School: Grade & Section:

Teacher: Learning Area: Reading and Writing Skills

Time: Semester:
Teaching Date: Teaching Day/s:
I. OBJECTIVES
Realizes that information in a written text may be selected and organized to achieve
A. Content Standards
a particular purpose
B. Performance Critiques a chosen sample of each pattern of development focusing on information
Standards selection, organization, and development
C. Learning
Competencies/ Describes a written text as connected discourse (EN11/12RWS-IIIa-1)
Objectives
Reading and Thinking Strategies Across Text Types
II. CONTENT A. Text as Connected Discourse
III. LEARNING RESOURCES
A.References
1. Teacher’s Guide pages
2. Learner’s Materials pages
3. Textbook pages
4. Additional Materials from
Learning Resource (LR) Portal
B. Other Learning Resources
IV. PROCEDURES
A. Reviewing previous lesson or
- Recalling prior knowledge of what is discourse...Eliciting of ideas…
presenting the new lesson
B. Establishing a purpose for the
Describe a written text as connected discourse
lesson
- The teacher introduces a paragraph.
Exploring the Sea of Goodness
Lee Emm
1.) Do you believe that a sea of goodness is possible in this world? 2.)
I always believe it is possible. 3.) Doing something good, no matter what the
consequences will always make me contented and secure. 4.) There are a lot of
ways I can do such, especially in doing something “good” for others. 5.) The steps
C. Presenting examples/ instances of are easy but zealousness, humility and consistency are the subtle ways. Here are the
the new lesson simple ones: 6.) The first one is I imagine that I am in the place of the other person
I’ll do good to. 7.) Next, I’ll imagine how she’ll feel and react. 8.) That way, I’ll
think doing good to others will make me at least a better person. 9.) That will make
me be grateful that I have done something good. 10.) With these simple but notable
ways I can prove to myself, to others and to God that I can explore the sea of
goodness in this ever changing world. 11.) How about you, can you explore it also?
12.) I bet you can!
- Is this an example of a discourse?
- Introducing/Discussing the observations that make up
connected discourse
Word recognition - words run together in an utterance of any
D. Discussing new concepts and language
practicing new skills #1  Have a student read the following:

Ifwordswereprintedwithoutspacesbetweenthemtheywouldbeprettytoughtoread

- Introducing/Discussing the following...

Stress patterns-the stress on a final-stressed compound tends
to move to a preceding syllable and change to
secondary stress if the following word begins
with a strongly stressed syllable
 bad-‘tempered but a bad-tempered ‘teacher
E. Discussing new concepts and
 half-‘timbered but a half-timbered ‘house
practicing new skills #2
 heavy-‘handed but a heavy-handed ‘sentence
Deletion of sounds/Elision-some sounds may be deleted by the
speaker
 The sound /t/ may be deleted between the words ‘want to’
 I don’t w∂nn∂ spend too much today.

F. Developing mastery Group Work (3 groups) – Study this Connected Speech in the Film, “The
(Leads to Formative Assessment 3) Friends of Eddie Coyle” whether the observations
that make up a connected discourse are noticeable.
 Eddie Coyle: Count your...knuckles.
Jackie Brown: All of ‘em?
Eddie Coyle: Count as many as you want. As many as you got, I got four more.
You know how I got those? I bought some stuff from a man. I knew
his name. The stuff was traced. The guy I bought it for, he’s at
MCI Walpole for 15 to 25. Still in there. But he had some friends.
I got an extra set of knuckles. They put your hand in a drawer
then somebody kicks the drawer shut. Hurt like a bastard.
Jackie Brown: Jesus.
Eddie Coyle: What makes it hurt worse, what makes it hurt more is knowing
what’s going to happen to you, you know? There you are, they
just come up to you and say, “Look. You made somebody mad.
You made a big mistake and now there’s somebody doing time
for it. There’s nothing personal in it, you understand, but it just
has to be done. Now get your hand out there.” You think about
not doing it, you know. When I was a kid in Sunday school, this
nun, she used to say, “ Stick your hand out.” I stick my hand
out. Whap! She’d knock me across the knuckles with a steel-
edge ruler. So one day I says, when she told me, “Stick your
hand out,” I says,“ No.” she was whapped me right across the
face with the ruler. Same thing. They put your hand in a drawer,
somebody kicks the drawer shut. Ever hear bones breaking? J
Just like a man snapping a shingle. Hurts like a bastard.

(Robert Mitchum and Steven Keats in The Friends of Eddie Coyle, 1973)
- Presenting/Reporting the groups’ outputs...
- Constructive critiquing of the outputs...
How useful is connected discourse to you as a student?
G. Finding practical applications of
Do you think this is applicable when you’re in your respective stations of work in
concepts and skills in daily living
the future? Why? How?
What is connected discourse?
What are the observations that make a connected discourse?
At lower levels, we tend to teach quite a lot of functional chunks,
such as ‘What’s your name?’ Phonetically that could be transcribed
as /wɔ:tsjəneɪm/. However, this is likely to confuse (terrify) the students. Instead,
using the board, you can just show the students how the words link by using arrows,
H. Making generalizations and
and write the schwa /ə/over the top of ‘your’ . Alternatively, you can use your
abstractions about the lesson
fingers to show how the three words (separate fingers) meld into one long sound
(push fingers together) and model and drill the phrase as it is said naturally.
If students struggle with longer phrases, try the technique of back-
chaining, starting from the last sound and working up to the whole sound bit by bit.
For example with ‘Where do you come from?’ you drill ‘frum’ ‘kumfrum’ ‘dz-
kumfrum’ ‘where-dz-kumfrum’ I have no idea why this works- but it does.
Describe a written text as connected discourse.
1.) The best way to overcome a disability is to face it head-
on and not to let it prevent you from achieving great things. 2.) This is the lesson I
draw from the lives of two people whom I admire - the musician Stevie Wonder and
the track-and-field star Jackie Joyner-Kersee. 3.) I respect them for their courage
I. Evaluating Learning
and strength in overcoming obstacles. 4.) Both are persons with disabilities who
defied obstacles in order to be successful in their fields. 5.) They taught me never to
give up no matter how intimidating the obstacles I face in life.

from: “Overcome an Obstacle to Succeed” by Eddie Harris

J. Additional activities for application Assign as homework the following question to be answered in their notebooks:
or remediation What is the role of cohesion and coherence in connected discourse?

V. 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. Did the remedial lesson work? No.
of learner who caught up with the
lesson
D. No. of learner 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?