SEMI-DETAILED LESSON PLAN

ENGLISH 11
(with inclusions of the provisions in D.O. No. 42. S. 2016)

SCHOOL GRADE LEVEL

TEACHER LEARNING AREA
TEACHING
QUARTER
DATE
TEACHING TIME SECTION

I. OBJECTIVES
CONTENT STANDARD:
Understands the relationship of a written text and the context in which it was developed.
PERFORMANCE STANDARD:
Writes a 1000-word critique of a selected text on the basis of its claim/s, context, and properties
as a written material.
LEARNING COMPETENCY:
Explain critical reading as reasoning. EN11/12RWS-IVac-8

LEARNING OBJECTIVES:
At the end of the lesson, the students should be able to:
1. Define the terms "author's purpose" and "tone" in their own words;
2. Analyze the given written text; and
3. Be motivated to become more active and thoughtful readers by reading and analyzing a
text.

II. CONTENT
TOPIC:
Author’s Purpose and Tone

III. LEARNING RESOURCES

A. REFERENCES
1. Teacher’s Guide/Pages: English 11 Module
2. Learner’s Materials Pages:
3. Textbook Pages:
4. Additional Materials from (LR) portal:

B. OTHER LEARNING RESOURCES AND MATERIALS

1. Electronic resource: laptop, television
2. Laptop, television, bond paper, pictures
IV. PROCEDURES
TEACHER’S ACTIVITY

A. Preliminary Activities

 Prayer
The teacher will lead the prayer through a power point presentation.

 Greetings
The teacher will greet his class.

 Setting the Class to Order

The teacher will instruct the students to arrange their chairs properly and pick up the
pieces of paper under their chairs if there is any.

 Checking of Attendance
The teacher will ask the secretary of the class if there are any absentees.

B. Review
The teacher will conduct a recapitulation of the previous topic about critical reading through a
short activity called “Paper Cabbage”.

Mechanics: The teacher will conduct an question-and-answer session to quickly review the
students acquired knowledge from the previous lesson. This quick review is called “Paper
Cabbage”. A cabbage-like bundle of crumpled papers will be passed around the class while music
is playing. When the music stops, the student holding the paper cabbage will answer the question.
To identify the question, the student must open the crumbled paper. Each layer of crumbled paper
is composed of several questions.

Questions:
1. What is critical reading?
2. What are the 3 levels of reading?
3. It is a way of looking at a text and analyzing what the author is saying and the methods he is
using to communicate a message or idea.
4. What are the 3 procedures of critical reading?
5. There are 5 goals of critical reading. Give at least 3.

C. ACTIVITY

Picture Perfect Puzzles: Can You Crack the Code?

Mechanics: The class will be grouped into 5. Each group will get an illustration board and chalk.
The teacher will show the rebus and then each group should crack the real words behind the
rebus. Write the answer on illustration board. They have 30 seconds before showing their answer.
Group with the most number of score will be the winner.
Rebus

1. 6.

2. 7.

3. 8.

4. 9.

5. 10.

D. ANALYSIS

The teacher will ask the students what they have notice on the activity and also ask if they
know something about that.

E. ABSTRACTION

The teacher will start to discuss the lesson.

An author’s purpose is his reason for or intent in writing. An author’s purpose may be to amuse
the reader, to persuade the reader or to inform him.

Tone reflects the author’s attitude in approaching the topic. According to Forlini, ―an author
chooses words according to his/her attitude toward the topic and how the author expects the
reader to respond to the material.

An author may have a more specific purpose in mind other than to inform, entertain or persuade
him. To figure out the author’s purpose, you as the reader, must consider the main idea, thought
pattern and tone.

The author uses various persuasive techniques to color the presentation of facts and to appeal to
the reader. Authors use jargon and slanting to make the readers lean towards their
position/argument.

Jargon are ―specialized vocabulary used by people in a particular field. While often misused to
conceal meaning, jargon may prove effective in solidifying an argument if defined and explained
appropriately.
Slanting ―is the writing of a passage so that it leans toward one point of view. Words with either
positive or negative connotations may be used as slanting. Another example of slanting is
purposefully leaving out information of a different perspective on a similar issue.

