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Republic of the Philippines

Department of Education
Region IVB – MIMAROPA

K to 12 DETAILED LESSON PLAN

READING AND WRITING 11
2nd Semester-Third Quarter

Teaching Date: May 22, 2023

Teaching Time: 7:00AM – 8:00 AM

I. OBJECTIVES
A. Content Standard
B. Performance Standard
C. Learning Competency
D. Learning Objectives
II. CONTENT
Topic
III. LEARNING RESOURCES
A. References
B. Other Learning Resource
C. Learning Materials
IV. INTEGRATION
A. Subject Integrated
The learner understands the relationship of a
written text and context in which it was
developed.
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.
MELCs, Q3, Wks 3-4
The learner determines textual evidence to
validate counterclaims made about a text read.
 define what a counterclaim is and explain its
importance, and
 write an argumentative essay.
READING AND WRITING
The Nature and Importance of Counterclaims
Quipper Study Guide: Reading and Writing Skills
Unit 11: Counterclaims
Presentation slides, activity sheets and copies of
Arts and Music Education in Learning Other
Skills
COMPUTER TECHNOLOGY

The students are able to state their counterclaim

about the effect of digital technology for them.

Digital Technology
Topic

B. Value/s Integrated Reflect and improve oneself through

V. PROCEDURES
Preliminary Activities
Prayer
Checking of Attendance
Checking of Assignment and Safety Reminders
A. Reviewing previous lesson or presenting the new lesson
Activity 1: The group will be divided into 4 groups, the teacher will give flashcards with
different types of assertion written on each card. The teacher will give 10 situations and
the students (by group) will determine what type of assertion it is by raising their
flashcards.

Statement and Expected Answers

1. I hope you were not offended by what my sister said. Basic Assertion
 2. I understand that you feel empty and tired today. I’ll ask our manager if you can
take the rest of the day off. Empathic Assertion
3. Nathan promised to visit his best friend David when he visits the Philippines. His
recent visit, however, was filled with family gatherings that he failed to see David.
Nathan should find time on his next visit to meet with his best friend. Confrontive
Assertion
4. I am grateful that you are the one who accompanied me on this trip. Having a well-
read travel companion explaining all the important places in the trip made me
appreciate the places we visited. Positive Assertion
5. Although we extended your stay in this company, it does not mean that you are
exempted from performing your most important responsibilities. Since we have
observed that you are not faring well, we need to consider other options. Escalating
Assertion
6. If your grades still do not improve this time, I will be ashamed to face your adviser. I
will also not allow you to play with your gadgets excessively, so I will have to
confiscate them after 8:00 p.m. every day. I-language Assertion
7. I am honored to share this meal with one of the movers and shakers of our
company. I have learned so much in the past hour. Positive Assertion
8. I am honored to share this meal with one of the movers and shakers of our
company. I have learned so much in the past hour. Positive Assertion
9. The team should have been more aggressive in order for them to win the match.
Basic Assertion
10. Whenever I see my closest friends mingling with other people, I can’t help
feeling jealous that their attention is not on me. That is why I will ask them to spend
more time with me for them to assure me of our relationship. I-language Assertion

Expected Answers:
1. Basic Assertion
2. Emphatic Assertion
3. Confrontive Assertion
4. Positive Assertion
5. Escalating Assertion
6. I-Language Assertion
7. Positive Assertion
8. Positive Assertion
9. Basic Assertion
10. I-Language Assertion

Questions:
1. How did you identify that the given statement is empathic?
Expected Answer: When it expresses sympathy.
2. When can you say that the given is postive assertion?
Expected Answer: If the statement shows positive feeling or emotions.
3. What is your idea of assertion?
Expected Answer: A statement used to express strong belief.
B. Establishing a Purpose for the Lesson
Activity 2. Why are counterclaims an important part of productive discourse?

Let the students write their answers for a minute or two. Make sure to elicit responses
that tell the importance of counterclaims as part of productive discourse.

