new concepts and What techniques are used in selecting and organizing
information in the above examples?
practicing new skills #1
If you are to develop an idea, which do you prefer to use?
Why?
- Introducing other strategies in developing ideas...

Box 1

How to Develop A Questionnaire For Research?

I. Figure out what information you are trying to gather from this
survey.
II. Write an introduction for your questionnaire.
III. Use closed questions for questionnaires.
IV. Order your questions in a way that is meaningful and easy to
follow.
E. Discussing new concepts and
V. Put the more important questions at the beginning of your
practicing new skills #2 questionnaire.
VI. Add a little variety to your questions.
Box 2

Basic Formats in Citing References

I. Books
II. Periodicals
A. Newspaper
B. Magazine
III. Electronic Books
What do you call the entries in boxes 1 and 2?
How does Box 1 differ from Box 2 in terms of type? Differentiate.
F. Developing mastery - What is brainstorming list?
- Are graphic organizers useful in developing ideas?
(Leads to Formative Assessment 3) - Outlining is one of the common ways in developing ideas. What are its
two types? How do they differ from each other?
G. Finding practical applications of - What is the applicability of your knowledge of the techniques in
concepts and skills in daily living developing ideas in your student life and as an employee/worker in
your respective specializations?
What are the different techniques in selecting and organizing ideas?
H. Making generalizations and How do they differ from each other?
Do they help you in making a written report? How?
abstractions about the lesson
Discussing further the different techniques in selecting and organizing
ideas: brainstorming list, graphic organizer, topic outline and sentence
outline.
What are the different techniques in selecting and developing information?
I. Evaluating Learning
Distinguish one from the other by describing each briefly.

J. Additional activities for application or In a one (1) whole sheet of paper, write one (1) example of each technique in
remediation selecting and developing information.

V. REMARKS

VI. REFLECTION

A. No. of learners who earned 80% on the

formative assessment
B. No. of learners who require additional
activities for remediation

C. Did the remedial lesson work? No. of

learner who caught up with the lesson

D. No. of learner 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?

Department of Education
Region VI – Western Visayas
Schools Division Office of Kabankalan City
FLORENTINO GALANG SR. NATIONAL HIGH SCHOOL
Barangay Oringao, Kabankalan City
ABM 11A M.T,W,TH 7:30-8:30
TEACHER: ALVIE L. ANTONIO HUMSS 11A M,W.TH. F 9:45-10:45
LEARNING AREA: READING AND WRITING SKILLS HUMSS 11B M,T,TH, F 10:45-11:45
HUMSS 11C M,T,W,F 2:00-3:00
GRADE LEVEL: Grade XI
ABM 11B M,T,W,F 3:00-4:00
QUARTER: FOURTH HUMSS 11D M,T,W,F 4:00-5:00
DATE: __________________________
I. OBJECTIVES

Understands the requirements of composing academic writing and professional

A. Content Standards
correspondence
Produces each type of academic writing and professional correspondence
B. Performance Standards
following the properties of well-written texts and process approach to writing
Identifies the unique features of and requirements in composing texts that are
C. Learning Competencies/
useful across disciplines (EN11/12RWS-IVdg-12)
Objectives
b. Literature Review (EN11/12RWS-IVdg-12.1)
II. CONTENT Purposeful Writing in the Disciplines and for Professions

III. LEARNING RESOURCES

A.References

1. Teacher’s Guide pages

2. Learner’s Materials pages

3. Textbook pages
4. Additional Materials from
Learning Resource (LR) Portal
B. Other Learning Resources Research Fundamentals, pp. 61-65

IV. PROCEDURES
- Recalling the previous lesson...
A. Reviewing previous lesson or Why do you do academic and professional writing?
presenting the new lesson How crucial is one’s purpose in academic and professional
writing?
- Eliciting ideas from the students...
At the end of the lesson, the students are expected to identify the unique features
B. Establishing a purpose for the lesson
of and requirements in composing texts that are useful across disciplines in
literature review.
- Introducing a sample related literature...

Leadership Preparation Program

An important aspect of leadership expertise is to propel
C. Presenting examples/ instances of the student learning (Murphy & Vriesenga, 2006). However, reviews found that
new lesson the effect of school leaders without leadership preparation on student
achievement is near zero (Morris, 2010). Some authors like Grogan and
Andrews (2002), Hess and Kelly (2005) express that many preparation
programmers have been relatively slow in preparing future school leaders.
Source: Darang, 2014

D. Discussing new concepts and What are the blind spots/conflicting areas in the sample presented?
practicing new skills #1 - Facilitating discussion on the blind spots/conflicting areas in the sample
presented.
- Introducing another sample related literature...

Leadership Preparation Program

The recognition of school principal role to improve students’ learning
E. Discussing new concepts and remains inevitable. In this sense, formal and structured initial orientation as
well as essential leadership training is still in need for principals (Khan,
practicing new skills #2
Ahmed, Ali Fayyaz-ur Rehman, 2011). However, the preparation program
for student learning and school improvement received very little attention
from educators, policy makers and government officials due to the lack of
principal leadership preparation (Atlam and Hoque, 2010).
What is the blank/unexplored area?
- Facilitating discussion about this feature...

- Introducing another sample related literature...

School personnel have long talked about the need for
“parent involvement. In recent years the language has shifted to
“family involvement” in order to honor that many other family
members (Ferguson, n.d.) parents, grandparents, foster parents,
siblings, aunts and uncles, even close friend and neighbors
(Ferguson, n.d; Onikama, Hammond and Koki, n.d; Carlisle, Stanly
F. Developing mastery
and Kemple, 2006) – support and nurture children and youth and
(Leads to Formative Assessment 3)
may play significant roles (Ferguson, n.d.). However, Epstein (2005)
cited that school, family and community partnership is a better term
compared to parental involvement in to recognition of the fact those
parents, educators, and others in the community share responsibilities
for students learning and development. With this approach, there is a
wide range of responsibilities for parent involvement in school
activities with the support of the community.
Source: De Guzman, Arenas, Magdamit, Ruililan and Samson (2010)
Can you identify the synoptic and argumentative part?

G. Finding practical applications of Do you think your knowledge on the unique features of and
requirements in composing texts useful to you as a student? As an
concepts and skills in daily living
employee of your desired field of work in the future? Defend your
answer.
H. Making generalizations and What are the unique features of and requirements in composing texts
abstractions about the lesson that are useful across disciplines focusing Literature Review?
What are the major steps in a literature review according to Gale, Gale
and Borg?
- Input...
Related literature is also called conceptual literature. The gathering of
literature related to the research clarifies the different variables being
studied. The related literature removes any vagueness in the concepts
central to the study.
A literature review is a text written by someone to consider the critical
points of current knowledge including substantive findings, as well as
theoretical and methodological contributions to a particular topic.
Literature reviews are secondary sources, and as such, do not report any
new or original experimental work. Also, a literature review can be
interpreted as a review of an abstract accomplishment.
A literature review is an assessment of a body of research that
addresses a research question. It identifies what is already known about
an area of study. It may also identify questions a body of research does
not answer and make a case for why further study of research questions
is important to a field.
(Please see the Glossary of the CG, pp. 6-7)
- What are the unique features of and requirements in composing texts
I. Evaluating Learning
that are useful across disciplines in Literature Review? Identify them
by describing each briefly.
J. Additional activities for application or
Answer this: What is research report?
remediation

V. REMARKS

VI. REFLECTION

A. No. of learners who earned 80% on the

formative assessment

B. No. of learners who require additional

activities for remediation

C. Did the remedial lesson work? No. of

learner who caught up with the lesson

D. No. of learner 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?

Department of Education
Region VI – Western Visayas
Schools Division Office of Kabankalan City
FLORENTINO GALANG SR. NATIONAL HIGH SCHOOL
Barangay Oringao, Kabankalan City
ABM 11A M.T,W,TH 7:30-8:30
TEACHER: ALVIE L. ANTONIO HUMSS 11A M,W.TH. F 9:45-10:45
LEARNING AREA: READING AND WRITING SKILLS HUMSS 11B M,T,TH, F 10:45-11:45
HUMSS 11C M,T,W,F 2:00-3:00
GRADE LEVEL: Grade XI
ABM 11B M,T,W,F 3:00-4:00
QUARTER:_______________________ HUMSS 11D M,T,W,F 4:00-5:00
DATE: __________________________

I.OBJECTIVES
A.CONTENT STANDARD Realizes that information in a written text may be
selected and organized to achieve a particular purpose
B.PERFORMANCE STANDARD Critiques a chosen sample of each pattern of
development focusing on the information selection,
organization and development
C. Learning Competencies/Objectives EN11/12RWS-IIIbf-3 Distinguishes between and
among patterns of development in writing across
disciplines
EN11/12RWS-III-3.1-2 A. Narration/Description
K- Determine the nature and process of
narrating/describing stories, whether their own or
someone else’s, whether real or fiction
S- Create a full-blown essay using narration/description
as the primary mode of paragraph development
A- Narrate/Describe events vividly and clearly
II. CONTENT Patterns of Development
III. LEARNING RESOURCES
A .References
1.Teacher’s Guide
2. Learners Materials Pages
3.Textbook pages Tiongson, M and Rodriguez, M. (2016). Reading and
Writing Skills. Manila: Rex Bookstore, Inc., pp.86-99
Beltran, A. and Gonzales, E. (2011). Study and Thinking
Skills. Dumagete City: Yage Publishing., pp. 124-126
4.Additional Materials from Learning Resources (LR )portal
B. Other learning Resources Pictures that show emotions
IV. Procedures
A .Review previous lesson or presenting the new lesson Preliminary Activities:
-prayer
-reading of reflection of the day
-checking of attendance
-Review
-Have the students view the pictures that show emotions
and ask them their guess of what the day was for the
person in the picture. Choose the answers that stand out
and emphasize these on the board. Then, ask the
students to come up with fictional series of events or
incidents and write these also on the board.

