School Purisima National High School Grade level Grade 11

Pre- Service Teacher Edilyn B. Lobo Learning Area English (RWS)

Time and Date Monday-Thursday, 3:21- 4:20 PM Quarter Third
OBJECTIVES
Content Standards 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.
Learning Competency Evaluate a written text based on its properties (organization, coherence and cohesion,
language use and mechanics)
Specific Objectives: At the end of the discussion, students are expected to:
1. discuss what is organization as a property of a well-written text;
2. construct an essay with the use of this property;
3. express appreciation of its importance in a written text.

CONTENT
Topic/Subject Matter: PROPERTIES OF A WELL-WRITTEN TEXT
About the lesson: This topic can be found on the Quarter 3 Learning Activity Sheet (LAS) Week 3 of
the Division Led LAS Surigao del Sur. The said LAS contains topic on organization,
coherence and cohesion, and language and mechanics. However, this lesson plan will
solely focus in Lesson 1: Organization.
LEARNING RESOURCES
A. References 1. Division Led LAS (Q3 W3) of Surigao del Sur
2. Online sources
B. Other Learning  PowerPoint Presentation
Resources  Box
 Jumbled Letters
 Printed Materials and Photos
C. Preliminary  Prayer
Activities  Greetings
 Checking of Attendance
 Checking of Assignment
 Class Norms and Rules
PROCEDURES
A. Reviewing Previous Task 1: Pick-A Paper
Lesson Directions: The teacher will prepare a box with questions written in a paper inside.
The students need to pass the box from one unto the other while singing “Leron,
Leron, Sinta.” When the teacher says STOP, the one holding the box will pick a
Indicator 2.
Apply a range of teaching strategies paper then read the instruction and question before answering what is asked.
to develop critical and creative 1. Among the other patterns of development, cite one and tell us what it offers
thinking, as well as other higher- in a text.
order thinking skills
2. If being objective is being factual, what about being subjective? Why do you
say so?
3. Comparing; Similarities : Contrasting; ____________
4. When do you know that a certain text is using persuasion?
 5. Create a sentence that makes use of Cause and Effect.

** Questions number 1, 2, and 5 allows students to apply critical and creative thinking as well
as higher order thinking skills.
B. Establishing the Task 2: Jumbled Letters
Purpose of the Directions: The students will be grouped into 2. Each group will be given an
Lesson (motivation) envelope that has letters in it. Students need to scan the QR code that will be
provided in order for them to know the definition of the words that they are about to
form. After they arrange it, they are to paste it in a manila paper provided by the
teacher and students will post it on the board.
Indicator 3.
Select, develop, organize, and use 1. ROAGINAZITON
appropriate teaching and learning
resources, including ICT, to address 2. HYPICALS TORMAF
learning goals 3. GILANS DOWRS
4. RUCTUTERS

 ORGANIZATION – the way a text is ordered and arranged systematically.

 PHYSICAL FORMAT – perceived on how the text physically appears like
headings and subheadings, font emphasis, bullet points, and numbers.
 SIGNAL WORDS – these are clues that the readers use to follow a text.
 STRUCTURE – provides the framework or an outline upon which the text is
organized.
C. Presenting examples/ Task 3: Plot it!
instances of the new Directions: The teacher will ask 5 volunteers to stay in front for this activity. The
Lesson teacher will present paragraphs about the life cycle of a butterfly. The students’ task
is to organize it applying the elements of the plot.

Real sequence:
Life Cycle of a Butterfly
Indicator 1.
Apply knowledge of content within The butterfly and moth develop through a process called metamorphosis. This is a
and across curriculum teaching areas Greek word that means transformation or change in shape.
Butterfly eggs can be very small. Eggs are laid on plants by the adult female butterfly.
 within the curriculum: These plants will then become the food for the hatching caterpillars.
Elements of the Plot. The next stage is the larva. This is also called a caterpillar if the insect is a butterfly or a
moth. The job of the caterpillar is to eat and eat and eat. As the caterpillar grows it splits its
 across the curriculum:
Content of the piece and skin and sheds it about 4 or 5 times. Food eaten at this time is stored and used later as an
Sequencing of events adult. Caterpillars can grow 100 times their size during this stage.
The pupa of butterflies is also called a chrysalis. Depending on the species, the pupa
may be suspended under a branch, hidden in leaves, or buried underground. The pupa of
many moths is protected inside a cocoon of silk. This stage can last from a few weeks to a
month or even longer. Some species have a pupal stage that lasts for two years.
The adult stage is what most people think of when they think of butterflies.
They look very different from the larvae. The caterpillar has a few tiny eyes, stubby
legs, and very short antennae. The adults have long legs, long antennae, and
compound eyes. They can also fly by using their large and colorful wings. The one
thing they can't do is grow. Most adult butterflies live only one or two weeks, but
some species hibernate during the winter and may live several months.
Retrieved from: The Academy of Natural Sciences of Drexel University