C. Presenting examples/instances of the new lesson

Activity 3. A Friendly Debate
1. Ask the students to pick a partner in class.
2. Tell them that each pair must choose one of the following topics:
a. favorite musician b. favorite movie c. favorite television show
3. Instruct them to hold a short debate on why their favorite musician/movie/television
show is better than their partner’s favorite.
4. Remind them that the activity is meant to be a friendly debate, so they must see to it
that they argue their points calmly and without resorting to insults or name-calling.
5. Tell them to take note of the words they use when disagreeing with their partners.

D. Discussing new concepts and practicing new skill #1

Debatable topics always have different sides; hence, many people also have different ideas
and opinions. Disagreement is always a possibility as well. However, one can effectively
and politely express his or her disagreement. In this lesson, you will learn further about
expressing your counterclaims.

A counterclaim is a statement that goes against or disagrees with a stated claim. In

persuasive or argumentative writing, a writer can cite several counterclaims to his or her
own claims. The purpose of such counterclaims is to show all the sides of the issue at
hand. By providing counterclaims and explaining the pros and cons of the counterclaims,
the writer further strengthens his or her own claims. He or she can use phrases like “An
opposing point of view is . . .” “One counterclaim to this is . . .” and “An alternative
viewpoint to consider is . . .” to introduce the counterclaims.

Example 1
Many think that people are the main cause of global warming, though there are others,
including scientists, who are skeptical about that statement. One of their counterclaims is
that there is no scientific evidence to prove that human activities are causing the planet to
heat up. According to the latest report of the Intergovernmental Panel on Climate Change,
a United Nations organization, there are no accurate means to represent changes in
climate.

Explanation:
As claims are often implicit in literary texts, counterclaims are implied, too. Writers
present such counterclaims through the use of different techniques. Below is an excerpt
from Mark Twain’s essay “Advice to Youth.” It uses satire, a technique of using humor to
show that a person, an institution, or a way of thinking is foolish, weak, or bad.

Example 2
Always obey your parents, when they are present. This is the best policy in the long run,
because if you don’t, they will make you. Most parents think they know better than you
do, and you can generally make more by humoring that superstition than you can by
acting on your own better judgment.

Explanation:
In the first sentence, Twain seems to claim that it is good to obey one’s parents always
when they are present. However, the next two sentences imply what he really meant, that
is, to make fun of blind obedience.

Readers formulate their own counterclaims in response to the claims that they read in a
text. The counterclaims express their disagreement with the stated claim and state a side
of the issue that they support.

To formulate meaningful counterclaims, a reader should look at a text with a critical eye.
The reader should consider the different sides of the issue that the author excludes from
his or her argument.

Being able to formulate meaningful counterclaims helps one become better at

argumentation. Such ability would come in handy during debates, in writing a persuasive
or argumentative text, or even in a simple conversation where the people have different
perspectives.

Questions to be asked to students:

In your ideas, what is counterclaim?

Expected answer: It is against the stated claim.

What is the purpose of counterclaims?

Expected answer: To show the other side of a statement.
As a student, what is the benefit of becoming good at crafting good counterclaims?
Expected answer: You can easily give the different perspective of the statement, it will help
you become better at argumentation and you’ll become handy during debates.

E. Discussing new concepts and practicing new skill #2

Claims are debatable, that is, they are open to discussion or argument. Therefore, a
counterclaim should cite evidence or counterarguments to rebut or disprove the claim.

Below are things to consider in formulating counterclaims:

1. Understand the main claim of the author and examine the supporting information.
2. Determine the strengths and weaknesses of the author’s claim. Identify the points that
are backed up by insufficient or outdated evidence and those that are explained by
illogical reasoning. 3. Think of opposing arguments that can disprove or weaken the
author’s main claim and cite some textual evidence. This evidence may come from the
author’s writing or other credible sources.
4. Formulate your counterclaims and provide the necessary support. Be clear, concise,
and precise.

Read the paragraph below. Notice the main claim stated in the first sentence and the
reasons supporting it.

Homework gives children additional burden and does not significantly help in their
education. Doing homework often feels like a chore for children. It consumes much of
children’s free time, which they could use for doing other activities that will make them
well-rounded individuals. Excessive homework, on top of school projects and exams, may
cause children too much stress, and eventually, they may experience burnout.