B. Establishing a purpose for the lesson Explain to the class how their impression of the picture is
already telling a story and describes the details of the
story. This will lead to the discussion of the lesson.
C. Presenting examples/instances of the new lesson Have the students do the Pre-reading activity: Vocabulary
Check. Then provide the students a copy of an excerpt
of the story “The Day the Dancers Came by Bienvenido N.
Santos.
D. Discussing new concepts and practicing new skills Have the students do the Post Reading: Vocabulary
Check and comprehension questions.

E. Discussing new concepts and new skills Discuss about narrative and descriptive writing.

F. Developing mastery
G. Finding practical application of concepts and skills in Have the students do the exercise under Analyzing the
daily living. author’s craft.
H. Making generalization and abstraction about the Have the students do the exercise under Analysis of
lesson. Important Lines
I. Evaluate Learning Have the students write a narrative essay that describes
the following possible situations.
1. An accident
2. A first date
3. An adventure
4. An exciting experience
5. A family argument
6. A day at the fair, or the lake, the beach
J. Additional activities for application or remediation Answer:
What is definition?
V. REMARKS
VI.REFLECTION
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 the lesson.
E. Which of my teaching strategies worked 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 teacher?

Department of Education
Region VI – Western Visayas
Schools Division Office of Kabankalan City
FLORENTINO GALANG SR. NATIONAL HIGH SCHOOL
Barangay Oringao, Kabankalan City
ABM 11A M.T,W,TH 7:30-8:30
TEACHER: ALVIE L. ANTONIO HUMSS 11A M,W.TH. F 9:45-10:45
LEARNING AREA: READING AND WRITING SKILLS HUMSS 11B M,T,TH, F 10:45-11:45
HUMSS 11C M,T,W,F 2:00-3:00
GRADE LEVEL: Grade XI
ABM 11B M,T,W,F 3:00-4:00
QUARTER: THIRD HUMSS 11D M,T,W,F 4:00-5:00
DATE: __________________________

I.OBJECTIVES
A.CONTENT STANDARD Realizes that information in a written text may be
selected and organized to achieve a particular purpose
B.PERFORMANCE STANDARD Critiques a chosen sample of each pattern of
development focusing on the information selection,
organization and development
C. Learning Competencies/Objectives EN11/12RWS-IIIbf-3 Distinguishes between and
among patterns of development in writing across
disciplines
EN11/12RWS-III-3.3 C. Definition
K- Determine the nature and process of defining a word, a
concept, an expression, an idea, etc
S- Create a full-blown essay using definition as the primary
mode of paragraph development
A- Define an idea comprehensively
II. CONTENT Patterns of Development
III. LEARNING RESOURCES
A .References
1.Teacher’s Guide
2. Learners Materials Pages
3.Textbook pages Tiongson, M and Rodriguez, M. (2016). Reading and
Writing Skills. Manila: Rex Bookstore, Inc., pp. 100-108
4.Additional Materials from Learning Resources (LR )portal
B. Other learning Resources
IV. Procedures
A .Review previous lesson or presenting the new lesson Preliminary Activities:
-prayer
-reading of reflection of the day
-checking of attendance
-Review
-Ask the students how they would define love.
-Process the students’ answer then take up the introduction.

B. Establishing a purpose for the lesson Explain to the class the importance of defining a word.

C. Presenting examples/instances of the new lesson Have the students do the Pre-reading journal entry.
D. Discussing new concepts and practicing new skills Have the students read the essay “Appassionato” by Barbara
C. Gonzalez and have the students do the Post-reading:
Vocabulary Check and comprehension questions.
E. Discussing new concepts and new skills Discuss about definition as the primary mode of
paragraph development.
F. Developing mastery
G. Finding practical application of concepts and skills in Have the students do the exercise under Analyzing the
daily living. author’s craft.
H. Making generalization and abstraction about the
lesson.
I. Evaluate Learning Have the students write an essay defining the Filipino
concept of Pasyon.
J. Additional activities for application or remediation Have the students agree or disagree to the statement in
the book found on page 108.
V. REMARKS
VI.REFLECTION
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 the lesson.
E. Which of my teaching strategies worked 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 teacher?
Department of Education
Region VI – Western Visayas
Schools Division Office of Kabankalan City
FLORENTINO GALANG SR. NATIONAL HIGH SCHOOL
Barangay Oringao, Kabankalan City
ABM 11A M.T,W,TH 7:30-8:30
TEACHER: ALVIE L. ANTONIO HUMSS 11A M,W.TH. F 9:45-10:45
LEARNING AREA: READING AND WRITING SKILLS HUMSS 11B M,T,TH, F 10:45-11:45
HUMSS 11C M,T,W,F 2:00-3:00
GRADE LEVEL: Grade XI
ABM 11B M,T,W,F 3:00-4:00
QUARTER: THIRD HUMSS 11D M,T,W,F 4:00-5:00
DATE: __________________________

I.OBJECTIVES
A.CONTENT STANDARD Realizes that information in a written text may be
selected and organized to achieve a particular purpose
B.PERFORMANCE STANDARD Critiques a chosen sample of each pattern of
development focusing on the information selection,
organization and development
C. Learning Competencies/Objectives EN11/12RWS-IIIbf-3 Distinguishes between and
among patterns of development in writing across
disciplines
EN11/12RWS-III-3.4 D. Clasification
K- Determine the nature and process of classification as mode
of paragraph development
S- Create an essay using classification
A- Classify an idea/things appropriately

II. CONTENT Patterns of Development

III. LEARNING RESOURCES
A .References
1.Teacher’s Guide
2. Learners Materials Pages
3.Textbook pages Tiongson, M and Rodriguez, M. (2016). Reading and
Writing Skills. Manila: Rex Bookstore, Inc., pp. 109-118
4.Additional Materials from Learning Resources (LR )portal
B. Other learning Resources
IV. Procedures
A .Review previous lesson or presenting the new lesson Preliminary Activities:
-prayer
-reading of reflection of the day
-checking of attendance
-Review
-Ask the students how they review for a quiz,a test, or an
exam. Then take up the introduction.

B. Establishing a purpose for the lesson Explain to the class the importance of classification. Then have
the students do the warm-up activity.
C. Presenting examples/instances of the new lesson Have the students do the Pre-reading journal entry and
vocabulary check. Then, have them read the essay “A history
of Geek Civilization by Jessica Zafra and have the students do
the Post-reading: Vocabulary Check and comprehension
questions.
D. Discussing new concepts and practicing new skills Discuss classification as the primary mode of paragraph
development.
E. Discussing new concepts and new skills

F. Developing mastery Have the students analyze the authors craft. Have the
students analyze also the important lines from the
selection.
G. Finding practical application of concepts and skills in Have the students group themselves according to their
daily living. likes. Once they are in a group, let them discuss why
they are in a group and have them report their ideas in
class
H. Making generalization and abstraction about the Ask the students their insights about the activity that they
lesson. have done.
I. Evaluate Learning Have the students classify the pictures provided by the
teacher. (ex. Pictures of musical instruments)
J. Additional activities for application or remediation Have the students take a picture of their bedroom and
label their shot before. (Read further instructions in the
book page 118.
V. REMARKS
VI.REFLECTION
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 the lesson.
E. Which of my teaching strategies worked 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 teacher?
Department of Education
Region VI – Western Visayas
Schools Division Office of Kabankalan City
FLORENTINO GALANG SR. NATIONAL HIGH SCHOOL
Barangay Oringao, Kabankalan City
ABM 11A M.T,W,TH 7:30-8:30
TEACHER: ALVIE L. ANTONIO HUMSS 11A M,W.TH. F 9:45-10:45
LEARNING AREA: READING AND WRITING SKILLS HUMSS 11B M,T,TH, F 10:45-11:45
HUMSS 11C M,T,W,F 2:00-3:00
GRADE LEVEL: Grade XI
ABM 11B M,T,W,F 3:00-4:00
QUARTER: THIRD HUMSS 11D M,T,W,F 4:00-5:00
DATE: __________________________

I.OBJECTIVES
A.CONTENT STANDARD Realizes that information in a written text may be
selected and organized to achieve a particular purpose
B.PERFORMANCE STANDARD Critiques a chosen sample of each pattern of
development focusing on the information selection,
organization and development
C. Learning Competencies/Objectives EN11/12RWS-IIIbf-3 Distinguishes between and
among patterns of development in writing across
disciplines
EN11/12RWS-III-3.4 D. Exemplification
K- Determine the nature and process of
exemplification/classification as mode of paragraph
development
S- Create an essay using exemplification
A- Exemplify an idea/things appropriately
II. CONTENT Patterns of Development
III. LEARNING RESOURCES
A .References
1.Teacher’s Guide
2. Learners Materials Pages
3.Textbook pages Tiongson, M and Rodriguez, M. (2016). Reading and
Writing Skills. Manila: Rex Bookstore, Inc., pp. 128-135
4.Additional Materials from Learning Resources (LR )portal
B. Other learning Resources
IV. Procedures
A .Review previous lesson or presenting the new lesson Preliminary Activities:
-prayer
-reading of reflection of the day
-checking of attendance
-Review
-Ask the students if they are celebrating fiesta in their place.
Ask further which food do they prepare for everyone to enjoy.
Then take up the introduction.

