Republic of the Philippines

THE RIPPLE OF HOPE SKILLS AND TECHNOLOGY INSTITUTE, INC.

DepEd Permit No. S–102, s. 2019
School ID No: 408869

THE RIPPLE OF HOPE SKILLS AND

GRADE 11 School Grade Level 11 Quarter FOURTH
TECHNOLOGY INSTITUTE, INC.
DAILY LESSON
Teacher DIANNE SWAY N. DAYAON Subject Reading and Writing
PLAN
Teaching Date and Time

The learner understands the relationship of a written text and the context in which it
A. Content Standards
was developed.
I. OBJECTIVES

B. Performance The learner writes a 1000-word critique of a selected text on the basis of its
Standards claim/s, context, and properties as a written material.
C. Learning Explain critical reading as a form of reasoning.
Competencies/
Objectives
II. CONTENT (Subject Matter/Lesson) CRITICAL READING AS A FORM OF REASONING
1.Teacher’s Guide
Reading and Writing Modules No. 7 and 8: Week 7-8
pages
A. REFERENCES
III. LEARNING RESOURCES

2.Learner’s Materials
pages
3.Textbook pages
4.Additional Materials
from Learning CG: K-to-12-MELCS-with-CG-Codes page 538-539
Resource portal
Websites:
B. Other Learning
Resources Materials: Visual Aids, Pictures, Worksheet

Integration: Mathematics

The teacher will assign number to each student and will call the students holding
the even numbers randomly to answer the following questions. The students’
assigned number will be their number until the end of class.
A. Reviewing What are the three types of intertextualities?
previous lesson What type of intertextuality is being shown in the photo?
IV. PROCEDURES

Why do we need to read critically?

The students will read the objectives.
At the end lesson the students are able to:
1. Identify assertions as:
a. Fact
B. Establishing a
b. Convention
purpose for the lesson
c. Opinion
2. Appreciate the importance of critical reading as a form of
reasoning/counterclaims in an argument.
3. Support arguments by formulating counterclaims.
C. Presenting The teacher will give colored paper to the students.
examples/instanc
es of the new Students will read the paragraph:
 Republic of the Philippines
THE RIPPLE OF HOPE SKILLS AND TECHNOLOGY INSTITUTE, INC.
DepEd Permit No. S–102, s. 2019
School ID No: 408869

Eastern Samar is an underdeveloped place and is one of the most disaster-prone

places in the Philippines. Because of poverty, residents are forced to live in high-
risk places, which make them prone to disasters. Disasters in Eastern Samar affect
a large number of people by destroying their houses, farmlands, livelihoods, and
other personal assets. Samar is a very bad habitat for people experiencing poverty.

The teacher will pick a colored paper from the box and the student holding the
lesson same color will answer the following question.

Questions to be asked:
Are the points of the paragraph true?
From the given selection, what are the major points where you and the
author disagree?
What issue is given focus by the writer that supports the conclusion about
the relation of poverty to disaster?
The students will analyze the following sentence.
1. The sampaguita's roots are used for medicinal purposes, such as an
anesthetic and a sedative.
2. The sampaguita belongs to the genus Jasminum of the family Oleaceae.
3. The popularity of sampaguita flowers is most evident in places of worship.
4. Sampaguitas are the most beautiful and most fragrant of all flowers.

Question/s:
What are the differences of the sentences?
Are they factual?

Becoming a good critical reader means that you are able to logically evaluate the
claims of the writer. Any writer would want the reader to consider-and possibly
agree with-the claims that he or she puts forward. In expository writing, assertions
become the primary channel for a reader to assent to a claim.
 Assertions are declarative sentences that claim something is true about
D. Discussing new something else. Simply put, it is a sentence that is either true or false.
concepts and TYPES OF ASSERTION
practicing new  FACT - This is a statement that can be proven objectively by direct
skill #1 experience, testimonies of witnesses, verified observations, or the
results of research. Because statements of fact can be double-
checked for accuracy, there is general agreement about the truth
they posit.
Ex. - The sampaguita's roots are used for medicinal purposes,
such as an anesthetic and a sedative.

The student will give a factual statement about

the photo being shown.

 CONVENTION - a way in which something is done, similar to

traditions and norms. Conventions depend on historical precedent,
laws, rules, usage, and customs. Thus, their truthfulness is verified
by how commonly held definitions and beliefs are interpreted.
Ex. - The sampaguita belongs to the genus Jasminum of the
 Republic of the Philippines
THE RIPPLE OF HOPE SKILLS AND TECHNOLOGY INSTITUTE, INC.
DepEd Permit No. S–102, s. 2019
School ID No: 408869

family Oleaceae.

