DAILY LESSON PLAN

READING AND WRITING SKILLS

Thought for the Week:

It is well to give when asked, but it is better to give unasked through understanding.
-Kahlil Gibran, The Prophet

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 learners are able to critique a chosen sample of each pattern of development focusing on information selection,
organization, and development.

C. Learning Competencies/Objectives
The learners are able to
 Demonstrate understanding of a graphic organizer, present examples and its main purpose.
 Distinguishes between and among techniques in selecting and organizing information.
 Appreciate the importance of selecting and organizing ideas-MELC EN11/12RWS-IIIa-2.2

II.CONTENT
III.LEARNING RESOURCES
A.References:
B.Materials: Printed Visual Aid, colored paper strips, popsicle sticks, crayons, colored cups

B. Other Learning Resources

 Maslow’s Hierarchy accessed at https://thepeakperformancecenter.com/educational-
learning/learning/principles-of-learning/maslows-hierarchy-needs/
 Selecting and organizing information accessed at https://www.slideshare.net/tinelachica04/readinglesson-3-
selecting-and-organizing-information
 Concept Maps accessed at http://www-personal.umich.edu/~jmargeru/conceptmap/types.htm
 Timeline accessed at https://www.britannica.com/biography/Jose-Rizal
IV.PROCEDURES
A.Reviewing previous lesson or presenting the new lesson
 Prayer
 Checking of attendance
 Review of the previous lesson.

B. Establishing a purpose for the lesson

SITUATIONAL ANALYSIS!
The teacher posts a scenario.
“An assignment was given to Pedro and Pablo. Their teacher in Rizal’s Life and Works asks them trace the
history of Dr. Rizal’s writing and then logically present and arrange their ideas. While Pablo presented a long
narration, Pedro made a timeline.”

The teacher asks:

 Which among the two works presented can be better grasped or understood?
 How do you organize your ideas?

C. Presenting examples/instances of the new lesson

READING AND WRITING SKILLS BASIC TECHNIQUES IN ORGANIZING INFORMATION

It is a group creativity technique by which efforts are made to find a conclusion from a specific problem by
gathering a list of ideas spontaneously contributed by its members.

Graphic Organizers - are visual representations of concepts that help us structure information into
organizational patterns - present essential information and connect these pieces of information into a
coherent framework. A graphic organizer, also known as knowledge map, concept map, story map, cognitive
organizer, advance organizer, or concept diagram, is a communication tool that uses visual symbols to
express knowledge, concepts, thoughts and ideas and the relationship between them.

GRAPHIC ORGANIZERS
The main purpose of a graphic organizer is to provide a visual aid to facilitate learning and instruction. It is

BUAL, CHEENEE H._DEMO TEACHING_MARCH 03, 2021 1

easier for the writer to explain his/her ideas if s/he is able to present the graphic devices in such a way that
can help others focus on the relationships of the ideas presented with other details.

 TYPES OF GRAPHIC ORGANIZERS

1.VENN DIAGRAM- used to compare and contrast ideas and events - uses two or more overlapping circles
to show similar and different attributes

This example below scientifically compares a whale and a fish.

Another, shows a Venn diagram illustration in Mathematics

2.NETWORK TREE-used to represent hierarchy, classification, and branching - useful in showing

relationships of scientific categories, family trees, and even lineages

A pedigree is a genetic representation of a family tree that diagrams the inheritance of a trait or disease
though several generations. The pedigree shows the relationships between family members and indicates
which individuals express or silently carry the trait in question.

Maslow’s hierarchy of needs is a charted set of human requirements that are important for an individual to
achieve complete development and self-actualization. The hierarchy of needs is a theory of psychologist
Abraham Maslow.
The hierarchy is diagramed as a pyramid starting at the bottom with basic needs that must be satisfied for an
individual to be able to progress to addressing more secondary needs

3. SPIDER MAP- also known as semantic map - used to investigate and enumerate various aspects of a
central idea, which could be a concept, topic, or theme
A spider diagram is a visual brainstorming diagram to help you organize concepts and ideas logically so that
you can see a complete overview of all your information. It uses spatial organization, color, and images to
break down topics.

A spider diagram is a visual brainstorming technique. Like the name suggests, you lay out your ideas to look
a little like a spider, with a main idea in the middle and lines that branch out to add more insights or
connected ideas.

BUAL, CHEENEE H._DEMO TEACHING_MARCH 03, 2021 2

4.PROBLEM-SOLUTION MAP - displays the nature of the problem and how it can be solved - usually
contains the problem's description, its causes and effects, and logical solutions

5. TIMELINE- used to show how events occurred chronologically through a long bar labeled with dates and
specific events - can be linear or comparative
- shows how events happened within one period
a. Linear Timeline
b. Comparative Timeline - shows two sets of events that happened within the same period

6. PLOT DIAGRAM- used to map events in the story - used to analyze the major parts of a plot

7. SERIES OF EVENTS CHAIN- used to show the logical sequence of events

The scientific method is a good example to this.