B. Establishing a purpose for the lesson Explain to the class the importance of exemplification. Then
have the students do the warm-up activity.
C. Presenting examples/instances of the new lesson Have the students do the Pre-reading journal entry and
vocabulary check. Then, have them read the essay “Lenten
Specialty Dishes” by Micky Fenix and have the students do
the Post-reading: Vocabulary Check and comprehension
questions.
D. Discussing new concepts and practicing new skills Discuss exemplification as the primary mode of paragraph
development.
E. Discussing new concepts and new skills

F. Developing mastery
G. Finding practical application of concepts and skills in
daily living.
H. Making generalization and abstraction about the Have the students analyze the sample paragraph in
lesson. preparation for their output. Then, ask questions so that
the students have an idea about the concept.
I. Evaluate Learning Have the students write an essay of what they do during
the semestral break or Christmas vacation using
exemplification.
J. Additional activities for application or remediation Answer:
What is classification?
V. REMARKS
VI.REFLECTION
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 the lesson.
E. Which of my teaching strategies worked 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 teacher?
Department of Education
Region VI – Western Visayas
Schools Division Office of Kabankalan City
FLORENTINO GALANG SR. NATIONAL HIGH SCHOOL
Barangay Oringao, Kabankalan City
ABM 11A M.T,W,TH 7:30-8:30
TEACHER: ALVIE L. ANTONIO HUMSS 11A M,W.TH. F 9:45-10:45
LEARNING AREA: READING AND WRITING SKILLS HUMSS 11B M,T,TH, F 10:45-11:45
HUMSS 11C M,T,W,F 2:00-3:00
GRADE LEVEL: Grade XI
ABM 11B M,T,W,F 3:00-4:00
QUARTER: THIRD HUMSS 11D M,T,W,F 4:00-5:00
DATE: __________________________

I. OBJECTIVES
The learner understands the requirements of composing academic writing and professional
A. Content Standards correspondence
B. Performance The learner produces each type of academic writing and professional correspondence
Standards following the properties of well-written texts and process approach to writing

Identifies the unique features of and requirements in composing texts that are useful across
disciplines

a. Book Review or Article Critique (EN11/12RWS-IVdg-12)

C. Learning
K - Identify the features/requirements of a book review or article critique
Competencies/ Objectives

S - Write a book review/article review

A - Display fairness when writing a review.

II. CONTENT Purposeful Writing in the Disciplines and for Professions

III. LEARNING RESOURCES

A.References

1. Teacher’s Guide
CG p. 2
pages
2. Learner’s Materials
pages

3. Textbook pages

4. Additional Materials
from Learning Resource (LR) Portal

B. Other Learning Resources www. slideshare.net

IV. PROCEDURES
A. Reviewing previous lesson or Have them recall the pre-writing strategies.
presenting the new lesson

B. Establishing a purpose for the In this lesson, the students will be able to identify the unique features of and requirements in composing
lesson texts that are useful in a book review or article critique.

C. Presenting examples/ instances of The teacher groups the class into 5, presents magazines, and lets them skim the pages.
the new lesson

With the given guide question, the learners

A. Brainstorm what they’ve read and identify the features from Article 1.
D. Discussing new concepts and
practicing new skills #1 a. specific topic
b. overall purpose
c. To whom the article is intended?
(see Reading and Writing Skills textbook)
Ex: Unit ___, page ____

B. Develop a group checklist.

C. Present the group output.

E. Discussing new concepts and

practicing new skills #2
F. Developing mastery 1. What are the features of the article?

2. What kind of material does the article present?

(Leads to Formative Assessment 3)
3. Does the article contribute to the overall topic? Explain.
4. How did you formulate your checklist of the requirements in composing a text? Is your checklist valid
and realistic?

(The teacher checks and validates the checklist made by the students.)

3. Does open-mindedness and critical thinking lead you to come up with your output?

G. Finding practical applications of The teacher posts scrambled sentences on the board and the students identify the feature being used.
concepts and skills in daily living
(These features are provided and are ready for the activity.)
Point of view plot setting
Lead Character’s problem theme
Main character genre

Department of Education
Region VI – Western Visayas
Schools Division Office of Kabankalan City
FLORENTINO GALANG SR. NATIONAL HIGH SCHOOL
Barangay Oringao, Kabankalan City
ABM 11A M.T,W,TH 7:30-8:30
TEACHER: ALVIE L. ANTONIO HUMSS 11A M,W.TH. F 9:45-10:45
LEARNING AREA: READING AND WRITING SKILLS HUMSS 11B M,T,TH, F 10:45-11:45
HUMSS 11C M,T,W,F 2:00-3:00
GRADE LEVEL: Grade XI
ABM 11B M,T,W,F 3:00-4:00
QUARTER: ______________________ HUMSS 11D M,T,W,F 4:00-5:00
DATE: __________________________
I.OBJECTIVES
A.CONTENT STANDARD Realizes that information in a written text may be
selected and organized to achieve a particular purpose
B.PERFORMANCE STANDARD Critiques a chosen sample of each pattern of
development focusing on the information selection,
organization and development
C. Learning Competencies/Objectives EN11/12RWS-IIIbf-3 Distinguishes between and
among patterns of development in writing across
disciplines
EN11/12RWS-III-3.4 D. Clasification
K- Determine the nature and process of classification as mode
of paragraph development
S- Create an essay using classification
A- Classify an idea/things appropriately

II. CONTENT Patterns of Development

III. LEARNING RESOURCES
A .References
1.Teacher’s Guide
2. Learners Materials Pages
3.Textbook pages Tiongson, M and Rodriguez, M. (2016). Reading and
Writing Skills. Manila: Rex Bookstore, Inc., pp. 109-118
4.Additional Materials from Learning Resources (LR )portal
B. Other learning Resources
IV. Procedures
A .Review previous lesson or presenting the new lesson Preliminary Activities:
-prayer
-reading of reflection of the day
-checking of attendance
-Review
-Ask the students how they review for a quiz,a test, or an
exam. Then take up the introduction.

B. Establishing a purpose for the lesson Explain to the class the importance of classification. Then have
the students do the warm-up activity.
C. Presenting examples/instances of the new lesson Have the students do the Pre-reading journal entry and
vocabulary check. Then, have them read the essay “A history
of Geek Civilization by Jessica Zafra and have the students do
the Post-reading: Vocabulary Check and comprehension
questions.
D. Discussing new concepts and practicing new skills Discuss classification as the primary mode of paragraph
development.
E. Discussing new concepts and new skills

F. Developing mastery Have the students analyze the authors craft. Have the
students analyze also the important lines from the
selection.
G. Finding practical application of concepts and skills in Have the students group themselves according to their
daily living. likes. Once they are in a group, let them discuss why
they are in a group and have them report their ideas in
class
H. Making generalization and abstraction about the Ask the students their insights about the activity that they
lesson. have done.
I. Evaluate Learning Have the students classify the pictures provided by the
teacher. (ex. Pictures of musical instruments)
J. Additional activities for application or remediation Have the students take a picture of their bedroom and
label their shot before. (Read further instructions in the
book page 118.
V. REMARKS
VI.REFLECTION
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 the lesson.
E. Which of my teaching strategies worked 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 teacher?

Department of Education
Region VI – Western Visayas
Schools Division Office of Kabankalan City
FLORENTINO GALANG SR. NATIONAL HIGH SCHOOL
Barangay Oringao, Kabankalan City
ABM 11A M.T,W,TH 7:30-8:30
TEACHER: ALVIE L. ANTONIO HUMSS 11A M,W.TH. F 9:45-10:45
LEARNING AREA: READING AND WRITING SKILLS HUMSS 11B M,T,TH, F 10:45-11:45
HUMSS 11C M,T,W,F 2:00-3:00
GRADE LEVEL: Grade XI
ABM 11B M,T,W,F 3:00-4:00
QUARTER: ______________________ HUMSS 11D M,T,W,F 4:00-5:00
DATE: __________________________
I.OBJECTIVES
A.CONTENT STANDARD Realizes that information in a written text may be
selected and organized to achieve a particular purpose
B.PERFORMANCE STANDARD Critiques a chosen sample of each pattern of
development focusing on the information selection,
organization and development
C. Learning Competencies/Objectives EN11/12RWS-IIIbf-3 Distinguishes between and
among patterns of development in writing across
disciplines
EN11/12RWS-III-3.4 D. Exemplification
K- Determine the nature and process of
exemplification/classification as mode of paragraph
development
S- Create an essay using exemplification
A- Exemplify an idea/things appropriately
II. CONTENT Patterns of Development
III. LEARNING RESOURCES
A .References
1.Teacher’s Guide
2. Learners Materials Pages
3.Textbook pages Tiongson, M and Rodriguez, M. (2016). Reading and
Writing Skills. Manila: Rex Bookstore, Inc., pp. 128-135
4.Additional Materials from Learning Resources (LR )portal
B. Other learning Resources
IV. Procedures
A .Review previous lesson or presenting the new lesson Preliminary Activities:
-prayer
-reading of reflection of the day
-checking of attendance
-Review
-Ask the students if they are celebrating fiesta in their place.
Ask further which food do they prepare for everyone to enjoy.
Then take up the introduction.

B. Establishing a purpose for the lesson Explain to the class the importance of exemplification. Then
have the students do the warm-up activity.
C. Presenting examples/instances of the new lesson Have the students do the Pre-reading journal entry and
vocabulary check. Then, have them read the essay “Lenten
Specialty Dishes” by Micky Fenix and have the students do
the Post-reading: Vocabulary Check and comprehension
questions.
D. Discussing new concepts and practicing new skills Discuss exemplification as the primary mode of paragraph
development.
E. Discussing new concepts and new skills

F. Developing mastery
G. Finding practical application of concepts and skills in
daily living.
H. Making generalization and abstraction about the Have the students analyze the sample paragraph in
lesson. preparation for their output. Then, ask questions so that
the students have an idea about the concept.
I. Evaluate Learning Have the students write an essay of what they do during
the semestral break or Christmas vacation using
exemplification.
J. Additional activities for application or remediation Answer:
What is classification?
V. REMARKS
VI.REFLECTION
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 the lesson.
E. Which of my teaching strategies worked 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 teacher?
Department of Education
Region VI – Western Visayas
Schools Division Office of Kabankalan City
FLORENTINO GALANG SR. NATIONAL HIGH SCHOOL
Barangay Oringao, Kabankalan City
ABM 11A M.T,W,TH 7:30-8:30
TEACHER: ALVIE L. ANTONIO HUMSS 11A M,W.TH. F 9:45-10:45
LEARNING AREA: READING AND WRITING SKILLS HUMSS 11B M,T,TH, F 10:45-11:45
HUMSS 11C M,T,W,F 2:00-3:00
GRADE LEVEL: Grade XI
ABM 11B M,T,W,F 3:00-4:00
QUARTER: ______________________ HUMSS 11D M,T,W,F 4:00-5:00
DATE: __________________________
I. OBJECTIVES

Realizes that information in a written text may be selected and organized to

D. Content Standards
achieve a particular purpose
Critiques a chosen sample of each pattern of development focusing on
E. Performance Standards
information selection, organization, and development
Distinguishes between and among techniques in selecting and organizing
information (EN11/12RWS-IIIa-2)
F. Learning Competencies/ e. Brainstorming list (EN11/12RWS-IIIa-2.1)
Objectives f. Graphic organizer (EN11/12RWS-IIIa-2.2)
g. Topic outline (EN11/12RWS-IIIa-2.3)
h. Sentence outline (EN11/12RWS-IIIa-2.4)
Reading and Thinking Strategies Across Text Types
II. CONTENT
B. Text as Connected Discourse
III. LEARNING RESOURCES

A.References

5. Teacher’s Guide pages

6. Learner’s Materials pages

7. Textbook pages
8. Additional Materials from
Learning Resource (LR) Portal
B. Other Learning Resources

IV. PROCEDURES

A. Reviewing previous lesson or - Recalling the previous lesson...

What is a connected discourse?
presenting the new lesson
What are the different observations that make up a connected
discourse?
Distinguishes between and among techniques in selecting and organizing
information
B. Establishing a purpose for the lesson e. Brainstorming list
f. Graphic organizer
g. Topic outline
h. Sentence outline
1. Have the students write as many words/phrases that come into

their minds. After a given amount of time, say three to five

minutes, stop.

