Teacher Rachelle Iradiel Villanueva Grade 11- Martin Luther King

School John Paul College Subject Reading and Writing

Date March 3, 2022 Semester 1st Semester

 CONTENT STANDARD
The learner realizes that information in a written text may be selected and organized to achieve a
particular purpose.

 PERFORMANCE STANDARD
The learner critiques a chosen sample of each pattern of development focusing on information selection,
organization and development.

I. OBJECTIVES
At the end of the lesson, students will be able to:
a. know the structure among patterns of written texts across disciplines.
b. identify the differences among patterns pf written texts across discipline; and
c. write own experience with the use of any pattern of writing.

II. SUBJECT MATTER

a. Topic: Patterns of Written Texts Across Discipline
b. References: Reading and Writing Module 1 by Miss Rhea M. Cuarez, Basic Education-SHS
c. Materials: Traditional Instructional Materials, Laptop, and PowerPoint Presentation.
d. Values: Cooperation and Collaboration

III. PROCEDURE
Teacher’s Activity Student’s Activity
A. Preliminary Activity

a. Prayer
Let us all stand and feel the presence of our Lord. Everybody, let’s bow our heads, and let us pray.
Father God,
Come be with us today.
Fill our hearts with joy.
Fill our minds with learning.
Fill our classroom with peace.
Fill our lesson with fun.
Fill our friendship with kindness.
Fill our school with love.
Amen.
b. Greetings
Good morning class! Good morning Ma’am!
Good morning Classmates!

c. Energizer
Seems some of you look clumsy today, let’s awaken
our bodies. Everyone stand up and let’s do some TikTok The students will follow.
dance entitled,
“Boom Shack-A-Lak”

d. Classroom Management
Students, before you take your seats. Pick up all the
litters on the floor and arrange your chair quietly. The students will follow.

e. Attendance
May I call on the class secretary to report on today’s I’m glad to report that there’s no absentee for today’s
attendance? class ma’am.

f. Review
 What have we discussed last meeting? It’s all about narrative writing ma’am.

What is narrative writing all about?
g. Motivation
The class will be divided into four groups. Each group
have a task to do. They have 3 minutes to finish the task.
Narrative writing is essentially, story writing. It can be
fiction or nonfiction. It is a type of writing that has
story, characters, conflict and other essential parts of a
story.

Direction: Assemble the given puzzle as quickly as

possible.
 Group 1- Sudoku Puzzle
 Group 2- Jigsaw Puzzle
 Group 3- Word Puzzle The students will do the task.
 Group 4- Rubik’s cube

What have you observed from the given activity?

Student’s answers may vary.
Are there any similarities in every activity you did
in each group? What is it? The similarities in every activity is having a pattern on
how to make it.
Very good!

How did the pattern helped you to finish the

activity? Student’s answers may vary.

B. Development Activities

1. Presentation
Patterns are meant to help readers follow ideas easily
and improve understanding of the text.

2. Discussion
9 Patterns of Written Text Across Discipline

1. Narration
It is the most basic pattern of development and art of
storytelling. It describes how, when, and where an event
or occurrence actually happened. The person who Students will read and react on the explanation.
recounts the events is called a narrator.

Now let’s have an example, it is about the story of Andre

Anglin, 51 years old, a bus driver in Columbus, Ohio
Students will read.
When did Andre’s life suddenly change?
Andre’s life suddenly changes when pandemic comes.
How did Covid19 affected the life of Andre?
Students’ answers may vary.
2. Description
It is a written or spoken statement about something that
enables a reader or listener to picture it. It is the act,
process, or technique of describing. Students will read and react to the explanation.

Example:
These hardworking heroes are keeping every people
fed, picking up their trash, providing them life-saving
medicine, delivering their groceries and packages,
preparing their food, cleaning their hospitals, caring for Students will picture out what is the sentences all
those who are most vulnerable, and keeping us safe— about.
often while earning low wages and few benefits.

Who is being described in the example?

3.Example/ Exemplification
It means to provide readers with examples that illustrate
a larger point. It uses specific, vivid examples for the
purpose of adding more information to explain, persuade,
define or illustrate a general idea.
The people being described in the example are the
front liners.
Students will read and react on the explanation.

Example: Local government responses for COVID-19

management in the Philippines
Students will read and react on the example.
What are the examples of quarantine implemented in our
country from the given example?
Students’ answers may vary
(The teacher will show a mask)

Do you know what this object is? How will you define it?

4. Definition Students’ answers may vary

It moves beyond a dictionary definition to deeply
examine a word or concept as we actually use and
understand it. The act of defining, or of making something
definite, distinct, or clear: We need a better definition of
her responsibilities.

(The teacher will play a short video presentation about the

steps on how to be vaccinated for the Covid19)
Students will watch and react on the short video
What is the video all about? presentation.

The video is all about the process on how to be

What are the processes done in the video clip? vaccinated.

Students’ answers may vary

5. Process Analysis
It is a process describes how something works,
presented by a series of steps in a strict chronological
order.
Students will read and react on the explanation.
6. Classification/Division
Classification takes one large concept and divides it into
individual pieces. It helps the reader to understand a
complex topic by focusing on its smaller parts. Students will read and react on the explanation.

