Republic of the Philippines

Department of Education
Region IV-A CALABARZON
Division of Cavite
TRECE MARTIRES CITY SENIOR HIGH SCHOOL
S.Y. 2021-2022

LESSON EXEMPLAR IN READING AND WRITING SKILLS

Learning Area READING AND WRITING SKILLS

Learning Delivery Modality Online - Synchronous

Trece Martires City

School Grade Level HUMSS 11-Aguado
Senior High School

Joymae T. Reading and Writing

Teacher Learning Area
LESSON Argawanon Skills
EXEMPLAR
Teaching 2nd
May 23, 2022 Semester/Quarter
Date Semester/Quarter 4

Time 9:00 – 11:00 am Number of Days 1 (2 hours)

I. OBJECTIVES At the end of the lesson, the learners are expected to:

a. determine how to formulate evaluative statements;

b. formulate evaluative statements about a text read:
● assertions about the content and properties of a
text read; and
● counterclaims in response to claims made in a text
read
c. reflect on the importance of providing a sound evaluative
statement and meaningful counterclaim.

The learner understands the relationship of a written text and the

A. Content Standards
context in which it was developed.

The learner writes a 1000-word critique of a selected text on the

B. Performance Standards
basis of its claim/s, context, and properties as a written material.

Formulate evaluative statements about a text read: a. assertions

C. Most Essential Learning
about the content and properties of a text read; and b.
Competencies
counterclaims in response to claims maid in a text read

II. CONTENT Formulating Evaluative Statements: Assertions and Counterclaims

III. LEARNING RESOURCES

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A. References

1. Teacher’s Guide pages

2. Learner’s Materials pages pp. 1-28

3. Textbook pages

4. Additional Materials from

Learning Resource (LR) portal

B. List of Learning Resources for Reading and Writing Skills: Quarter 4 - Module 4 (pp. 1-28)
Developmental and Engagement Slideshow Presentation: Formulating Evaluative Statements:
Activities Assertions and Counterclaims
[OTHER MATERIALS/TEACHING AIDS]

IV. PROCEDURES

I. Preliminary Routine

1. Greetings
2. Prayer
3. Checking of Attendance

II. Review of the Previous Lesson

The learners will take a live quiz using the provided link in the
Quizziz Application.

After the live quiz, the learners will be called randomly to answer
the question.

● In this current generation wherein fake news is

everywhere, how do you practice critical reading as a
form of reasoning?

III. Motivation
A. Introduction
Direction: The learners will be called randomly to answer the
question.

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 performance in school. Among the
choices, which will you choose and why?

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 The following terms will be presented through an interactive
discussion.

V. LESSON PROPER

i. Evaluative Statement
➢ It is a statement that states one’s sound judgement about
something which is supported by reasons and evidences.

How to formulate Evaluative Statement:

● Begin with positives before you point out the negatives.
● Suggest solutions or suggestions on how to improve the
written material being evaluated.
● Keep your feedback concise and precise.
● Your feedback must be expressed with care and much
diligence.

ii. Formulating Assertions

Assertions are declarative sentences that give one’s belief about
something as if it is true though it may not be.

Four types of Assertion

1. Fact is a statement that can be proven objectively by direct
experience, testimonies of witnesses, verified observations, or the
B. Development
result of research.
2. Convention is a way in which something is done similar to
traditions and norms. Its truthfulness can be verified only by
reference to historical precedents, laws, rules, usage, and
customs.
3. Opinion is a statement based on facts but is difficult to
objectively verify because of the uncertainty of producing
satisfactory proofs of soundness.
4. Preference states a personal choice in which the writer is under
no obligation to support or prove the truthfulness of the statement.

iii. Formulating Counterclaims

➢ Claim states a personal choice in which the writer is under
no obligation to support or prove the truthfulness of the
statement.
➢ Counterclaim is a statement that contradicts one’s claim
and is usually proven and supported by both reasons and
evidences.
➢ Reason is a part of an argument where a statement offers
a explanation behind party’s claim.
➢ Evidence is a statement that proves the truthfulness of a
claim and generally leads to the conclusion of an
argument.

Set A. Direction: Identify the type of assertion in each statement

whether it is a fact, convention, opinion, or preference.
E. Engagement
1. I would rather watch educational shows than 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

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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 prefer to go to Maldives than to St. Gallen.
7. The export of cut rose can easily become one of the most
lucrative businesses in the country.
8. President Rodrigo Duterte signed the Bayanihan to Heal as
One Act on March 24, 2020.