Example: new friends crime robbery

human rights freedom best friend

peace and quiet holidays summer vacation

- Go over the list and select the subject/topic that appeals to you the most,
C. Presenting examples/ instances of the
dictated by your personal interest, background and knowledge.
new lesson 2. Have the students fill in the needed information in the following

graph.

Causes of Failing Grades

D. Discussing new concepts and What techniques are used in selecting and organizing
information in the above examples?
practicing new skills #1
If you are to develop an idea, which do you prefer to use?
Why?
E. Discussing new concepts and - Introducing other strategies in developing ideas...
practicing new skills #2
Box 1
How to Develop A Questionnaire For Research?
VII. Figure out what information you are trying to gather from this
survey.
VIII. Write an introduction for your questionnaire.
IX. Use closed questions for questionnaires.
X. Order your questions in a way that is meaningful and easy to
follow.
XI. Put the more important questions at the beginning of your
questionnaire.
XII. Add a little variety to your questions.
Box 2

Basic Formats in Citing References

IV. Books
V. Periodicals
A. Newspaper
B. Magazine
VI. Electronic Books
What do you call the entries in boxes 1 and 2?
How does Box 1 differ from Box 2 in terms of type? Differentiate.
F. Developing mastery - What is brainstorming list?
- Are graphic organizers useful in developing ideas?
(Leads to Formative Assessment 3) - Outlining is one of the common ways in developing ideas. What are its
two types? How do they differ from each other?
G. Finding practical applications of - What is the applicability of your knowledge of the techniques in
concepts and skills in daily living developing ideas in your student life and as an employee/worker in
your respective specializations?
What are the different techniques in selecting and organizing ideas?
H. Making generalizations and How do they differ from each other?
Do they help you in making a written report? How?
abstractions about the lesson
Discussing further the different techniques in selecting and organizing
ideas: brainstorming list, graphic organizer, topic outline and sentence
outline.
What are the different techniques in selecting and developing information?
I. Evaluating Learning
Distinguish one from the other by describing each briefly.

J. Additional activities for application or In a one (1) whole sheet of paper, write one (1) example of each technique in
remediation selecting and developing information.

V. REMARKS

VI. REFLECTION

A. No. of learners who earned 80% on the

formative assessment

B. No. of learners who require additional

activities for remediation

C. Did the remedial lesson work? No. of

learner who caught up with the lesson

D. No. of learner 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?
Department of Education
Region VI – Western Visayas
Schools Division Office of Kabankalan City
FLORENTINO GALANG SR. NATIONAL HIGH SCHOOL
Barangay Oringao, Kabankalan City
ABM 11A M.T,W,TH 7:30-8:30
TEACHER: ALVIE L. ANTONIO HUMSS 11A M,W.TH. F 9:45-10:45
LEARNING AREA: READING AND WRITING SKILLS HUMSS 11B M,T,TH, F 10:45-11:45
HUMSS 11C M,T,W,F 2:00-3:00
GRADE LEVEL: Grade XI
ABM 11B M,T,W,F 3:00-4:00
QUARTER: ______________________ HUMSS 11D M,T,W,F 4:00-5:00
DATE: __________________________

I. OBJECTIVES

Understands the requirements of composing academic writing and professional

D. Content Standards
correspondence
Produces each type of academic writing and professional correspondence
E. Performance Standards
following the properties of well-written texts and process approach to writing
Identifies the unique features of and requirements in composing texts that are
F. Learning Competencies/
useful across disciplines (EN11/12RWS-IVdg-12)
Objectives
c. Literature Review (EN11/12RWS-IVdg-12.1)
II. CONTENT Purposeful Writing in the Disciplines and for Professions

III. LEARNING RESOURCES

A.References

5. Teacher’s Guide pages

6. Learner’s Materials pages

7. Textbook pages
8. Additional Materials from
Learning Resource (LR) Portal
B. Other Learning Resources Research Fundamentals, pp. 61-65

IV. PROCEDURES

- Recalling the previous lesson...

A. Reviewing previous lesson or Why do you do academic and professional writing?
presenting the new lesson How crucial is one’s purpose in academic and professional
writing?
- Eliciting ideas from the students...
At the end of the lesson, the students are expected to identify the unique features
B. Establishing a purpose for the lesson
of and requirements in composing texts that are useful across disciplines in
literature review.
- Introducing a sample related literature...

Leadership Preparation Program

An important aspect of leadership expertise is to propel
C. Presenting examples/ instances of the student learning (Murphy & Vriesenga, 2006). However, reviews found that
new lesson the effect of school leaders without leadership preparation on student
achievement is near zero (Morris, 2010). Some authors like Grogan and
Andrews (2002), Hess and Kelly (2005) express that many preparation
programmers have been relatively slow in preparing future school leaders.
Source: Darang, 2014

D. Discussing new concepts and What are the blind spots/conflicting areas in the sample presented?
practicing new skills #1 - Facilitating discussion on the blind spots/conflicting areas in the sample
presented.
E. Discussing new concepts and - Introducing another sample related literature...
Leadership Preparation Program
The recognition of school principal role to improve students’ learning
remains inevitable. In this sense, formal and structured initial orientation as
well as essential leadership training is still in need for principals (Khan,
practicing new skills #2 Ahmed, Ali Fayyaz-ur Rehman, 2011). However, the preparation program
for student learning and school improvement received very little attention
from educators, policy makers and government officials due to the lack of
principal leadership preparation (Atlam and Hoque, 2010).
What is the blank/unexplored area?
- Facilitating discussion about this feature...

- Introducing another sample related literature...

School personnel have long talked about the need for
“parent involvement. In recent years the language has shifted to
“family involvement” in order to honor that many other family
members (Ferguson, n.d.) parents, grandparents, foster parents,
siblings, aunts and uncles, even close friend and neighbors
(Ferguson, n.d; Onikama, Hammond and Koki, n.d; Carlisle, Stanly
F. Developing mastery
and Kemple, 2006) – support and nurture children and youth and
(Leads to Formative Assessment 3)
may play significant roles (Ferguson, n.d.). However, Epstein (2005)
cited that school, family and community partnership is a better term
compared to parental involvement in to recognition of the fact those
parents, educators, and others in the community share responsibilities
for students learning and development. With this approach, there is a
wide range of responsibilities for parent involvement in school
activities with the support of the community.
Source: De Guzman, Arenas, Magdamit, Ruililan and Samson (2010)
Can you identify the synoptic and argumentative part?

G. Finding practical applications of Do you think your knowledge on the unique features of and
requirements in composing texts useful to you as a student? As an
concepts and skills in daily living
employee of your desired field of work in the future? Defend your
answer.
What are the unique features of and requirements in composing texts
that are useful across disciplines focusing Literature Review?
What are the major steps in a literature review according to Gale, Gale
and Borg?
- Input...
Related literature is also called conceptual literature. The gathering of
literature related to the research clarifies the different variables being
studied. The related literature removes any vagueness in the concepts
central to the study.
H. Making generalizations and A literature review is a text written by someone to consider the critical
abstractions about the lesson points of current knowledge including substantive findings, as well as
theoretical and methodological contributions to a particular topic.
Literature reviews are secondary sources, and as such, do not report any
new or original experimental work. Also, a literature review can be
interpreted as a review of an abstract accomplishment.
A literature review is an assessment of a body of research that
addresses a research question. It identifies what is already known about
an area of study. It may also identify questions a body of research does
not answer and make a case for why further study of research questions
is important to a field.
(Please see the Glossary of the CG, pp. 6-7)
- What are the unique features of and requirements in composing texts
I. Evaluating Learning
that are useful across disciplines in Literature Review? Identify them
by describing each briefly.
J. Additional activities for application or
Answer this: What is research report?
remediation

V. REMARKS

VI. REFLECTION

A. No. of learners who earned 80% on the

formative assessment

B. No. of learners who require additional

activities for remediation
C. Did the remedial lesson work? No. of
learner who caught up with the lesson

D. No. of learner 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?

Department of Education
Region VI – Western Visayas
Schools Division Office of Kabankalan City
FLORENTINO GALANG SR. NATIONAL HIGH SCHOOL
Barangay Oringao, Kabankalan City
ABM 11A M.T,W,TH 7:30-8:30
TEACHER: ALVIE L. ANTONIO HUMSS 11A M,W.TH. F 9:45-10:45
LEARNING AREA: READING AND WRITING SKILLS HUMSS 11B M,T,TH, F 10:45-11:45
HUMSS 11C M,T,W,F 2:00-3:00
GRADE LEVEL: Grade XI
ABM 11B M,T,W,F 3:00-4:00
QUARTER: ______________________ HUMSS 11D M,T,W,F 4:00-5:00
DATE: __________________________

