School BUHAYNASAPA SENIOR HIGH SCHOOL
K to 12
DAILY LESSON LOG
I. OBJECTIVES SESSION 1
HUMSS 2 – Monday (11:00-12:00)
HUMSS 1 – Monday (12:30- 1:30)
A. Content Standards The learners understand the
relationship of a written text and
the context in which it was
developed.
B. Performance Standards The learners write a 1000- word
critique of a selected text on the
basis of its claim/s, context, and
the properties as a written
material.
C. Learning Competencies The learners explain critical
reading as looking for ways of
thinking
Specific Objectives 1. Show understanding of what
critical reading is
2. Explain the connection between
critical reading and critical thinking
II. CONTENT Critical Reading as Looking for
Ways of Thinking
1. Teacher’s Guide NA
Pages
2. Learners’ Guide NA
Pages
Grade Level Eleven (11)
Teacher JENNELYN I. SULIT
Teaching Dates WEEK 12- February 3-7, 2020
SESSION 2
HUMSS 2 – Tuesday (11:00-12:00)
HUMSS 1 – Wednesday (12:30- 1:30)
The learners understand the relationship
of a written text and the context in which
it was developed.
The learners write a 1000- word critique
of a selected text on the basis of its
claim/s, context, and the properties as a
written material.
The learners explain critical reading as
looking for ways of thinking
1. Show understanding of what critical
reading is
2. Explain the connection between critical
reading and critical thinking
Critical Reading as Looking for Ways
of Thinking
NA
NA
Learning Area READING AND WRITING
SESSION 3
HUMSS 2 – Wednesday (11:00-12:00)
HUMSS 1 – Thursday (12:30- 1:30)
The learners understand the relationship of
a written text and the context in which it
was developed.
The learners write a 1000- word critique of
a selected text on the basis of its claim/s,
context, and the properties as a written
material.
The learners identify claims explicitly or
implicitly made in a written text
a. Claim of Fact
b. Claim of Policy
c. Claim of Value
1. Differentiate claims of fact, policy and
value.
2. Determine explicit and implicit
information
3. Perform critical reading activities in
various texts
4. Incorporate values in writing a text and
appreciate the values infused in reading
Implicit and Explicit Claims in a Text
NA
NA
Semester SECOND
SESSION 4
HUMSS 2 – Friday (11:00-12:00)
HUMSS 1 – Friday (10:00-11:00)
The learners understand the relationship of a written
text and the context in which it was developed.
The learners write a 1000- word critique of a
selected text on the basis of its claim/s, context, and
the properties as a written material.
The learners identify claims explicitly or implicitly
made in a written text
a. Claim of Fact
b. Claim of Policy
c. Claim of Value
1. Differentiate claims of fact, policy and value.
2. Determine explicit and implicit information
3. Perform critical reading activities in various texts
4. Incorporate values in writing a text and
appreciate the values infused in reading
Implicit and Explicit Claims in a Text
NA
NA
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 3. Textbook Pages Tandoc, Shiella D. 2016. Reading Tandoc, Shiella D. 2016. Reading and Tandoc, Shiella D. 2016. Reading and Tandoc, Shiella D. 2016. Reading and Writing Skills
and Writing Skills for Senior Writing Skills for Senior High School. Writing Skills for Senior High School. for Senior High School. Manila: Rex Book Store.
High School. Manila: Rex Book Manila: Rex Book Store. Manila: Rex Book Store.
Store.
4. Additional Materials NA NA NA NA
from Learning
Resource Portal

B. Other Learning Chalk and Chalkboard, Laptop Chalk and Chalkboard, Laptop and TV Chalk and Chalkboard, Laptop and TV, Chalk and Chalkboard, Laptop and TV, and Manila
Resources and TV and Manila paper paper