BUAL, CHEENEE H._DEMO TEACHING_MARCH 03, 2021 3

8. FISHBONE MAP - used to better understand the causal relationship of a complex phenomenon - shows
the factors that cause a specific event or problem, as well as details of each cause

9. CYCLE- describes how a series of events interact to produce a set of results repeatedly
* Some examples of events that require a cycle are water cycle, metamorphosis, and poverty cycle.

D. Developing mastery (Leads to formative assessment)

PRACTICE TASK 1: GROUP QUIZ

The teacher will divide the class into two groups. Each group will be given materials such as white board,
white board pen and eraser. She will present specific real life scenarios or global issues which require the
skill in identifying the best graphic organizer one can use to present or illustrate ideas. The group who earns
the highest point will receive a reward.

1. Human Trafficking
2. Decomposition of Matter/Living Things
3. The Philippine Chain of Command
4. Demand and Supply
5. The School Governance
6. Drug Abuse
7. Your Favorite Movie Watched on NETFLIX
8. COVID 19-Pandemic
9. The Philippine History
10. Math and English

PRACTICE TASK 2: AGREE OR DISGAREE:

The teacher will ask the students to stand. The masking tape on the floor divides the room into two. The left
is with (x) mark and the right part is with check mark. As the teacher reads a statement, students who
disagree will go to the left side, while students who agree will go to the right side. The students will take note
of their score. The top three students with the highest point will receive a reward.

E. Finding practical/applications of concepts and skills in daily living

BUAL, CHEENEE H._DEMO TEACHING_MARCH 03, 2021 4

 QUICK WRITES (one-sentence activity). The teacher allows the students to do one of the 3Hs. The icons
are already placed in their respective seats.

HEAD –What concepts did I learn?

HEART-How did I feel about the lesson?

HANDS-How can I apply this to real life?

F. Making generalizations and abstractions about the lesson

Ask:
How is the skill in selecting and organizing the important to you as a student?

G. Evaluating Learning

INDIVIDUAL TASK
The teacher will count the students 1-9. Each number is assigned with a specific graphic organizer that the student will
work on. They can think of any topic that relates to their experiences at home or in school. For 10 minutes, the
students must be able to submit the output. The teacher calls for a volunteer to present his/her work. She will also
allow the students to give their comments and suggestions for peer critiquing. Afterwards, processing and wrap up
will be done by the teacher.

The student and the teacher will be guided by the criteria/rubric below.

CRITERIA/PARAMETERS PERCENTAGE
CONTENT- Are the data or information complete? 30%

PRESENTATION SKILLS-Are the data or information 40%

presented neatly and logically?

APPROPRIATENESS OF THE ORGANIZER USED- is the 30%

graphic organizer used appropriate?

TOTAL 100%

H.Additional activities for application or remediation

Assignment:
1. Research on the following topics:
 Outlining, its definition and uses
 Types of outlines

Prepared by:

CHEENEE H. BUAL
SHS English Teacher

Noted:
_________________________
Process Observer

RUBY T. ODSINADA
Secondary School Principal

BUAL, CHEENEE H._DEMO TEACHING_MARCH 03, 2021 5

José Rizal, in full José Protasio Rizal Mercado y Alonso Realonda, (born June 19, 1861, Calamba, Philippines—died
December 30, 1896, Manila), patriot, physician, and man of letters who was an inspiration to the Philippine nationalist
movement.
The son of a prosperous landowner, Rizal was educated in Manila and at the University of Madrid. A brilliant medical
student, he soon committed himself to the reform of Spanish rule in his home country, though he never advocated
Philippine independence. Most of his writing was done in Europe, where he resided between 1882 and 1892.

In 1887 Rizal published his first novel, Noli me tangere (The Social Cancer), a passionate exposure of the evils of Spanish
rule in the Philippines. A sequel, El filibusterismo (1891; The Reign of Greed), established his reputation as the leading
spokesman of the Philippine reform movement. He published an annotated edition (1890; reprinted 1958) of Antonio
Morga’s Sucesos de las Islas Filipinas, hoping to show that the native people of the Philippines had a long history before
the coming of the Spaniards. He became the leader of the Propaganda Movement, contributing numerous articles to its

BUAL, CHEENEE H._DEMO TEACHING_MARCH 03, 2021 6

newspaper, La Solidaridad, published in Barcelona. Rizal’s political program included integration of the Philippines as a
province of Spain, representation in the Cortes (the Spanish parliament), the replacement of Spanish friars by Filipino
priests, freedom of assembly and expression, and equality of Filipinos and Spaniards before the law.

Rizal returned to the Philippines in 1892. He founded a nonviolent-reform society, the Liga Filipina, in Manila, and was
deported to Dapitan in northwest Mindanao. He remained in exile for the next four years. In 1896 the Katipunan, a
Filipino nationalist secret society, revolted against Spain. Although he had no connections with that organization and he
had had no part in the insurrection, Rizal was arrested and tried for sedition by the military. Found guilty, he was publicly
executed by a firing squad in Manila. His martyrdom convinced Filipinos that there was no  alternative to independence
from Spain. On the eve of his execution, while confined in Fort Santiago, Rizal wrote “Último adiós” (“Last Farewell”), a
masterpiece of 19th-century Spanish verse.

BUAL, CHEENEE H._DEMO TEACHING_MARCH 03, 2021 7