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. 20, 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. Literature Review (EN11/12RWS-IVdg-12.2)
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. 176
3. Textbook pages
4. Additional Materials from Learning Resource(LR)
portal
B. Other Learning Resources
IV. PROCEDURES
A. Reviewing previous lesson or presenting new lesson The teacher asks the student to share their insights about the previous lessons on book review.
(REVIEW)
The teacher asks the students to discuss in pairs/groups what they understand by a literature review and what purpose
B. Establishing a purpose of the lesson (MOTIVATION)
they think it has to their dissertations.
C. Presenting examples/instances of the new lesson The teacher lets the students go over the steps to complete a literature review.
(PRE-ACTIVITY)
The teacher explains that criticality is essential in a literature review:
D. Discussing new concepts and practicing new skills 1 To write critically you must be able to think and read critically: ask the students in their groups to come up with at
(ACTIVITY PROPER) least 5 questions that they would ask themselves when critically evaluating a text for their review.
E. Discussing new concepts and practicing new skills 2 The teacher gets feedback from the students making sure they understand what criticality is e.g. if they say they
(DEEPENING) would check for bias-dig deeper- how would they do this?
The students are given a handout of the two introductions and are asked to read through both and answer the
F. Developing mastery (POST-ACTIVITY)
questions on the handout.
G. Finding practical applications of concepts and skills in What is a literature review?
daily living (APPLICATION)
H. Making generalizations and abstractions about the What are the things we must take in to consideration when writing a literature review?
lesson (GENERALIZATION)

In this exercise you will do the following:

a) Decide on a topic of interest. This may be an area of research you would like to undertake for your research paper
in your class Practical Research 1.
b) Do a quick evaluation of 5 or more articles you wish to use for your literature review. Evaluate them in the
following aspects:

• Relevance to your topic of interest

• Currency of article (published 4-5 years ago preferably) or website(Is it dated? Do not cite facts or statistics that
are not dated.)
• Is the article peer reviewed (a scholarly paper see below “Scholarlyvs Popular”)?
I. Evaluating learning (ASSESSMENT)
• Author’s authority/credibility
• Publisher (For papers and books: commercial or academic?For websites: edu, gov, org, com or net?)
• Does the article come with a bibliography? This gives you an ideawhether the author has referred to other
sources and helps to validate the content of the article. For websites, there should be links or footnotes that list
down references and further resources.
• Is the article biased in any way?

c) Your 5 articles should include 1-2 credible website(s) (excluding PDF files of papers you found on the internet).
d) Read each article and summarize what it says in your area of study.
e) Write a literature review of 500 words on your topic of interest.

J. Additional activities for application or remediation

(REMEDIAL)
V. REMARKS The main activity will be continued in the next meeting since the students should be given time to research.
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. 21, 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. Literature Review (EN11/12RWS-IVdg-12.2)
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. 176
3. Textbook pages
4. Additional Materials from Learning Resource(LR)
portal
B. Other Learning Resources
IV. PROCEDURES
A. Reviewing previous lesson or presenting new lesson The teacher asks the student to share their insights about the previous lessons on literature review.
(REVIEW)
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 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 skills in What is a literature review?
daily living (APPLICATION)
H. Making generalizations and abstractions about the What are the things we must take in to consideration when writing a literature review?
lesson (GENERALIZATION)
I. Evaluating learning (ASSESSMENT)

In this exercise you will do the following:

a) Decide on a topic of interest. This may be an area of research you would like to undertake for your research paper
in your class Practical Research 1.
b) Do a quick evaluation of 5 or more articles you wish to use for your literature review. Evaluate them in the
following aspects:

• Relevance to your topic of interest

• Currency of article (published 4-5 years ago preferably) or website(Is it dated? Do not cite facts or statistics that
are not dated.)
• Is the article peer reviewed (a scholarly paper see below “Scholarlyvs Popular”)?
• Author’s authority/credibility
 • Publisher (For papers and books: commercial or academic?For websites: edu, gov, org, com or net?)
• Does the article come with a bibliography? This gives you an ideawhether the author has referred to other
sources and helps to validate the content of the article. For websites, there should be links or footnotes that list
down references and further resources.
• Is the article biased in any way?

c) Your 5 articles should include 1-2 credible website(s) (excluding PDF files of papers you found on the internet).
d) Read each article and summarize what it says in your area of study.
e) Write a literature review of 500 words on your topic of interest.

