Learning Area ENGLISH

Learning Delivery Modality SYNCHRONOUS

School LIAN NATIONAL HIGH SCHOOL Grade Level GRADE 10

Teacher JOHN PETER T. TOLENTINO Learning Area ENGLISH

Teaching
DECEMBER 4 - 8, 2023 Quarter FIRST
Date
Teaching
7:00 – 8:00 No. of Days 4
Time

 Differentiate the types of claims

I. OBJECTIVES
 Construct own examples of each type

The learner demonstrates understanding of how world literature and other text
types serve as ways of expressing and resolving personal
A. Content
conflicts, also how to use strategies in linking textual information, repairing,
Standards
enhancing communication public speaking, emphasis markers
in persuasive texts, different forms of modals, reflexive and intensive pronouns.

B. Performance The learner composes a short but powerful persuasive text using a variety of
Standards persuasive techniques and devices.

C. Most Essential
Learning
EN10WC-IIb13.2: Formulate claims of fact, policy, and value
Competencies
(MELC)
D. Enabling
Competencies (if
available, write the N/A
attached enabling
competencies)
II. CONTENT CLAIMS OF FACT, VALUE, POLICY
III. LEARNING
RESOURCES
A. References
1. Teacher's
Guide Pages CLMD4A Budget of Work (BOW) for the English 10, p. 109
2. Learner's
Materials PIVOT4A – English 10 (Quarter 2), pp. 20 - 23
Pages
3. Textbook
Pages N/A
4. Additional
Materials from
Learning N/A
Resource (LR)
portal
B. List of Learning
Resources for
Development and N/A
Engagement Activities
 Establish safe and
secure learning
Preliminary Activity:
environments to
Greetings
enhance learning
Checking of Attendance
through the
IV. PROCEDURES Short Briefing of Class Schedule:
consistent
Day 1: Introduction
implementation of
Day 2 and 3: Development and Engagement
policies,
Day 4: Assimilation
guidelines and
procedures.
WHAT I NEED TO KNOW?
OBJECTIVES OF THE LESSON:
 Differentiate the types of claims
 Construct own examples of each type

WHAT’S NEW? INDICATOR:

Used a range of
teaching
strategies that
A. Introduction enhance learner
achievement in
literacy and
numeracy skills.
APPROACH:
Learner-centered

STRATEGY:
Collaborative

WHAT I KNOW? INDICATOR:

B. Development PRETEST Applied a range of
Choose the correct option in each number. teaching
1. What is a claim? strategies to
A) A statement that presents an opinion or judgment. develop critical
B) A clear assertion of ideas or propositions. and creative
C) An unverified statement without evidence. thinking, as well
2. Which type of claim asserts something that can be as other higher-
proven or disproven with factual evidence? order thinking
A) Claims of Value skills.
B) Claims of Policy
C) Claims of Fact APPROACH:
3. Which type of claim presents an assertion about Learner-centered
whether something is good or bad, better than another,
or weighs the benefits of a subject? STRATEGY:
A) Claims of Fact Paper-pencil
B) Claims of Value Objective type
C) Claims of Policy test
4. Which category of claim advocates for a particular
course of action or addresses a specific policy?
A) Claims of Value
B) Claims of Fact
C) Claims of Policy
5. What is the use of claims?
A) To provide a basis for logical arguments and discussions.
B) To persuade or convince readers of a specific viewpoint
or position on an issue.
C) To establish an unbiased perspective on complex topics.
WHAT’S IN?
ANALYSIS

INDICATOR:
Planned,
managed and
implemented
developmentally
sequenced
teaching and
learning
processes to meet
curriculum
requirements and
WHAT’S IT?
varied teaching
LECTURE: TYPES OF CLAIM contexts.
A claim refers to a clear assertion of a person’s ideas,
opinions, or propositions. The use of claims may serve the APPROACH:
purpose of convincing or persuading readers or a specific Learner-centered
audience to agree with a specific stand or rationale on an
issue. STRATEGY:
Lecture
Ex. Reducing the use of carbon-based energy like charcoal
helps in lessening the effects of global warming.

