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DLL - RW - LC 2.2 - Michelle EN11-RWS-IIIA2.2
DLL - RW - LC 2.2 - Michelle EN11-RWS-IIIA2.2
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 EN11/12RWS-IIIa-2.2
Competency(ies)/Objective(s) Distinguishes between and among techniques in selecting and organizing information
A. Graphic Organizer (Venn Diagram)
At the end of the session(s), students will be able to:
1. Practice analysis by comparing fiction and nonfiction texts and classifying the latter into autobiographies, biographies, and informative
books
2. Apply their analysis by creating class charts and Venn diagrams that list the information they have compiled about these different texts
3. Demonstrate comprehension by discussing their findings in small groups and with the class
II. Content Lesson(s)/Topic(s):
Reading and Thinking Strategies across Text types
Using the diagram, talk to students about the differences and similarities between fiction and nonfiction. What do they see that is different
C. Presenting Examples/instances of the
about fiction and nonfiction? What appears in the intersecting area in the middle? Why would they choose to read a fictional book? Why
new lesson.
would they choose to read a nonfiction book? What type seems most interesting to them and why?
(Observe students during class discussions and their presentations. Do they understand the distinction between fiction and nonfiction? Are
D. Discussing new concepts and
they able to identify the characteristics of different nonfiction texts?)
practicing new skills #1.
Inform:
1. Tell students that not all nonfiction is the same. Ask them if they have any ideas about what different kinds of nonfiction books
there are. Talk about the different things nonfiction books try to do; for example, some of them are stories about people and some of them
give facts about history or math.
E. Discussing new concepts and 2. Tell students that there are three types of nonfiction that you will be discussing: informative books, which are books that give
practicing new skills. #2 information about something of interest, for example, skeletons or frogs; biographies, which are books that an author has written about
someone else; and autobiographies, which are books about a person written by the person.
3. Hold up the informative book you have selected to read aloud. Read through different parts of the book. Flip through some of the
other informative books you have picked out.
F. Developing mastery (leads to formative
assessment #3
G. Finding practical applications of
concepts and skills in daily living. Ask students to tell what things they notice about the informative books. Questions you might use include: What kinds of information are in
this book? How is it different from a story? Use your T-chart to record the students' responses. After you have written down a few
responses, you might invite students to help fill in the T-chart.
Go over the responses and ask students why they might read an informative nonfiction book. What could they learn from a book like this?
H. Making abstractions and
What kinds of topics do they think a book like this could cover? Have they ever read any books like this? Did they like them? Why or why
generalizations about the lesson
not? What topics would they like to read about?
I. Evaluating Learning
J. Additional activities for application or
remediation
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. No. of learners who have
caught up with the lesson.
D. No. of learners who continue to
require remediation