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Republic of the Philippines

DIVISION OF BOHOL
Department of Education
Region VII, Central Visayas

Instructional Planning (I Plan)

(With inclusion of the provisions of D.O. No.8, s. 2015 and D.O. 42, S. 2016)

Detailed Lesson Plan (DLP)

DLP No.: Learning Grade Level: Quarter Duration:

Area: 60 minutes
Reading 11 2
and
Writing
Skills

Learning Code/s:
Competency Explains critical reading as reasoning EN11/12RWS-
/ies: IVac-8
Key
Concepts/
Understandi Critical Reading as Reasoning
ng to be
Developed
1.Learning Knowledge Identify guide questions during critical reading
Objectives as a form of reasoning;
Skills Formulate answers and evidences to the
questions raised about the article; and
Attitudes Practice oneself in analyzing statements that
manifest critical reading.
Values Display oneness in accomplishing a group
task.
2.Content Explaining Critical Reading as a Form of
Reasoning
3.Learning https://www.deped.gov.ph/wp-content/uploads/2019/01/SHS-
Resources Core_Reading-and-Writing-CG.pdf: 4. Explains critical reading as
reasoning, page 2 of 8
Critical Reading Activities from the Florida State University.
Writing Resources: The English Department retrieved from
https://tinyurl.com/yxce7tvr

Critical Reading Questions

https://tinyurl.com/y47tp25g

What is Critical Reading

https://www.skillsyouneed.com/learn/critical-reading.html
4.Procedures
4.1 Introductory  Daily class routine
Activity (2 min.)
Ask them this question: What is reasoning?
Then show the Definition:
According to Merriam-Webster Dictionary, reasoning is
an act of giving statements for justification and
explanation. It is the ability of someone to defend
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Republic of the Philippines
DIVISION OF BOHOL
Department of Education
Region VII, Central Visayas

something by giving out reasons.

4.2 Activity CONVINCE ME!

(10 min.)
The class will be grouped into three (with more or less 12
members each). We will test your reasoning skill by
convincing the judge through your own reasons based
on the situation and the topic assigned to you.
The teacher will provide three sets of situations wherein
all the groups will take turns to be the judge and to be
the participant.
For example, on the first situation, group 1 will be the
judge and the remaining two groups will be the one to
give their reasons.
For every situation, each group will only be given two
minutes to brainstorm.
After brainstorming, one to three speakers will be
allowed to convince the judges by giving their own
reasons.
After all the speakers have given their reasons, the judge
will give their judgement based on the materials and the
reasons presented by each group.
First Situation:
 Anna wants to have a movie date with her family,
which genre do you think is better to watch?
Group 2 – HORROR MOVIES
Group 3 – ROMANTIC MOVIES
Group 1 will be the judge.
Second Situation:
 Juan is craving for sweets, which is better for him
to eat?
Group 1 – FRUITS
Group 3 – CHOCOLATES
Group 2 will be the judge.
Third Situation:
 Pasing wants to go on a vacation, which tourist
destination is better for her to go to?
Group 1 – PALAWAN
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Republic of the Philippines
DIVISION OF BOHOL
Department of Education
Region VII, Central Visayas

Group 2 – BORACAY
Group 3 will be the judge.
4.3 Analysis Process Questions:
(10 in.)  What did you feel while doing the activity?
For the participants:
 How did you come up with those kinds of
reasons?
For the judges:
 How were you able to make sound judgement?
4.4 Abstraction RECAPITULATION:
(15min.)
In the previous lesson you have learned that:

Context can be developed into paragraphs

using hypertext and intertext.
Text and context connections refer to
critical reading which is the technique for
discovering information and ideas within a text.

DISCUSSION:

Today, let’s learn about critical reading as a

form of reasoning.

Critical Reading
- means engaging in what you read by asking
yourself questions such as, ‘what is the
author trying to say?’ or ‘what is the main
argument being presented?’

- means being able to reflect on what a text

says, what it describes and what it means by
scrutinizing the style and structure of the
writing, the language used as well as the
content.

As a critical reader you should reflect on:

 What the text says:  after critically reading a

piece you should be able to take notes,
paraphrasing - in your own words - the key
points.
 What the text describes: you should be
confident that you have understood the text
sufficiently to be able to use your own
examples and compare and contrast with
other writing on the subject in hand.
 Interpretation of the text: this means that
you should be able to fully analyze the text
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Republic of the Philippines
DIVISION OF BOHOL
Department of Education
Region VII, Central Visayas

and state a meaning for the text as a whole.

In summary: What questions should guide you

in critical reading?