I.OBJECTIVES
A.CONTENT STANDARD Realizes that information in a written text may be
selected and organized to achieve a particular purpose
B.PERFORMANCE STANDARD Critiques a chosen sample of each pattern of
development focusing on the information selection,
organization and development
C. Learning Competencies/Objectives EN11/12RWS-IIIbf-3 Distinguishes between and
among patterns of development in writing across
disciplines
EN11/12RWS-III-3.8 H. Exemplification/Classification
K- Determine the definition and nature of persuasion as
mode of paragraph development
S- Create an essay using persuasion
A- Apply persuasion in day-to-day activities

II. CONTENT Patterns of Development

III. LEARNING RESOURCES
A .References
1.Teacher’s Guide
2. Learners Materials Pages
3.Textbook pages Tiongson, M and Rodriguez, M. (2016). Reading and
Writing Skills. Manila: Rex Bookstore, Inc., pp. 136-143
4.Additional Materials from Learning Resources (LR )portal
B. Other learning Resources
IV. Procedures
A .Review previous lesson or presenting the new lesson Preliminary Activities:
-prayer
-reading of reflection of the day
-checking of attendance
-Review
-Throw a situation to the students where one student
accuses another of stealing her/his money. Then ask
them how they would defend themselves.
-Take up the introduction.
B. Establishing a purpose for the lesson Explain to the class the importance of persuasion. Then
have the students do the warm-up activity.
C. Presenting examples/instances of the new lesson Have the students do the Pre-reading journal entry and
vocabulary check. Then, have them read an excerpt of
the essay “Phase Out Obsolete Jeepney and have the
students do the Post-reading: Vocabulary Check and
comprehension questions.
D. Discussing new concepts and practicing new skills Discuss persuasion as the primary mode of paragraph
development.
E. Discussing new concepts and new skills

F. Developing mastery
G. Finding practical application of concepts and skills in Have the students do the exercises under Analyzing the
daily living. author’s craft
H. Making generalization and abstraction about the Have the students agree or disagree to the statement in
lesson. the book found on page 143.
I. Evaluate Learning Have the students write persuasive essay of their
experience of riding a tricycle.
J. Additional activities for application or remediation Answer:
What are the properties of a well-written text?
V. REMARKS
VI.REFLECTION
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 the lesson.
E. Which of my teaching strategies worked 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 teacher?
Department of Education
Region VI – Western Visayas
Schools Division Office of Kabankalan City
FLORENTINO GALANG SR. NATIONAL HIGH SCHOOL
Barangay Oringao, Kabankalan City
ABM 11A M.T,W,TH 7:30-8:30
TEACHER: ALVIE L. ANTONIO HUMSS 11A M,W.TH. F 9:45-10:45
LEARNING AREA: READING AND WRITING SKILLS HUMSS 11B M,T,TH, F 10:45-11:45
HUMSS 11C M,T,W,F 2:00-3:00
GRADE LEVEL: Grade XI
ABM 11B M, T,W,F 3:00-4:00
QUARTER: ______________________ HUMSS 11D M, T,W,F 4:00-5:00
DATE: __________________________

I.OBJECTIVES

The learner realizes that information in a written text may be selected and organized to
A. Content Standard achieve a particular purpose.

B. Performance The learner critiques a chosen sample of each pattern of development focusing on information
Standard selection, organization and development.

Identifies properties of a well-written text (EN11/12RWS-IIIgh-4)

a. organization (EN11/12RWS-IIIgh-4.1)

C. Learning
b. coherence and cohesion (EN11/12RWS-IIIgh-4.2)
Competencies/Objectives
c. language use (EN11/12RWS-IIIgh-4.3)

d. mechanics (EN11/12RWS-IIIgh-4.4)

II. CONTENT Properties of a Well-Written Text

III. LEARNING
Textbooks, TG, CG
RESOURCES
A. References

1. Teacher’s Guide Pages

2. Learner’s Materials pages

3. Curriculum Guide: p.1

4. Additional Materials from

Learning Resources
B. Other Learning
Resources
IV. PROCEDURES
A. Reviewing previous lesson
Review students about intertext and hypertext.
or presenting the new lesson

B. Establishing a purpose for At the end of the lesson, the students will be able to identify the properties present in a well-
the lesson written text or critique a sample text evaluating some of its properties.

Ask students some probing questions:

1. What makes a good text?
C. Presenting
Examples/instances of new 2. What are the essential things to be considered in evaluating or critiquing a text or an
article?
lesson
3. Why there’s a need to organize a written text well?

Introduce to students the different properties a well-written text should have.

D. Discussing new concepts a. organization

and practicing new skills #1 b. cohesion/coherence
c. language use
d. mechanics

*Provide students sample written texts with evident properties.

E. Discussing new concepts
and practicing new skills #2 *Have them read the texts and instruct them to point out what part of the text illustrates
organization, cohesion and others.

F. Developing mastery *Provide students a sample well-written text and a sample of a poorly developed text.

(Leads to Formative
*Incite students to differentiate the two samples.
Assessment)
G. Finding Practical
Process and discuss student’s observations of the sample texts taking into account the
applications of concepts and properties discussed earlier.
skills
*Ask:
H. Making generalizations
and abstractions about the If a text is properly organized, what effects does it bring/give to the writer and the reader?
lesson
*Accept varied answers from the students
*Present to students a sample written text.

*Direct students to critique or evaluate the text by identifying the properties evident or used
in the text.

I. Evaluating Learning
*Let them use the rubric in doing the activity for them to be guided. Tell them that they can
also share additional comments about the text if necessary.

*Have them share their answers with the class.

J. Additional activities for Ask:
application or remediation What is critical reading?
V. REMARKS
VI. REFLECTION
A. No. of learners who
earned 80% on the formative
assessment
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 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?

Department of Education
Region VI – Western Visayas
Schools Division Office of Kabankalan City
FLORENTINO GALANG SR. NATIONAL HIGH SCHOOL
Barangay Oringao, Kabankalan City
ABM 11A M.T,W,TH 7:30-8:30
TEACHER: ALVIE L. ANTONIO HUMSS 11A M,W.TH. F 9:45-10:45
LEARNING AREA: READING AND WRITING SKILLS HUMSS 11B M,T,TH, F 10:45-11:45
HUMSS 11C M,T,W,F 2:00-3:00
GRADE LEVEL: Grade XI
ABM 11B M,T,W,F 3:00-4:00
QUARTER: ______________________ HUMSS 11D M,T,W,F 4:00-5:00
DATE: __________________________

I.OBJECTIVES
The learner understands the relationship of a written text and the context in
A. Content Standard
which it was developed.
The learner writes a 1000-word critique of a selected text on the basis of its
B. Performance Standard
claim/s, context and properties as a written material.
C. Learning EN11/12RWS-IIIij-5
Competencies/Objectives Explains critical reading as looking for ways of thinking
II. CONTENT Critical Reading as Looking for Ways of Thnking
III. LEARNING RESOURCES Textbooks, TG, CG

A. References
1. Teacher’s Guide Pages
2. Learner’s Materials pages pp.14-20

3. Curriculum Guide: p.2

4. Additional Materials from

Learning Resources
B. Other Learning Resources
IV. PROCEDURES
A. Reviewing previous lesson or
Review students on the different helpful strategies in getting an overview of the text.
presenting the new lesson
B. Establishing a purpose for the The students will be able to dig deeper into the text by thinking about its meaning and
lesson significance.
C. Presenting Examples/instances *Direct students to picture this:
Your phone vibrates, signaling a new message. You open the message. It is from
unknown number, but what catches your attention is its content. The only thing you need
to do to claim your prize is to provide your personal information, along with some credit
card details.
of new lesson
*Ask: Would you do it? Why or why not?
*Accept varied answers form the students and tell students that such instance requires
critical thinking.
D. Discussing new concepts and *Incite students to give and share five personal traits, which they think a critical reader
practicing new skills #1 should embody.

E. Discussing new concepts and Discuss about the definition of critical reading, the reasons why reading critically is
practicing new skills #2 important and some techniques to help develop critical reading skills.
*Direct students to read the following excerpt from the presidential address of Manuel L.
F. Developing mastery
Quezon delivered to students and teachers on August 19, 1938.

(Leads to Formative Assessment) *Have them read the excerpt critically and be able to answer the following questions:

1. What type of audience is addressed?

2. What are the writer’s assumptions?

3. What are the writer’s intentions?

4. How well does the writer accomplish these?

5. How convincing is the evidence presented?
6. How reliable are the sources? Are they based on personal experience, scientific data or
outside authorities?
7. Did the writer address opposing views on the issue?
8. Is the writer persuasive in his/her perspective?
*Process students’ responses.

G. Finding Practical applications *Have students give some instances that require critical thinking.
of concepts and skills
*Process their answers.
H. Making generalizations and
Ask: Why do you need to read critically or to be an active and critical reader? Explain.
abstractions about the lesson
Answer the following questions:
1. Explain critical reading as looking for ways of thinking.
I. Evaluating Learning
2. What are the benefits of becoming a critical reader?
3. How does critical reading improve your writing?
Research Activity:
J. Additional activities for 1. What is a claim?
application or remediation
2. What are the characteristics of a good claim?