The student will give a conventional statement

about the photo being shown.

 OPINION - based on facts, but are

difficult to objectively verify because of the uncertainty of
producing satisfactory proofs of soundness. Opinions result from
ambiguities; the more ambiguous a statement, the more difficult it
is to verify. Thus, they are open to disputes.
EX. - The popularity of sampaguita flowers is most evident in
places of worship.

The student will give his/her opinion about the

photo being shown.

 PREFERENCE - based on personal choice; therefore, they are

subjective and cannot be objectively proven or logically attacked.
Ex. - Sampaguitas are the most beautiful and most fragrant of all
flowers.

The student will give his/her opinion about the

photo being shown.

The teacher will explain the following rationale for the given examples.
 Republic of the Philippines
THE RIPPLE OF HOPE SKILLS AND TECHNOLOGY INSTITUTE, INC.
DepEd Permit No. S–102, s. 2019
School ID No: 408869

The teacher will present pictures and ask the students to give their stand about it
and share it with their classmates then call a student to rebut the stand of his/her
classmate.

Questions to be asked:
1. How did you form your stand in each photo?
2. How did you rebut the claim of your classmate?
3. What must be the reason why the two disagreed on the simple matter at
hand?
CLAIM – the main thesis statement. Your thesis should situate your argument with
a broader discussion which will likely involve addressing possible objections.

COUNTERCLAIM - are claims made to rebut a previous claim. To rebut means to

contradict someone’s statement through a formal argument. They provide a
contrasting perspective to the main argument.

E. Discussing new Ex.#1 - CLAIM:

concepts and Facebook starts to remove recommendations for political, and social
practicing new groups.
skill #2 - COUNTERCLAIM
You don’t agree to remove them so you have to give your reasons and
evidences.
 Simply say, counterclaim is the opposite of the claim and you try to
disagree with the claim.
Ex.#2 - Martha is an incoming grade 11 student. She has been using a basic
cellphone ever since she was in junior high school. She is very eager to go back to
school and be productive but when she learned about the integration with
technology and digital tools to extend in the classrooms beyond the constraints of
traditional walls, particularly in the public school due to the global pandemic, her
excitement turned into frustration. Martha desperately wants to have a smartphone
so she can have access to the internet. Having this in mind, she tells her father,
Mang Tonyo, that she needs a smartphone. Mang Tonyo, thinking only of the
additional expense, simply says, “No.”
Martha has made her claim – asking for a smartphone.
Mang Tonyo has made his counterclaim – opposing Martha’s claim

 Martha now needs to offer her valid reasons to Mang Tonyo as to why she
needs smartphone.
 Mang Tonyo now needs to support his refusal to provide Martha with a
smartphone. He should be ready to give solid, substantiated reasons for
his refusal to provide something that the family has been spending for all
those years.
 Republic of the Philippines
THE RIPPLE OF HOPE SKILLS AND TECHNOLOGY INSTITUTE, INC.
DepEd Permit No. S–102, s. 2019
School ID No: 408869

The teacher will divide the group into two (2) and will be giving two different topics
to each group. The groups will formulate claims about the topic given and the other
group will rebut the claims by giving counter arguments.
F. Developing
mastery TOPICS:
First group: DEMOCRACY: A FLAWED MODEL.
Second group: POLITICIAN RUNNING FOR ELECTION BEHIND BARS OR WITH
PENDING CASES.
G. Making Why do we need to critically read?
generalizations How do you support your claims and counterclaims?
and abstractions If you disagree with someone, does that mean he is wrong and you are
about the lesson making sense? Why?

CLAIM COUNTERCLAIM
1. Millions of Filipinos have left
the Philippines in order to look
for greener pastures abroad.
2. Most Filipinos are more
H. Finding practical 3. excited to see the balikbayan
applications of boxes than their OFW families
concepts and and relatives.
skills in daily
living

I. Evaluating For evaluation, refer to H.

learning
J. Additional
activities for Sequence the events that happen to you from the moment you wake up to the time
application or before going to sleep and encircle the verbs used.
remediation

Prepared by:

DIANNE SWAY N. DAYAON

Teacher
 Republic of the Philippines
THE RIPPLE OF HOPE SKILLS AND TECHNOLOGY INSTITUTE, INC.
DepEd Permit No. S–102, s. 2019
School ID No: 408869

Noted by:

Haydee A. Obias
Asst. Principal

Approved by:

Gloria Morales
Principal