LABANGAL NATIONAL Year & ICT 11- MACABENTA
School
HIGH SCHOOL Section EIM 11-ABULAG
JOVELYN M. READING AND WRITING
Teacher Subject
MACABENTA SKILLS
DAILY
LESSON
PLAN 7:30-8:30 AM
Date and
8:30-9:30 AM Quarter 3
Time
9:50-10:50 AM
10:50-11:50 AM
1:00-2:00 PM
I. OBJECTIVES
A. Content Standards The learner realizes that information in a written text may be selected
and organized to achieve a particular purpose.
B. Performance Standards The learner critiques a chosen sample of each pattern of development
focusing on information selection,
Evaluate a written text based on its properties (organization,
C. Learning Competencies
coherence and cohesion, language use, and mechanics).
(Write the LC code)
Code: EN11/12RWS-IIc-3
Define coherence and cohesion.
OBJECTIVES: Identify transitions, pronouns, coordinators, subordinators, lexical ties.
Arrange sentences to form a coherent and cohesive paragraph.
II. CONTENT
lll. LEARNING RESOURCES
Reading and Writing Skills SLM Module 2 (Coherence &
A. References
Cohesion)
1. Teacher’s Guide pages K-12 MELCS
2. Learner’s Materials pages Pages 16–18
3. Textbook pages
4. Additional Materials from
Learning Resources
(LR)nportal)
A. Other Learning Resources
B. Other Teaching Materials
IV. PROCEDURES
A. Reviewing previous lesson or • Prayer
presenting the new lesson • Reminders
• Checking of attendance
Review:
Activity: Show a paragraph with jumbled sentences.
Yesterday I went to school early, but the rain was very loud so I decided
to finish my project which I forgot at home, but my friend said the
cafeteria food was different and we should hurry before the line gets
long, that is why my shoes were wet and I didn’t understand the lesson
because the chairs were arranged differently. Also, the teacher said
something about a quiz but I’m not sure if it was today or next week
since my pen ran out of ink
Ask: “Why is this paragraph confusing?”
Ask:
B. Establishing a purpose for “How can we connect ideas so that a text flows smoothly?”
the lesson
Coherence: logical sequence
-Coherence means the ideas in a paragraph are arranged logically and
smoothly so the reader can easily follow the flow.
Example of a Coherent Paragraph:
Logical sequence: First → Next → Finally
First, students should create a study schedule to manage their time well.
Next, they need to remove distractions such as loud music or unnecessary
phone use. Finally, they must review their lessons regularly to ensure
better understanding. When these steps are followed, studying becomes
more effective.
Why coherent?
Ideas are arranged in the correct order
C. Presenting examples/ The paragraph follows a clear beginning, middle, and end
instances of the new It stays on one topic and builds logically
lesson Cohesion: sticking ideas through devices (transitions, pronouns)
Cohesion means connecting ideas through words like transitions,
pronouns, repetition, and synonyms.
Example of a Cohesive Paragraph:
Using transitions and pronouns:
Online learning has many advantages. For example, students can study
at their own pace. Moreover, they can access lessons anytime. This
flexibility helps busy learners manage their schedule. Therefore, online
learning has become popular among students.
Cohesive devices used:
Transitions: for example, moreover, therefore
Pronoun reference: this (refers to flexibility)
Repetition: “online learning” (keeps the topic clear)
D. Discussing new concepts
and practicing new skills
#1
E. Discussing new concepts Group Activity: “What Comes First?”
and practicing new skills Arrange the sentences to form a coherent paragraph (logical sequence).
