Republic of the Philippines

Department of Education
Region III - Central Luzon
SCHOOLS DIVISION OF TARLAC PROVINCE
ANAO HIGH SCHOOL (SENIOR HIGH)
San Francisco East, Anao, Tarlac

LESSON GUIDE IN READING AND WRITING SKILLS

Jan. 27, 2020
I. OBJECTIVES
The learner...
A. Content Standards
understands the requirements of composing academic writing and professional correspondence
The learner...
B. Performance Standards produces each type of academic writing and professional correspondence following the properties of well
written texts and process approach to writing.
Identifies the unique features of and requirements in composing texts that are useful across disciplines
(EN11/12RWS-IVdg-12)
C. Learning Competencies/ b. Project Proposal (EN11/12RWS-IVdg-12.3)
Objectives
 Identify the features of an effective project proposal.
 Determine the purpose of a project proposal.
II. CONTENT Purposeful Writing in the Disciplines and for Professions
III. LEARNING RESOURCES
A. References

1. Teacher’s Guide pages

2. Learner’s Manual pages Reading and Writing Skills by CNE Publishing p. 218

3. Textbook pages
4. Additional Materials from Learning Resource(LR)
portal
B. Other Learning Resources
IV. PROCEDURES
A. Reviewing previous lesson or presenting new The teacher asks the student to share their insights about the previous lessons on research report.
lesson (REVIEW)
The students will be grouped into threes and will be given five minutes to list down as many problems they
can about the school. As a group, deliberate and selact one problem which they think needs to be prioritized.
B. Establishing a purpose of the lesson
Whithin another five minutes, describe the selected problem in detail using the space below:
(MOTIVATION)
________________________________________________________________________________________
_____________________________________________________________________________________.
The students are tasked to work again as a group and think of of a project that would solve or address their
selected problem. Describe the project and list down the steps that they need to undertake to make the
C. Presenting examples/instances of the new lesson
problem successful. Write your answer in the space provided below:
(PRE-ACTIVITY)
________________________________________________________________________________________
_____________________________________________________________________________________.
The teacher leads the class into a discussion and asks the students the following questions:
 Why do you think the problem you selected needs to be prioritized?
D. Discussing new concepts and practicing new skills  Do you think your project would significantly solve the problem? Why? What are its limitations
1 (ACTIVITY PROPER) and how will you address them?
 Have you ever experienced offering a proposal to another person? Were you successful? Why or
why not?
E. Discussing new concepts and practicing new skills The teacher asks the students what they think a project proposal is and uses the responses to segue to the
discussion on the different types of project proposal and its parts.
2 (DEEPENING)
The teacher asks the students to distinguish the different types of project proposal as well as its parts.
The students will be given a model project proposal and will be tasked to identify its type and its parts.
F. Developing mastery (POST-ACTIVITY)

G. Finding practical applications of concepts and What is a project proposal? What are its type and parts?
skills in daily living (APPLICATION)
H. Making generalizations and abstractions about the What is the importance of creating a project proposal?
lesson (GENERALIZATION)

Write T if the statement is correct and F if the statement is incorrect.

I. Evaluating learning (ASSESSMENT) ________1. A project proposal is mainly informal. (F)
________2. A Gantt chart is one way to present the schedule of activities (T)

J. Additional activities for application or remediation Search for other sample project proposals for further reference.
(REMEDIAL)
V. REMARKS
VI. REFLECTION
A. No. of learners who earned 80% in the evaluation
B. No. of learners who require additional activities for remediation who
scored below 80%
C. Did the remedial lesson work? No. of learners who have caught up
with 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?
Prepared by: Checked by: Noted:

JULIE ANN L. BAGAMASPAD ELAZIL A. ESQUEJO GEMMA L. MELEGRITO,Ed.D.

Teacher II Head Teacher VI Secondary School Principal III

Republic of the Philippines

Department of Education
Region III - Central Luzon
SCHOOLS DIVISION OF TARLAC PROVINCE
ANAO HIGH SCHOOL (SENIOR HIGH)
San Francisco East, Anao, Tarlac

LESSON GUIDE IN READING AND WRITING SKILLS

Jan. 28, 2020
I. OBJECTIVES
The learner...
A. Content Standards
understands the requirements of composing academic writing and professional correspondence
The learner...
B. Performance Standards produces each type of academic writing and professional correspondence following the properties of well
written texts and process approach to writing.
Identifies the unique features of and requirements in composing texts that are useful across disciplines
C. Learning Competencies/ (EN11/12RWS-IVdg-12)
Objectives b. Project Proposal (EN11/12RWS-IVdg-12.3)
 Write an informal project proposal.
II. CONTENT Purposeful Writing in the Disciplines and for Professions
III. LEARNING RESOURCES
A. References

