Grade Level: Grade 11
Learning Area: Reading and Writing
Date:
Quarter: III
November 13-17, 2017
1. differentiate text and discourse; 2. describe a written text as connected discourse 3. discuss the techniques in selecting and organizing information;
The learner... realizes that information in a written text may be selected and organized to achieve a particular purpose.
The learner... critiques a chosen sample of each pattern of development focusing on inf ormation selection, organization, and development.
The learner… 1. Describes a written text as connected discourse
2. Distinguishes between and among techniques in selecting and organizing information a. brainstorming list b. graphic organizer c. topic outline d. sentence outline
. Text as Connected Discourse . techniques in Selecting and Organizing Information . Patterns of Development . Properties of a well-written Text
Chalk and board, Manila Paper
Before you take your seats, please pick up the pieces of paper and arrange your chairs. Okay, that’s enough. You may now take your seats.
Everybody stand up. Let us pray. Please lead the prayer (call a student)
Good Morning class!
In the name of the Father, of the Son, and of the Holy Spirit. Amen. ……… Good Morning, Ma’am Calderon!
Teacher will call the class who is assigned for the prayer. (Teacher will call the class monitor to report who are absent and teacher will verify) HOUSE RULES (Students will read the rules)
Class, I want everybody to bear in mind our house rules every day in class.
Call one (1) student to say something about the previous lesson.
At the end of this day class, we will all be able to: 1. differentiate text and discourse;
Student 1:
(Students will listen)
2. describe a written text as connected discourse 3. discuss the techniques in selecting and organizing information; SING-ALONG 1. 2. 3.
Inform the class that they will all together sing the song ‘The Man who can’t be Moved’ Let them sing it as you flash the lyrics of the song. Inform the class that you are going to know later on why you picked that song.
PICTURE IT OUT!
Students will follow the instructions.
1.
Divide the class into three groups and instruct each group to write an essay that has two paragraphs. -a ride at the theme park -your dream house -your comfort food
2.
Instruct them to write it on a piece of paper and advise them that a representative from each group will read the essay in front of the class. Ask the following questions for processing: a. What are the things you considered in writing the essay? b. What kind of words did you use in conveying the message you wanted to express?
3.
Inform the class that written text or spoken words both carry messages and its own meaning.
TEXT AND DISCOURSE Originally the word 'discourse' comes from Latin ' discursus' which denoted 'conversation, speech'. Discourse is a term used in LINGUISTICS to refer to a continuous stretch of (especially spoken) LANGUAGE larger than a S ENTENCE — but, within this broad notion, several different applications may be found. At its most, a discourse is a behavioral UNIT which has a pretheoretical status in linguistics: it is a set of UTTERANCES which constitute any recognizable S PEECH event, e.g. a conversation, a joke, a sermon, an interview… [Crystal, Dictionaryoflinguisticsandphonetics , 3rd edn 1991] In the broad sense, discourse ‘includes’ TEXT ( q.v.), but the two terms are not always easily distinguished, and are often used synonymously.
• •
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A large unit of written language A group of ideas put together to make a point or central idea Has structure which requires the ideas in the discourse to be relevant to each other
Some linguists would restrict discourse t o spoken communication, and reserve text for written: 1. Result of the process of speech production in graphic form 2. Indirect (processed) speech 3. No personal contacts between agents 4. Perception of speech in different space and time 5. One agent Some linguists would restrict discourse t o spoken communication, and reserve text for written: 1. The process of speech production in the form of a sound 2. Spontaneous speech in a particular situation with the help of verbal and nonverbal means
3. 4. 5.
a. b. c. d.
Personal contacts between agents generation and perception of speech in a unity of space and time Two authors constantly change their roles ‘speaker – hearer’ (bilateral discourse).
Brainstorming list Graphic organizer Topic outline Sentence outline
BRAINSTORMING Activity: Paper Tower Give the students 10 sheets of paper and let them build the strongest tower that can stand alone for 2 minutes. No any other material is allowed. Only the papers. Lesson proper: Brainstorming is a group creativity technique by which efforts are made to find a conclusion for a specific problem by gathering a of ideas spontaneously contributed by its members. The term was popularized by Alex Faickney Osb orn in the 1953 book Applied Imagination. Brainstorming is a large or small group activity that encourages students to focus on a topic and contribu te to the free flow of ideas. The may begin session by posing a question or a problem, or by introducing a topic. Students then express possible answers, relevant words and ideas. The advantages of include the ability to refine ideas and use every person's input to develop specific ideas; include the hindrance that it can i mpose on an individual's creativity.
GRAPHIC ORGANIZER Activity: SOMEBODY WANTED BUT SO THEN Lesson Proper: A is a visual and display that depicts the relationships between facts, terms, and or ideas within a learning task. are also sometimes referred to as knowledge maps, concept maps, story maps, cognitive , advance , or concept diagrams. Graphic organizers come in many different forms, each one best suited to organizing a particular type of information. 1.
Descriptive/ Thematic Map- Descriptive works well for mapping generic information, but particularly well for mapping hierarchical relationships.
3.
- When information contains cause and effect problems and solutions, a can be useful for organizing.
are tools that can be used to visualize and organize information. Because graphic organizers are often used as prompts for students to fill in the blanks, graphic organizers provide many benefits to students who use them including: Helping students structure writing project Encouraging students to make decisions Making it easy for students to classify ideas and communicate • • •
Importance of Graphic Organizers Allowing students to examine relationships Guiding students in demonstrating their thinking process Helping students increase reading comprehension Making it easy to brainstorm Encouraging students to organize essential concepts and ideas • • • • •
OUTLINE Activity: 5 bowls of Soup
Lesson Proper: Outline is a condensed treatment of a subject. Types of Outline 1. Topic Outline 2. Sentence Outline are hierarchical but a topic outline is briefer. A topic outline lists words and phrases. A topic provides a quick overview of topics to be included in an essay. A outline lists completesentences. A outline arranges one’s ideas hierarchically (showing which are main and which are sub-points), in the sequence he/she wants. As the name implies, it identifies all the little mini-topics that the paper comprises, and shows how these mini-topics relate.
1.
Ask the class three new words that they learned from the lesson.
We use different types of discourse depending on the situation to relay our message effectively. Written text or spoken words both carry messages and its own meaning. THEMANWHOCAN’TBEMOVED. 1. 2.
LettheclasssearchforthelyricsofTheManWhocan’t bemovedbytheScript. Letthemanswerthefollowingquestionsafter a. Whereandwhendidtheactionhappen?(setiing) b. Whoisthepersona?(character) c. Whataretheactionsdonebythepersona?Howdid hedoit?Whatisthereasonbehindthe action?(actions)
QUIZONSELECTINGANDORGANIZINGINFORMATION
Date
SHS- Assistant Principal II