V. REMARKS
VI. REFLECTION
A. No. of learners who earned 80%
on the formative assessment
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 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?
Department of Education
Region VI – Western Visayas
Schools Division Office of Kabankalan City
FLORENTINO GALANG SR. NATIONAL HIGH SCHOOL
Barangay Oringao, Kabankalan City
ABM 11A M.T,W,TH 7:30-8:30
TEACHER: ALVIE L. ANTONIO HUMSS 11A M,W.TH. F 9:45-10:45
LEARNING AREA: READING AND WRITING SKILLS HUMSS 11B M,T,TH, F 10:45-11:45
HUMSS 11C M,T,W,F 2:00-3:00
GRADE LEVEL: Grade XI
ABM 11B M,T,W,F 3:00-4:00
QUARTER: ______________________ HUMSS 11D M,T,W,F 4:00-5:00
DATE: __________________________

I.OBJECTIVES

The learner understands the relationship of a written text and the context in which it
A. Content Standard
was developed.
B. Performance The learner writes a 1000-word critique of a selected text on the basis of its claim/s,
Standard context and properties as a written material.
Identifies clais explicitly or implicitly made in a written text (EN11/12RWS-IIIij-6)

a. Claim of Fact (EN11/12RWS-IIIij-6.1)

C. Learning
Competencies/Objectives
b. Claim of Policy (EN11/12RWS-IIIij-6.2)

c. Claim of Value (EN11/12RWS-IIIij-6.3)

II. CONTENT Explicit and Implicit Claims in a Text

III. LEARNING
Textbooks, TG, CG
RESOURCES

A. References

1. Teacher’s Guide Pages

2. Learner’s Materials
pp.20-22, 26-27
pages

3. Curriculum Guide: p.2

4. Additional Materials
from Learning Resources
B. Other Learning
Resources

IV. PROCEDURES
A. Reviewing previous
Have students recall what critical reading is. Tell them to provide examples or instances in which
lesson or presenting the new
critical reading and critical thinking is applied.
lesson
At the end of the activity, the students will be able to distinguish the information that is clearly
B. Establishing a purpose
stated (explicit) in the text from the ideas that are suggested (implicit). Moreover, students will be
for the lesson
able to distinguish the types of claim.

*Give students a brief overview about the difference between implicit and explicit information.

*To get a better idea of what it means to identify implicit and explicit information in a text, tell
students to go back to the speech of President Quezon. Present to them some ideas taken from the
C. Presenting speech. Have them answer as to whether the statements contain an implicit idea or explicit
Examples/instances of new information.
lesson
*Acquaint students that knowing how to identify explicit and implicit information will help them
in evaluating the claims made by the author.
*Ask: What is a claim?
*Accept varied answers from the students.

D. Discussing new concepts *Discuss to students the definition of claim and the following characteristics of good claims.
and practicing new skills #1
*Encourage students’ active participation during the discussion.
*Introduce to them the different types of claim a writer can make.
E. Discussing new concepts
*Give them appropriate examples for a better understanding of the lesson.
and practicing new skills #2
*Incite them to give other examples about the topic discussed.
F. Developing mastery *Instruct students to read the speech again. Have them identify the claim of the speaker.
(Leads to Formative *After identifying the claim, evaluate which among the characteristics of a good clam is evident
Assessment) and explain the reason of coming up such answer.
G. Finding Practical
Based on the given characteristics of good claims, tell students to evaluate the following claims
applications of concepts and
which can be found on page 27 of the LM, task C)
skills
H. Making generalizations Ask:
and abstractions about the 1. Why claim is considered as an important part of the text?
lesson 2. Differentiate the three types of claim.
*Direct students to identify each statement taken from or inspired by the previous text, as a claim
of fact, value or policy. (found on page 27 of the LM, task D)
I. Evaluating Learning *Tell them to briefly explain their choice of answer.
*Check their responses.
Define the following:
J. Additional activities for
1. Hypertext
application or remediation
2. Intertext
V. REMARKS
VI. REFLECTION
A. No. of learners who
earned 80% on the
formative assessment
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 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?
Department of Education
Region VI – Western Visayas
Schools Division Office of Kabankalan City
FLORENTINO GALANG SR. NATIONAL HIGH SCHOOL
Barangay Oringao, Kabankalan City
ABM 11A M.T,W,TH 7:30-8:30
TEACHER: ALVIE L. ANTONIO HUMSS 11A M,W.TH. F 9:45-10:45
LEARNING AREA: READING AND WRITING SKILLS HUMSS 11B M,T,TH, F 10:45-11:45
HUMSS 11C M,T,W,F 2:00-3:00
GRADE LEVEL: Grade XI
ABM 11B M,T,W,F 3:00-4:00
QUARTER: ______________________ HUMSS 11D M,T,W,F 4:00-5:00
DATE: __________________________

I.OBJECTIVES

The learner understands the relationship of a written text and the context in
A. Content Standard
which it was developed.

The learner writes a 1000-word critique of a selected text on the basis of its
B. Performance Standard
claim/s, context and properties as a written material.

Identifies the context in which a text is developed (EN11/12RWS-IVac-7)

C. Learning
a. Hypertext (EN11/12RWS-IVac-7.1)
Competencies/Objectives
b. Intertext (EN11/12RWS-IVac-7.2)

II. CONTENT Context of Text Development

III. LEARNING RESOURCES Textbooks, TG, CG

A. References

1. Teacher’s Guide Pages

2. Learner’s Materials pages pp.22-23, 28

3. Curriculum Guide: p.2

4. Additional Materials from
Learning Resources

B. Other Learning Resources

IV. PROCEDURES

A. Reviewing previous lesson or Review students about the characteristics of a good claim and the three different
presenting the new lesson types of claim.

B. Establishing a purpose for the Explain to students that at the end of the lesson, they will be able to transform the
lesson context of the speech into hypertext.

*Have students explain this statement: A text is neither written nor read in a vacuum;
C. Presenting Examples/instances of its meaning and interpretation are affected by a given set of circumstances.
new lesson
*Process students’ answers.
D. Discussing new concepts and
Discuss about intertextuality and give specific example.
practicing new skills #1
*Introduce to students what hypertext is and how it differs from intertext.
E. Discussing new concepts and
practicing new skills #2
*Give specific example for a better understanding of the topic.

In groups, identify the context in developing the speech of President Quezon by

F. Developing mastery answering the questions:
(Leads to Formative Assessment) 1. When was the work written?
2. What were the circumstances that produced it?
3. What issues does it deal with?
G. Finding Practical applications of *Have students present their work by group.
concepts and skills *Discuss and process their answers.

*Direct students to give the difference between hypertext and intertext.

H. Making generalizations and
abstractions about the lesson *Have them think of another example of intertextuality. Tell them to share this
example with the class.

*Have them do the activity in groups of five. Let students read the full speech of
President Quezon again. After they have read and researched on the text, instruct
them to create a Wiki entry inspired by President Quezon’s speech. They are to
decide which aspect of the speech they find interesting (e.g., traits of Filipinos,
I. Evaluating Learning values education in schools) and then come up with text describing that aspect. Tell
them to link together relevant pictures, videos or music that would make the readers
interested. (see page 28 of the LM)

*Remind them to present their output in the class.

Research Activity:
J. Additional activities for
1. What is assertion?
application or remediation
2. How does it differ from claim?
V. REMARKS
VI. REFLECTION
A. No. of learners who earned 80%
on the formative assessment
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 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?

Department of Education
Region VI – Western Visayas
Schools Division Office of Kabankalan City
FLORENTINO GALANG SR. NATIONAL HIGH SCHOOL
Barangay Oringao, Kabankalan City
ABM 11A M.T,W,TH 7:30-8:30
TEACHER: ALVIE L. ANTONIO HUMSS 11A M,W.TH. F 9:45-10:45
LEARNING AREA: READING AND WRITING SKILLS HUMSS 11B M,T,TH, F 10:45-11:45
HUMSS 11C M,T,W,F 2:00-3:00
GRADE LEVEL: Grade XI
ABM 11B M,T,W,F 3:00-4:00
QUARTER: ______________________ HUMSS 11D M,T,W,F 4:00-5:00
DATE: __________________________

I.OBJECTIVES
Understands the requirements of composing academic writing and
A.CONTENT STANDARD
professional correspondence

Produces each type of academic writing and professional correspondence

B.PERFORMANCE STANDARD
following the properties of well-written texts and process approach to writing

EN11/12RWS-IVhj-13 Identifies the unique features of and

requirements in composing professional correspondence
EN11/12RWS-IVhj-13.3 C. Application for Employment

C. Learning Competencies/Objectives K- Identify the features and parts of a job application letter
S-Complete the job application letter by filling-out the appropriate missing
parts
A- Demonstrate teamwork and cooperation in doing group activity.

II. CONTENT Purposeful Writing in the Disciplines and for Professions

III. LEARNING RESOURCES

A .References
1.Teacher’s Guide
2. Learners Materials Pages

Tiongson, M and Rodriguez, M. (2016). Reading and Writing Skills. Manila:

3.Textbook pages
Rex Bookstore, Inc., pp.176-178

4.Additional Materials from Learning

Resources (LR )portal
B. Other learning Resources
IV. Procedures
A. Preliminary Activities:
-prayer
-reading of reflection of the day
A .Review previous lesson or -checking of attendance
presenting the new lesson B. Do the 4pics-one-word game. The teacher shows four common pictures in
the class. The learners have to guess the commonality of the four pictures.
Possible Answers: Applying for a job, job interview, etc.

B. Establishing a purpose for the Inform the students on the importance of writing an application letter for
lesson employment.

· The teacher divides the class into groups with 5-6 members each
through the game called “The Boat is Sinking.”

· The teacher gives instructions for the group activity. The students will:
-Arrange the jumbled parts of the sample job application letter into their
proper order.
C. Presenting examples/instances of
-Identify and label each part of the letter.
the new lesson
-The guide questions are provided as basis for your group discussion.
· During the activity, the group identifies the leader, presenter, time
keeper, and a documenter.

During the reporting, the presenter will spot the commonalities and the
differences of each group’s work.

Guide Questions:
1. What should be the correct order of the jumbled parts of the job
application letter?
2. What should be the correct label of each part of the job application letter?
D. Discussing new concepts and 3. Does the sample job application letter contain all the features and parts of
practicing new skills an effective job application letter?
4. What are the different parts and features of an effective job application
letter?
5. Why is it important to include or observe all the parts and features in
writing a job application letter?
The teacher gives more inputs about the parts and features of an effective
job application letter.

A job application letter is a type of personal business correspondence which

E. Discussing new concepts and new
states your intention to work in a particular organization. It is sent with a
skills
resumé to provide additional information on ones skills and experiences.

