A Detailed Lesson Plan in Reading and Writing

I. Objectives
After the lesson, the students will be able to:
a) Determine the definition of an assertion.
b) Compare and Contrast the types of assertions based on certainty.
c) Utilize these assertions to make evaluative statements.

II. Subject matter

Topic: Critical Reading as Reasoning
Materials: PowerPoint. Television, Notebooks, Group Cards, Manila Paper and Pentelpen, Tarpapel

III. Procedure
Teacher’s Activity Students Activity

A. Motivation

You have learned that as a critical reader, you should Anna wants to have a movie date with her family,
be able to use textual evidence when asked by your which genre do you think is better to watch?
teacher to support analysis of the implicit and explicit GROUP 2 – HORROR MOVIES
information presented by a writer in a text. GROUP 3 – ROMANTIC MOVIES
GROUP 1 will be the judge.
We will test your reasoning skill by convincing the
judge through your own reasons based on the Juan is craving for sweets, which is better for him to
situation and the topic assigned to you. eat?
GROUP 1 – FRUITS
The teacher will provide three sets of situations GROUP 3 – CHOCOLATES
wherein all the groups will take turns to be the judge GROUP 2 will be the judge.
and to be the participant.

For example, on the first situation, group 1 will be the Pasing wants to go on a vacation, which tourist
judge and the remaining two groups will be the one to destination is better for her to go to?
give their reasons. GROUP 1 – PALAWAN
GROUP 2 – BORACAY
Job well done! GROUP 3 will be the judge.

B. Presentation
The teacher shall ask the following process questions
to the students
What did you feel while doing the activity?
For the participants: Answers may vary.
How did you come up with those kinds of reasons?
For the judges:
How were you able to make sound judgment?)

C. Discussion
 A. Assertion of Fact - This is a statement that can
be proven objectively by direct experience,
testimonies of witnesses, verified observations,
or the results of research.
B. Assertion of Convention - It is a way in which form of words
something is done, similar to traditions and
norms. Conventions depend on historical
precedent, laws, rules, usage, and customs
C. Assertion of Opinion - It is based on facts, but is
difficult to objectively verify because of the
uncertainty of producing satisfactory proofs of
soundness.
Mechanics is a set of conventions on how to spell,
abbreviate, punctuate, and capitalize.
Grammar refers to the set of rules on how we organize
words into sentences, and it also refers to choosing the
1. The dog (bark, barks)up the wrong tree.
2. The team captain , together with the
players ( work, works) hard to win.
3. Bread and Butter (compliment,
compliments) each other .

D. ASSERTION OF PREFERENCE – It is based

on personal choice; therefore, they are
subjective and cannot be objectively proven or
logically attacked.

D. Generalization
What is the importance of making assertions?
The purpose of writing an assertion for the writer is to
convey directly an idea or feeling and to convince the
reader to accept the writer ’s interpretation of a
particular literary work.

IV. Evaluation

Classify the following statements into assertions of facts, convention, preference and opinion.
1. Social media is defined as the Internet and mobile based tools and devices that facilitate the integration of
technology, telecommunications, and social interaction.
2.Facebook is a cooler social media platform than Twitter.
3.In 2012, there were 1.4 billion users of social media worldwide.
4.Teachers should use social media in their lessons to get more students interested.
5.Another name for social media is “Web 2.0” because both terms emphasize the social aspects of the internet
as avenues for communication, collaboration, and creative expression.

V. Assignment
Formulate assertions on this topic:

Nutrition and the Philippines: 'Nation at risk'

Fritzie Rodriguez
MANILA, Philippines — “Undernutrition is the single greatest threat to a child’s life.” Dr Martin Parreño,
National Program Officer of the World Food Programme-Philippines, called on Filipinos to pay more attention to
child malnutrition at all times — with or without disasters.
Latest statistics from the National Nutrition Council (NNC) showed that 67% of Filipino families are not eating
enough even when there are no calamities. In the Philippines, malnutrition is seen across all age groups — from
infancy to adulthood, the 2013 National Nutrition Survey revealed.
“At the center of malnutrition’s underlying causes is inadequate childcare and feeding practices,” Parreño
added. “And we don’t have a structure curriculum addressing this,” he said during the 2014 Dr Juan Salcedo
Memorial Lecture organized by the Nutrition Foundation of the Philippines (NFP) on Thursday, October 9.
Children who grew up in homes where parents did not care or invest in proper food and hygiene will most
likely grow up to become the same kind of parents, hence perpetuating the cycle.
 The Department of Education has been working on integrating health and nutrition lessons in school
curricula. More recent strategies also try to involve parents in classes and school-based supplementary feeding
programs. Such efforts, however, will remain fruitless unless more parents realize the value of nutrition and their
roles as primary caregivers.

Prepared:

CONNIE ROSE R. RIÑOPA

SHS- Teacher III

Checked and Observed:

PEPITO P. MANZANO, Jr, EdD

Asst. School Principal , Academics

Date : August 6 , 2019