SEMI-DETAILED LESSON PLAN IN READING AND WRITING

BY: JESSA MAE ALIMANZA-ARADO

Date: February 28, 2020

Grade Level: Grade 11
Subject: Reading and Writing Skills
Core Subject Description: The development of reading and writing skills as applied to a wide
range of materials other than poetry, fiction and drama
Content Standard: The learner understands the relationship of a written text and the context in
which it was developed.
Performance Standard: The learner writes a 1000-word critique of a selected text on the basis
of its claim/s, context, and properties as a written material.
OBJECTIVES:
At the end of the lesson the students are able to:
a. Define evaluative statement;
b. Formulate evaluative statements about a text read; and
c. Value the significance of evaluative statements by application to the real world.

I. SUBJECT MATTER
A. Topic: Critical Reading as Reasoning: Formulating Evaluative Statements
B. Learning Competency: Formulates evaluative statements about a text read
EN11/12RWS-IVac-9
C. Time Allotment: 1 hour
D. Instructional materials: PowerPoint Presentation, LCD, Laptop

II. PROCEDURES
Preliminaries: Opening Prayer, Checking of Attendance, Greetings.

A. Activity: Convince Me!

The students will be divided into 3 groups. Each group will be assigned a certain situation
based on the documentary. For every situation, each group will be given a minute to
brainstorm. After brainstorming, one to two speakers or representatives will be allowed to
convince the judges by giving their own reasons. After all the speakers have spoken, the
judge will give their judgment based on the speech of the representatives.

B. Analysis:
The teacher will ask the following questions to the students;
a. Did you find any difficulty while doing the activity?
 b. How did you come up with those reasons? (to be answered by the
participants)
c. How did you make sound judgments? (to be answered by the judges)
After soliciting answers from the students, the teacher will then give a short discussion about
the topic to strengthen the concepts.
C. Abstraction:
The teacher will then solicit any questions from the class. If there is none, the teacher will
ask the students to summarize the concepts learned in class using the 3-2-1 Graphic
Organizer.
D. Application:
The students will read and evaluate “An Excerpt of Emma Watson's Speech on Gender
Equality at the UN”
Formulate an evaluative statement through a one-stanza (6 lines) song or a Poster-Slogan.
Group 1: Song Presentation
Group 2: Poster Slogan
RUBRICS: SONG WRITING AND PRESENTATION POSTER-SLOGAN

Lyrics (15%) Craftsmanship (20%)

Information (20%) Grammar (15%)

Creativity (15%) Creativity (15%)

III.
Evaluation:
Read and understand the sentence below. Make your own evaluative statement and be
sure to include necessary proofs and evidences to prove your point.
“Man will never stop looking for his satisfaction.”
Constructive Sentence:
 Will evaluative statements make the world a better place?
 How can we use evaluative statements in voicing out our stands in different
contexts?
 How do you think knowledge in evaluative statement can be useful in everyday life?
IV. Assignment:
 What is Assertions?
 What is Counterclaim?
 What are the types of Assertion?
 What are the types of Counterclaim?

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