A. Review of the Previous Review students on the different
Lesson or Presenting the helpful strategies in getting an
New Lesson overview of the text.
B. Establishing a Purpose The students will be able to dig
for the Lesson deeper into the text by thinking
about its meaning and
significance.
C. Presenting *Direct students to picture this:
Examples/Instances of Your phone vibrates, signaling a
the New Lesson new message. You open the
message. It is from unknown
number, but what catches your
attention is its content. The only
thing you need to do to claim your
prize is to provide your personal
information, along with some
credit card details.
*ASK: Would you do it? Why or
why not?
*Accept varied answers from the
students and tell the students that
such instance requires critical
thinking.
Review students on the different helpful Review students about critical reading and Review students about critical reading and critical
strategies in getting an overview of the critical thinking. thinking.
text.
The students will be able to dig deeper Show an editorial cartoon wherein students Show an editorial cartoon wherein students will form
into the text by thinking about its meaning will form evaluative statements based on it. evaluative statements based on it.
and significance.
*Direct students to picture this: React on this quotation: React on this quotation:
Your phone vibrates, signaling a new
message. You open the message. It is “Extraordinary claims require “Extraordinary claims require extraordinary
from unknown number, but what catches extraordinary evidence” evidence”
your attention is its content. The only
thing you need to do to claim your prize
is to provide your personal information, *There will be an interactive class *There will be an interactive class discussion about
along with some credit card details. discussion about the quotation. the quotation.
*ASK: Would you do it? Why or why not?
*Accept varied answers from the
students and tell the students that such
instance requires critical thinking.

D. Discussing New *Incite students to give and share
Concepts and Practicing five personal traits, which they
New Skills think critical reader should
embody.
*Incite students to give and share five
personal traits, which they think critical
reader should embody.
Read the given article with in-depth
analysis and discuss this with their
groupmates. Identify the claims of fact,
value and policy.
Read the given article with in-depth analysis and
discuss this with their groupmates. Identify the
claims of fact, value and policy.
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E. Developing *Direct students to read the
Mastery(Leads to following excerpt from the
Formative Assessment) presidential address of Manuel L.
Quezon delivered to students and
teachers on August 19, 1938.
*Have them read the excerpt
critically and be able to answer
the following questions:
1. What type of audience is
addressed?
2. What are the writer’s
assumptions?
3. What are the writer’s
intentions?
4. How well does the writer
accomplish these?
5. How convincing is the evidence
presented?
6. How reliable are the sources?
Are they based on personal
experience, scientific data or
outside authorities?
The teacher asks:
The teacher asks: 1. How was it reading the article with in-depth
1. How was it reading the article with in- analysis?
depth analysis? 2. What are your personal claims towards the
2. What are your personal claims towards article?
the article? 3. State the claims in relation of facts, values and
3. State the claims in relation of facts, policies?
values and policies? 4. Differentiate the three claims.
4. Differentiate the three claims.
*Direct students to read the following Discussion of claims and types of claims Discussion of claims and types of claims
excerpt from the presidential address of
Manuel L. Quezon delivered to students
and teachers on August 19, 1938.
*Have them read the excerpt critically
and be able to answer the following
questions:
1. What type of audience is addressed?
2. What are the writer’s assumptions?
3. What are the writer’s intentions?
4. How well does the writer accomplish
these?
5. How convincing is the evidence
presented?
6. How reliable are the sources? Are they
based on personal experience, scientific
data or outside authorities?
7. Did the writer address opposing views
on the issue?
8. Is the writer persuasive in his/ her
perspective?
*Process students’ responses
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 7. Did the writer address opposing
views on the issue?
8. Is the writer persuasive in his/
her perspective?
*Process students’ responses
F. Finding Practical Have students give some
Applications of Concepts instances that requires critical
in Daily Living thinking
Process their answers.
Have students give some instances that Group Activity Group Activity
requires critical thinking The students have to present a short role- The students have to present a short role-playing
Process their answers. playing showing explicit expressions and showing explicit expressions and implicit
implicit impressions. Consider the following impressions. Consider the following venues as the
venues as the springboard of conversation: springboard of conversation:
VENUE 1- Restaurant VENUE 1- Restaurant
VENUE 2- Resort VENUE 2- Resort
VENUE 3- Shopping Mall VENUE 3- Shopping Mall
VENUE 4- Farm VENUE 4- Farm
VENUE 5- Street VENUE 5- Street

