School: Grade & Section:

Teacher: Learning Area: Reading

and Writing Skills
Time: Semester:
Teaching Date: Teaching Day/s:
I. OBJECTIVES
Realizes that information in a written text may be selected and
A. Content Standards
organized to achieve a particular purpose
B. Performance Critiques a chosen sample of each pattern of development
Standards focusing on information selection, organization, and development
C. Learning
Describes a written text as connected discourse (EN11/12RWS-IIIa-
Competencies/
1)
Objectives
Reading and Thinking Strategies Across Text Types
II. CONTENT A. Text as Connected Discourse
III. LEARNING RESOURCES
A.References
1. Teacher’s Guide pages
2. Learner’s Materials pages
3. Textbook pages
4. Additional Materials from
Learning Resource (LR) Portal
B. Other Learning Resources
IV. PROCEDURES
A. Reviewing previous lesson or - Recalling prior knowledge of what is discourse...Eliciting of
presenting the new lesson ideas…
B. Establishing a purpose for the
Describe a written text as connected discourse
lesson
- The teacher introduces a paragraph.
Exploring the Sea of Goodness
Lee Emm
1.) Do you believe that a sea of goodness is possible
in this world? 2.) I always believe it is possible. 3.) Doing
something good, no matter what the consequences will always
make me contented and secure. 4.) There are a lot of ways I can
do such, especially in doing something “good” for others. 5.) The
steps are easy but zealousness, humility and consistency are the
C. Presenting examples/ instances of
subtle ways. Here are the simple ones: 6.) The first one is I imagine
the new lesson
that I am in the place of the other person I’ll do good to. 7.) Next,
I’ll imagine how she’ll feel and react. 8.) That way, I’ll think doing
good to others will make me at least a better person. 9.) That will
make me be grateful that I have done something good. 10.) With
these simple but notable ways I can prove to myself, to others and
to God that I can explore the sea of goodness in this ever changing
world. 11.) How about you, can you explore it also? 12.) I bet you
can!
- Is this an example of a discourse?
- Introducing/Discussing the observations that make up
connected discourse
Word recognition - words run together in an
D. Discussing new concepts and utterance of any language
practicing new skills #1  Have a student read the following:

Ifwordswereprintedwithoutspacesbetweenthemtheywouldbeprettytoug
htoread
E. Discussing new concepts and - Introducing/Discussing the following...
practicing new skills #2 Stress patterns-the stress on a final-stressed
compound tends
to move to a preceding syllable
and change to
secondary stress if the following
word begins
with a strongly stressed syllable
 bad-‘tempered but a bad-tempered ‘teacher
 half-‘timbered but a half-timbered ‘house

F. Developing mastery
(Leads to Formative Assessment 3)
G. Finding practical applications of
concepts and skills in daily living
H. Making generalizations and
abstractions about the lesson
 heavy-‘handed but a heavy-handed
‘sentence
Deletion of sounds/Elision-some sounds may be
deleted by the
speaker
 The sound /t/ may be deleted between the words ‘want to’
 I don’t w∂nn∂ spend too much today.
Group Work (3 groups) – Study this Connected Speech in the Film,
“The
Friends of Eddie Coyle” whether the
observations
that make up a connected discourse
are noticeable.
Eddie Coyle: Count your...knuckles.
Jackie Brown: All of ‘em?
Eddie Coyle: Count as many as you want. As many as you got, I
got four more.
You know how I got those? I bought some stuff from
a man. I knew
his name. The stuff was traced. The guy I bought it
for, he’s at
MCI Walpole for 15 to 25. Still in there. But he had
some friends.
I got an extra set of knuckles. They put your hand
in a drawer
then somebody kicks the drawer shut. Hurt like a
bastard.
Jackie Brown: Jesus.
Eddie Coyle: What makes it hurt worse, what makes it hurt more is
knowing
what’s going to happen to you, you know? There
you are, they
just come up to you and say, “Look. You made
somebody mad.
You made a big mistake and now there’s somebody
doing time
for it. There’s nothing personal in it, you
understand, but it just
has to be done. Now get your hand out there.” You
think about
not doing it, you know. When I was a kid in Sunday
school, this
nun, she used to say, “ Stick your hand out.” I
stick my hand
out. Whap! She’d knock me across the knuckles
with a steel-
edge ruler. So one day I says, when she told me,
“Stick your
hand out,” I says,“ No.” she was whapped me
right across the
face with the ruler. Same thing. They put your
hand in a drawer,
somebody kicks the drawer shut. Ever hear bones
breaking? J
Just like a man snapping a shingle. Hurts like a
bastard.
(Robert Mitchum and Steven Keats in The Friends of
Eddie Coyle, 1973)
- Presenting/Reporting the groups’ outputs...
- Constructive critiquing of the outputs...
How useful is connected discourse to you as a student?
Do you think this is applicable when you’re in your respective
stations of work in the future? Why? How?
What is connected discourse?
What are the observations that make a connected discourse?
 At lower levels, we tend to teach quite a lot of
functional chunks, such as ‘What’s your name?’ Phonetically that
could be transcribed as /wɔ:tsjəneɪm/. However, this is likely to
confuse (terrify) the students. Instead, using the board, you can
just show the students how the words link by using arrows, and
write the schwa /ə/over the top of ‘your’ . Alternatively, you can
use your fingers to show how the three words (separate fingers)
meld into one long sound (push fingers together) and model and
drill the phrase as it is said naturally.
If students struggle with longer phrases, try the
technique of back-chaining, starting from the last sound and
working up to the whole sound bit by bit. For example with ‘Where
do you come from?’ you drill ‘frum’ ‘kumfrum’ ‘dz-kumfrum’
‘where-dz-kumfrum’ I have no idea why this works- but it does.
Describe a written text as connected discourse.
1.) The best way to overcome a disability
is to face it head-on and not to let it prevent you from achieving
great things. 2.) This is the lesson I draw from the lives of two
people whom I admire - the musician Stevie Wonder and the track-
and-field star Jackie Joyner-Kersee. 3.) I respect them for their
I. Evaluating Learning courage and strength in overcoming obstacles. 4.) Both are
persons with disabilities who defied obstacles in order to be
successful in their fields. 5.) They taught me never to give up no
matter how intimidating the obstacles I face in life.

from: “Overcome an Obstacle to Succeed” by Eddie

Harris
Assign as homework the following question to be answered in their
J. Additional activities for application or
notebooks: What is the role of cohesion and coherence in
remediation
connected discourse?

V. REMARKS

VI. REFLECTION
A. No. of learners who earned 80% on
the formative assessment
B. No. of learners who require
additional activities for remediation
C. Did the remedial lesson work? No.
of learner who caught up with the
lesson
D. No. of learner who continue to
require remediation
E. Which of my teaching 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?