-Recall the parts and features of an application letter discussed in the

previous lesson.
F. Developing mastery
Pen and paper test:
G. Finding practical application of
concepts and skills in daily living. I. Complete the job application letter by supplying the missing parts.
Department of Education
Region VI – Western Visayas
Schools Division Office of Kabankalan City
FLORENTINO GALANG SR. NATIONAL HIGH SCHOOL
Barangay Oringao, Kabankalan City
ABM 11A M.T,W,TH 7:30-8:30
TEACHER: ALVIE L. ANTONIO HUMSS 11A M,W.TH. F 9:45-10:45
LEARNING AREA: READING AND WRITING SKILLS HUMSS 11B M,T,TH, F 10:45-11:45
HUMSS 11C M,T,W,F 2:00-3:00
GRADE LEVEL: Grade XI
ABM 11B M,T,W,F 3:00-4:00
QUARTER: ______________________ HUMSS 11D M,T,W,F 4:00-5:00
DATE: __________________________

I.OBJECTIVES
A.CONTENT STANDARD Realizes that information in a written text may be
selected and organized to achieve a particular purpose
B.PERFORMANCE STANDARD Critiques a chosen sample of each pattern of
development focusing on the information selection,
organization and development
C. Learning Competencies/Objectives EN11/12RWS-IIIbf-3 Distinguishes between and
among patterns of development in writing across
disciplines
EN11/12RWS-III-3.1-2 A. Narration/Description
K- Determine the nature and process of
narrating/describing stories, whether their own or
someone else’s, whether real or fiction
S- Create a full-blown essay using narration/description
as the primary mode of paragraph development
A- Narrate/Describe events vividly and clearly
II. CONTENT Patterns of Development
III. LEARNING RESOURCES
A .References
1.Teacher’s Guide
2. Learners Materials Pages
3.Textbook pages Tiongson, M and Rodriguez, M. (2016). Reading and
Writing Skills. Manila: Rex Bookstore, Inc., pp.86-99
Beltran, A. and Gonzales, E. (2011). Study and Thinking
Skills. Dumagete City: Yage Publishing., pp. 124-126
4.Additional Materials from Learning Resources (LR )portal
B. Other learning Resources Pictures that show emotions
IV. Procedures
A .Review previous lesson or presenting the new lesson Preliminary Activities:
-prayer
-reading of reflection of the day
-checking of attendance
-Review
-Have the students view the pictures that show emotions
and ask them their guess of what the day was for the
person in the picture. Choose the answers that stand out
and emphasize these on the board. Then, ask the
students to come up with fictional series of events or
incidents and write these also on the board.

B. Establishing a purpose for the lesson Explain to the class how their impression of the picture is
already telling a story and describes the details of the
story. This will lead to the discussion of the lesson.
C. Presenting examples/instances of the new lesson Have the students do the Pre-reading activity: Vocabulary
Check. Then provide the students a copy of an excerpt
of the story “The Day the Dancers Came by Bienvenido N.
Santos.
D. Discussing new concepts and practicing new skills Have the students do the Post Reading: Vocabulary
Check and comprehension questions.

E. Discussing new concepts and new skills Discuss about narrative and descriptive writing.

F. Developing mastery
G. Finding practical application of concepts and skills in Have the students do the exercise under Analyzing the
daily living. author’s craft.
H. Making generalization and abstraction about the Have the students do the exercise under Analysis of
lesson. Important Lines
I. Evaluate Learning Have the students write a narrative essay that describes
the following possible situations.
1. An accident
2. A first date
3. An adventure
4. An exciting experience
5. A family argument
6. A day at the fair, or the lake, the beach
J. Additional activities for application or remediation Answer:
What is definition?
V. REMARKS
VI.REFLECTION
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 the lesson.
E. Which of my teaching strategies worked 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 teacher?
Department of Education
Region VI – Western Visayas
Schools Division Office of Kabankalan City
FLORENTINO GALANG SR. NATIONAL HIGH SCHOOL
Barangay Oringao, Kabankalan City
ABM 11A M.T,W,TH 7:30-8:30
TEACHER: ALVIE L. ANTONIO HUMSS 11A M,W.TH. F 9:45-10:45
LEARNING AREA: READING AND WRITING SKILLS HUMSS 11B M,T,TH, F 10:45-11:45
HUMSS 11C M,T,W,F 2:00-3:00
GRADE LEVEL: Grade XI
ABM 11B M,T,W,F 3:00-4:00
QUARTER: ______________________ HUMSS 11D M,T,W,F 4:00-5:00
DATE: __________________________

I.OBJECTIVES
A.CONTENT STANDARD Realizes that information in a written text may be
selected and organized to achieve a particular purpose
B.PERFORMANCE STANDARD Critiques a chosen sample of each pattern of
development focusing on the information selection,
organization and development
C. Learning Competencies/Objectives EN11/12RWS-IIIbf-3 Distinguishes between and
among patterns of development in writing across
disciplines
EN11/12RWS-III-3.3 C. Definition
K- Determine the nature and process of defining a word, a
concept, an expression, an idea, etc
S- Create a full-blown essay using definition as the primary
mode of paragraph development
A- Define an idea comprehensively
II. CONTENT Patterns of Development
III. LEARNING RESOURCES
A .References
1.Teacher’s Guide
2. Learners Materials Pages
3.Textbook pages Tiongson, M and Rodriguez, M. (2016). Reading and
Writing Skills. Manila: Rex Bookstore, Inc., pp. 100-108
4.Additional Materials from Learning Resources (LR )portal
B. Other learning Resources
IV. Procedures
A .Review previous lesson or presenting the new lesson Preliminary Activities:
-prayer
-reading of reflection of the day
-checking of attendance
-Review
-Ask the students how they would define love.
-Process the students’ answer then take up the introduction.

B. Establishing a purpose for the lesson Explain to the class the importance of defining a word.

C. Presenting examples/instances of the new lesson Have the students do the Pre-reading journal entry.
D. Discussing new concepts and practicing new skills Have the students read the essay “Appassionato” by Barbara
C. Gonzalez and have the students do the Post-reading:
Vocabulary Check and comprehension questions.
E. Discussing new concepts and new skills Discuss about definition as the primary mode of
paragraph development.
F. Developing mastery
G. Finding practical application of concepts and skills in Have the students do the exercise under Analyzing the
daily living. author’s craft.
H. Making generalization and abstraction about the
lesson.
I. Evaluate Learning Have the students write an essay defining the Filipino
concept of Pasyon.
J. Additional activities for application or remediation Have the students agree or disagree to the statement in
the book found on page 108.
V. REMARKS
VI.REFLECTION
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 the lesson.
E. Which of my teaching strategies worked 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 teacher?
Department of Education
Region VI – Western Visayas
Schools Division Office of Kabankalan City
FLORENTINO GALANG SR. NATIONAL HIGH SCHOOL
Barangay Oringao, Kabankalan City
ABM 11A M.T,W,TH 7:30-8:30
TEACHER: ALVIE L. ANTONIO HUMSS 11A M,W.TH. F 9:45-10:45
LEARNING AREA: READING AND WRITING SKILLS HUMSS 11B M,T,TH, F 10:45-11:45
HUMSS 11C M,T,W,F 2:00-3:00
GRADE LEVEL: Grade XI
ABM 11B M,T,W,F 3:00-4:00
QUARTER: ______________________ HUMSS 11D M,T,W,F 4:00-5:00
DATE: __________________________

I.OBJECTIVES
A.CONTENT STANDARD Realizes that information in a written text may be
selected and organized to achieve a particular purpose
B.PERFORMANCE STANDARD Critiques a chosen sample of each pattern of
development focusing on the information selection,
organization and development
C. Learning Competencies/Objectives EN11/12RWS-IIIbf-3 Distinguishes between and
among patterns of development in writing across
disciplines
EN11/12RWS-III-3.4 D. Clasification
K- Determine the nature and process of classification as mode
of paragraph development
S- Create an essay using classification
A- Classify an idea/things appropriately

II. CONTENT Patterns of Development

III. LEARNING RESOURCES
A .References
1.Teacher’s Guide
2. Learners Materials Pages
3.Textbook pages Tiongson, M and Rodriguez, M. (2016). Reading and
Writing Skills. Manila: Rex Bookstore, Inc., pp. 109-118
4.Additional Materials from Learning Resources (LR )portal
B. Other learning Resources
IV. Procedures
A .Review previous lesson or presenting the new lesson Preliminary Activities:
-prayer
-reading of reflection of the day
-checking of attendance
-Review
-Ask the students how they review for a quiz,a test, or an
exam. Then take up the introduction.

B. Establishing a purpose for the lesson Explain to the class the importance of classification. Then have
the students do the warm-up activity.
C. Presenting examples/instances of the new lesson Have the students do the Pre-reading journal entry and
vocabulary check. Then, have them read the essay “A history
of Geek Civilization by Jessica Zafra and have the students do
the Post-reading: Vocabulary Check and comprehension
questions.
D. Discussing new concepts and practicing new skills Discuss classification as the primary mode of paragraph
development.
E. Discussing new concepts and new skills

F. Developing mastery Have the students analyze the authors craft. Have the
students analyze also the important lines from the
selection.
G. Finding practical application of concepts and skills in Have the students group themselves according to their
daily living. likes. Once they are in a group, let them discuss why
they are in a group and have them report their ideas in
class
H. Making generalization and abstraction about the Ask the students their insights about the activity that they
lesson. have done.
I. Evaluate Learning Have the students classify the pictures provided by the
teacher. (ex. Pictures of musical instruments)
J. Additional activities for application or remediation Have the students take a picture of their bedroom and
label their shot before. (Read further instructions in the
book page 118.
V. REMARKS
VI.REFLECTION
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 the lesson.
E. Which of my teaching strategies worked 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 teacher?

