DLLRWS 5
DLLRWS 5
DLLRWS 5
Objectives must be the 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.
I. OBJECTIVES
These are 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.
Compare and contrast patterns of written texts across disciplines
Compare and contrast each Define problem-solution and Compare each writing pattern Contrast each writing pattern
writing pattern (comparison and persuasion as patterns of (problem-solution and persuasion) (problem-solution and
contrast and cause and effect) development in writing based on its aim/purpose and its persuasion) based on its
C. Learning
based on its aim/purpose and feature through sample aim/purpose and its feature
Competencies/Objectiv
feature (WRITTEN WORKS) paragraphs through sample paragraphs
es
Critiques a sample written text
Write the LC code for
based on its information
each
selection, organization, and
development.
(PERFORMANCE TASK)
(CONTINUATION)
II. CONTENT PATTERNS OF DEVELOPMENT IN WRITING
List the materials to be used in different days. Varied sources of materials sustain children’s interest in the lesson and in learning. Ensure that
III. LEARNING RESOURCES
there is a mix of concrete and manipulative materials as well as paper-based materials. Hands-on learning promotes concept development.
A. References
1. Teacher’s Guide
NONE NONE NONE
pages
2. Learner’s Materials
NONE NONE NONE
pages
3. Textbook pages NONE NONE NONE
Reading and Writing Skills PIVOT- Reading and Writing Skills
Learner’s Material- Department of PIVOT- Learner’s Material-
Reading and Writing Skills Education – Region IV-A Department of Education –
4. Additional
PIVOT- Learner’s Material- CALABARZON Region IV-A CALABARZON
Materials from
NONE Department of Education – (from "Argumentative Essay," https://webs.um.es/lourdesc/mi
Learning Resource
Region IV-A CALABARZON Literary Devices, last modified May wiki/lib/exe/fetch.php%3Fid%3
(LR) portal
22, 2020, Dwriting%26cache%3Dcache%2
https://literarydevices.net/argum 6media%3Dwriting_persuasive_
entative-essay/. essay_samples_2.pdf
B. Other Learning
Resources
These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by
demonstration of learning by the students which you can infer from formative assessment activities. Sustain learning systematically by
IV. PROCEDURES
providing students with multiple ways to learn new things, practice their 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.
• What is comparison-
contrast pattern?
• What are the transition
signals used to show
comparison and
contrast?
A. Reviewing previous • What is a cause-effect
lesson or presenting pattern?
the new lesson • What are the transition
(Drill/Review/Unlocking of signals used to show
Difficulties) cause and effect?
• How do comparison-
contrast and cause-effect
pattern similar and or
different in terms of its
aim/purpose and
feature?
B. Establishing a purpose • Did you happen to • What are the problems
for the lesson experience a difficult that you have encountered
(Motivation) situation in the past? before?
• How did you overcome • How did you solve those
that difficult situation? problems?
• • What did you realize about
yourself after solving your
own problems?
• How should we assert our
beliefs and ideas in
writing?
Communicate Learning Communicate Learning Communicate Learning
Objectives: Objectives: Objectives:
• Define problem-solution • Compare each writing • Contrast each writing
C. Presenting
and persuasion as pattern (problem-solution pattern (problem-
examples/instances of
patterns of development and persuasion) based on solution and persuasion)
the new lesson
in writing its aim/purpose and its based on its
(Presentation)
feature through sample aim/purpose and its
paragraphs feature through sample
paragraphs
Activity 1: Life Skills Social What’s New: Activating Prior Knowledge (15
Scenarios “What will you do?” Read the given passage and minutes) By group: Using the
(5 minutes) Students will be identify the problem/s and Diagram below, write the
called randomly in class. The solution/s cited in the passage: important features or
student will pick a “Healing a Child’s Stitches and
question/problem inside a box Burns” by: Emerson T. Armero. (5
and answer it in 1 minute. minutes)
• You forgot to do your
homework which is due Think- Pair- Share: (10 minutes)
that day. Your teacher • Make an outline of the
warned you (the class) passage regarding the
D. Discussing new
that copied homework problem/s and solution/s
concepts and practicing
will not be given any cited in the passage.
new skills #1
points. What will you • Share to class the prepared
(Modeling)
do? outline.
• A waiter in a well-known
restaurant spilled some
gravy on your shirt in
accident. What will you
do?
• You saw your friend steal
something from your
classmate’s bag, but he
denies it. What will you
do?
• You feel like one of your Class Discussion: (Key Focus- characteristics of the two
friends is upset with you, structure of problem-solution patterns of development.
but you don’t know why. pattern) • How do problem-
What will you do? solution and persuasion
• You are at the mall and a differ in
friend dare you to steal feature/structuring the
something. What will paragraphs?
you do?
Abstraction (20 minutes): What’s More: Read the text below Reading Text 1. Obesity and
Inciting Questions: and identify the issue, the Poor Fitness
• What do you think is the argument/s and conclusion. (5 1. What is the writer’s main
E. Discussing new applicable pattern to use minutes) argument?
concepts and practicing to organize the ideas 2. How does the writer support
new skills #2 (Guided based from activity 1? When we consider the ubiquity of the main argument?
Practice) • What do you think is the cellphones, iPods, personal 3. Do you notice any faulty
applicable pattern to use computers and the internet, it’s reasoning in the arguments? If
to organize the ideas easy to see how science (and the so, what are these?
based from activity 2? technology to which it leads) is
• Based from the previous woven into the fabric of our day- 4. Has the author convinced you
activities, define what is to-day activities. When we benefit to agree to the main argument of
problem-solution and from CT scanners, M.R.I. devices, the text?
persuasion pattern. pacemakers and arterial stents, we 5. What course of action is the
can immediately appreciate how author persuading person to do?
science affects the quality of our If there is?
lives. When we assess the state of
the world, and identify looming Reading Text 2. The Importance
challenges like climate change, of Reading and Writing
global pandemics, security threats Post-reading:
and diminishing resources, we 1. What is the writer’s main
don’t hesitate in turning to science argument?
to gauge the problems and find 2. How does the writer support
solutions. And when we look at the the main argument?
wealth of opportunities hovering 3. Do you notice any faulty
on the horizon— stem cells, reasoning in the arguments? If
genomic sequencing, personalized so, what are these?
medicine, longevity research, 4. Has the author convinced you
nanoscience, brain-machine to agree to the main argument of
interface, quantum computers, the text?
space technology—we realize how 5. What course of action is the
crucial it is to cultivate a general author persuading person to do?
public that can engage with
scientific issues; there’s simply no
other way that as a society we will
be prepared to make informed Then, the teacher will
decisions on a range of issues thatconsolidate the answers of the
will shape the future. students and starts introducing
and deepening the lesson of the
Then, the teacher will consolidate day.
the answers of the students and
starts introducing and deepening Class Discussion: (Key Focus-
the lesson of the day. transition signals of problem-
solution pattern and
Class Discussion: (Key Focus- persuasion)
structure of persuasion pattern)
F. Developing mastery Inciting Questions: Inciting Questions:
(Leads to Formative • What is the aim of the • What is the aim of the
Assessment 3) authors in writing the authors in writing the
(Independent Practice) above paragraphs? above paragraphs?
• How do the two • How does problem-
paragraphs share the same solution and persuasion
purpose in developing the differ in terms of
paragraphs? purpose in developing
How do the two the paragraphs?
paragraphs share
commonalities in
feature/structuring the
paragraphs?