Detailed Lesson Plan (DLP)

DLP No. : Learning Area: Reading and Writing Skills Grade Level: 11 SEMESTER : 2 Duration:120 minutes
Date: Day: Time: Section:

Formulates evaluative statements about a text read Code/s:

Learning Competency/ies: a. Formulates assertions about the content and properties of a text
(Taken from the Curriculum read EN/12RWS- 111a-9.1 – 9.2
Guide) b. Formulates meaningful counterclaims in response to claims made
in a text read
Key Concepts/
Formulates assertionsand counterclaims
Understandings
To be Developed
Adapted Cognitive Process Dimensions
Knowledge Know the different components of evaluative statements
Identify what is assertion and counterclaims
Skills Make an evaluative statements (assertion and counterclaims) about the text read
and share it in the class
1. Objectives Attitude Share humbly the evaluative statements made
Effectively respond to challenges to take sensible actions and concerns to some
Values issues in the society today
2. Content Formulation of Evaluative Statements
3. Learning  DepEd Curriculum Guide for Senior High School HUMSS – Reading and Writing Skills
Resources  Reference book: Headway: Read, Think and Write by Leah Marie R. Ibona, et al.
4. Procedures
Motivation:
Consider the following pictures.

4.1Introductory Activity
What are your take on the following statements by popular people in the Philippines?

Pair sharing: The students will have to look for a partner. They have to write whatever their thoughts or whatever they
4.2 Activity can say about the concepts/pictures being shown to them. They are given 10 minutes to do this. Afterwards, theteacher
will call on randomly a pair who will share their output in the class.

Processing Questions:
What have you noticed with your responses?
4.3 Analysis
Are they expression of one’s belief system?
Are they expression of disagreements or arguments?

The teacher will give an input on how to evaluate a statement and how to make assertion and counterclaims about the
text they read through PowerPoint presentation.
 Components of Evaluative Statement
4.4 Abstraction
 An Assertion is a confident or forceful statement or declaration about your opinion, beliefs, and even feelings.
 Counterclaims are claims made to rebut a previous claim. They provide a contrasting perspective to the main
argument.
The Teacher will show a video in which assertion and counterclaims are evidently taken.
4.5 Application The students will have to look for the claims, the assertions and the counterclaims found on the video.
They will have to give their own example of assertion and counterclaims.
4.6 Assessment Let’s Do It!
 I have here 2 statements wherein you will be tasked to make an assertion and also to make a counterclaim.
Reporting: Each group will have to present their work in the class.
Make an Assertion:
Would the Philippines have been better if it is a state of the United States?
Make a Counterclaim:
President Rodrigo Duterte known for his all-consuming hatred of drugs, said he is open to the legalization of medical
marijuana if deemed beneficial by the proper authorities.
• Study the different types of assertions and counterclaims
4.7 Assignment
• Bring a piece of Manila paper and marker for next meeting’s activity.
Pondering Questions:
How do you think developing a skill in making assertions and counterclaims be beneficial to you as student?
4.8 Concluding Activity
How can these be useful in your everyday life?

5.Remarks
REFLECTION VINZ NHAP CHERRY
A. No. of learners who earned 80% of the formative assessment
B. No. of learners who require additional activities to 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 material did I use/discover which I wish to share
with other teachers?

Bibliography:
 DepEd Curriculum Guide for Senior High School HUMSS – Reading and Writing Skills
 Reference book: Headway: Read, Think and Write by Leah Marie R. Ibona, et al.
 https://youtu.be/YguqKdC1q8w