GRADES 1 to 12 School Grade/Section 11
DAILY LESSON Teacher Subject Reading and Writing Skills
LOG Date/Time December 16 -19, 2024 Quarter 3rd Quarter
SESSION 1 SESSION 2 SESSION 3 SESSION 4
I. OBJECTIVES
A. Content
The learner realizes that information in a written text may be selected and organized to achieve a particular purpose.
Standards
B. Performance
The learner critiques a chosen sample of each pattern of development focusing on information selection, organization, and development.
Standards
The learner describes a written text as The learner distinguishes between and among
The learner describes a written text as The learner describes a written text as
connected discourse (EN11/12RWS-IIIa- patterns of development across disciplines
connected discourse (EN11/12RWS-IIIa-1). connected discourse (EN11/12RWS-IIIa-1).
1) (EN11/12RWS-IIIbf-3).
C. Learning At the end of this lesson, the learner should
Competencies/ At the end of this lesson, the learner should be
At the end of this lesson, the learner At the end of this lesson, the learner should be be able to:
Objectives (Write able to
should be able to: able to Identify the characteristics of academic
the LC Code for Identify the different types of literary
Define discourse; Identify the different types of discourse discourse;
each) discourse;
Identify the purpose of a and their characteristics; Analyze a text to identify the information
Analyze a text to identify the
discourse; and Analyze a text to identify the type of presented in academic discourse, and
characteristics of literary discourse, and
Analyze a discourse. discourse, and
Create a literary discourse from a given Create an academic discourse from a
Write using a type of discourse. given topic.
topic.
READING AND WRITING SKILLS
II. CONTENT Literary Discourse
Definition and Purposes of a Discourse Types of Discourse Academic Discourse
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide Lesson 1: Definition and Purpose
Lesson 2: Types of Discourse page 1-8 Lesson 3: Literary Discourse page 1-9 Lesson 4: Academic Discourse page 1-8
pages Discourse page 1-8
2. Learner’s
Materials pages
3. Textbook pages
4. Additional
Materials from Quipper Study Guide: Reading and Writing Skills Unit 1: Text as a Connected
Learning Resource Discourse
(LR) portal
B. Other Learning
Resources
IV. PROCEDURES
A. Reviewing To lead the students’ minds toward the Before proceeding with the lesson, do a review Before proceeding with the lesson, do a review Before proceeding with the lesson, do a
previous lesson or topic, you may ask them the following of the previous lesson by asking the of the previous lesson by asking the review of the previous lesson by asking the
presenting new questions: students the following questions: students the following questions: students the following questions:
lesson What is discourse? What are the different types of discourse? What is literary discourse?
What is your idea of a discourse? What are the purposes of discourse? What are their distinct characteristics? What are the types of literary
discourse?
Why do you think it is necessary How are the types of literary discourse
to analyze some forms of different from one another?
discourse?
Ask the learners: Ask the learners: Ask the learners: Ask the learners:
B. Establishing a “What is the importance of knowing “How can we differentiate one type of “How does knowing the types of literary “How can we say that a certain text is
purpose for the the nature or purposes of a discourse from another?” discourse contribute to a deeper academic?”
new lesson discourse?” understanding of a literary work?”
Warm Up! Warm Up! Warm Up! Warm Up!
Let the students read the example of a 1. Have the students work in groups of four. 1. Have the students group themselves into 1. Have the students work in pairs.
text about 7 Questions to Ask Before 2. Ask them to read and examine the following three. 2. Read and compare the two texts.
Hiring Your Wedding Photographer texts. 2. Instruct the groups to provide an example of 3. Have them be guided by the following
NewsUSA 3. Instruct the students to describe each text the following: questions:
C. Presenting and determine its purpose. a. a poem or short story a. What are the similarities and differences
examples/instance 4. Have them write their answers in the b. a letter or a diary entry of the texts?
s of the new lesson respective columns. c. a recipe or an editorial article b. What are the features of the texts?
5. Allot 10 minutes for the activity. 3. Have them read and examine each of their c. What is the language, aim or purpose,
6. Have each group present their work to the given examples. and point of view of the texts?
class. 4. Instruct them to use the given table on their 4. Afterward, ask them to present their work
study guide to describe each text in in class.
terms of language and purpose.
5. Have each group present their work to the
class.
Guide Questions:
1. What is the purpose of the text? Cite
evidence to support your answer.
2. For whom was this text written? Justify
D. Discussing new
your answer.
concepts and
3. Who could have possibly written this
practicing new
text? Explain.
skills #1
4. Could this text be helpful for brides and
grooms? Use your knowledge of
identifying the purpose of discourse to
justify your answer.
