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Republic of the Philippines

DIVISION OF BOHOL
Department of Education
Region VII, Central Visayas

Instructional Planning (I Plan)

(With inclusion of the provisions of D.O. No.8,s. 2015 and D.O. 42,S. 2016)

Detailed Lesson Plan (DLP)

DLP No.: Learning Area: Grade Level: Quarter: Duration:

3 READING AND WRITING SKILLS 11 1st 60 minutes
Learning Distinguish between and among patterns of development in Code:
Competency: writing across the disciplines: description EN11/12RW
S-IVbf-3.2

Key Concepts/ Patterns of development (Description)

Understanding to be
Developed
1.Learning Objectives Knowledge Identify the characteristics of a descriptive paragraph

Skills Compare and contrast description from narration

Attitudes Show appreciation of an unforgettable person’s good
qualities
Values Respect a person’s individuality

2.Content Patterns of Development (Description)

3.Learning Resources 1. Book Reference-

Abao, E., Bacus, R., & Dayagbil, F. (2016). Critical reading and writing
for senior
high school handbook. Lorimar Publishing Inc.

Web Reference:
Academic Help.(2019). My room. Retrieved from
https://academichelp.net/samples/academics/essays/descriptive/my-room
descriptive-essay.html.

4.Procedures
4.1 Introductory Activity Class Activity:
(5 mins.) Guessing Game
Describe a particular section and its room. (Number of students, the
adviser, the number of males and females, color of chairs, its uniqueness,
etc.)
Have the students guess whose classroom is being referred to.

4.2 Activity (10 mins.) Individual Task:

Read Me! (Please see Attachment I)
The students read the descriptive essay entitled, “My Room”.

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Quarter 2, English 2,Grade 11
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Republic of the Philippines
DIVISION OF BOHOL
Department of Education
Region VII, Central Visayas

Please click the link,

https://academichelp.net/samples/academics/essays/descriptive/my-room-
descriptive-essay.html.
Prompt questions:
What is being described?
What is the author’s technique in presenting the topic?

4.3 Analysis ( 5 mins.) Effective Discussion:

1. How did the narrator/author describe his room?
2. Is it possible to size up the familiarity of a person to
something by his description of it?(Note: Point out that the
key to an effective description is familiarity)
3. How do you define an effective descriptive paragraph?
4. What do you think are the characteristics of a descriptive
paragraph?
4.4 Abstraction (25 min.) Visual Aid: (Please see Attachment II)
A descriptive paragraph is a focused and detail-rich account of a specific
topic.

Characteristics of a descriptive paragraph

 has a subject worthy of description
 has an emphasis , either direct or indirect , on the five senses
 uses figures of speech to enrich the description and spark reader
interest
 has one of three patterns of organization: chronological, spatial , or
an order of importance

Steps on constructing a descriptive paragraph

1. Read other writers' descriptions.

2. Plan your description.
3. Make notes.
4. Make a draft.
5. Write your paragraph once you are pleased with your draft.

4.5 Application (10 min.) Group Task: Share It!

Group students into five, and choose one representative from each group to
share his/her unforgettable person through describing his/her qualities.
4.6 Assessment (10 min.) Individual Task
Directions:
Using any graphic organizer, illustrate one’s understanding of the
following:
1. Definition of a descriptive paragraph
2. Characteristics of a descriptive paragraph

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Quarter 2, English 2,Grade 11
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Republic of the Philippines
DIVISION OF BOHOL
Department of Education
Region VII, Central Visayas

3. Differences and similarities between narration and description

4.7 Assignment (2 mins) Directions:

On a letter-sized bond paper, write a descriptive paragraph about an
Enhancing/ Improving the unforgettable person in your life.
day’s lesson Rubric for Descriptive Writing (See Attachment III)
https://www.bsvd.k.12.pa.us>filedownload

4.8 Concluding Activity The teacher describes the class based on her observation since the start of
(3 mins) the class.

5. REMARKS

6. REFLECTIONS

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 with the
lesson.

D. No. of learners who

continue to require
remediation.
E. Which of my learning
strategies worked well?
Why did these work?
F. What difficulties did I
encounter which my

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Quarter 2, English 2,Grade 11
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Republic of the Philippines
DIVISION OF BOHOL
Department of Education
Region VII, Central Visayas

principal or supervisor
can help me solve?
G. What innovation or
localized materials did I
use/discover which I
wish to share with other
teachers?