The following questions are categorized as

questions about: the overall text, the truth
claims made within the text, how the text could
be different, political statement, and personal
engagement.
Note: You do not need to use all of these
questions every time you read. Choose two or
three which make the most sense to you, and
start there.

Questions about the overall text

(a) What is the purpose/aim of this text?
How do you know? How might this influence
the way it is written?
(b) Can you see any justification (direct or
implied) for the research decisions? Do the
justifications seem reasonable?

Questions about the truth claims made within

the text
(c) Are any assumptions being made in this
text?
Assumptions might include:
_______________________ is
important.
_______________________ is
possible.
_______________________ might
influence _______________________.
_______________________ is a
positive thing.
_______________________ is a
negative thing.
(d) Do these assumptions seem reasonable
in this context? Why or why not?
(e) Are any generalizations being made? Are
these generalizations reasonable here?
(f) Do any claims seem too certain?
(g) Are there suitable examples?
(h) Are there claims which are based on
authority for support? What kind of
authority is it? Does this seem reasonable?
(i) Are there claims which are based on
evidence for support? What kind of evidence
is it? Does this seem reasonable?
(j) Are any concepts being conflated?
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Republic of the Philippines
DIVISION OF BOHOL
Department of Education
Region VII, Central Visayas

Questions about how the text could be different

(k) What is missing from the text?
(l) How could the text be not like this /
different?
(m) Is anything being used out of context in
the text?

Political Questions
(n) Is there anything problematic in the text?
(o) Are any groups being excluded or
marginalized in the text or in the
implications of the claims?
(p) Is there any exclusionary language used
in the text?
(q) What would the implications be, if we
were to take the claims seriously? i.e. What
would happen next?

Personal Engagement
(r) How does this text relate to my personal
experience?
(s) How does my personal knowledge and
experience affect the way I read the text?
(t) Can my personal experience help me to
evaluate the  claims?
(u) What status does my personal experience
have, in relation to the published research?
(v) Can I find anything in the literature to
help me  relate this to my personal
experience?

4.5 Application Activity 1.1. Mark up the Text Activity. Read the
(15min.) following article about an environmental issue in Bohol
province. Analyze the statements and take down
important concepts on a separate sheet the following
table format:
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Republic of the Philippines
DIVISION OF BOHOL
Department of Education
Region VII, Central Visayas

Your answer sheet should look like this:

(phrase you want to (important idea)

remember)










(unfamiliar reference or a (the writer’s key supporting

word you need to look up) points or examples)

 

 

 

Distribute to them the Article…

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Republic of the Philippines
DIVISION OF BOHOL
Department of Education
Region VII, Central Visayas

Activity 1.2 List five questions from the concept notes that guide you
in reading the text about the environmental issue in Bohol.

Example: What is the purpose/aim of this text?

1. ____________________________________________________________

2. ____________________________________________________________

3. ____________________________________________________________

4. ____________________________________________________________

5. ____________________________________________________________

4.6 Assessment Using the questions you listed in Activity 1.2,

(5 min.) provide your own answers and indicate the line
number/s where the evidences are located.

Question 1:
__________________________________________________
________________

Answer:
__________________________________________________
________________

Evidence:
__________________________________________________
________________

Question 2:
__________________________________________________
________________

Answer:
__________________________________________________
________________

Evidence:
__________________________________________________
________________
Question 3:
__________________________________________________
________________
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Republic of the Philippines
DIVISION OF BOHOL
Department of Education
Region VII, Central Visayas

Answer:
__________________________________________________
________________

Evidence:
__________________________________________________
________________

Question 4:
__________________________________________________
________________

Answer:
__________________________________________________
________________

Evidence:
__________________________________________________
________________

Question 5:
__________________________________________________
________________

Answer:
__________________________________________________
________________

Evidence:
__________________________________________________
________________

Directions: Write T if the statement is true and F if

false. 
______ 6. Critical reading is a passive consumption
of the article read.
______ 7. Critical reading is an interaction and
engagement between the reader and the text.
______ 8. Critical reading is knowing what the topic
is all about.
______ 9. Critical reading is reflecting on what the
author’s argument is with evidences.
______ 10. Critical reading is reading with an open
mind.
4.7 Assignment Write-up Activity: Write a paragraph about your
(1 min.) reaction to the article presented in Activity 1.1. You
may make use of the questions you listed on
Activity 1.2.
4.8 Concluding “Read not to contradict and confute; nor to believe and
Activity (2 min) take for granted; nor to find talk and discourse; but to
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Republic of the Philippines
DIVISION OF BOHOL
Department of Education
Region VII, Central Visayas

weigh and consider.”

-Francis Bacon-
5. REMARKS Indicate below special cases including but not limited to
continuation of lesson plan to the following day in case
of re-teaching or lack of time, transfer of lesson to the
following day, in cases of classes suspension, etc.