#2 Group 1: Making Hot Chocolate
A. Then, pour the hot milk into a cup and add cocoa powder.
B. Finally, stir well until the chocolate is fully dissolved.
C. First, heat a cup of milk in a small pot.
D. Enjoy your warm and delicious drink.
E. Next, add a teaspoon of sugar if you want it sweeter.
Correct order: C – A – E – B – D
Group 2: Preparing for an Exam
A. After that, organize your notes so they are easy to review.
B. First, check the coverage of your upcoming exam.
C. Then, create a study schedule to manage your time.
D. Finally, review your lessons regularly until the exam day.
E. Next, gather all your materials such as textbooks and handouts.
Correct order: B – E – A – C – D
Group 3: Planting a Seed
A. Next, water the soil lightly to help the seed grow.
B. First, fill a small pot with soil.
C. Finally, place the pot in a sunny area for proper growth.
D. Then, make a small hole and drop the seed inside.
E. Cover the seed with soil again.
Correct order: B – D – E – A – C
Group 4: Getting Ready for School
A. Then, eat your breakfast to have enough energy for the day.
B. First, wake up early and fix your bed.
C. Finally, go to school on time.
D. Next, take a bath and put on your school uniform.
E. After that, prepare your bag with notebooks and other materials.
Correct order: B – D – A – E – C
Jason wanted to buy a new phone. Jason saved money for months.
Jason saw another gadget he liked. Jason changed his mind. Jason
F. Developing mastery
bought a tablet instead.
(Leads to Formative
Assessment 3)
ANSWER KEY (Improved Version):
Jason wanted to buy a new phone, so he saved money for months.
However, he saw another gadget he liked. Because of this, he changed
his mind and bought a tablet instead.
“How can using proper organization help you in writing essays, job
G. Finding practical applications, reports, or even simple messages?”
applications of concepts (Learners share experiences.)
and skills in daily living.
Learners complete:
H. Making generalizations “A text is well-written when __________________________.”
and abstractions about the
lesson.
(Expected: “…when ideas are arranged logically using appropriate
organizational techniques.”)
Direction: Evaluate the text and identify the type of order used.
I. Evaluating Learning Text A
To prepare the classroom for the activity, first, the chairs
must be arranged in a circle. Next, the teacher distributes
the materials to each group. After that, the students begin
discussing their assigned tasks. Finally, each group
presents their output in front of the class.
Possible answer: (arranged by time, steps, or events)
Expected Pattern: Sequential Order
Text B
As you enter the library, the circulation desk is
immediately to your right. Behind it stands a tall shelf
filled with reference books. To the left side of the room are
rows of tables where students quietly study. At the far
end, near the windows, the computer stations are neatly
arranged.
Possible answer: (describes a place based on location or
position)
Expected Pattern: Spatial Order
Text C
Many students struggled with online classes because they
had limited internet access. As a result, their participation
decreased, and many could not submit their requirements
on time. This led schools to provide printed modules to
help those with poor connectivity.
Expected Pattern: Complexity Order (Cause–Effect)
Possible Answer: (cause–effect, problem–solution, or
simple to complex arrangement)
Text D
*The following materials are needed for the group project:
1. Cartolina
2. Markers
3. Scissors
4. Glue
5. Printed pictures*
Expected Pattern: Listing Order
1.
2.
Possible Answer: (alphabetical or numerical listing
of ideas)
Write an 8–10 sentence paragraph about “My Life in the New Normal.”
J. Additional activities for
application or remediation Use Sequential Order and underline the signal words
V. REMARKS
VI. REFLECTIONS A. Number of learners who earned 80% in the evaluation:
_________
B. Number of learners who scored below 80% who needs
additional activities for remediation: ___________
C. Did the remedial lesson work? No, of learners who have
caught up with the lesson: ________
D. Number of learners who continue to require remediation:
________
E. Which of my teaching strategy/ies worked well? Why do
these work?
F. What difficulties did I encounter which my principal or
supervisor can help me solve?
What innovation or localized materials did I use/discover which I
wish to share with other teachers?
Prepared by: Checked by:
JOVELYN M. MACABENTA SHERYL ROSE JOY LEYSA-
YAMA
Teacher 1 Master Teacher
II
Noted by:
GENALYN O. CATEDRAL
Curriculum Head