Lesson Plan in Reading and Writing Skills

I. OBJECTIVES:

At the end of 60 minutes lesson, the students are expected to attain 90% success of
the following:
a. Define the evaluative statements
b. Formulate an evaluative statements
c. Appreciate the importance of formulating evaluative statements.

II. SUBJECT MATTER

Topic: Formulating Evaluative Statements

References:
https://depedtambayan.net/wp-content/uploads/2022/03/readingandwritingskills_q4_m6_
formulatingevaluativestatements_v2.pdf
Materials: laptop, Google and PowerPoint presentation, module

III. PROCEDURE
A. Preparation
Methodology (Inductive Reasoning)

Teacher’s Activity Student’s Activity

“Good Morning, Class” “Good Morning, Ma’am”

“Okay, before we start, can you hear “Yes, Ma’am”

and see me clearly?.”

“Okay, kindly open your cameras my *the students will turn on their
dear students. So that teacher will see cameras*
your beautiful faces”

“Can you please lead the prayer,

(name)” *Student A leads the prayer*

B. Motivation
 Teacher’s Activity Student’s Activity
“For now, I am going to show some pictures “Yes, Ma’am”
and I am going to ask you some questions. Is
it clear?”
“Suppose your parents give you an option of
the gift you want to receive on your
graduation day. This is for you to be
motivated to maintain your academic
standing in your class. After you choose,
answer the questions; from the choices,
what will you choose and why? If you were
your parents, what do you think would they
tell you after knowing your choice? Your
choices illustrated below.
 “Wow, you are all have a good
answers. Good job!”

C. Lesson Proper

Teacher’s Activity Student’s Activity

“Before we open our new lesson, what

have we discussed last meeting?”

“Yes?”
“We’ve discussed about critical reading
as reasoning.”
“Good job. What is critical reading?”
“It is an activity which involves the
reader by asking questions about the text
and the author’s claim.”
“Very well said. Good job. And what
is reasoning?”
“Reasoning is an act of giving
statements of justification and
explanation.”
“Very good! I am happy that you still
remember our lesson last meeting.
Now, let’s proceed to our new lesson.
We are going to discuss about
formulating evaluative statements.”

“Do you have idea what is evaluative

statement?”
“a statement that presents a value
judgment based on a set of criteria.”
“Good job. It is a way of presenting
your final judgment on an idea or
issue in a particular topic.”
“In this, you can share your judgment
“What else?”
whether it is positive or negatives, right
or wrong, supported by research or valid
reasons.”
“That is right, good job! And now we
are going to know how to formulate
evaluative statements. Here are the
two steps. Can someone please read?” “STEP 1 – formulate assertions about
the content and the properties of a text
you have read.”
“Good job. When we say assertions,
 what does it mean?”
“A statement used to make a declaration
or to express strong belief on a particular
topic.”
“Thank you. And also, we have
different common types of assertion.
Can someone read the number 1? “A statement that can be proven
What is fact?” objectively by direct experiences,
testimonies of witness, verifies
observations, or the results of
researches.”
“Good job. In your own words, what
is fact?”
“Fact is being a statement or an issue
that can be verified as being true.”
“Can someone read the example?”

“The roots of Sampaguita are

“Thank you. How can be the example
can be a fact?”
“Good job! How about the number 2?
Can someone please read?”
“Thank you and take note that
conventions are supported with long
established knowledge or
information.”
used for medical purposes such
as an anesthetic and a sedative.”
“By showing some supporting
articles or scientific results that
can be proven.”
“Convention is a statement that
can be verified by reference to
historical precedent, laws, rules,
usage, and customs; may be
verified by dictionaries and
encyclopedias.”

“Can someone please read the

example?”

“The Sampaguita belongs to the genus

“Thank you. Do you have questions?” Jasminum of the family Oleaceae.”
“Next we have the opinion. Can “None, Ma’am.”
someone please read?”

“Based in facts, but is difficult to

objectively verify because of the
“Thank you. What does it mean?” uncertainty of producing satisfactory
 proofs of soundness.”

“Good job. Can someone read the “Opinions are somehow baseless
example?” statements they can be true and not.”

“The popularity of Sampaguita flowers

is most evident in places of worship. “

“Thank you. And lastly, we have the

preference. Can someone please
read?”
“Preference is based on personal choice;
therefore, they are subjective and cannot
be objectively proven or logically
attacked.”
“Thank you. In preference you are
showing you’re an aspect of your
unique personality.”

“Can someone read the example?”

“Sampaguita are the most beautiful and
most fragrant of all flowers.”
“Do you have questions?”
“None, Ma’am”
“Let’s now proceed to the step 2. Can
someone please read?”
“STEP 2 – formulating a meaningful
counterclaim in response to a claim
made in the read.”
“Thank you. What is claim?”
“Claim – main argument; a sentence that
summarizes the most important thing
that the writer want to say as a result of
his/her thinking, reading, or writing.”
“Good job. What else?”
“A claim persuades, argues, convinces,
proves, or provocatively suggests
something to a reader who may or may
“Very good! And also we have the not initially agree with you.”
characteristics of a good claim. Can
someone please read?”