6. Reflect on your teaching and assess yourself as a

REFLECTION teacher. Think about your student’s progress this week.
What works? What else needs to be done to help the
students learn? Identify what help your instructional
supervisors can provide for you so when you meet them,
you can ask them relevant questions. Indicate below
whichever is/are appropriate.

Name: VENUS L. NAMOC School: BACLAYON NHS

Position/Designation: SST-II Division: BOHOL
Contact Number: 09207763816 Email address: venus.namoc@deped.gov.ph
Prepared by:
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Republic of the Philippines
DIVISION OF BOHOL
Department of Education
Region VII, Central Visayas

Appendix A. Article about an environmental issue in Bohol province

Campaign vs. coal-fired power plant in Bohol mounts

Source: The Bohol Chronicle retrieved on March 5, 2018

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The campaign against the establishment of an island-based power plant using coal as fuel is gaining traction.
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Bishop Patrick Daniel Parcon of the Diocese of Talibon and Bishop Albert Uy, Diocese of Tagbilaran, are said to
03
oppose the plan to establish of coal-fueled power plants in the province, according to Clean Energy Advocates
04
(CEA), a loose organization of non-government organizations, religious, academe, and faith-based groups.
05
The CEA has met with the prelates separately as it intensifies its campaign against the move of the provincial
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government in considering the coal-powered power plant to be put up in the province. During the meeting,
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Bishop Uy expressed his stand against coal-fired power, saying that the plan might contradict with the vision
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and mission of the provincial government. Bohol envisions to be “a prime eco-cultural tourism destination and
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a strong balanced agro-industrial province, with a well-educated, God-loving and law-abiding citizenry, proud of
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their cultural heritage, enjoying a state of well-being and committed to sound environmental management.”
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Its mission is “To enrich Bohol’s social, economic, cultural, political and environmental resources through
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good governance and effective partnerships with stakeholders for increasing global competitiveness.” Its Goals:
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Environmental protection and management; social equity, delivering quality services; local/regional economic
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development and strategic wealth generation; responsive, transparent and accountable governance.
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He said he will talk to Bishop Parcon to come up with separate campaign statement, saying “let’s walk the
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talk” with this endeavor. According to Emmie Roslinda of PROCESS one of the convenors of the CEA, “I’m
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happy to inform you that Atty. Nunag, Argeo Melisimo, Atty. John Vistal and PENRO supported our advocacy.
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They, in fact, elaborated the potential effect when pushed through.”
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Recently, CEA released to the media a statement interposing opposition to the coal plant for environmental,
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health and cost grounds.

FORUM ON COAL QUESTION

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As an opening salvo of the campaign, they organized the Bohol’s Forum on Coal Question held at Café Caloy in
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this city. Earlier, the group has issued a manifesto strongly opposing the coal use in the future. Through the
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Participatory Research, Organization of Communities and Education towards Struggle for Self-Reliance or
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PROCESS-Bohol, Inc., the group sent the manifesto, urging the Sangguniang Panlalawigan thru acting Vice-
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Gov. Benjie Arcamo to give attention of their cry — no to coal use. They asserted that coal, aside from being
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costly, is deadly that impacts negatively on Bohol’s environment citing studies.
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“Coal kills the environment and people. A recent study commissioned by Greenpeace to Harvard University
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revealed that both existing and proposed coal power plants in the Philippines can cause up to 2,400 deaths
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annually. These deaths do not only mean avoidable and unnecessary PhilHealth or local government spending
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or lost labor productivity this number also represents young lives that will not be able to reach their full
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potential,” the manifesto, signed by hundreds of supporters, showed.
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The group put forward its demand for the provincial board and city council “shall recognize the negative
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impact of coal-based power generation and the need to shift to renewable energy sources by passing
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Resolutions to support calls for a moratorium on the establishment of carbon-intensive and fossil-based
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technologies.” Coal, which is abundant and inexpensive, is responsible for carbon dioxide emission (45%)
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worldwide and some 72% of total greenhouse gas emissions from electric sector, Noelyn Dano said in her
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presentation during the forum. The burning of coal would produce sulfur dioxide, nitrogen oxide, and other
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substances that result to acid rain, illnesses such respiratory or lung related to smog or haze and carbon
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dioxide to GHG, she said. All these contribute to global warming, which is defined as increase of average
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temperature at earth’s surface — land, water, atmosphere –and increase of GHG emission that leads to climate
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change.
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Climate change refers to “changes of climate systems, including precipitation patterns and length of seasons
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and temperature, frequency, and intensity of extreme weather events as a consequence of excessive GHG