TYPES OF CLAIM

1. CLAIMS OF FACT - These deals with ideas or claims that

can be proven or disproved with the help of factual evidence.
This fact claim is basically debatable yet verifiable.

Ex. Superstition affects many of the decisions and actions of

Filipinos.

2. CLAIMS OF VALUE - A claim of value, also known as

value claim, presents an assertion as to whether something
is good or bad, or one concept or idea is better than another.
This also emphasizes and weighs the benefits of the subject
matter.

Ex. Using interactive activities inside the classroom appears

to be more desirable than using traditional materials like
books.

3. CLAIMS OF POLICY - A claim of policy supports that an

action should or should not be done to address a certain
case or policy. Policy claim indicates that an action should
be carried out either in support or in opposition of a particular
argument.

Ex. The city’s health department must learn from how other
cities successfully address the concerns against COVID-19.
 WHAT’S MORE?
Drill A. Read the following statements and identify which INDICATOR:
ones represent claims: Applied a range of
teaching
1. The sun rises in the east and sets in the west.
strategies to
2. Pizza is the most delicious food in the world. develop critical
3. Mars is the fourth planet from the sun. and creative
4. Studying regularly improves academic performance. thinking, as well
5. Blue is the prettiest color. as other higher-
order thinking
Drill B. Identify which type of claims is presented in each skills.
statement.
APPROACH:
1. The latest placement of the Philippines as the 74th ranked Learner-centered
country in terms of literacy revealed the flaws of the current
teaching system. STRATEGY:
2. Global warming shows that the Earth is changing. Quiz
3. There should be a government agency that investigates
corruption.
4. Conserving wildlife habitats stands as a one of the top
moral necessities. INDICATOR:
5. The Basic Education Curriculum is more effective than K- Managed
C. Engagement to-12 Curriculum. classroom
structure to
WHAT CAN I DO? engage learners,
individually or in
groups, in
meaningful
exploration,
discovery and
hands-on
activities within a
range of physical
learning
environments.

APPROACH:
Learner-centered

STRATEGY:
Reflection

D. Assimilation WHAT CAN I DO? (ASSESSMENT) INDICATOR:

A. Write “True” if the statement about types of claims is Planned,
correct and “False” if it is not. managed and
implemented
1. A claim presents a factual statement.
developmentally
2. The purpose of a claim is to inform and talk about a story. sequenced
3. A claim of value tells of the importance of an idea to an teaching and
issue or topic. learning
4. A claim of policy convinces people to do something about processes to meet
a particular problem. curriculum
5. A claim of fact is different from a factual statement. requirements and
varied teaching
 B. Classify the type of claim used in each example. contexts.
6. Taking vitamins is better than eating fruits and vegetables.
7. An effective government must always have an open APPROACH:
Learner-centered
communication with all agencies.
8. Reading comments in social networking sites does not STRATEGY:
help in improving reading comprehension. Quiz
9. Spending money on gadgets is not a priority.
10. We should consider our actions before we do it.
The learners write in their portfolio about their personal Reflection type of
insights about the lesson. Learning
Start your insights by completing the following statements
V. REFLECTION below.
I understand that ______________________________.
I realized that _________________________________.
I wish to ask my teacher about_______________________.

VI. REMARKS
GRADE 10 ENGLISH is taken only four (4) times a week with one (1) hour per meeting.
VII. TEACHER’S REFLECTION
A. No. of learners who earned 80% in evaluation
B. No. of learners who required additional activities for remediation who scored below 80%
C. Did the remedial lesson 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 works?
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?

Prepared by:

JOHN PETER T. TOLENTINO

Teacher I

Checked by:

TSINNO T. FLORENTINO
Master Teacher I

Noted by:

JEROME A. CUDIAMAT
Head Teacher I

Approved by:

SANIATA G. HERNANDEZ
Principal II