DAILY LESSON PLAN (DLP)

SY 2022-2023

Name of Teacher: JEDIDIAH DANIEL L. HERBILLA Year & Section: 11 – Duterte

Subject: Reading and Writing Skills Topic: Properties of Well-Written text
Date: March 13 - 17, 2023 Time: 7:30AM - 12:00 PM
School Grade Level Grade 11
Teacher Learning Area English
Teaching Date and Time Quarter Third
Objectives must be met over the week and connected to the curriculum standards. To meet the
objectives, necessary procedures must be followed and if needed, additional lessons, exercises and
remedial activities may be done for developing content knowledge and competencies. These are
I. OBJECTIVES assessed using Formative Assessment Strategies. Valuing objectives support the learning of content
and competencies and enable children to find significance and joy in learning the lessons. Weekly
objectives shall be derived from the curriculum guides.
A. Content Standards The learner realizes that information in a written text may be selected and
organized to achieve a particular purpose.
B. Performance Standards 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
EN11/12RWS-IIIgh-4
EN11/12RWS-IIIgh-4.1
C. Learning Competencies/ EN11/12RWS-IIIgh-4.2
Objectives EN11/12RWS-IIIgh-4.3
EN11/12RWS-IIIgh-4.4
Learning Objectives:
1. identify properties of a well-written text;
2. evaluate written text based on the identified properties; and
3. write a well-written text.
II. CONTENT Properties of a Well-Written Text
III. LEARNING RESOURCES teacher’s guide, learner’s module
A. References
1. Teacher’s Guide Reading and Writing Skills Quarter 3 Module 1 – Division of Davao City
2. Learner’s Materials Reading and Writing Skills Quarter 3 Module 1 – Division of Davao City
3. Textbook pages Reading and Writing Skills for SHS Students, Mutya, Pages 19-24
4. Additional Materials
from Learning
Resource (LR) portal
B. Other Learning Resources https://theteacherforum/blog/patterns-of-a-well-written-text/
These steps should be done across the week. Spread out the activities appropriately so that
pupils/students will learn well. Always be guided by demonstration of learning by the pupils/ students
which you can infer from formative assessment activities. Sustain learning systematically by
IV. PROCEDURES providing pupils/students with multiple ways to learn new things, practice the learning, question
their learning processes, and draw conclusions about what they learned in relation to their life
experiences and previous knowledge. Indicate the time allotment for each step.
Review previous lesson by letting the students answer the exercise.
A. Review previous lesson or 1. What are the different patterns of a well-written text?
presenting the new lesson 2. What are their individual functions in a text?
3. What are the different strategies to create a well-written text?
The teacher lets the students realize that the concept of learning the properties
B. Establishing a purpose for of a well-written text would help them in their writing efficiency. Writing
the lesson efficiency could contribute to student literacy that could induce higher writing
literacy and strategies. This could help them reach life goals.
C. Presenting examples/ The teacher divides the class into four groups. Each group receives a different
instances of the new text that contains mistakes and inconsistencies. All groups must identify the
lesson property of a well-written text that is lacking from their samples and rewrite the
text correctly considering the specific property they should apply. The teacher
let each group create their task for 3 minutes and present it afterwards. After
the activity, all groups will answer the following questions based on what they
observed and analyzed.
1. What did you learn after the activity?
2. What are your observations on given activity?
 3. What are the four properties of a well-written text and why are they
important to be applied?
The teacher continues the topic and presents the remaining properties of a well-
written text. Furthermore, he/she uses the observation and exploratory learning
for students to freely uncover their skill in applying their knowledge based on
the four properties. This can be done by letting students examine another given
text and interpret its construction. They will also identify the specific property
each text is related to.
In academic terms, a text is defined as written material or piece of
writing such as an article, essay, book, magazine, or newspaper. For a
paragraph or any composition to be effective, it must always consider the
properties of a well- written text which includes organization, cohesion
D. Discussing new concepts and coherence, language use, and mechanics.
and practicing new skills
#1 Example of texts to observe, examine and criticize:

1. Marxist ideology has three main theories. Historical materialism

purports that all the features of society can be historically traced back
to economic activity. Social class in capitalist societies is what produces
unjust structures of power that exist today. Socialism would be the
next rational step for the development of human society.
2. Teenagers face an enormous amount of peer pressure from friends.
Hence, many young adults are showing signs of great stress or
depression at an early age.
3. Research is taught to first-year university students.
4. She said, "Let's eat."
The teacher continues to present different properties of a well-written text with
different examples of punctuation marks and its usage. He/she presents
appropriate usage of a specific punctuation for text efficiency. Punctuations such
as -, (), “” and … will be presented.

