Republic of the Philippines

DEPARTMENT OF EDUCATION
Region IX, Zamboanga Peninsula
DIVISION OF ZAMBOANGA DEL NORTE
SALUG NATIONAL HIGH SCHOOL

A SEMI-DETAILED LESSON PLAN IN READING AND WRITING SKILLS

CONTENT STANDARD: The 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.
LEARNING COMPETENC/MELC: Explain critical reading as a form of reasoning
EN11/12RWS-IVac-8

Objectives
At the end of the lesson the students are expected to:
a. define critical thinking;
b. explain the importance of critical thinking in personal and academic life; and
c. identify situations that promote critical thinking.

I. Subject Matter
a. Topic: Critical Reading as Reasoning
b. Materials: visual aids, cartolina strips, Laptop, and Powerpoint Presentation
c. References: (Alhaida H. Sarahan) 2021, Quarter 3. Module 7
II. Procedures
a. Preparation
1. Prayer
2. Checking of class attendance
3. House rules reminders
4. Review on previous lesson
5. Presentation of lesson objectives

b. Motivation
Task 1:“ Critical Reading, Activate!”
1. Give instruction for the task. Direction: Test students critical reading
skills. Answer the question posted after each situation. Give also your
reason to your answer.
 2. Call randomly five volunteers from the class.

c. ACTIVITY
Task 2. Group Activity- “The Texas Chain Letter Massacre”
1. Divide the class into three.
2. Directions: Take a look at the picture on the right side and answer the
questions that follow. Discuss your answers with your group before
sharing it to the class.
3. Give rubrics for scoring.
EXCEPTIONAL ADMIRABLE ACCEPTABLE
CRITERIA 3 points 2 points 1 point
Promptness
Team Work and
Cooperation
Understanding
of the Topic

d. ANALYSIS

Process the previous activity.

1. Ask: Do you often question the validity of a statement by asking the
person to give basis for his/her assertions? Why?
2. Define with the students what critical thinking is; and what are logical
fallacies and critical reading strategies.
3. Check the groups’ answer on Task 2 and discuss it with students. Let
students discover on their own the right answer by asking soliciting
questions.
e. ABSTRACTION Task 3. Group Activity “ YES-NO That Is”
Recap with a twist. Direction: Students will answer YES if the situation
promotes critical thinking; NO if it doesn’t. Students must also support their
answer with an explanation.
1. The teacher prepares at least 10 statements/situations.

f. APPLICATION
Task 4. Group Activity “We Are Critical Thinkers!”
Direction: With the same group on Task 2, let them identify and explain
the importance of critical thinking in their personal and academic life.
1. Each group will pick one specific task to perform.
2. Each group will explain how important critical reading is through their
chosen task.
 3. Provide criteria for grading.
4. Give students five minutes to prepare then have them present their
outputs.

III. Evaluation (1/4 sheet of paper. Answer directly.)

Test I.
Direction: Write C if the activity in each item influences you to think critically and
P if passively.
___1. Reading print advertisements
___2. Watching investigative reports
___3. Listening to music
___4. Talking to friends about their school concerns
___5. Reading comics
___6. Playing online games
___7. Watching comedy films
___8. Planning research
___9. Listening to politicians
___10. painting

Answers: 1. C 2. C 3. P 4. C 5. P 6. P 7. P 8. C 9. C 10. P

IV. Assignment
Read what is critical reading and explain in 5 sentences how it correlates with
critical thinking.

Prepared by:

MA. DIOFEL L. LACAYA

Teacher II

Checked and Approved:

JUANITA V. MARATAS EUGEMMA L. DELA RAMA

MT-I, English Department Head, English

Remarks:
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