PIVOT 4A Lesson Exemplar Format
Learning Area School Reading
Gov. Juanito Reyes Remulla and Grade
Writing
Level Grade 11
Learning Delivery Modality SHS Face-to-Face Learning Modality
LESSON Teacher Nolan Severino R. Jusayan Learning Area Reading and Writing
EXEMPL
Teaching Date September 19-30, 2020 Quarter First
AR
Teaching Time No. of Days 8 days (as per RM No.
1 hour
306, s. 2020)
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, organization, and
development.
C. Learning Competencies or The learner should be able to:
Objectives a. Determines the properties present in an authentic text related
to his or her strand.
b. Demonstrates belief in the importance of a well-written text in
personal and academic life.
c. Distinguishes the properties of a well-written text in a self-
composed free-writing activity.
D. Most Essential Learning Identifies properties of a well-written text
Competencies (MELC) a. organization
(if available write the indicated MELC) b. coherence and cohesion
c. language use
d. mechanics
E. Enabling Competencies
(if available write the attached enabling N/A
competencies)
II. CONTENT Properties of a well-written text
III. LEARNING RESOURCES
A. References
a. Teacher’s Guide Pages N/A
b. Learner’s Material Pages N/A
c. Textbook Pages N/A
d. Additional Materials from
Reading and Writing PIVOT Module
Learning Resources
B. List of Learning Resources [Link]
for Development and text/
Engagement Activities
[Link]
IV. PROCEDURES
A. Introduction Day 1-2
What I need to know?
Learning Targets:
a. Determines the properties present in an authentic text related to
his or her strand.
b. Demonstrates belief in the importance of a well-written text in
personal and academic life.
c. Distinguishes the properties of a well-written text in a self-
composed free-writing activity.
What’s new?
Integrate their lesson in Contemporary Art in Reading and Writing by asking
the question: How do you appreciate an artwork? What are the things that
you need to observe to appreciate it? Work on a web map of all their ideas.
Integrative Activity (Contemporary Art/Gender and Development):
Work on an artwork that shows the beauty of your gender preference.
Then, write a brief explanation that talks about the content of the art, the
symbols and connections of contents, and the techniques employed.
Be ready for the presentation on Day 2 thru a gallery walk.
B. Development Day 3
What I know?
The learners should list down all the ideas they know about these concepts:
organization, coherence and cohesion, language use, and mechanics. Use a
Brainstorming Chart for this.
Organization Coherence & Language Use Mechanics
Cohesion
Share in the class some answers for constructive discussion.
What’s in?
Show an example of a paragraph that violates organization, coherence and
cohesion, language use, and mechanics.
I hate wet and reiny days.
It rained a lot in 1816.... a lot - like everyday; the weather in Europe was
abnormally wet because it rained in Switzerland on 130 out of the 183 days
from April to September. If I was Mary Shelley I might decide to write a
book too. Afterall, it was the onnly thing you could do without TV or
anything. She said that she "passed the summer of 1816 in the environs of
Geneva...we occasionally amused ourselves with some German stories of
ghosts... These tales excited in us a playful desire of imitation" So, people
were stuck inside and bored. Mary Shelley decided to write a book becuase
it was so awful outside. I can totally see her point, you know? I guess I
would write a novel if there was nothing else to do.
Let the students share their observations.
What is it?
Discuss the principles that involve organization, coherence and cohesion,
language use, and mechanics. Lead them towards how one can identify the
properties of a well-written text.
C. Engagement Day 4-6
What’s more?
ACTIVITY 1 (Individual Activity)
Recognize how the properties of a well-written text are observed in the
text.
“Statement of CHR spokesperson, Atty. Jacqueline de Guia, in celebration of
the National Teachers Month”
[Link]
in-celebration-of-the-national-teachers-month/
1. How are the contents—major and minor ideas—organized? Do you
think there are sections of the text that seem disorganized? If there
are any, what improvements do you suggest?