“And the second one?” “Argumentative and debatable”

“And the last two?” “Specific and focused.”

 “Interesting and engaging
Logical”
“Good job! Do you have questions?”

“Thank you. Next we will determine “None, Ma’am”

the writer’s claim. What is the first
one?”

“In that you are going to look or

identify what is purpose of the author “What is the author’s main point?”
in a claim with specific topic.”

“And the next one, can please

someone read?”

“Do you have questions?” “What is the author’s position regarding

it?”
“What is the difference between
opinion and claim? Anyone?” “None, Ma’am.”

“Opinion supported by more opinion

And claim supported by evidence, which
“Very well said! Thank you. Do you
can be debatable or challenged
have questions?”
Addresses the “SO WHAT?” question”
“Can someone please give an
example?”

“Opinion – Cream O bars are delicious.

“Good job. How about the others?” Claim – Cream O bar taste better that
other snack cakes because of their
texture, and their creamy filing.”

“Opinion – I like dance music.

Claim – dance music has become
popular for reasons that have nothing to
do with the quality of music rather, the
“Do you have questions so far?” clear, fast beats respond to the need of
people on amphetamines to move and to
“Let’s now have the types of claim. move quickly.”
What is claim of fact?”
“None, Ma’am.”
 “Good job. What else?”
“Assert that a condition has existed,
“Good job! And here some guide exists, or will exist and relies on factual
questions on determining claims of information for support.”
fact. Did it happen?
- Does it exist?
- Is it true? “Opinions drawn by inference.”
- Is it a fact?”

“Do you have questions?”

“Next, we have the claim of value.

What is claim of value?”

“Good job. What else?”

“None, Ma’am.”

“Claim of value makes a judgment.”

“Good job! And here are some guide
questions in determining claims of “Claims of value express approval or
value. disapproval, attempting to prove that
- Is it good? some action, belief or condition is right
- How bad? How good? or wrong, good or bad, beautiful or ugly,
- Of what worth it is worthwhile or undesirable.”
- Is it moral or immoral?
- Who think so?
- What do those people value?”

“Do you have questions?”

“Thank you. And lastly, we

have the claim of policy. What
is claim of policy?”

“Good job. What else?” “None, Ma’am.”

“Very good thank you. And here are

“Claim of policy argues that certain
some guide questions in determining
conditions should exist.”
the claims of policy.
- What should we do about it? “It suggest a solution to a problem that
- How should we act? has been defined or described by an
- What should our future policy argument.”
be?
- How can we solve this
 problem?
- What concrete course of action
should we pursue to solve the
problem?”

“Do you have questions?”

“Thank you. If you don’t have

questions, let’s have an activity

“None, Ma’am.”

D. Enrichment Activity

Teacher’s Activity Student’s Activity

“Identify the type of assertion in each
statement. (FACT, CONVENTION,
OPINION, PREFERENCE)

1. I would rather watch shows that

play computer games.
2. Roses grow best in soil made of
¾ clay and ¼ sand and loam.
3. In America, the bride’s family
pays the majority of the wedding
costs.
4. Chocolates taste better than ice
cream.
5. Lions belong to the genus
Panthera which contains well-
known animals such as the tiger,
leopard, and jaguar.”
6. I think that green is the best
color.
7. I prefer to go to the Maldives
than to St. Gallen.
8. Corazon Aquino was the 11th
president (and first female
president of the Philippines. She
restored democracy after the long
dictatorship of Ferdinand
Marcos.)
9. The expert of cut roses can easily
become one of the most lucrative
 businesses in the country.
10. President Rodrigo Duterte signed
the Bayanihan to Heal As One
Act on March 24, 2020.

E. Generalization

Teacher’s Activity Student’s Activity

“Before we end our class, what is
evaluative statement?”
“Evaluative statement is a way of
giving a better explanation to show the
strength and the weaknesses of
something through writing.”
“Good job. Thank you. How about the
four common types of assertion?”
“The common type of assertion are
fact, convention, opinion, and
preference.”
“Good job! What are the three types of
claim?”
“The three types of claim are claim of
fact, claim of value and claim of
policy.”
“And lastly, what is claim?”
“A claim is a main argument; a
sentence that summarizes the most
important thing that the writer want to
say as a result of his/her thinking,
reading, or writing.”
“Good job! Thank you. Do you have
questions?”

“That’s great! Thank you very much “None, Ma’am”

for today, class. Have a good day and
keep safe!”

F. Evaluation
 Draw two (2) boxes and label them as Assertion and Counterclaim. Compare your
ideas/understanding of assertion and counterclaim.

Then write a short paragraph with 3-5 sentences about your insights on both assertion and
counterclaim.

______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________

G. Assignment
Form an evaluative statement for every given text and label it whether positive or
negative depending on the focus of the evaluation.

Text: If you are not so smart, you should try to be a teacher.

Prepared by:

Pawlene Elesterio
Practice Teacher

Submitted to:

Ms. Jo Ane C. Gomez

Cooperating Teacher