1. Teacher’s Guide pages

2. Learner’s Manual pages Reading and Writing Skills by CNE Publishing p. 225

3. Textbook pages
4. Additional Materials from Learning Resource(LR) Project Proposal Rubric retrieved from https://ed.fnal.gov/help/Relativity/student/endoyrub/proprub.html
retrieved on Jan.26,2020
portal
B. Other Learning Resources
IV. PROCEDURES
A. Reviewing previous lesson or presenting new The teacher asks the student to share their insights about the previous lessons on project proposal, its use and
lesson (REVIEW) parts.
The teacher will let the students share their insights about the quotation below:

B. Establishing a purpose of the lesson

(MOTIVATION)

C. Presenting examples/instances of the new lesson The students will be grouped into threes and will be given ample time to brainstorm on the the problem they
(PRE-ACTIVITY) woul;d like to choose and their project title.
D. Discussing new concepts and practicing new skills The teacher lets the student proceed with the preliminaries on writing a project proposal.
1 (ACTIVITY PROPER)
E. Discussing new concepts and practicing new skills
2 (DEEPENING)

F. Developing mastery (POST-ACTIVITY)

G. Finding practical applications of concepts and What is the problem you want to address in your project proposal? What is its title?
skills in daily living (APPLICATION)
H. Making generalizations and abstractions about the Why did you come up with such problem and title?
lesson (GENERALIZATION)

The students project proposal shall be evaluated using the rubric (See Attachment)
I. Evaluating learning (ASSESSMENT)

J. Additional activities for application or remediation

 (REMEDIAL)
V. REMARKS Today’s class was only able to cover Parts 1 and 2 of the students project proposal and the writing activity
will be then continued on the next meeting.
VI. REFLECTION
A. No. of learners who earned 80% in the evaluation
B. No. of learners who require additional activities for
remediation who scored below 80%
C. Did the remedial lesson work? No. of learners who have
caught up with 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?

Prepared by: Checked by: Noted:

JULIE ANN L. BAGAMASPAD ELAZIL A. ESQUEJO GEMMA L. MELEGRITO,Ed.D.

Teacher II Head Teacher VI Secondary School Principal III

Project Proposal Rubric

Attribute
Attributes Above Standard At Standard Below Standard Points
Earned
  (10-9) (8.5-7) (7-0)  
Identified a question
(without the teacher's
Identified a question The purpose is
assistance) which they
(with the teacher's incomplete, too easy to
found interesting and
Purpose testable; utilized literature
assistance) which they attain, or does not /10
found interesting and follow from your
search to develop a
testable. research.
hypothesis which was
reasonable.
  (5-4.5) (4-3.5) (3-0)  
Variables which are to be Variables which are to be Variables which are to
changed (independent) and changed (independent) be changed
variables that are going to and variables that are (independent) and
Variable be measured are clearly going to be measured are variables that are going
defined. The group is clearly defined. The to be measured are not
Control within committed to analyzing an group has committed to clearly defined. The /5
the Purpose ambitious number of analyzing a number of group's defined
variables that will result in variables that will result variables will result in
a thorough study of the in a thorough study of the an incomplete study of
defined purpose. defined purpose. the defined purpose.
  (5-4.5) (4-3.5) (3-0)  
Utilized Literature Search
Hypothesis is not
to develop a hypothesis Utilized Literature Search
complete or does not
Hypothesis which was reasonable and to develop a hypothesis
flow logically from /5
well substantiated with which was reasonable.
research.
research.
  (10-9) (8.5-7) (7-0)  
A well thought out, The procedure is
A well thought out,
sequential (step-by-step) incomplete, not
sequential (step-by-step)
procedure is stated that sequential, or takes
procedure is stated that
ANYONE could look at effort on the part of the
ANYONE could look at
and follow. It holds high reader to follow. It may
and follow. It holds high
promise for collecting the not be systematic or
promise for collecting the
Procedure information sought.
information sought. The
logically controlled /10
Measurements to be made (perhaps your group
measurements to be made
are systematic and has defined many
are systematic and
logically controlled variables to vary at
logically controlled
(changing one variable at a once and have not
(changing one variable at
time) and are repeated to clearly decided how to
a time).
improve reliability of data. measure all variables.)
  (5-4.5) (4-3.5) (3-0)  
Diagram(s) The diagram(s) are present The diagram(s) are The diagram(s) are /5
that lay out the nature of present that lay out the incomplete, hard to
your experiment. The nature of your follow or missing.
computer generated experiment. The
diagram(s) clearly show diagram(s) clearly show
(with labels) your (with labels) your
computer simulation or computer simulation or
 physical model being physical model being
constructed. constructed.
  (5-4.5) (4-3.5) (3-0)  
Plans for displaying the Plans for displaying the
collected data are clearly collected data are clearly
laid out (a table is laid out (a table is The plan is incomplete
Data STRONGLY STRONGLY or does not logically
Interpretation recommended). Thoughts recommended). Thoughts match with the data /5
Plan for ambitious analysis of for thorough analysis of your group has decided
data (graphical analysis, data (graphical analysis, to collect.
etc.) are clearly etc.) are clearly
communicated. communicated.

