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 8, 2019 Quarter Third 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. express claims that could solve areas of concern in the community.

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 156-160

Critical Reading and Writing for the Senior High School

3. Textbook pages
by Dayagbil, Pages 99-100
4. Additional Materials
B. Other Learning https://link.quipper.com/en/organizations/539533cc1e32391f5000000b/curriculum#cur
Resources riculum www.youtube.com

III. PROCEDURES
Preliminaries
 Prayer/Greeting
 Checking the Classroom
 Checking of Attendance

Review (It’s Plickers Time!)

With a partner, answer the questions based on the previous lesson to be
flashed on the screen. Then, using the scannable code, show your answers
to the class. The teacher then scan your answers using the Plicker App.

A. Reviewing the
1. It refers to the forceful declaration of one’s belief or opinion.
previous lesson a. assertion b. bias c. claim d. fact
2. It is an arguable statement that a writer conveys to persuade the readers.
a. assertion b. bias c. claim d. fact
3. What does counterclaim serve?
a. It offers solutions to a problem. c. It discusses an issue.
b. It agrees with the ideas of experts. d. It provides an opposing viewpoint.
4. What is an explicit information?
a. hidden from the text c. reader’s judgment
b. directly stated d. implied statement
5. An implicit information is ___________.
a. directly stated in the text c. not directly stated in the text
b. an obvious information d. a basic detail about the text
 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

B. Presenting the new

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?

To properly evaluate the ideas you have gathered while reading, you must be able
to know the different kinds of information which are explicit information and implicit
information. Aside from it, we should determine the types of claim that the writer
wants to convey.
A claim is an arguable statement. It is an opinion that a writer asks an audience to
accept.
Three Kinds of Claims:
1. Claim of Fact
2. Claim of Value
3. Claim of Policy

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.
Explanation:
This claim can be defended or refuted using events as proof, and the existence or
C. Discussing new
concepts and practicing non-existence of the protocols may be discussed using specific incidences as
new skills evidence.
2. Claims of Value are focused on relative judgment such as goodness or
badness, and these are usually addressed based on standards.
Example:
Stem cell research is wrong.
Explanation:
This claim attempts to prove the badness of one idea based on a moral judgment
as specified by various standards (may be religious or even political).
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.
Explanation:
This claim demands that additional amendments on a specific policy be adopted
because present circumstances are no longer sufficient.
 Analyze each sentence below. Identify whether it claims a Fact, Value or Policy.

1. Living in the province is better than living in the city.

2. The PBO industry should hire single individuals.
3. Climate Change has already become an issue in the country.
D. Developing mastery
4. Gender equality needs to be strengthened in the academe.
5. Using the solar energy can help homeowners save money.

E. Applications of
concepts and skills

F. Making JOURNAL WRITING

generalizations and
abstractions about the What is a claim and how is it important to you as a reader and as a writer?
lesson

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
for application or
remediation Task: The “Write Stuff”

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

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 80%
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?