Who among you are fully vaccinated? Raise you right

hand Students will raise their hand.

For those who are vaccinated with Pfizer, clap your hands Students will clap their hands.
For those who are vaccinated with Moderna, stand up Students will stand up.
For those who are vaccinated with Sinovac, stomp your Students will stomp their feet
feet Students will wave their hands
For those who are vaccinated with other vaccine, wave
your hands.

(The teacher will show a Venn diagram)

Do you
know
this
kind of

illustration? That illustration is what we call a Venn diagram.

 A Venn diagram is an illustration that uses circles to
show the relationships among things or finite group of
things. Circles that overlap have a commonality while
circles that do not overlap do not share those traits. It
helps to visually represent the similarities and differences
between two concepts

(The teacher will present a set of rumble words)

I have here a set of rumbled words about the symptoms

of flu and covid19 and your task is to organize them in the Students will do the activity.
Venn diagram according to their designation.

7.Comparison/Contrast
This writing pattern, it examines how given subjects are
either similar or different. Comparison examines how the
subjects are the same and contrast examines how the Students will read and react on the explanation
subjects are different. Venn diagram is one of the most
useful graph to conduct a comparison and contrast in one
topic or idea.

8. Cause/Effect-
It is a method of paragraph or essay development in
which a writer analyzes the reasons for—and/or the Students will listen.
consequences of—an action, event, or decision as well as
exploring why events occur and what happens as a result
of them.

(The teacher will show a picture)

What does this picture imply? The picture shows a scenario about online learning.

Why do we experience online learning nowadays? Students answer may vary.

What are the effects of online learning? Students answer may vary.

9. Problem/Solution
This pattern divides information into two main sections,
one that describes a problem and one that describes a
solution. This pattern is typically used in persuasive Students will read and react to the explanation.
writing, where the writer's general purpose is to convince
the reader to support a certain course of action.

(The teacher will show a picture)

What
can
you
say
about
this

picture?
Students’ answers may vary.
What is the common mental problem encountered of
many todays because of the pandemic? The common mental problem encountered of many
todays because of pandemic is anxiety.
Any idea what anxiety is?
Students’ answer may vary.
What would be the solution to cope with anxiety?
Students answer may vary.
3. Application
Direction: The class will be divided into four groups.
Each group will have an assigned task and they will be
given 5 minutes to finish it.

Group 1- Summarize your unforgettable experiences

during pandemic and narrate it in front of the class. Be
creative
Group 2- Act at least 3 health restriction orders in front of
the class and let them define it. Be creative
Group 3- Using Venn Diagram Compare and contrast Student’s will do the activity.
between what your life before and during pandemic.
Group 4- State at least 3 problems you encountered in
times of pandemic and how you were able to solve it.

4. Generalization
 What are the 9 patterns of writing?
The 9 patterns of written texts across disciplines are
narration, description, example, definition, process
analysis, classification/ division, compare and contrast,
cause/ effect, problem/solution.

 Give one example of pattern and define it.

Students answers may vary.
 Why writing pattern is important?
Students answers may vary.
5. Valuing
Students can share their experiences in a variety of ways
and patterns in the event of a pandemic. Understand what
Covid19 is all about, as well as how to recognize and
avoid it. Develop teamwork and respect for one's own
abilities.

IV. EVALUATION
Direction: Identify what is being asked in the
following sentences. Choose the answer in the box below.

___1. This writing pattern examines how given subjects

are either similar or different.
___2. Describes how something works, presented by a
series of steps in a strict chronological order.
___3. It describes how, when, and where an event or
occurrence actually happened and used to tell a story or
focus on a set of related events. Students will do the task.
___4. This pattern divides information into two main
sections, one that describes a problem and one that
describes a solution
___5. This writing pattern answers the question, “How did
this happen?”
___6. It classifies one large concept and divides it into
individual pieces.
___7. It is an illustration that uses circles to show the
relationships among things or finite group of things.
___8. It moves beyond a dictionary definition to deeply
examine a word or concept as we actually use and
understand it.
___9. It means to provide readers with examples that
illustrate a larger point.
___10. It is a written or spoken statement about something
that enables a reader or listener to picture it.

 Narration Venn Diagram

 Description Cause/Effect
 Definition Classification/Division
 Process Analysis Problem Solution
 Exemplification Comparison/Contrast

V. ASSIGNMENT / AGREEMENT
Directions: Choose one among the patterns of written
texts across discipline in which you think you can
probably write your experiences about coping with the
pandemic
Construct your writing in 3 paragraphs with 5 sentences
each. Do it on one whole sheet of paper (40 points)

Rubrics Points
Content 15
Organization 10
Sentence structure 10
Creativity 5
Total 40
Goodbye ma’am class!
Goodbye Class! Goodbye classmates!

Prepared by: Checked by:

Villanueva, Rachelle I. Ma’am Rhea M. Cuarez
(Student Teacher) (Cooperating Teacher)

Recommending Approval: Approved by:

Ma’am Aimie O. Alcantara Ms. Nerissa S. Delos Reyes, MAED, SMRIEDr
(SHS Head Teacher) (Principal/EVP)

Noted by: Noted by:

Ma’am Aracelli De Chavez Dr. Ramon E. Woo Ph.D.
(Instructor) (Dean of Studies)