2. Did the writer/s use various appropriate transitional devices? Are
the transitional devices used in the text help in the reading fluency
of it?
3. Are there any mechanical errors such as punctuation, capitalization,
spelling, and the like? Enumerate some of them.
What can I do?
ACTIVITY 2 (Group Activity)
Read the academic papers and identify the properties of a well-written text
by answering the questions that follow:
1. How are the contents—major and minor ideas—organized? Do you
think there are sections of the text that seem disorganized? If there
are any, what improvements do you suggest?
2. Did the writer/s use various appropriate transitional devices? Are
the transitional devices used in the text help in the reading fluency
of it?
3. Are there any mechanical errors such as punctuation, capitalization,
spelling, and the like? Enumerate some of them.
Integrative Contents (Practical Research):
ABM
Self-Perception of ABM Students towards Their Academic, Social and
Emotional College Preparedness
[Link]
HUMSS
SEX, GRADE LEVEL,
TRACK AND
SELF-ESTEEM LEVEL
OF
SHS LEARNERS
SEX, GRADE LEVEL,
TRACK AND
SELF-ESTEEM LEVEL
OF
SHS LEARNERS
SEX, GRADE LEVEL,
TRACK AND
SELF-ESTEEM LEVEL
OF
SHS LEARNERS
SEX, GRADE LEVEL, TRACK ANDSELF-ESTEEM LEVEL OFSHS LEARNERS
[Link]
foundations-of-nursing/humss-research-paper/28067356
STEM
ADVANTAGES OF TAKING UP STEM IN SENIOR HIGH SCHOOL:PREPARATION
FOR COLLEGE
[Link]
ADVANTAGES_OF_TAKING_UP_STEM_IN_SENIOR_HIGH_SCHOOL_PREPARATI
ON_FOR_COLLEGE
Rubric for Evaluation
Indicator 1 2 3 4
Substance Only one or Two pieces Three pieces Four or
of none at all is of evidence of evidence more pieces
supporting provided as from the from the of evidence
ideas/eviden a support. text are text are from the
ce from the provided. provided. text are
text read. provided.
Content Only one or Two to three Four to five Six or more
presentation none at all is properties properties properties
(determines determined are are are
the as a determined. determined. determined.
properties property.
mentioned
in the
question)
D. Assimilation Day 7-8
What have I learned?
ACTIVITY 3
(A) Write an argumentative paper about any of the following topics and
(B) distinguishes the properties in your output. Below are the
topics:
1. Love and Life
2. Death and Life
3. What a student should be?
4. Others: __________________
A. ____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
B. ____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
Rubric for evaluation:
Indicator 1 2 3 4
Substance The paper The paper The paper The paper
of the has no topic has one has two has three or
written sentence topic topic more topic
output anchored to sentence sentences sentences
the thesis anchored to anchored to anchored to
statement the thesis the thesis the thesis
statement statement statement
Properties Only one or Two to three Four to five Six or more
recognized none at all is properties properties properties
in the text distinguishe can be can be can be
d as a distinguishe distinguishe distinguishe
property of d. d. d.
a well-
written text
V. REFLECTION Learning how to identify the properties of a well-written text
I understand that ____________
I realize that _________________ I realized that …
Being a future …
Indicator 1 2 3 4
Substance Only one or Two claims Three claims Four or
of Response none at all is are are more claims
in Relation presented supported supported are
to Personal as a support by evidence. by evidence. supported
and to the by evidence.
Academic claims.
Life
Clarity of Only one or Two to three Four to five Six or more
Points none at all meaningful meaningful meaningful
can be points can points can points can
recognized be be be
as recognized. recognized. recognized.
meaningful
points.
Prepared and submitted by: Checked by:
NOLAN SEVERINO R. JUSAYAN ANA LEA D. CASELA
Teacher II Teacher III
Noted by:
MARIA LUISA F. CANDELARIA
Principal II