E. Discussing new concepts

and practicing new skills
#2

F. Developing mastery (leads Multiple Choice. Directions: Read following questions carefully. Write the
to formative assessment letter of the correct answer.
3)
1. Which part of a paragraph introduces the readers to the purpose of
the text?
a. middle c. beginning
b. conclusion d. topic sentence
2. Which of the following is not a technique in text organization?
a. arrangement c. signal words
b. text structure d. physical format
3. Which of the cohesion and coherence techniques refers to words that
connect readers to
the original word that they replace.
 a. transition c. pronoun
b. repetition d. parallel structure
4.Which of the following best describes a well-written text?
a. It refers to the writer’s knowledge of the fundamental properties of
grammar.
b. It constitutes proper paragraphing and logical order of presentation of
ideas.
c. It is built around effective paragraphing, coherence and established
conventions.
d. It involves the properties that show the interplay of both the physical
aspects of
organization and deeper textual aspects.
5. What type of transition word is used in the sentence below?
Ben refused to submit his credentials. As a result, he was sanctioned by
the school.
a. contrast c. causation
b. example d. comparison
6. Which of the sentences below uses correct punctuation?
a. She said she loved the book, so I gave it to her.
b. She said: she loved the book, so I gave it to her.
c. She said she loved the book; so, I gave it to her.
d. She said she loved the book: so, I gave it to her.
7. Which of the statements below uses a formal language?
a. He’s gonna be angry.
b. We hafta leave now.
c. Hey buddy! Wanna go to the dance?
d. We cordially invite you to attend the wedding ceremony

8. What punctuation mark is lacking in the statement below?

The weak tottery patient fell in his hospital room.
a. comma c. apostrophe
b. semicolon d. quotation marks
9. Which one of the following sentences observes correct capitalization?
a. The notice was already forwarded to lisa.
b. His limousine was sold at a cheaper price.
c. The Judges’ decision was final and irrevocable.
d. The Malaysian student made an outstanding performance.
10. Which property of well-written text is applied in the text below?
During the early twentieth century, in addition to industrialization, urban
growth, and
technological development, Australian society was experiencing a
transformation of the
domestic ideal.
a. organization c. writing mechanics
b. paragraphing d. coherence and cohesion

The teacher relates the different properties of a well-written text on students’

G. Finding practical
needs on developing writing strategies for multiple purposes such as job and
applications of concepts
scholarship application. Senior high school students are in need of writing
and skills in daily living
discourse training for formal jobs, requirement submissions and researches.
Using transitional devices/words and organizational writing skills helps us
H. Making generalizations
develop each property of a written text. Correct text/paragraph construction,
and abstractions about
usage of appropriate transitional words/devices leads the writer to effectively
the lesson
write his/her point of view.
I. Evaluating Learning The teacher will let the students answer the given formative assessment in their
R&W notebooks.
Directions: Write a three-paragraph essay about “Students’ Challenges in
the New Normal Classroom”. Be guided by the rubric below in doing the
task. Write your composition in your R&W notebooks.
J. Additional activities or
remediation
Both the teacher and the students will exhibit the value of critical
thinking in valuing all the efforts made by both parties. Activities given
V. REMARKS
were student-centered, allowing the student to do a peer/group
discussion so that all the students could understand the topic.
Reflect on your teaching and assess yourself as a teacher. Think about your
students’ progress. What works? What else needs to be done to help the
VI. REFLECTION
pupils/students learn? Identify what help your instructional supervisors can
provide for you so when you meet them, you can ask them relevant questions.
A. No. of learners who earned 80% Thirty-eight out of forty-two learners earned eighty percent of the
of the evaluation evaluation.
B. No. of learners who require Six learners out of forty-two learners scored below eighty percent and
additional activities for
remediation who scored below required additional activities
80%
C. Did the remedial lesson work? Yes, the remedial lesson work. Six out of forty-two learners have caught
No. of learners who have caught
up with the lesson. up with the lesson.
D. No. of learners who continue to None of the learners continue to require remediation.
require remediation
Grouping and reporting of the output in front of the class. By grouping
E. Which of my teaching strategies
the students, the leaders of each group were able to help in realizing the
worked well? Why did these
work? student’s progress in the lesson. Students were able to demonstrate the
correct solution to problems assigned to them.
Some students encountered a hindrance in demonstrating correct
F. What difficulties did I encounter knowledge because some needed to recall the concepts subject,
which my principal or supervisor predicate, and copula, which is the structure of the proposition. Some
can help me solve?
students also need to employ comprehension in understanding
propositions and statements.
The use of audio-visual presentation and, at the same time, the teacher's
elaboration of discussing the topic at this point, the learners are set to
G. What innovation or localized direct their attention to the presentation and stop writing. This teaching
materials did I use/ discover
which I wish to share with other strategy corresponds to Dale’s Cone of Experience, which states that the
teachers more senses are involved in learning, the better the understanding will
be. The motivation, which is a game, captures the learner’s attention,
making them participative towards the end of the lesson.

Prepared by: Approved by:

JEDIDIAH DANIEL L. HERBILLA VINCENT S. VERANO

SHS Teacher II School Head