EN11 12RWS IIIa 1

Instructional Planning
(The process of systematically planning, developing, evaluating and managing the instructional
process by using principles of teaching and learning - D.O. 42, s. 2016)
Detailed Lesson Plan (DLP) Format

DLP No: Learning Area: Grade Level: Quarter: Duration:
Reading and Writing 11 1st 1 hour

Skills
Learning CODE:
Competency/ies: The learner describes a written text as a connected EN11/12RWS-
(Taken from the discourse. IIIa-1
Curriculum Guide)
Key Concepts /
Understandings to be Written Text as Connected Discourse
Developed
1. Learning Objectives
A. Knowledge Describes the connectedness of discourse in a written text
B. Skills Formulate the school’s discourse on student decorum
C. Attitude Practice the value of critical thinking in analyzing the text
D. Values Internalize the value of helping and oneness in doing the activities
2. Content: Reading and Thinking Strategies across Text Types

A. Text as Connected Discourse
3. Learning Words placed inside an envelope
Resources Scotch tape
Pentel pen
Handouts
Book : Dayagbil Filomena T. et.al. (2016).Critical Reading and
Writing for the Senior High School.Quezon City: Lorimar
Publishing Inc. 2-11.
4. Procedure
4.1 Introductory Dr. Quack Quack Help Me
Activity 1. The students are grouped into three. Each group will choose a leader
who will be the one to solve the puzzle.
2. The leader of each group will be placed inside a separate classroom
while the members will form a puzzle while holding their hands.
3. After 3 minutes, the leaders are called to unlock the twisted puzzle.
The first group who unlocks the puzzle first wins the game.
The teacher will process the game using guide questions leading to the
topic on connectedness and teamwork.
4.2 Activity 1. Using the same grouping, the students will be given an envelope
containing words which they have to form as a sentence.
2. Once the sentence is formed, they will have to mount their answers
on the board.
3. The first group to form the sentence accurately wins the game.
4.3 Analysis The teacher asks the following questions:

1. How was the activity?
2. How did you come up with your answer?
3. What is the importance of every word in a sentence?
4. How does each element impact the existence of the whole?
4.4 Abstraction 1. The teacher gives additional input on describing written text as a
connected discourse.
Summary of the Lesson
 Connected speech also known as connected discourse is spoken
language that is used in continuous sequence of sounds, just
like in normal conversations.
 As connected discourse, written text is formed from
spontaneous discreteness that predetermined its connectedness.
 Texts are any of genres of linguistic forms.
More information will be presented using the multimedia presentation.
2. The teacher asks the process questions.
 How is the principle of sequential implicativeness shown in the
presentation of a story?
 What context is created?
 How will you identify the surface text and the deep text in a
story?
4.5 Application Match the questions with the answers
Taking Orders in a Restaurant

1. Are you ready to order? ____________________________
2. Would you like any dessert? ____________________________
3. Anything to drink? ____________________________
4. How would you like your hamburger? _____________________
5. What would you like? ____________________________
6. What kind of ice cream do you have? _____________________
a. Medium, please
b. I’ll have a bowl of soup.
c. Vanilla, chocolate and strawberry.
d. Yes. I’d like an egg sandwich.
e. Just a glass of water.
f. Cherry pie, please.
4.6 Assessment Identify the institution’s discourse on student decorum.
1. Identify two documents that most likely contain the school’s policy
on misbehavior.
2. Skim on the document until you identify the sections most focused
on your topic.
3. Identify which words are used to describe “misbehavior” or which
words are not used where you might expect them to be present.
4. Identify for yourself what you find are the most surprising or
striking aspects about student discipline.
5. Using any form of text, present your observations of the schools’
discourse on students’ decorum.
4.7 Assignment Choose a partner. Using the given ad, write a conversation. Present the
conversation to the class.
Moon’s Place
-Great Pizza-
Open from 10:00 a.m.
to 10:00 p.m.
Lipata, Minglanilla
1. Remarks Indicate below special cases including but not limited to continuation
of lesson plan to the following day in case of re-teaching or lack of
time, transfer of lesson to the following day, in cases of class
suspension, etc.
2. Reflections Reflect on your teaching and assess yourself as a teacher. Think about
your student’s progress this week. What works? What else needs to be
done to help the students learn? Identify what help your instructional
supervisors can provide for you so when you meet them, you can ask
them relevant questions. Indicate below whichever is/are appropriate.
A. No. of
learners who
earned 80% in the
evaluation.
B. No. of
learners who
require additional
activities for
remediation.
C. Did the
remedial lessons
work? No. of
learners who have
caught up with the
lesson.
D. No. of
learners who
continue to require
remediation.
E. Which of my
learning 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:
Bibliography
Appendices: (attach all materials that will be used)
1. Activity Sheet …
2. Formative Assessment …
3. Answer Key …
4. Handouts …
5. PowerPoint Presentation …
6. Others

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Instructional Planning

Detailed Lesson Plan (DLP) Format

Reading and Writing 11 1st 1 hour

B. Skills Formulate the school’s discourse on student decorum

C. Attitude Practice the value of critical thinking in analyzing the text

2. Content: Reading and Thinking Strategies across Text Types

4.3 Analysis The teacher asks the following questions:

4.5 Application Match the questions with the answers

Taking Orders in a Restaurant

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