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    Properties of A Well-Written Text

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    ANA MAE MACAYA
    This document provides a daily lesson log for an 11th grade reading and writing skills class. The lesson focuses on the properties of a well-written text, including unity, organization, coherence, cohesion, language use, and mechanics. Students will evaluate examples of texts, complete activities to identify these properties, and write a position paper applying these concepts. Formative and summative assessments are used to evaluate student learning and identify those needing remediation.

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    Properties of A Well-Written Text

    Uploaded by

    ANA MAE MACAYA
    29 views3 pages
    This document provides a daily lesson log for an 11th grade reading and writing skills class. The lesson focuses on the properties of a well-written text, including unity, organization, coherence, cohesion, language use, and mechanics. Students will evaluate examples of texts, complete activities to identify these properties, and write a position paper applying these concepts. Formative and summative assessments are used to evaluate student learning and identify those needing remediation.

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    Properties of a Well-Written Text

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    This document provides a daily lesson log for an 11th grade reading and writing skills class. The lesson focuses on the properties of a well-written text, including unity, organization, coherence, cohesion, language use, and mechanics. Students will evaluate examples of texts, complete activities to identify these properties, and write a position paper applying these concepts. Formative and summative assessments are used to evaluate student learning and identify those needing remediation.

    Copyright:

    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd
    Download as pdf or txt
    29 views3 pages

    Properties of A Well-Written Text

    Uploaded by

    ANA MAE MACAYA
    This document provides a daily lesson log for an 11th grade reading and writing skills class. The lesson focuses on the properties of a well-written text, including unity, organization, coherence, cohesion, language use, and mechanics. Students will evaluate examples of texts, complete activities to identify these properties, and write a position paper applying these concepts. Formative and summative assessments are used to evaluate student learning and identify those needing remediation.

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    You are on page 1of 3

    School: Grade Level: 11

    LIBACAO NATIONAL FORESTRY VHS


    GRADES 1 to 12 READING AND
    Teacher: ANA MAE D. MACAYA Learning Area:
    DAILY LESSON LOG WRITING SKILLS
    Teaching
    April 12 – 16, 2021 Quarter: 3
    Date:
    I. OBJECTIVES
    The learner realizes that information in a written text may be selected and organized to
    A. Content Standards:
    achieve a particular purpose.

    The learner critiques a chosen sample of each pattern of development focusing on


    B. Performance Standards
    information selection, organization, and development.
    Determine the properties of a well-written text;
    Identify the components and structure of an effective essay;
    C. Learning Competencies/Objectives
    Evaluate a written text based on its properties; and
    Compose a position paper using the properties of a well-written.

    II. CONTENT
    Module 2: Properties of a Well-Written Text

    III. LEARNING RESOURCES


    A. References
    1. Teacher’s Guide Pages
    2. Learner’s Materials Pages
    3. Textbook Pages 64 – 76
    4. Additional Materials from Learning
    Resource (LR) portal
    B. Other Learning Resources
    IV. PROCEDURES
    A. Reviewing Previous Lesson or Presenting Let the students answer the activity by matching the pattern of development in column A to
    the New Lesson the transitional device in column B.
    B. Establishing a Purpose for the Lesson Let the student answer the Pre-Assessment Test in their Module
    C. Presenting Examples/Instances of the
    Show a picture to the students then ask the students if how they will describe the picture.
    Lesson
    Introduce to students the different properties a well-written text should have.
    1. unity
    D. Discussing New Concepts and Practicing 2. organization,
    New Skills #1 3. coherence and cohesion,
    4. language use and
    5. mechanics
    E. Discussing New Concepts and Practicing 1. Give more examples on the comparison of a good text and a bad text.
    New Skills #2 2. Let the Student do the Activity 1 in their module.
    F. Developing Mastery. Leads to Formative
    Let the student work on the Activity 2 in their module.
    Assessment 3)
    Ask students some probing questions:
    1. What makes a good text?
    G. Finding Practical Applications of Concepts
    2. What are the essential things to be considered in evaluating or critiquing a textor an
    and Skills in Daily Living
    article?
    Why there is a need to organize a written text well?
    Briefly discuss the summary of the different properties of a well-written text.
    H. Making Generalizations and Abstractions
    Ask the students:
    about the Lesson
    If a text is properly organized, what effects does it bring/give to the writer and the reader?
    I. Evaluating Learning Let the student do the Post-Assessment Activity in their module.
    Writing Activity:
    Think of a most pressing issue regarding the present situation brought by the COVID19
    Pandemic. Using the properties of a well-written text, write a position paper on that issue.
    Be guided by the rubric below:

    CRITERIA PERFORMANCE INDICATORS POINTS SCORE


    Unity Contains one focused idea. 5
    Coherence Ideas are logically, clearly, and smoothly linked to 5
    J. Additional Activities for Application or and one another.
    Remediation Cohesion
    Organization Ideas are logically and accurately arranged. 5
    Language Observes the time-tested principles in writing. 5
    Use
    Mechanics Correct and appropriate grammar, punctuation, 5
    spelling, etc.
    TOTAL 20
    V. REMARKS

    VI. REFLECTION
    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 teaching strategies work well?
    Why did these work?
    F. What difficulties did I encounter which my
    principal or supervisor can help me solve?
    G. What innovations or localized materials did I
    use/discover which I wish to share with other
    teachers?

    Prepared by: Checked by:

    ANA MAE D. MACAYA


    Teacher II

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