Analyzing a Written Text

In analyzing a written text, it is important to take note of the following elements as well as the guide
questions that come with it:

Purpose/Context – What does the text aim to do? Does it mean to persuade or does it contribute
to a discussion of an existing topic? What content does the text cover? What purpose does it serve
its readers?
Author/s – Who wrote the text? What are his qualifications for writing about the topic?
Audience – What is its target audience? Where is the text found? What does the author expect the
reader to get from his/her composition? Are you a part of the author’s audience?
Topic and Position – Is the author’s argument on the topic at hand supported by valid evidence?
Is the author’s position clear? Is it presented as objective? Is his/her stand based on other author’s
position or simply from personal observation/experience?
Research/Sources – Do previous researches have a role in supporting the author’s argument?
Which of the references elicits further discussion?
Proof/Evidence – What are the proofs/evidence presented by the author throughout the text? Did
they come from credible sources? What type of proof is used by the author (e.g. references to
other work, interpretations of other work, original research, personal experience, author’s opinions,
critical analysis, etc.)? Do these proofs validate the argument? Which of the evidence carries the
most weight?
Organization – How are the information organized in the text? For what particular reason are they
arranged in this particular way? Where did the author plainly states his/her stand on the topic? Is
the organization driven more by the content (the information that needs to be presented), by the
authors' argument, by the needs of the audience, or by some combination of the three?
Style – What can you infer from the author’s choice of words? From what perspective did the
author write the text? Was he/she inclusive with his/her choice of words? Did they use jargon or
slanted meanings? If there are, were they properly defined for the reader’s convenience and
understanding? What other writing techniques did the author apply in writing the text? Analyze
each sentence structure, figurative language and rhetorical questions existing in the text.
Drawing Conclusions – What does the author want to highlight? Compare and contrast the text
with other similar ones. Identify the similarities and differences in their approach of the same topic.

Generalization

1. How does the author's attitude towards the topic influence the tone of the writing?
2. How can the main idea of a text help you determine the author's purpose?
3. How can information about the author, their qualifications, and the target audience help you
understand the text?
F. APPLICATION

LET US ANALYZE!

Mechanics: The teacher will provide a written text. In one paragraph regardless the number of
sentence, analyze the text based on the elements in analyzing a written texts.

Criteria:
Idea - 25 points
Completeness- 15 points
Grammar- 10 points
Organization-10 points
Total- 60 points

Here’s the written text:

The Allure of the Sea: A Sailor's Reflection

By: Ernest Hemingway
The sea. Vast, ever-changing, and forever untamed. It has called to me since I was a boy, a
siren song promising adventure and escape. The salty spray on my face, the creak of the ship
groaning against the waves – these are the sounds that soothe my soul.
There's a certain peace that comes with being adrift on the open water. The horizon stretches
endlessly, a canvas painted by the ever-changing hues of the sky. One feels a profound sense of
insignificance compared to the immense power of the ocean. Yet, there's also a thrill in navigating
its currents, a constant dance between respect and defiance.
Life at sea is not all romantic sunsets and gentle breezes. There are storms that test your
mettle, moments of isolation that stretch on for what feels like an eternity. These challenges forge
resilience, a deep understanding of oneself and one's place in the world. The camaraderie forged
with fellow sailors in the face of adversity becomes an unbreakable bond.
The sea may hold a bounty of fish, but it also harbors a sense of mystery. The unseen depths
hold secrets, stories of shipwrecks and forgotten civilizations. One can't help but be humbled by
the vastness of the unknown, the feeling that there's always more to discover beneath the surface.
The sea is more than just a body of water; it's a teacher, a confidante, a source of endless
fascination. It whispers tales of adventure, challenges you to test your limits, and ultimately,
reminds you of the power and beauty of the natural world. And as long as I have the strength to
hold a tiller, I will continue to answer its call.

G. EVALUATION

TEST 1

Directions: Read the questions carefully. Write the letter of the best answer before the number.

____1.It reflects the author’s attitude in approaching the topic

A. Author’s purpose
B. Tone
C. Style
D. Organization

____2. Words with either positive or negative connotations may be used as _______.

A. Slanting
B. Jargon
C. Tone
D. Style

____3. This is his reason for or intent in writing.

A. Evidence
B. Tone
C. Author’s purpose
D. None of the above

____4. It is a specialized vocabulary used by people in a particular field.

A. Jargon
B. Slanting
C. Style
D. Tone

TEST II
Instructions: Read each passage carefully and answer the following questions about each one.

Passage 1:
The towering oak tree stood strong against the wind, its branches reaching towards the sky like
gnarled fingers. Moss carpeted the base of the trunk, whispering secrets of bygone years. Sunlight
filtered through the leaves, casting dappled patterns on the forest floor. A gentle breeze rustled the
leaves, creating a symphony of nature's music.