** For the unorganized paragraphs, the teacher will take care of it.
 ORGANIZATION
 the way a text is ordered and arranged systematically.
 An organized paragraph helps and guides the reader logically and rationally.
 This property makes a well-written text readable and well-presented.

Organization can be achieved and developed through the following techniques:

 Physical Format
 Signal Word
 Structure

PHYSICAL FORMAT
 perceived on how the text physically appears like headings and subheadings,
font emphasis, bullet points, and numbers.
 The physical format is like how the paragraph is outlined. However, when
physical format is used inappropriately, the format can be confusing to the
reader.

SIGNAL WORDS
 Textual cues are what signal words mean.
 These are clues that the readers use to follow a text.
 "Signal words" give readers hints about the text that they are reading.
 The term “signal” is the sequence of events and concepts, the transition from
one point to another, or the writer’s chosen text type.

STRUCTURE
 provides the framework or an outline upon which the text is organized. It
consists of the following:
 Beginning: introduction, thesis statement, hook
 Middle: supporting details
 End: conclusion, summary, final message

Text organization makes a text easy to read. It prevents the reader from becoming
confused due to sentences or paragraphs that are not organized well. Organization
can be achieved through physical format, signal words, and structure.

** examples will be presented after every discussion of technique in which students will
identify if it applies the technique or not and that will also help them develop mastery in it

D. Developing Mastery Task 4: Name Me

(Leading to Directions: Photos will be given and posted by the teacher on the board. The
Formative students’ task is to identify what technique is used in each particular photo.
Assessment)

Physical Format
(Heading and Subheading)
 Physical Format
(in bullets)

Signal Words
(first, second, third)

Structure

E. Finding practical Task 5: Tour for a Pictu-Graph

applications of Directions: The teacher will paste photos in some areas of the classroom. The
concepts and skills in students will look for a pair and they will be given 5 minutes to roam around the
daily living room as to where the photos are located. There will be four photos posted around,
and they are to choose one photo wherein they are either to craft a paragraph about
what they have observed, create a poem, or copy the photo by drawing it in a
bondpaper provided by the teacher. In every photo, a description applying the
technique in organization must be seen.
Indicator 8.
Use differentiated,
developmentally appropriate
learning experiences to address
learners’ gender, needs, strengths,
interests, and experiences.
 F. Making Task 6: Reflection
Generalizations/ Directions: Students will compose one paragraph indicating the importance of
Abstractions about having an organized write up.
the lesson
G. Evaluating Learning Assessment: CHOOSE. CHOOSE. CHOOSE.
Directions: Read each item carefully. Choose the letter that would best answer the
question.
Indicator 4.
Design, select, organize, and use
1. What is the term for the way a text is ordered and arranged systematically?
diagnostic, formative and summative a. coherence
assessment strategies consistent with b. cohesion
curriculum requirements
c. physical format
d. organization

2. Which is perceived on how the text physically appears like headings and
subheadings, font emphasis, bullet points, and numbers?
a. coherence
b. physical format
c. organization
d. signal words

3. Which refer/s to clues that the readers use to follow a text and indicate/s the
sequence of events and concepts, the transition from one point to another, or the
writer’s chosen text type?
a. organization
b. punctuations
c. signal words
d. spelling

4. What provides the framework or an outline upon which the text is organized?
a. Signal words
b. Spelling
c. Organization
d. Structure

5. Why is it important to employ the property of Organization to achieve a well-

written text?
a. To make the text more beautiful
b. To leave an impression to the readers
c. To make his/her work more challenging to understand
d. To allow his/her readers to understand it clearly
H. Additional activities Assignment
for application or Directions: Cut out from magazines or newspapers available in your home or you
remediation can browse on the internet an example of an essay or any written text and print in out
in an A4 size bondpaper. Identify if that particular text follows the property of
organization, if it doesn’t, write your comments about it at the back part of the paper.
Prepared by: Checked by:

EDILYN LOBO NICOLE HOPE S.

ARIO, TII
Practice Teacher Cooperating Teacher