Region XI Division Davao City

Station Grade Level 10

Teacher Learning Area English
Daily Lesson Plan
Teaching Date and Time November 16, 2022; 8:30 – 9:30 PM Quarter 2nd
I. OBJECTIVES
Content Standard: Performance Standard:
The learner demonstrates understanding of how world The learner transfers learning by composing short
literature serves as a way of expressing and resolving one’s persuasive texts using a variety of
personal conflicts through using strategies in linking, textual techniques/devices and words and expressions
information, repairing or enhancing communication, and that emphasize a point, particularly modals and
crafting formal/informal word definitions; the ethics and reflexive and intensive pronouns.
strategies of public speaking; and using of emphasis markers
in persuasive texts.
Learning Competencies (LC)
MOST ESSENTIAL LEARNING COMPETENCY: Formulate claims of fact, policy, and value (EN10WC-IIb13.2)
Learning Objectives (LO) ANNOTATIONS
At the end of the session, students will be able to: IPCRF Obj. 2
1. identify claims of fact, value and policy; Sana (2020)
2. realize the value of respecting other people’s individual claims; Values Integration - hypothesized that
learning objectives
Dimension: Intellectual (Truth & Tolerance) - Openness and respect for others
describe the knowledge
3. formulate the three types of claims in various writing activities. students should obtain
by the end of the
session. The learning
objectives for this lesson
are attainable after the
lesson has been
delivered and discussed
among the students.
II. CONTENT The Types of Claims
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide Pages English 10 Quarter 2 Module 4: Formulate Claims of Fact, Value, and Policy
2. Learner’s Guide Pages English 10 Quarter 2 Module 4: Formulate Claims of Fact, Value, and Policy
B. Other Learning Resources https://courses.lumenlearning.com/suny-esc-wm-englishcomposition1/
chapter/types-of-claims/ ; https://www.youtube.com/watch?v=V66WaqjSuU4
IV. PROCEDURES ANNOTATIONS
Preliminaries IPCRF Obj. 14 & COT
Daily Routines Indicator 4
The conducive learning
*Prayer
environment is ensured
*Greetings
as it increases students'
*Checking of attendance attention and focus,
*Setting classroom conduciveness for learning promotes meaningful
learning experiences,
encourages higher levels
of student performance,
The teacher will present the lesson objectives and motivates students
and class rules. to practice higher-level
critical thinking skills.

A. Reviewing previous lesson or
presenting the new lesson.
IPCRF Obj. 16
Before proceeding to the
delivery of instruction,
the class rules are
reiterated or reminded
to the students so that
they are guided on how
they are supposed to
behave or act during the
class to attain the
maximum learning that
is expected at the end of
the session.
(Behaviorism)
Ask questions regarding the previous lesson.

B. Establishing a purpose for the
lesson
C. Presenting examples/instances
of the new lesson
D. Discussing new concepts and
practicing new skills # 1
E. Developing Mastery
1. What is an opinion?
2. What is an assertion?
ACTIVITY
Activity 1: Picture Analysis
The teacher asks the students:
1. What are the statements presented in the
pictures?
2. What idea or message do these
statements convey to us?
3. Is it important that we get updated with
the current events in our community?
ANALYSIS
Ask the following questions: LO – 2
1. What is a claim?
(Cite an experience when a certain individual COT Indicator 1 - The
lesson is intra-connected
claims about something)
with English 7 lesson on
2. When can we say that a statement is a claim?
Fact and Opinion
3. What are its considerations? Statements and inter-
4. Is it possible that people have different connected with EsP 9
claims? If so, how should each one deal with lesson on Pagkilala sa
other’s claims? Karapatang Pantao.
COT Indicator 9 - Adapt
and use culturally
appropriate teaching
strategies to address the
needs of learners from
indigenous groups
ABSTRACTION
Discussion on the following: LO – 1
1. A claim of fact makes an assertion about
something that can be proved or disproved
with factual evidence.
2. A claim of value argues that something is
good or bad, or that one thing is better than
another thing.
3. A claim of policy argues that certain conditions
should exist, or that something should or
should not be done, in order to solve a
problem.
APPLICATION
Activity 2: Know Thy Claim (Spin the Wheel) COT Indicator 5
Classify these five statements whether it is a claim of It is assumed that in this
fact, a claim of value or a claim of policy. part of the lesson
learning environment
1. Cellphone is a useful tool in supplementing
that promote fairness,
teaching instructions. - Value respect, and care to
2. Teachers should ensure correct use of cellphones encourage learning is
in the classroom. Policy maintained.
3. Cellphones provide the means to communicate
with friends, family and other people. -Fact
4. Students should use cellphones responsibly and
wisely. -Policy
 5. Pearson stated that 82% of high school students
use cellphones. -Fact

F. Finding Practical Application LO – 3

Activity 3: Claim It, Write It! COT Indicator 6
It is assumed that in this
part of the lesson
learning environment
that promotes fairness,
The students will be grouped into five. Each group respect, and care to
will be given a worksheet that asks them to write encourage learning is
claims of fact, value and policy based on the given maintained.
issues or topics. The output will be written on the
board. COT Indicator 7
This strategy makes the
learners motivated to
work productively on
their own.

IPCRF Obj. 2
Rubrics The study of Iqbal and
Rafi in 2018 had found
board work as a better
strategy in English
Language Teaching
practices of public
schools as proven by
their effect on learning
outcomes.

IPCRF Obj. 16
In this part of the lesson
learners communicate
with each other and
share their
understandings, feelings,
knowledge, and
experience to come up
with a new knowledge.
The teacher serves as
facilitator and learners
are encouraged to
interact, exchange views
and experience and
construct meaning and
knowledge that is based
on their needs.
(Constructivism)

Values Integration
Dimension: Intellectual
(Truth & Tolerance) -
Openness and respect
for others

G. Making generalizations and Ask the following questions? LO – 1 & 2

abstractions about the lesson 1. What are the three types of claims?
2. What is the significance of knowing these
three types of claims?

H. Evaluating learning Connect to Claim LO – 3

In a ½ sheet of paper, match the appropriate group COT Indicator 6 - It is
of words in the boxes to make a valid claim. Connect assumed that in this part
them by rewriting the new formed idea. of the lesson learning
environment that
promote fairness,
respect, and care to
encourage learning is
maintained.
 IPCRF Obj. 2
Hurst (2021)
distinguished pen and
paper assessment as
type of assessment
which requires students
to provide written
responses to written
items. This will let the
students manifest the
knowledge and skills
they have acquired from
the instruction.

IPCRF Obj. 16
This assessment is
believed to measure the
essential learning
students have acquired
from the teaching and
mastery of core basic
subjects and skills.
(Essentialism)
ASSIGNMENT
I. Additional activities for In your notebook, write the definition of an
application or remediation argumentative essay.
V. REMARKS

VI. REFLECTIONS
A. No. of learners who earned 80% on the
formative assessment
B. No. of learners who require additional
activities for 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 materials did I
use/discover which I wish to share with other
teachers?