Total Proposal Points Earned /40

Source: https://ed.fnal.gov/help/Relativity/student/endoyrub/proprub.html
Republic of the Philippines
Department of Education
Region III - Central Luzon
SCHOOLS DIVISION OF TARLAC PROVINCE
ANAO HIGH SCHOOL (SENIOR HIGH)
San Francisco East, Anao, Tarlac

LESSON GUIDE IN READING AND WRITING SKILLS

Jan. 30, 2020
I. OBJECTIVES
The learner...
A. Content Standards
understands the requirements of composing academic writing and professional correspondence
The learner...
B. Performance Standards produces each type of academic writing and professional correspondence following the properties of well
written texts and process approach to writing.
Identifies the unique features of and requirements in composing texts that are useful across disciplines
C. Learning Competencies/ (EN11/12RWS-IVdg-12)
Objectives b. Project Proposal (EN11/12RWS-IVdg-12.3)
 Write an informal project proposal.
II. CONTENT Purposeful Writing in the Disciplines and for Professions
III. LEARNING RESOURCES
A. References

1. Teacher’s Guide pages

2. Learner’s Manual pages Reading and Writing Skills by CNE Publishing p. 225

3. Textbook pages
4. Additional Materials from Learning Resource(LR) Project Proposal Rubric retrieved from https://ed.fnal.gov/help/Relativity/student/endoyrub/proprub.html
retrieved on Jan.26,2020
portal
B. Other Learning Resources
IV. PROCEDURES
A. Reviewing previous lesson or presenting new The teacher asks the student to share the status of their project proposals by giving an update on what they
lesson (REVIEW) have finished writing.
B. Establishing a purpose of the lesson
(MOTIVATION)
C. Presenting examples/instances of the new lesson
(PRE-ACTIVITY)
D. Discussing new concepts and practicing new skills The teacher lets the student proceed with writing the third and fourth part of their project proposals.
1 (ACTIVITY PROPER)
E. Discussing new concepts and practicing new skills
2 (DEEPENING)

F. Developing mastery (POST-ACTIVITY)

G. Finding practical applications of concepts and What are the challenges you have encountered while writing your project proposals?
skills in daily living (APPLICATION)
H. Making generalizations and abstractions about the How do you think your proposal differs from others?
lesson (GENERALIZATION)

The students project proposal shall be evaluated using the rubric (See Attachment)
I. Evaluating learning (ASSESSMENT)
 J. Additional activities for application or remediation
(REMEDIAL)
V. REMARKS Today’s class was able to cover Parts 3 and 4 of the student’s project proposal. The students will be given
time to finish their project proposals and submit the final copy on the next meeting
VI. REFLECTION
A. No. of learners who earned 80% in the evaluation
B. No. of learners who require additional activities for
remediation who scored below 80%
C. Did the remedial lesson work? No. of learners who have
caught up with 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?

Prepared by: Checked by: Noted:

JULIE ANN L. BAGAMASPAD ELAZIL A. ESQUEJO GEMMA L. MELEGRITO,Ed.D.