In the given paragraph, the author makes a claim of fact. He or she supports it by citing a
cause and an effect:
● Cause: It consumes much of children’s free time, which they could use for doing other
activities that will make them well-rounded individuals. 8 Copyright © 2018 Quipper
Limited
● Effect: Excessive homework, on top of school projects and exams, may cause children
too much stress, and eventually, they may experience burnout.

Now read the paragraph below. It presents a counterclaim (set in boldface).

Homework, the author asserts, gives children additional burden and does not significantly
help in their education. By saying so, the author overlooks the numerous benefits of doing
homework. Homework is an effective learning tool. Glenda Faye Pryor-Johnson, a writer of
Memphis Parent magazine, identifies responsibility and time management as two qualities
that children develop when they accomplish their homework. Children take responsibility
for their own learning; they review their lessons in class and solve problems on their own.
Also, they learn to manage their time and set their priorities. It is true that doing
homework could be time-consuming, but the hard work is all worth it. As a result, the
children grow up to be not only well-rounded individuals but also critical thinkers.

In the given paragraph, the author restates the previous claim in the first sentence and
points out the weakness of the claim in the second sentence. Then the author states the
counterclaim, which is another claim of fact, and supports it by citing an expert. Facts
and statistics do not show the whole picture.

To gain a different perspective on a claim of fact, you can do any of the following:
● Verify the cited source of the claim not only to see if it is true but also to see its
limitation. ● Check other sources that support the claim. Some or a few of the sources
may contain inconsistencies that you can use to disprove the claim.

Guided Questions:
Why is it important that your sources are up-to-date when making a counterclaim?
Answers may vary.
Why is it important to read the author’s claims and review his or her sources thoroughly?
Answers may vary.

F. Developing mastery (Leads to Formative Assessment 3)

Activity 4: Ask the students to answer the following writing prompts.

Identify if the statements are counterclaims or not. If yes, write CC. If no, write NCC.
Briefly explain your answer in one to two sentences.
________ 1. The other team states that cosmetic surgery is harmful because it leads a
person to be ungrateful of his or her God-given traits. In opposition to that, our side
believes that cosmetic surgery is more beneficial to realize these God-given traits. (CC)
________ 2. Art is for everyone. One may not appreciate it as much as the other person,
but it should not be a reason to say that art is only for a certain group of people. Art can
be freely appreciated or not even by “non-art” people. (NCC)
________ 3. Their side claims that humor is not needed in learning. As a counterclaim for
this, research says that humor improves the retention of learners. (CC)
________ 4. Author X reiterates without a scientific basis that vaccines are dangerous and
deadly. But studies and reports from credible and reliable institutions show that vaccines
are greatly helpful in protecting a person from viruses and diseases. (CC)
________ 5. Lowering the age of criminal liability is a violation of children’s rights. It only
harms children and their holistic development. (NCC)

G. Finding practical application of concepts and skills in daily living

Activity 5: Divide the section into two. First group would have an answer of YES, the
second group is NO.

They will have a debate about, “Is digital technology making students’ life better?

H. Making generalizations and abstractions about the lesson

From Activity no. 4, Choose one statement that you disagree with from the previous
activity. Write a paragraph for your counterclaim.

I. Evaluating learning
Activity 6: Countering a Proposed Bill
1. Ask the students to go over the House Bills and Resolutions in the 18th Congress.
2. Tell them to choose one bill or resolution that they strongly disagree with.
3. Instruct them to write an argumentative essay that counters the claims and policies
included in the bill or resolution.

J. Additional activities for application or remediation

Instruct the students to do the following at home.

1. Look for an article or a blog entry that states a counterclaim on a particular issue or
topic.
2. Answer the following questions:
a. What is the counterclaim in the article or blog entry?
b. Is the statement of the counterclaim clear? Why or why not?
c. Is the counterclaim well-supported and justified? Cite details from the text to support
your answer.
d. Do you agree or disagree with the counterclaim and its supporting information? Why or
why not? e. If you agree with the counterclaim, what other information would you add to
it? If not, what is your counterclaim for the writer’s counterclaim?
3. Print the article or the blog entry on a short bond paper. Cite your sources using APA
format.
4. Put your answers on a short bond paper.