School Marcelino C. Regis Integrated

Integrated School Grade Level Grade 12
Teacher Gerome C. Zamora Learning Area EAPP
Time & Dates November 5-6, 2018 Quarter 1nd Quarter
I. OBJECTIVES
A. Content Standards The learner acquires knowledge
k nowledge of appropriate reading
strategies
strategies for a beer understanding of academic texts.
B. Performance Standards The learner produces a detailed abstract of informaon
gathered from the various academic texts read
C. Learning Competencies / The learner determines the structure of a specic
Objecves. academic texts
CS_EN11/12A-EAPP-Ia-c-1
At the end of the lesson, the students are able to:
1. Idenf
Idenfyy the die
dieren
rentt text
text struct
structure
ure
2. Appreciat
Appreciatee the use of
of dieren
dierentt text
text structur
structuree
3. Use the
the di
dieren
erentt text
text structu
structure
re from
from the
the given
given
passage
II. CONTENT Text structure
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages Pages 2-3
2. Learner’s Materials pages Pages 2-4
3. Textbook pages
4. Addional Materials from
Learning Resource (LR) portal
B. Other Learning Resources
V. PROCEDURES
Introductory Acvity Prayer
Prayer
The class beadle will check the aendance.
The teacher will ask the students on how informaon is
organized in a paragraph/passage.
K-W-L acvity.

Acvity Paper strips acvity. Each paper strips containing a

short passage.
Form six (6) groups. Each group will determine the
structure of each passage and create visual
representaon
representao n of the text.

Analysis How did you nd the acvity?

What are the dierences between the structures of 
the given texts?
What
Wh at is ththe
e impo
import
rtan
ance
ce of kn
know
owin
ing
g th
thes
ese
e basi
basicc
 

structures in academic wring?

Abstracon Teacher will process the informaon

Applicaon Read each of the following
following passages and complete the
following steps on a separate of paper.
a. Writ
rite
e the
the main
main id
idea
ea
b. Writ
Writee how the ttext
ext is
is mainly
mainly organi
organized
zed
c. Put kkey
ey iinfo
nformao
rmaonn fr
from
om the
the te
text
xt into
into the
the
appropriate graphic organizer
Assessment Ask each group to idenfy the text structure of a
passage and provide text-based support for their
determinaon of that structure. The teacher will
support every responses would include text signals,
transional devices and their purposes, text features,
the organizaonal
organizaonal features of the text and semanc
cues.
Assi
Assign
gnme
men
nt/
t/Ag
Agrreeme
eemen
nt Each
ach gr
grou
oup
p wi
will give fee
eedb
dbac
ackk on ever
every
y pr
pres
esen
enttaon.
on.

V. REMARKS
VI. REFLECTION   .

A. No.of learners who earned 80%

on the formave assessment.
B. No.of learners who require
addional acvies for
remediaon.
C. Did the remedial lessons work?
No.of learners who have caught up
with the lesson.
D. No.of learners who connue to
require remediaon
E. Which of my teaching strategies
worked well? Why did these work?
F. What dicules did I encounter
which my principal or supervisor
can help me solve?
G. What innovaon or localized
materials did I use/discover which I
wish to share with other teachers?