Set B. Direction: Identify each of the following statement whether

it is a claim, counterclaim, reason, or evidence.

1. Based from my experience, if you want to keep people around

you, continue to open the door of friendship and always
accentuate the positive.
2. I am a child of loving God who created me after His own image.
I am happy for what I am and I don’t have to be someone I am not.
3. I don’t think so. Charles Darwin’s Theory of Evolution explains
that humans evolved from the monkeys.
4. I did not come from the apes because I don’t look like one of
them!
5. Also, Genesis 1:26 explicitly rendered that aside from creating
man after His image, God also gave him dominion over all His
creations. Well, it does not matter whether I look like a
chimpanzee or not as long as I know I am me.

Set C. Group Activity

Group 1
Direction: Formulate an evaluative statement about the poem

Note: read the poem from the bottom to the top

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SCORING RUBRICS

5 3 1

The evaluation The evaluation has The evaluation has

has an evaluative an evaluative no evaluative
statement that statement but did statement.
used an not use an
evaluative evaluative
language. language.

The evaluation The evaluation The evaluation has

contains positive contains positive positive feedbacks
and negative and negative but there are no
feedbacks as well feedbacks but negatives and
as suggestions to there were no suggestions for the
improve the suggestions improvement of the
poem. provided. written work.

The evaluation is The evaluation is The evaluation is

clear, concise, clear and concise clear but not
and precise. but not precise. concise and
precise.

The evaluation The evaluation has The evaluation has

has no error 1 to 3 errors when 4 or more errors
when it comes to it comes to when it comes to
grammar. grammar. mechanics.

Total

Group 2
Direction: Formulate counterclaims of the given claims.

SCORING RUBRICS

EXCELLENT WELL DONE AMAZING AWESOME

(20) (15) (10) (5)

CLAIM Counterclaim Counterclaim Counterclaim Counterclaim

1 is sharp, is clear and is mentioned. or refute is
distinct and maintained Refute is unclear and
maintained throughout. poorly not supported.
throughout. Refute is supported.

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 Refute is presented and
well-thought convincing.
out and
convincing.

CLAIM Counterclaim Counterclaim Counterclaim Counterclaim

2 is sharp, is clear and is mentioned. or refute is
distinct and maintained Refute is unclear and
maintained throughout. poorly not supported.
throughout.Ref Refute is supported.
ute is presented and
well-thought convincing.
out and
convincing.

OFFLINE WRITTEN TASK

Option A
Directions: Search for an editorial article or any text that interests
you then formulate an evaluative statement about it. Please be
guided by the scoring rubric that follows.

SCORING RUBRICS

5 3 1

The evaluation The evaluation has The evaluation has

has an evaluative an evaluative no evaluative
statement that statement but did statement.
used an not use an
evaluative evaluative
language. language.

The evaluation The evaluation The evaluation has

contains positive contains positive positive feedbacks
D. Assimilation and negative and negative but there are no
feedbacks as well feedbacks but there negatives and
as suggestions to were no suggestions for the
improve the poem. suggestions improvement of the
provided. written work.

The evaluation is The evaluation is The evaluation is

clear, concise, and clear and concise clear but not
precise. but not precise. concise and precise.

The evaluation The evaluation has The evaluation has

has no error when 1 to 3 errors when it 4 or more errors
it comes to comes to grammar. when it comes to
grammar. mechanics.

Total

Option B
Directions: Search for an editorial article or any text that interests
you then formulate a counterclaim about it. Please be guided by
the rubric that follows.

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 SCORING RUBRICS

EXCELLENT WELL DONE AMAZING AWESOME

(20) (15) (10) (5)

CLAIM Counterclaim Counterclaim Counterclaim Counterclaim

is sharp, is clear and is mentioned. or refute is
distinct and maintained Refute is unclear and
maintained throughout. poorly not supported.
throughout. Refute is supported.
Refute is presented and
well-thought convincing.
out and
convincing.

The learners will be called randomly to answer the question.

How would you apply everything that you’ve learned from our
lesson today into real life situation?

The learners in their notebook, journal, or portfolio will write their

V. REFLECTION personal insights about the lesson using the prompts below.

I understand that
_____________________________________________.

I realized that
_____________________________________________.

Prepared by: Checked by: Noted by:

JOYMAE T. ARGAWANON MARY GRACE L. ALEJO RONALD A. PEREÑA

Student Teacher Cooperating Teacher Principal II