Republic of the Philippines

Department of Education
Region VII, Central Visayas
Division of Cebu Province

BIASONG NATIONAL HIGH SCHOOL

Biasong, Balamban, Cebu

SCHOOL YEAR 2019 – 2020

DETAILED LESSON PLAN

GRADE
DLP NO. LEARNING AREA QUARTER DURATION DATE
LEVEL
TH
Reading and Writing Skills 11 4 60 MINS 01/07/2020
Learning Competency/ies: Explains critical reading as looking for ways of thinking EN11/12RWS-IIIij-5
Key Concepts
Critical Reading
Adapted Cognitive Process
Domain 1. OBJECTIVES
Dimensions
REMEMBERING
Knowledge
UNDERSTANDING Define critical reading
APPLYING read texts critically through the strategies mentioned
ANALYSING
Skills
EVALUATING
CREATING
Attitude Valuing Appreciate the significance of critical reading
Values Responding to Phenomena Respect others’ opinion
2. CONTENT Critical Reading Skills
3. LEARNING
Academic Reading and Writing for Senior High School. Jessie S. Barot PH.D
RESOURCES
4. PROCEDURES
4.1 Introductory Activity GUESS THE WORD!
5 minutes The students will arrange the letters to form words.

KEYWORDS: PERSPECTIVE, INFORMATION, TONE, VALUES, FALLACIES, ASSUMPTIONS, INFERENCES

4.2 Activity
The students will read the same paragraph used on the last discussion.
10 minutes
4.3 Analysis The students answer the following questions about the text read.
7 minutes 1. What is the writer’s perspective?
2. What relevant information is excluded from the text?
3. Do you agree with the writer?
4. How would you describe the tone of the writer?
5. Does the text challenge your own values and beliefs?
4.4 Abstraction DISCUSSION OF KEY CONCEPTS
15 minutes Critical reading provides high reflective skills which allow you to stand back and look at the text from different perspectives. It lends you
the ability to see and evaluate how a text presents arguments. Without this skill, a reader may run the risk of simply memorizing texts
and accepting them even if they are flawed , biased and subjective.

GUIDE QUESTIONS FRO CRITICAL READING.

 What are the writer’s perspectives?
 What relevant information is excluded from the text?
 Do you agree with the writer?
 Is the writer objective or accurate?
 How would ou describe the tone of the writer?
 Does the text challenge your own values and beliefs?
 Does the text contain fallacies? What are those?
4.5 Application  The teacher gives another text to the students; the students will analyze the text based on the guide
20 minutes questions for Critical Reading.
 The students will write their answer on a Manila paper and present it in the class.
4.6 Assessment Criteria:
5 minutes Content: 10
Relevance: 10
Cooperation: 10
4.7 Concluding Activity “To read critically is to read with an open mind”
4.8 Assignment What is “Hypertext and Intertext”
REMARKS NOT CARRIED (CATECHISM)
REFLECTIONS

C. Did the remedial lesson work? No. of learners who

A. No. of learners who earned 80% evaluation 24 YES,7
have caught up with the lesson
B. No. of learners who require additional activities for remediation D. No. of learners who continue to require
7 0
remediation
E. Which of my learning strategies worked well? Why did these work? COMMUNICATIVE LANGUAGE TEACHING, activities in which language is used to carry out
meaningful tasks supports the learning process
COLLABORATIVE WORK: Students learn best with others.
F. What difficulties did I encounter which my principal or superior can help
NONE
me solve?
G. What innovation or localized materials did I use/discover which I wish to
NONE
share with other teachers?
PREPARED BY:
Name: MARIE ELLENGRID L. COPAS School: BIASONG NATIONAL HIGH SCHOOL
Position/Designation: TEACHER 1 Division: CEBU PROVINCE
Contact No.: 09503848517 Email Address: marieellengrid.copas@deped.gov.ph
Contents Noted:
ANNA RIZA A. PATIÑO
School Head