Prepared by:
Name: JHURICA MAY B. School: DANAO NATIONAL HIGH SCHOOL
BINANGBANG
Position/Designation: SST – II Division: BOHOL
Contact Number: 09357946594 Email Address: jhuricab@gmail.com

ATTACHMENT I

My Room

The door is white, with some scratches at the bottom from my pug scraping it with her claws. My
pug scratches the door when she wants to come into my room. The door handle is brown and metal.
At the complete bottom of the door is a rubber flap, which I do not know the reason why it is there.
The room is about three lengths of my arm span, including the closet.

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Quarter 2, English 2,Grade 11
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Republic of the Philippines
DIVISION OF BOHOL
Department of Education
Region VII, Central Visayas

The floor in my room is wooden, and it creaks when stepped on. However, I do have one white,
plush carpet approximately in the middle of the floor. It is rather clean-looking, considering it is
white and that it is not washed regularly.
To the left of the door is a leather chair, of which is of no particular use, besides hanging half-
used clothes on it. Past the chair is my electronic station, where I charge my phone at night, and
charge my shaver during the day. Also, center-left is a rectangular window overlooking our backyard
garden and swimming pool. It is a pleasant view for a cold room.
Center-left and far-left is my queen-size bed, with white and grey covers, and white and other
colors for the blanket. The blanket in particular has a floral design and is heavy. My pillow has a
white case and nothing else to it. The frame of the bed is wooden and beige in color.
Above, to the right of the bed, is a narrow, elongated window, which allows one to view the sky
and neighbor’s fence. On the sill, there is a candle lamp, of which I never use. I can often find dead
insects on the sill as well, such as flies.
Below that window is my meditation altar to the right, and a small table to the left of the altar,
which houses books and random papers. It is barely big enough to hold these books and papers in an
organized fashion. My meditation altar is covered in a red cotton cloth and features a picture of my
meditation teacher. There is a candle in front of the picture of my teacher.
To the right of the altar is my closet, which contains a rack of sweaters, a suit, scarfs, and belts.
There is also a brown, lean dresser, which has the rest of my clothes in it. On the floor, below the
rack, there are miscellaneous items, such as an extra blanket, shoes, and hair oil. Right before the
closet on the left of it, and before the altar, is my tabla drums, replete with a hammer and a small
bottle of talcum powder.
The walls are all white, except the back room, which is covered with a blue, mosaic-patterned
cloth. The curtains over the large window are also white and see-through, which almost defeat the
purpose of having them. The ceiling is white, but with black blotches above the meditation altar
because of candle and incense smoke.
It is one of the coldest rooms in our house, as the windows are quite old and thin, and lack
insulation. During autumn and winter, sometimes a heater is brought in to feel comfortable.
However, with enough heavy blankets, sleep is manageable.
It is a simple room without much purpose other than sleeping, meditating, and playing
percussion. But I am a down-to-earth person, and it matches what I need.

ATTACHMENT II
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Quarter 2, English 2,Grade 11
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Republic of the Philippines
DIVISION OF BOHOL
Department of Education
Region VII, Central Visayas

I. DEFINITION OF A DESCRIPTIVE PARAGAPH

A descriptive paragraph is a focused and detail-rich account of a specific topic. Paragraphs in

this style often have a concrete focus—the sound of a waterfall, the stench of a skunk's spray—but
can also convey something abstract, such as an emotion or a memory. Some descriptive paragraphs
do both. These paragraphs help readers feel and sense the details that the writer wants to convey.

II. CHARACTERISTICS OF A DESCRIPTIVE PARAGRAPH

 It has a subject worthy of description .

 It has an emphasis , either direct or indirect , on the five senses .
 It uses figures of speech to enrich the description and spark reader interest .
 It has one of three patterns of organization: chronological, spatial , or an order of importance
.

III. HOW TO CONSTRUCT A DESCRIPTIVE PARAGRAPH

6. Read other writers' descriptions. This will help you recognize what works in descriptive
writing and what doesn't.
7. Plan your description. Think about the subject. Close your eyes and immerse yourself in it.
If describing a place, imagine you are actually there. Notice all the sights, smells and noises
around you. If describing a character, imagine he is standing in front of you and look at him
closely, visualizing all the details of his appearance. Imagine he is talking to you.
8. Make notes. Never attempt to write something until you have done this. Make notes based
on all the thinking you imagined in the previous step. Write down notes relating to all five
senses. Think about and jot down any strong adjectives and adverbs you could use in your
description. Write down any ideas for metaphors, similes and personification.
9. Make a draft. Try out different sentences, words, adjectives and see if they work. If not, try
new ones. Use a thesaurus to help you find alternative words if your writing is too repetitive
or if you want a word that is more dramatic or descriptive. Try writing a sentence to describe
each of the five senses. Attempt different ways of ordering your sentences to see which is the
most effective How
10. Write your paragraph once you are pleased with your draft. Use your notes and your
draft to help you. Make sure you include all the relevant information and that you use a
variety of different kinds of sentences to make your paragraph interesting. Check that your
sentences are grammatically correct and that you have used the right punctuation.
11. Read through your finished paragraph. Try reading it out loud so you can really hear how
the vocabulary you have chosen creates a mood and brings your description alive. Have a
friend or classmate read your paragraph to see if she can picture what it is you are trying to
describe. Don't be frightened to change anything you are not satisfied with.