Discussion of the topic: Discussion of the topic: Discussion of the topic: Discussion of the topic:
1. Definition of discourse 1. Types of Discourse 1. Literary Discourse 1. Academic Discourse
2. Purposes of a discourse a. Argumentation a. Poetic Discourse 2. Differences between Academic and
E. Discussing new 3. Analyze a discourse b. Expressive Discourse Literary Discourses
b. Description
concepts and 4. Factors that may influence a writer in c. Transactional Discourse 3. General Format of Academic Discourses
c. Exposition
practicing skills #2 making certain claims. a. Introduction
d. Narration
b. Body
c. Conclusion
F. Developing Group Activity Group Activity Group Activity Pair Activity
mastery Have the students read the text and Divide the class into groups of three. 1. Divide the class into three groups, then Allow the students to work in pairs.
answer the following questions. The Assign the following topics to each group. assign one of the following to each group: 2. Ask them to research on a topic of
teacher may print out These general topics may be repeated: a. Poetic discourse common interest that is related to their
copies of the text. a. Poverty b. Expressive discourse strand.
Forget that Facelift - “Wrap” Your Face b. Discrimination c. Transactional discourse 3. Instruct them to write about the topic in a
into Shape c. Obesity 2. The students will then work individually on four-paragraph academic essay, wherein
NewsUSA d. Selling local products the following: each student will write two paragraphs
Instruct students to answer the following e. Buying local products a. Those who are in the group assigned with solely by himself or herself.
questions comprehensively. Responses f. Transportation issues in the Philippines poetic discourse should write a poem about an 4. Allow 20 minutes for the writing process.
should be backed up by textual evidence. 3. Instruct each group to think of a more experience that humbled, angered, or 5. Ask each pair to read their essays out
The rubric below will be used to grade specific topic from the general topic and saddened them. loud to the class.
each to choose a type of discourse. b. Those who are in the group assigned with 6. After the activity, you may ask them the
response. 4. Ask them to write a short essay on the expressive discourse should write a diary entry following questions:
1. What is the purpose of the text? specific topic using the type of discourse about an experience that humbled, angered, or a. What did you find to be the most
2. Who do you think could have written they have chosen. saddened them. challenging in the activity?
the text? 5. After the activity, you may ask them the c. Those who are in the group assigned with b. What have you learned about writing an
3. For whom is this text written? following questions: transactional discourse should academic essay from working
4. State how the text caters to the said a. What do you think is the most challenging write a list of tips or a step-by-step guide to with a partner in creating one?
audience. part of the activity? dealing with an experience
5. Is the text appropriate for the audience b. How did you choose the type of discourse to that humbles, angers, or saddens oneself.
and its purpose? use to discuss the specific 3. After 20 minutes of writing, have the students
topic your group agreed on? form groups with three members
c. What did you learn from this activity? each, one from each major group.
4. Have them share their pieces of work with
one another.
5. After the activity, have them answer the
following questions:
a. Which type of literary discourse do you think
is the easiest for you to
write? Why?
b. Which type of literary discourse do you think
is the most challenging for
you to write? Why?
c. What did you learn about literary discourse
from reading your classmates’ works?
You engage in discourse every day, be it Ask the students the following question to help Ask the students the following question to help Ask the students the following question to
through conversations or by writing. them connect their learning to them connect their learning to help them connect their learning to
G. Finding How do you think you can ensure real-world situations: real-world situations: real-world situations:
practical that your input in these discourses is If you were to write and present a speech What role do you think poetic discourse How do you think knowing how to write
applications of meaningful and well-thought-out? to defend your stand on climate change plays not just in literature but in society in academic discourse can help you even
concepts and skills policies in the Philippines, which type of general? outside the academe as you graduate
in daily living discourse would you use? and find a job or start a business?
Explain why it is the text type that would
best help you achieve your purpose.
Ask the learners: Ask the learners: Ask the learners: Ask the learners:
1. What is a discourse? 1. Name the four types of discourse. 1. What is a literary discourse? 1. What is academic discourse?
2. Explain the purposes of a discourse. 2. Describe the difference between 2. Name and explain the types of literary 2. Explain the difference between a literary
3. How do you analyze a discourse? argumentation and description. discourse. discourse and an academic discourse in
H. Making 4. Explain the factors that may influence a 3. How is narration different from exposition? 3. Are letters considered a literary discourse? terms of language.
generalizations writer in making certain claims. 4. Among the four types of discourse, which Why? 3. What is the difference between a literary
and abstractions 4. Why do recipes fall under literary discourse and an academic discourse in
one is most interesting for you? Why?
about the lesson discourse? terms of point of view?
5. Describe the most meaningful thing you have
5. What five words would you use to describe 4. Explain the general format of academic
learned in this lesson. literary discourse? Explain and justify your discourses.
choices. 5. Explain academic discourse in a letter to
your best friend.
I. Evaluating
Conduct a Post Test Conduct a Post Test Conduct a Post Test Conduct a Post Test
learning
Instruct the students to do the following at
home:
1. Go to the library or search online for an
academic/literary text.
J. Additional 2. Photocopy it or print it out on a sheet of
Assignment:
activities for Assignment: Assignment: short bond paper, and include your
Research and Study about Types of
application or Research and Study about Literary Discourse Research and Study about Academic Discourse answers to the following questions:
Discourse
remediation a. What is the text about?
b. How does it develop its introduction,
body, and conclusion?
c. What makes the text an academic/literary
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 lesson
work? No. of
learners who have
caught up w/ 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?
Date:________________________