Questions:

1. What is the author's most likely purpose for writing this passage?
a) To inform the reader about oak trees
b) To persuade the reader to plant a tree
c) To entertain the reader with a descriptive scene
d) To argue the importance of forest conservation

2. What is the tone of the passage?

a) Serious and academic
b) Urgent and persuasive
c) Lighthearted and humorous
d) Peaceful and serene

Passage 2:
Honestly, this new pizza place is a total disappointment. The crust was soggy, the cheese tasted
like plastic, and the toppings were scarce. They even messed up my order! For the price, I
expected much better. Find a different pizza joint, folks – this one's a total dud.

Questions:

3. What is the author's most likely purpose for writing this passage?
a) To provide a historical account of pizza
b) To express personal enjoyment of pizza
c) To warn readers about a bad restaurant experience
d) To offer a recipe for homemade pizza

4. What is the tone of the passage?

a) Objective and informative
b) Formal and respectful
c) Casual and conversational
d) Critical and disapproving

Passage 3:
Did you know that honeybees are essential for our ecosystem? These tiny creatures pollinate a
wide variety of plants, ensuring the production of fruits, vegetables, and nuts that we rely on for
food. Unfortunately, honeybee populations are declining at an alarming rate. We need to take
action to protect these vital pollinators!

Questions:

5. What is the author's most likely purpose for writing this passage?
a) To entertain readers with a bee story
b) To inform readers about the importance of honeybees
c) To persuade readers to eat more honey
d) To describe the anatomy of a bee

6. What is the tone of the passage?

a) Playful and lighthearted
b) Informative and educational
c) Urgent and alarming
d) Angry and accusatory

Answer Key:

Test I
1. B
2. A
3. C
4. A

Test II
1. C
2. D
3. C
4. D
5. B
6. C

G. AGREEMENT

Instruction: In a short bond paper, analyze the given text based on the elements of analyzing.
Read it with heart and comprehension. Remember, reading is fun if you know what you are
reading.

Criteria
Idea - 30 points
Completeness- 25 points
Grammar- 20 points
Organization-15 points
Creativity- 10 points
Total- 100 points

Here’s the text:

The Symphony of the City: A Writer's Perspective

By: Charles Dickens
The city never sleeps. Even in the wee hours of the night, a low hum vibrates beneath the
surface. Carriages rattle over cobblestones, a distant dog barks, a lone figure cloaked in shadow
hurries down a deserted alleyway. These are the city's whispers, the quiet verses in its never-
ending symphony.
As dawn breaks, the city stretches and awakens. Street vendors begin their calls, the rhythmic
clang of a blacksmith's hammer echoes through the air, and the first wisps of smoke rise from
countless chimneys. The tempo picks up, a crescendo of activity as people flood the streets –
merchants setting up shop displays, laborers heading to work sites, children chasing each other
with infectious laughter.
The city is a kaleidoscope of sights and sounds. Grand buildings with imposing facades stand
shoulder-to-shoulder with cramped tenements, their windows glowing with flickering candlelight.
Street performers vie for attention with their music and acrobatics, while hawkers bellow their
wares above the din of traffic. The smell of freshly baked bread mingles with the acrid tang of coal
smoke, creating a unique and unforgettable olfactory experience.
Beneath the bustling surface, another city exists. In dark, forgotten corners, poverty and
despair fester. The cries of the hungry mingle with the sounds of drunken revelry. Yet, amidst the
hardship, there is also resilience. A sense of community thrives, a shared understanding of the
struggles and triumphs that come with being part of this urban jungle.
The city is a paradox – a place of immense beauty and crushing ugliness, of opportunity and
despair. It is a microcosm of life itself, chaotic and unpredictable, yet undeniably captivating. For a
writer like myself, the city is an endless source of inspiration. Every corner holds a story waiting to
be told, every face a glimpse into the human condition. The city's symphony may be discordant at
times, but it is a melody that continues to resonate within me.
V. REMARKS

VI. REFLECTIONS
A. No. of learners who earned 80% in the evaluation

B. No. of learners who require additional activities for

remediation who scored below 80%
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 worked well? Why
did these work?
F. What difficulties did I encounter that my principal or
supervisor can help me solve?

G. What innovation or localized materials/discover

which I wish to share with other teachers?