La Consolacion College-Pasig

641 Mercedes Avenue, Brgy. San Miguel, Pasig City

BASIC EDUCATION DEPARTMENT

SENIOR HIGH SCHOOL
S.Y 2017-2018

BUDGET OF WORK
READING AND WRITING

NUMBER OF
WEEK NUMBER TOPIC STRATEGIES/ACTIVITIES
HOURS
1 Subject Orientation 4
2 Critical Thinking 4
3 Fundamental Reading Skills 4
Text as Connected Discourse
4-5 Techniques in Selecting and Organizing 8
Information
6-7 Patterns of Development 8
8 Properties of a well-written Text 8
Critical Reading as Looking for Ways of
9 4
Thinking (Explicit and Implicit Claims)
10 Context of Text Development 4
11 Critical Reading as Reasoning 4
Purposeful Writing in the Disciplines and for
12-20 36
Professions

TOTAL 80
 La Consolacion College Pasig
641 Mercedes Avenue, San Miguel Pasig City
S.Y. 2017-2018

Subject: Reading and Writing Grade level/Section: Grade 11-St. Ambrose, Grade 11- St. Nicholas
Date: 11- St. Ambrose June 21, 26 Quarter: 1st semester
11-St. Nicholas June 21, 22, 26
Time: 11- St. Ambrose MW 7:10-9:10 Prepared by: Ms. Rose Ann V. Gonzales
11-St. Nicholas M 10:40-11:40, 12:10-1:10;
WTh 12:10-1:10
SESSION 5 SESSION 6
I. OBJECTIVES
A. Content Standard The learner realizes that information in a written text may be selected and organized to achieve a particular purpose.

B. Performance Standard The learner critiques a chosen sample of each pattern of development focusing on information selection, organization, and development.
 Identify the purposes, types, and categories of reading;
C. Learning  Identify the skills used in each of the stages of reading process;
Competencies/Objectives  Gain knowledge on basic reading skills; and
 Apply effective reading strategies/skills in comprehending a text
 Appreciate the value of reading through TOLLE LEGE: Drop Everything and Read (DEAR)
II. CONTENT Fundamental Reading Skills
a. Reading Process
b. Reading Skills
c. Types of Reading

III. LEARNING RESOURCES
A. References
(include textbook title & pages)
B. Other Learning Resources
IV. PROCEDURES
A. Reviewing of the past lesson or
presenting the new lesson
Value Statement:
A person who won’t read has no advantage over one who can’t read. —Mark Twain
A book is the most effective weapon against intolerance and ignorance. —Lyndon Baines Johnson
(DEAR) Everyone is a reader… Some just haven’t found their favorite book yet. –Anonymous
Barrot, J. 2016. Academic Reading & Writing for Senior High School. Quezon City: C&E Publishing, Inc.
Review of the past lesson.
Motivation
1. Ask students if they have ever tried learning a foreign language. Let them share their experiences, feelings, and strategies in learning that language. Ask them if they have
felt the same way about learning English, and in particular, about reading. Get their insights on the followng questions: “In what ways is reading similar to learning a foreign
language?”
“Reading is similar to learning a foreign language because you have to know the meaning of the words in order to understand what people are saying. It can also be
 that you are learning an alphabet in a different language, and you would have to know what the symbols mean in order to associate them with ideas.”
2. Ask students to name skills or activities that are related to reading. make them list these down, and tell them that they should remember which ones they will be applying
as they read the poem, Jabberwocky. Ask them examine the word “Jabberwocky” and guess what the poem will be about and what associations they have with the word.
3. Ask students to read the poem aloud or search online for examples of creative recording for the class to listen to.
4. Afterward, ask students to answer the following questions:
a. Did you understand the poem? Why or why not?
b. What do you think happened in the poem? What is the poem about?
c. How did you make sense of the poem? Would you say it nonsense? Why or why not?
d. Who talks to the boy?
e. What is a Jobberwock?
f. What weapon is used to kill the Jabberwock?
g. What were your impressions of the poem before reading? How about after reading? What caused the changes?

B. Establishing a purpose for the Students discuss their answers on above questions with a partner then with the whole class.
lesson
Teacher call volunteers to share their answers.

With the use of student-generated ideas, students will be guided toward acknowledging that their attitudes toward reading may be a factor in how well they understand the
text; given enough effort and application of reading strategies, they will be able to comprehend the text and become critical thinkers/readers (previous lesson) who analyze
and evaluate what they read.

C. Discussing New Concepts,
Practicing New Skills, and Finding
Practical Application of Concepts and
Skills in Daily Living
Teacher posts the learning objectives. Have the students write the learning objectives in their notebooks.
Group Reporting
1. Introduce and discuss the concept of reading process. (teacher provide sample activities and/or skills included in each stage)
2. Provide
definitions for: rapid reading (skimming, scanning), literal reading (summarizing, paraphrasing), inferential reading, and critical reading.
3. Explain the different reasons as to why people read (types of reading).

APPLICATION
Divide the class into four groups and assign one strategy for each group.
Each group uses the assigned strategy to better understand Jabberwocky or another short reading material.
Have representatives from each group demonstrate how to effectively use the strategy assigned to them.

SESSION 6
Teacher introduce the concept and procedures of TOLLE LEGE: Drop Everything And Read (DEAR) which will be done every last Wednesday of the month.
V. GENERALIZATION Close the session by summarizing the concepts on fundamental reading skills. Emphasize the importance of active reading (insert value statements here) and that the
strategies discussed are meant to encourage critical readers which are very helpful as they will be applying it throughout their studies and whenever they read a text and/or
digital media. Encourage students that they may combine different strategies that work for them.
VI. ASSESSMENT/EVALUATION Session 5
Answer the “Checking for Understanding” on pp26-27.

Session 6 (PERFORMANCE TASK)

1. Create a meme encouraging your peers to practice active reading, embody the characteristics of an effective reader, and to make use of reading strategies.
 2. Provide a one-paragraph explanation for your choice of meme character and message.
(rubric attached)
3. Students will be assigned to post their ads on their Facebook account using the hashtag #SYL #shareyourlearning
VII. ASSIGNMENT

Checked by: Mrs. Michelle M. Siapco, MAE Date:______________ Observed by: _________________ Date:____________ Remarks:
PRINCIPAL/ENGLISH DEPT. HEAD