CRITERIA: CRITERIA:
Use Of Delivery/ Creativity Use Of Delivery/ Creativity
Explicit and Execution Explicit and Execution
Implicit Implicit
Information Information
50 points 25 points 25 points
50 points 25 points 25 points

G. Making Generalization ASK: Why do you need to read ASK: Why do you need to read critically Create a composition/ essay about your Create a composition/ essay about your claims
and Abstraction about critically or to be an active and or to be an active and critical reader? claims towards a relevant issue in our towards a relevant issue in our country.
the Lesson critical reader? Explain. Explain. country.
CRITERIA:
CRITERIA: Presentation Organization Mechanics/
Presentatio Organizatio Mechanics of Claims and Language
n of Claims n / Language Relevance to Use
and Use the Topic
Relevance
50 points 25 points 25 points
to the Topic
50 points 25 points 25 points
H. Evaluating Learning Answer the following questions: Answer the following questions: Answer the following. Identify if it is claim Answer the following. Identify if it is claim of fact,
1. Explain critical reading as 1. Explain critical reading as looking for of fact, policy and value. policy and value.
looking for ways of thinking ways of thinking
2. what are the benefits of 2. what are the benefits of becoming a 1. O.J did it. 1. O.J did it.
becoming a critical reader? critical reader? 2. Computer games improve the logical 2. Computer games improve the logical thinking
thinking skills of the gamer. skills of the gamer.

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 3. The effect of violent tv programs on the 3. The effect of violent tv programs on the minor is
minor is bad. bad.
I. Additional Activities for
Application or
Remediation
V. REMARKS

VI. REFLECTION
1.HE- Jupiter: 1.HE- Jupiter: 1.HE- Jupiter: 1.HE- Jupiter:
A. No. of learners who earned 80% 2. ICT- Neptune: 2. ICT- Neptune: 2. ICT- Neptune: 2. ICT- Neptune:
on the formative assessment

B. No of learners who require 1.HE- Jupiter: 1.HE- Jupiter: 1.HE- Jupiter: 1.HE- Jupiter:
additional activities for 2. ICT- Neptune: 2. ICT- Neptune: 2. ICT- Neptune: 2. ICT- Neptune:
remediation
C. Did the remedial lessons work? 1.HE- Jupiter: 1.HE- Jupiter: 1.HE- Jupiter: 1.HE- Jupiter:
No. of learners who have caught 2. ICT- Neptune: 2. ICT- Neptune: 2. ICT- Neptune: 2. ICT- Neptune:
up with the lesson

D. No. of learners who continue to 1.HE- Jupiter: 1.HE- Jupiter: 1.HE- Jupiter: 1.HE- Jupiter:
require remediation 2. ICT- Neptune: 2. ICT- Neptune: 2. ICT- Neptune: 2. ICT- Neptune:
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

material did I use/discover which
I wish to share with other
teachers?
PREPARED BY:

Ms. JENNELYN I. Ms. JENNELYN I. SULIT Ms. JENNELYN I. SULIT Ms. JENNELYN I. SULIT
SULIT SHS Teacher II SHS Teacher II SHS Teacher II
SHS Teacher II

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CHECKED BY:

Mrs. ARRAH S. Mrs. ARRAH S. SULIT Mrs. ARRAH S. SULIT Mrs. ARRAH S. SULIT
SULIT Master Teacher 1 Master Teacher 1 Master Teacher 1
Master Teacher 1
NOTED BY:

Mrs. ANDREA H. Mrs. ANDREA H. MALAPITAN Mrs. ANDREA H. MALAPITAN Mrs. ANDREA H. MALAPITAN
MALAPITAN Principal III Principal III Principal III
Principal III

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