Department of Education
Region VI – Western Visayas
Schools Division Office of Kabankalan City
FLORENTINO GALANG SR. NATIONAL HIGH SCHOOL
Barangay Oringao, Kabankalan City
ABM 11A M.T,W,TH 7:30-8:30
TEACHER: ALVIE L. ANTONIO HUMSS 11A M,W.TH. F 9:45-10:45
LEARNING AREA: READING AND WRITING SKILLS HUMSS 11B M,T,TH, F 10:45-11:45
HUMSS 11C M,T,W,F 2:00-3:00
GRADE LEVEL: Grade XI
ABM 11B M,T,W,F 3:00-4:00
QUARTER: ______________________ HUMSS 11D M,T,W,F 4:00-5:00
DATE: __________________________
I.OBJECTIVES
A.CONTENT STANDARD Realizes that information in a written text may be
selected and organized to achieve a particular purpose
B.PERFORMANCE STANDARD Critiques a chosen sample of each pattern of
development focusing on the information selection,
organization and development
C. Learning Competencies/Objectives EN11/12RWS-IIIbf-3 Distinguishes between and
among patterns of development in writing across
disciplines
EN11/12RWS-III-3.4 D. Exemplification
K- Determine the nature and process of
exemplification/classification as mode of paragraph
development
S- Create an essay using exemplification
A- Exemplify an idea/things appropriately
II. CONTENT Patterns of Development
III. LEARNING RESOURCES
A .References
1.Teacher’s Guide
2. Learners Materials Pages
3.Textbook pages Tiongson, M and Rodriguez, M. (2016). Reading and
Writing Skills. Manila: Rex Bookstore, Inc., pp. 128-135
4.Additional Materials from Learning Resources (LR )portal
B. Other learning Resources
IV. Procedures
A .Review previous lesson or presenting the new lesson Preliminary Activities:
-prayer
-reading of reflection of the day
-checking of attendance
-Review
-Ask the students if they are celebrating fiesta in their place.
Ask further which food do they prepare for everyone to enjoy.
Then take up the introduction.

B. Establishing a purpose for the lesson Explain to the class the importance of exemplification. Then
have the students do the warm-up activity.
C. Presenting examples/instances of the new lesson Have the students do the Pre-reading journal entry and
vocabulary check. Then, have them read the essay “Lenten
Specialty Dishes” by Micky Fenix and have the students do
the Post-reading: Vocabulary Check and comprehension
questions.
D. Discussing new concepts and practicing new skills Discuss exemplification as the primary mode of paragraph
development.
E. Discussing new concepts and new skills

F. Developing mastery
G. Finding practical application of concepts and skills in
daily living.
H. Making generalization and abstraction about the Have the students analyze the sample paragraph in
lesson. preparation for their output. Then, ask questions so that
the students have an idea about the concept.
I. Evaluate Learning Have the students write an essay of what they do during
the semestral break or Christmas vacation using
exemplification.
J. Additional activities for application or remediation Answer:
What is classification?
V. REMARKS
VI.REFLECTION
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 the lesson.
E. Which of my teaching strategies worked 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 teacher?
Department of Education
Region VI – Western Visayas
Schools Division Office of Kabankalan City
FLORENTINO GALANG SR. NATIONAL HIGH SCHOOL
Barangay Oringao, Kabankalan City
ABM 11A M.T,W,TH 7:30-8:30
TEACHER: ALVIE L. ANTONIO HUMSS 11A M,W.TH. F 9:45-10:45
LEARNING AREA: READING AND WRITING SKILLS HUMSS 11B M,T,TH, F 10:45-11:45
HUMSS 11C M,T,W,F 2:00-3:00
GRADE LEVEL: Grade XI
ABM 11B M,T,W,F 3:00-4:00
QUARTER: ______________________ HUMSS 11D M,T,W,F 4:00-5:00
DATE: __________________________

I.OBJECTIVES
The learner realizes that information in a written text may be selected and
A. Content Standard organized to achieve a particular purpose.

The learner critiques a chosen sample of each pattern of development focusing

B. Performance Standard on information selection, organization and development.

Distinguishes between and among patterns of development in writing across

C. Learning disciplines (EN11/12RWS-IIIbf-3)
Competencies/Objectives
e. comparison and contrast (EN11/12RWS-IIIbf-3.5)

II. CONTENT Patterns of Development

III. LEARNING RESOURCES Textbooks, TG, CG

A. References

1. Teacher’s Guide Pages

2. Learner’s Materials pages pp.119-127

3. Curriculum Guide: p.1

4. Additional Materials from

Learning Resources

B. Other Learning Resources

IV. PROCEDURES

A. Reviewing previous lesson or

Review students on the important points about exemplification/classification.
presenting the new lesson
At the end of the lesson, the students will be able to understand the definition
B. Establishing a purpose for the
and nature of comparison and contrast as a mode of paragraph development and
lesson apply comparison and contrast in everyday activities.
*Ask:
When was the last time you needed and/or wanted to buy something? What
C. Presenting Examples/instances of were the choices you were presented with? Say, you want a new mobile phone.
new lesson Would you buy the latest Iphone or a nifty Nokia phone? How about a laptop?
Would you get an ASUS notebook or a MacBook Air? Or in choosing which
institution of higher learning you would enroll in after high school, would you
choose to take your degree course in a university considered the most reputable
in the country or in another university offering the same course but has less
expensive tuition fee? On which ground would you base your decision?
*Accept students’ varied answers.
Ask:
Do you have a female role model whom you look up to with much praise and
D. Discussing new concepts and adoration? Who is she? Is she your own mother, your grandmother, sister,
practicing new skills #1 cousin, an aunt, a distant relative, a friend or a celebrity in her own right?
*Have students do the Pre-Reading Journal Entry on page 120 of the LM.
Directions: In 10 minutes, freewrite as much as you can on your role model.
What is her name? What does she look like? What does she stand for in your
life? What is it about her that makes her admirable in your eyes? How would
you make other people her just as much as you do?
*Direct some students to share their output with the class.
*Discuss to students some important points about comparison and contrast like
E. Discussing new concepts and the common techniques that the writer uses to demonstrate such.
practicing new skills #2
*Give examples each technique.
*Direct students to read the selection entitled, The Filipino Woman: Cory and
Leonor, Gabriela and Imelda (excerpt). Then, have them answer the discussion
F. Developing mastery
questions orally.
(Leads to Formative Assessment) *Tell them to do the writing exercise on page 126 of the LM.
Directions: Choose one among the four women discussed in the selection that
you would like to compare and contrast with the woman you wrote about in your
freewriting exercise. Make one-page reflection out of this.
*Call some volunteers to share their work.

*Process this activity.

G. Finding Practical applications of *Analyze the author’s craft by answering the questions reflected on page 126 of
concepts and skills the LM.

*Check the students’ answers.

Direct students to express their belief or disbelief about the following
statements. Tell them to explain their answers.
H. Making generalizations and 1. Specifically in essay writing, comparison cannot be done alone nor contrast as
abstractions about the lesson well because they complementary with each other.
2. It is necessary for a writer to use figurative language in doing comparison and
contrast to successfully communicate his/her ideas to the readers.

3. One should always have to have at least two topics or subjects to be able to do
comparison and contrast.

4. An essential learning principle in humans is that we tend to compare and

contrast new concepts with old ones to better understand what the new ones are.
Do the task on page 127 of the LM.
Directions: In a full-blown descriptive essay, compare and contrast a single
woman among Cory, Leonor, Maria Clara, Gabriela and Imelda, or all the
I. Evaluating Learning women with their corresponding statues, monuments or memorials. Are their
portrayals in The Filipino Woman: Cory and Leonor, Gabriela and Imelda by
Carmen Guerrero Napkil the same as in their respective stone counterparts?
Why or why not? Elaborate on your points. Include pictures when necessary to
give your potential reader a clearer visual representation of your opinions.
Answer:

J. Additional activities for

What is causal analysis?
application or remediation

V. REMARKS

VI. REFLECTION
A. No. of learners who earned 80%
on the formative assessment
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 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?

Department of Education
Region VI – Western Visayas
Schools Division Office of Kabankalan City
FLORENTINO GALANG SR. NATIONAL HIGH SCHOOL
Barangay Oringao, Kabankalan City
ABM 11A M.T,W,TH 7:30-8:30
TEACHER: ALVIE L. ANTONIO HUMSS 11A M,W.TH. F 9:45-10:45
LEARNING AREA: READING AND WRITING SKILLS HUMSS 11B M,T,TH, F 10:45-11:45
HUMSS 11C M,T,W,F 2:00-3:00
GRADE LEVEL: Grade XI
ABM 11B M,T,W,F 3:00-4:00
QUARTER: ______________________ HUMSS 11D M,T,W,F 4:00-5:00
DATE: __________________________

Department of Education
Region VI – Western Visayas
Schools Division Office of Kabankalan City
FLORENTINO GALANG SR. NATIONAL HIGH SCHOOL
Barangay Oringao, Kabankalan City
ABM 11A M.T,W,TH 7:30-8:30
TEACHER: ALVIE L. ANTONIO HUMSS 11A M,W.TH. F 9:45-10:45
LEARNING AREA: READING AND WRITING SKILLS HUMSS 11B M,T,TH, F 10:45-11:45
HUMSS 11C M,T,W,F 2:00-3:00
GRADE LEVEL: Grade XI
ABM 11B M,T,W,F 3:00-4:00
QUARTER: ______________________ HUMSS 11D M,T,W,F 4:00-5:00
DATE: __________________________

Department of Education
Region VI – Western Visayas
Schools Division Office of Kabankalan City
FLORENTINO GALANG SR. NATIONAL HIGH SCHOOL
Barangay Oringao, Kabankalan City
ABM 11A M.T,W,TH 7:30-8:30
TEACHER: ALVIE L. ANTONIO HUMSS 11A M,W.TH. F 9:45-10:45
HUMSS 11B M,T,TH, F 10:45-11:45
HUMSS 11C M,T,W,F 2:00-3:00
ABM 11B M,T,W,F 3:00-4:00
LEARNING AREA: READING AND WRITING SKILLS
GRADE LEVEL: Grade XI
QUARTER: ______________________
DATE: __________________________