Teacher II Head Teacher VI Secondary School Principal III

Project Proposal Rubric

Attribute
Attributes Above Standard At Standard Below Standard Points
Earned
  (10-9) (8.5-7) (7-0)  
Identified a question
(without the teacher's
Identified a question The purpose is
assistance) which they
(with the teacher's incomplete, too easy to
found interesting and
Purpose testable; utilized literature
assistance) which they attain, or does not /10
found interesting and follow from your
search to develop a
testable. research.
hypothesis which was
reasonable.
  (5-4.5) (4-3.5) (3-0)  
Variables which are to be Variables which are to be Variables which are to
changed (independent) and changed (independent) be changed
variables that are going to and variables that are (independent) and
Variable be measured are clearly going to be measured are variables that are going
defined. The group is clearly defined. The to be measured are not
Control within committed to analyzing an group has committed to clearly defined. The /5
the Purpose ambitious number of analyzing a number of group's defined
variables that will result in variables that will result variables will result in
a thorough study of the in a thorough study of the an incomplete study of
defined purpose. defined purpose. the defined purpose.
  (5-4.5) (4-3.5) (3-0)  
Utilized Literature Search
Hypothesis is not
to develop a hypothesis Utilized Literature Search
complete or does not
Hypothesis which was reasonable and to develop a hypothesis
flow logically from /5
well substantiated with which was reasonable.
research.
research.
  (10-9) (8.5-7) (7-0)  
A well thought out, The procedure is
A well thought out,
sequential (step-by-step) incomplete, not
sequential (step-by-step)
procedure is stated that sequential, or takes
procedure is stated that
ANYONE could look at effort on the part of the
ANYONE could look at
and follow. It holds high reader to follow. It may
and follow. It holds high
promise for collecting the not be systematic or
promise for collecting the
Procedure information sought.
information sought. The
logically controlled /10
Measurements to be made (perhaps your group
measurements to be made
are systematic and has defined many
are systematic and
logically controlled variables to vary at
logically controlled
(changing one variable at a once and have not
(changing one variable at
time) and are repeated to clearly decided how to
a time).
improve reliability of data. measure all variables.)
   (5-4.5) (4-3.5) (3-0)  
The diagram(s) are present The diagram(s) are
that lay out the nature of present that lay out the
your experiment. The nature of your
computer generated experiment. The The diagram(s) are
Diagram(s) diagram(s) clearly show diagram(s) clearly show incomplete, hard to /5
(with labels) your (with labels) your follow or missing.
computer simulation or computer simulation or
physical model being physical model being
constructed. constructed.
  (5-4.5) (4-3.5) (3-0)  
Plans for displaying the Plans for displaying the
collected data are clearly collected data are clearly
laid out (a table is laid out (a table is The plan is incomplete
Data STRONGLY STRONGLY or does not logically
Interpretation recommended). Thoughts recommended). Thoughts match with the data /5
Plan for ambitious analysis of for thorough analysis of your group has decided
data (graphical analysis, data (graphical analysis, to collect.
etc.) are clearly etc.) are clearly
communicated. communicated.

Total Proposal Points Earned /40

Source: https://ed.fnal.gov/help/Relativity/student/endoyrub/proprub.html

Republic of the Philippines

Department of Education
Region III - Central Luzon
SCHOOLS DIVISION OF TARLAC PROVINCE
ANAO HIGH SCHOOL (SENIOR HIGH)
San Francisco East, Anao, Tarlac

LESSON GUIDE IN READING AND WRITING SKILLS

Jan. 31, 2020
J. OBJECTIVES
The learner...
D. Content Standards
understands the requirements of composing academic writing and professional correspondence
The learner...
E. Performance Standards produces each type of academic writing and professional correspondence following the properties of well
written texts and process approach to writing.
Identifies the unique features of and requirements in composing texts that are useful across disciplines
F. Learning Competencies/ (EN11/12RWS-IVdg-12)
Objectives b. Project Proposal (EN11/12RWS-IVdg-12.3)
 Write an informal project proposal.
V. CONTENT Purposeful Writing in the Disciplines and for Professions
VI. LEARNING RESOURCES
C. References

5. Teacher’s Guide pages

6. Learner’s Manual pages Reading and Writing Skills by CNE Publishing p. 225

7. Textbook pages
8. Additional Materials from Learning Resource(LR) Project Proposal Rubric retrieved from https://ed.fnal.gov/help/Relativity/student/endoyrub/proprub.html
retrieved on Jan.26,2020
portal
D. Other Learning Resources
VII. PROCEDURES
K. Reviewing previous lesson or presenting new The teacher asks the student to share the status of their project proposals by giving an update on what they
lesson (REVIEW) have finished writing.
L. Establishing a purpose of the lesson
(MOTIVATION)
M. Presenting examples/instances of the new lesson
(PRE-ACTIVITY)
N. Discussing new concepts and practicing new skills The teacher lets the student proceed with writing the third and fourth part of their project proposals.
1 (ACTIVITY PROPER)
O. Discussing new concepts and practicing new skills
2 (DEEPENING)

P. Developing mastery (POST-ACTIVITY)

Q. Finding practical applications of concepts and What are the challenges you have encountered while writing your project proposals?
skills in daily living (APPLICATION)
 R. Making generalizations and abstractions about the How do you think your proposal differs from others?
lesson (GENERALIZATION)

The students project proposal shall be evaluated using the rubric (See Attachment)
S. Evaluating learning (ASSESSMENT)

T. Additional activities for application or remediation

(REMEDIAL)
V. REMARKS The lesson was delivered today since not delivered on the scheduled date Jan. 30 because the students were
tasked to write essays as an activity. The students had a school-based essay writing activity inline with the
celebration of the National Bible Month.
VI. REFLECTION
A. No. of learners who earned 80% in the evaluation
B. No. of learners who require additional activities for
remediation who scored below 80%
C. Did the remedial lesson work? No. of learners who have
caught up with 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?

Prepared by: Checked by: Noted:

JULIE ANN L. BAGAMASPAD ELAZIL A. ESQUEJO GEMMA L. MELEGRITO,Ed.D.

Teacher II Head Teacher VI Secondary School Principal II