School JUSTICE CECILIA MUÑOZ Grade Level 11

PALMA SENIOR HS
DAILY READING AND
LESSON PLAN Teacher JONNIEL M. CAADAN Learning WRITING SKILLS
Area
Teaching
Date February 18, 2019 Quarter Fourth Quarter

The learner understands the relationship of a written text and the context in
A. Content Standards
which it was developed.
The learner writes a 1000-word critique of a selected text on the basis of its
B. Performance Standards claim/s, context, and properties as a written material.

Learning Competencies:
The learner identifies claims explicitly or implicitly made in a written text.
a. Claim of fact (EN11/12RWS-IIIij- 6.1)
b. Claim of value (EN11/12RWS-IIIij- 6.2)
C. Learning Competencies c. Claim of policy (EN11/12RWS-IIIij- 6.3)
/Objectives
Learning Objectives:
At the end of the lesson, learners should be able to:
a. identify the types of claims,
b. determine the types of claims presented in a prose & non-prose text, &
c. formulate claims about some issues in the society.

I. CONTENT Explicit and Implicit Claims in a Text

II. LEARNING
RESOURCES
A. References

1. Teacher’s Guide
Curriculum Guide,page 2

2. Learner’s Materials
Reading and Writing textbook pages 150-153

Critical Reading and Writing for the Senior High School

3. Textbook pages
by Dayagbil, Pages 91-98
4. Additional Materials Laptop, MS PowerPoint, LCD Projector, Speaker
B. Other Learning https://link.quipper.com/en/organizations/539533cc1e32391f5000000b/curriculum#cur
Resources riculum www.youtube.com , googleimages

III. PROCEDURES
Preliminaries
 Prayer/Greeting
 Checking
- Classroom Orderliness
- Attendance
Motivational Task: Watch & Learn!
• Watch the short video entitled “What’s my favorite country?” by Nas Daily.
Link: https://www.youtube.com/watch?v=f-tKE812-ZY&t=6s

A. Establishing a
purpose for the lesson

 After watching, answer the following questions:

1. What is the Vlogger’s favorite country?

2. Why does he consider it his favorite?
3. How does he feel about Filipinos?
4. What should be done in order to attract more tourists like him?

 Present the day’s objectives/ goals.

 When we deal with any text, we can always notice that the writer has something to
convey, either explicitly or implicitly.
A claim is an arguable statement. It is an opinion that a writer asks an audience to
accept.
B. Presenting examples/
instances of the new As a reader and as a writer, it is a must that we know the different types of claims.
lesson
Three Kinds of Claims:
1. Claim of Fact
2. Claim of Value
3. Claim of Policy
Kinds of Claims:

1. Claims of Fact are grounded on reliable authority such as science or history.

Example:
The devastation experienced by the Philippines during Typhoon Yolanda shows the
readiness of disaster relief protocols established by the government.
2. Claims of Value are focused on relative judgment such as goodness or
C. Discussing new
badness, and these are usually addressed based on standards.
concepts and practicing
new skills Example:
Stem cell research is wrong.
3. Claims of Policy are specific statements on procedures or laws that need to be
modified based on certain issues or conditions. Most of the time, claims of policy
ask for plans of action to solve current problems.
Example:
Censorship in the Philippines must be strengthened.
Task: “Signal Your Claims!”

Analyze each sentence below. Identify whether it is a claim of Fact, Value or Policy. Use
the following hand signals to show your answer.

D. Developing mastery 1. Criminal liability age must be lowered from 15 to 9 years of age.
2. Extra-judicial killing is morally unacceptable.
3. Climate Change has already become an issue in the country.
4. Living in the province is better than living in the city.
5. The PBO industry should hire single individuals.
6. Climate Change has already become an issue in the country.
7. Gender equality needs to be strengthened in the academe.
8. Using the solar energy helps homeowners to save money.
9. Cigarette smoking is dangerous to your health.
10. Animation is the best TechVoc Strand in the Senior High School.
Task: The Hall of “Claimer” Challenge

 The teacher shall present an issue through an image/infographic.

 Each group shall send a representative per issue.
 He/She shall present his/her claims based on the flashed issue.
 The speaker must be able to compose & express his/her claims in two minutes.
E. Applications of
concepts and skills  The class shall choose the Hall of “Claimer”.
Issue 1 Issue 2 Issue 3

Source: googleimages Source: https://www.drugabuse.gov/

Issue 4 Issue 5

Source: http://namila.org/major-depression/ Source: googleimages

 F. Making JOURNAL WRITING
generalizations and
abstractions about the In your own words, discuss what a claim is and how it is important to you as
lesson a reader and as a writer.

Task: Highlight it!

G. Evaluating learning Read the paragraph and identify the type of claims presented in it. Use colors to
highlight each claim. (Fact- blue/ Value- red/ Policy-green)

Childhood obesity in our country has more than tripled in the past 30 years. Today, one in
six children in our country is obese. This is unacceptable. As parents, we try to provide a better
future for our children, better than we’ve ever had. We need to stand up and do what we can.
We can start by supporting the passing of the anti-junk food bill in schools and other child-
friendly areas. -Adapted from Sample Op-Ed on Childhood Obesity

H. Additional activities Task: The “Write Stuff”

for application or
remediation  Compose a short paragraph (minimum of ten sentences) about one area of
concern in your community. Then write a corresponding claim of fact, value
and policy respectively.
Present your claim and support it. Be guided with the rubric below:

Excellent! Way to go! Good! Almost... Let’s talk…

(5) (4) (3) (2) (1)
The claim is The claim is The claim is The claim is The claim is not
clear, clear and clear, clear but not clear, not
comprehensive comprehensive, comprehensive comprehensive, comprehensive,
and well- well-organized but not well- not well- and not well-
organized and is but contains organized and organized and organized and
free from grammatical contains contains contains
grammatical errors. grammatical grammatical grammatical
errors. errors. errors. errors.

IV. REFLECTION
A. No. of learners who earned 75%
on the formative assessment
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 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?

Prepared by: Checked by:

MR. JONNIEL M. CAADAN MRS. MA. RHODORA E. MALIAO MR. JOEL C. CANCERAN
Teacher I Head Teacher III Assistant to the Principal

Noted by:

DR. AGAPITO T. LERA

Principal IV