J. Additional activities for application or remediation

(REMEDIAL)
V. REMARKS This is a continuation of the previous lesson.
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 IIIP

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. 23, 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
C. Learning Competencies/
disciplines (EN11/12RWS-IVdg-12)
Objectives
b. Literature Review (EN11/12RWS-IVdg-12.2)
V. CONTENT Purposeful Writing in the Disciplines and for Professions
VI. LEARNING RESOURCES
A. References

1. Teacher’s Guide pages

2. Learner’s Manual pages Reading and Writing Skills by CNE Publishing p. 176
3. Textbook pages
4. Additional Materials from Learning Literature Review Rubric
Resource(LR) portal http://www.uky.edu/~kdbrad2/EPE619/Rubrics/LitReview
B. Other Learning Resources
VII. PROCEDURES
A. Reviewing previous lesson or presenting new The teacher asks the student to share their insights about the previous lessons on literature review.
lesson (REVIEW)
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 1 (ACTIVITY PROPER)
E. Discussing new concepts and practicing new
skills 2 (DEEPENING)
F. Developing mastery (POST-ACTIVITY)
G. Finding practical applications of concepts What is a literature review?
and skills in daily living (APPLICATION)
H. Making generalizations and abstractions What are the things that you think you must alter or improve in your own literature review?
about the lesson (GENERALIZATION)

The students will work in pairs and evaluate each other’s work using the Literature review rubric
I. Evaluating learning (ASSESSMENT)
by UKY.edu (See Attachment)

J. Additional activities for application or

remediation (REMEDIAL)
V. REMARKS This is a continuation of the previous lesson.
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

Literature Review Rubric

Description of Assignment:
You are to locate research articles on your pre-approved topic. You are to write a 5 – 10 page summary the general
theme(s) of these articles as it pertains to your topic. A reference sheet, listing the articles should also be included (this
does not count toward your page limit). This summary should serve as the background/foundation for your survey
instrument. The typed summary should adhere to APA format.
Grading of Assignment:
The following rubric will be used to assess your literature review. To calculate your grade, take your total points earned
and divide by 32 (the total points possible), resulting in a percentage. See the syllabus for the corresponding letter grade.
Rubric:

Rating Score

4 3 2 1

ASSIGNMENT BASICS
Articles Information is Information is Information is Information is
gathered from gathered from gathered from a gathered from a
multiple, research- multiple sources. limited number of single source.
based sources. sources.

SUMMARY
 Well organized, Well organized, Weakly organized No organization,
Theme demonstrates logical but demonstrates with no logical sequencing, or
sequencing and illogical sequencing or structure.
structure. sequencing or structure.
structure.

Background/Foundation Detailed conclusions Conclusions are There is some No conclusions are

are reached from the reached from the indication of made from the
evidence offered. evidence offered. conclusions from evidence offered.
the evidence
offered.

Research Question Research question(s) Research Research Research question(s)

are formed through question(s) are question(s) were were not formed
the literature review formed through not formed but and are not apparent
and clearly stated. the literature could be formed from the literature
review. through the review.
literature review.

Reference Sheet Information is cited Information is Information is Information is not

properly and in APA cited properly. cited, but has cited or is cited
format. errors. incorrectly.

PRESENTATION
Adheres to 5 – 10 Exceed or does Exceed or does Exceed or does not
Length page criteria. not meet 5 – 10 not meet 5 – 10 meet 5 – 10 page
page criteria by ½ page criteria by ½ criteria by more than
page or less. to 1 page. 1 page.

Format Font, spacing, and Font and spacing, Font, spacing, or Font, spacing, and
APA format are font and APA, or APA format is APAP format are
correct. spacing and APA correct. incorrect.
are correct.

There is 1 or less There are 2 There are 3 There are 4 or more

Grammar grammatical error. grammatical grammatical grammatical errors.
errors. errors.

TOTAL POINTS

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. 24, 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. Research Report (EN11/12RWS-IVdg-12.2)
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. 205

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 literature review.
lesson (REVIEW)
The students will be grouped into threes and will be given 20 minutes to conduct a simple survey within the
class using one of the questions listed below:
B. Establishing a purpose of the lesson What is the right age to get married?
(MOTIVATION) What language do you use to think?
Who is your favorite Filipino singer?
Which is better pizza or pasta?
C. Presenting examples/instances of the new lesson The students are tasked to share their results.
(PRE-ACTIVITY) The teacher asks the class: Is what you did considered a research?
D. Discussing new concepts and practicing new skills The teacher leads the class into a discussion about research and what they actually did is an example of
1 (ACTIVITY PROPER) research since they gathered data and interpreted results.
E. Discussing new concepts and practicing new skills The teacher introduces what research is and its parts.
2 (DEEPENING)

F. Developing mastery (POST-ACTIVITY)

Write TRUE if the statement is correct and FALSE if the statement is incorrect:
1. The research report follows a format similar to an academic essay. (FALSE)
2. Gathering references can be done recursively (TRUE)
G. Finding practical applications of concepts and What are is a research?
skills in daily living (APPLICATION)
H. Making generalizations and abstractions about the What are the parts of a research? Why are each part necessary?
lesson (GENERALIZATION)

Read the sample research report below (See Attachment) and answer the questions that follows:

Topic: ___________________________________________________
General Purpose: ________________________________________
I. Evaluating learning (ASSESSMENT) Specific Purpose: _________________________________________
Target Output/Result: ______________________________________
Audience: ________________________________________________

J. Additional activities for application or remediation

(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