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Quarter 2, English 2,Grade 11
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Republic of the Philippines
DIVISION OF BOHOL
Department of Education
Region VII, Central Visayas

REFERENCES:

Calderon, T. (2012, October 14). The descriptive paragraph. Retrieved from

http://www.authorstream.com/Presentation/tere_cq73-1565031-descriptive-paragraph/.

Descriptive essay Rubric. Retrieved from https://bit.ly/2M7bXVY.

Valdez, O. (2018, April 14). How to write a descriptive paragraph. Retrieved from
https://www.thoughtco.com/how-to-write-a-descriptive-paragraph-1690559.

ATTACHMENT III

Rubric for Descriptive Paragraph

Source: https://bit.ly/2M7bXVY

4- Excellent 3- Very Good 2-Satisfactory 1-Needs

Improvement

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Quarter 2, English 2,Grade 11
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Republic of the Philippines
DIVISION OF BOHOL
Department of Education
Region VII, Central Visayas

Ideas *“paints a picture” *creates some clear *sometimes strays *poorly focused on
for the reader images for the from the topic the topic
reader
*well-focused on the *ideas are not well- *ideas are unclear
topic *focused on the developed
topic *few details are
*clear ideas are well- *more details are given
supported with *ideas are well- needed
interesting and vivid supported with
details details

Organization *well-focused on the *generally focused *somewhat focused *not focused on the
topic on the topic on the topic topic

*logical organization *some lapses in *poor organization *no clear

organization organization
*excellent transitions *few transitions
*some transitions *no transitions
*easy to follow *difficult to follow
*usually easy to *difficult to
follow impossible to
follow

Introduction Introductory Introductory Introductory No attempt is made

paragraph clearly paragraph states paragraph attempts to state the subject
states subject of subject of essay but to state subject of of the essay in an
essay and captures is not particularly essay but does not introductory
reader's attention. inviting to the capture reader's paragraph.
reader. attention.

Word Choice *precise, vivid and *fairly precise, *vague, mundane *very limited word
interesting word interesting and word choices choices
choices somewhat varied
word choices *wording is *wording is bland
*wide variety of sometimes repetitive and not descriptive
word choices *wording could be
more specific *more descriptive
words are needed

Sensory Essay includes details Includes details that Includes details that Includes no details
Detail that appeal to at least appeal to fewer than appeal to only one of that appeal to one
three of the five three of the five the five senses. of the five senses.
senses (taste, touch,

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Republic of the Philippines
DIVISION OF BOHOL
Department of Education
Region VII, Central Visayas

sound, sight, smell). senses.

Figurative Writer effectively Writer uses one Writer may try to use Writer does not
Language uses simile, example of simile, simile, metaphor, include simile,
metaphor, and metaphor, or and personification metaphor, or
personification to personification to but does so personification in
describe the subject. describe the subject. incorrectly. essay.

Sentence *uses complete *uses complete *occasional sentence *frequent use of

Fluency sentences sentences fragment or run-on sentence fragments
sentences or run-on sentences
*varying sentence *generally simple
structure and lengths sentence structures *simple sentence *sentences are
structure is used difficult to
repeatedly understand

Conventions *proper grammar, *few errors of *errors in grammar, *frequent errors in

usage grammar and usage usage and spelling grammar, usage,
sometimes make spelling,
*correct spelling *mostly correct understanding capitalization and
spelling, punctuation difficult punctuation
*correct punctuation
and capitalization *some errors in make understanding
*correct
capitalization punctuation and difficult or
capitalization impossible

Voice *voice is fitting for *voice is fairly clear *voice rarely comes *voice is weak or
the topic and and seems to fit the through inappropriate
engaging topic
*not always suited *no sense of
*well-suited for *suited for audience for audience and audience and
audience and purpose and purpose purpose purpose

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Quarter 2, English 2,Grade 11
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Republic of the Philippines
DIVISION OF BOHOL
Department of Education
Region VII, Central Visayas

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