Sta.

Lutgarda National High School – Senior Grade

School 11
High School Level
Learning Englis
Teacher Ronna Mae Genova
Area h
Grade 11 Date Section Time
Detailed Lesson
Plan
Teaching
November 18, Vitals 8:30-9:30 a.m. 3nd
Dates and Quarter
2024 TVL 11 9:45-10:45 a.m.
Time
Epitome 10:45-11:45 a.m.

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

The learner writes a 1000-word critique of a

selected text on the basis of its claim/s, content,
B. Performance Standard
and properties, as a written material.

C. Learning Competencies/ Objectives. RWS11.2. Text and Content Connections:

Write the LC code for each.
Formulating Counterclaims
EN11/12RWS-IVac-9 Formulate evaluative
statements about a text read
EN11/12RWS-IVac-9.2 Meaningful counterclaims
in response to claims made in a text read

At the end of the lesson, at least 85% of the students

should be able to:

a. React to what is asserted in a text by noting its

details;
b. Point out reasons and evidence to support
assertions; and
c. Make their own assertions with reasons and
evidence
a. React to what is asserted in a text by noting its
details;
b. Point out reasons and evidence to support
assertions; and
c. Make their own assertions with reasons and
evidence
a. React to what is asserted in a text by noting its
details;
b. Point out reasons and evidence to support
assertions; and
c. Make their own assertions with reasons and
evidence
a. React to what is asserted in a text by noting its
details;
b. Point out reasons and evidence to support
assertions; and
c. Make their own assertions with reasons and
evidence
a. React to what is asserted in a text by noting its
details;
 b. Point out reasons and evidence to support
assertions; and
c. Make their own assertions with reasons and
evidence
1. Differentiate claim vs. counterclaim.
2. Identify the Elements of an Argument.
3. Formulate a counterclaim.

II. CONTENT
Text and Content Connections: Formulating
Counterclaims
III. VALUES INTEGRATION
Teamwork, Cooperation, Attentiveness, and
Respect
IV. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages Not applicable
2. Learner’s Material pages Not applicable
3. Textbook pages READING AND WRITING SKILLS-Quarter 3-4-
Module 2-
Lesson 6.2-Day 2: pages 68-72
4. Additional Material from Learning Link for discussion:
Resource (LR) Portal
Reading and Writing-Quarter 3-4-Module 2-Lesson
3. (2020). Text and Content Connections:
Formulating Assertions
http://rhe306.drw.utexas.edu/sites/
rhe306.drw.utexas.edu/files/Worksheet_Claim-
counterclaim.pdf
B. Other Learning Resources Power point presentation, Visual aids,
laptop, projector, Handouts
V. PROCEDURES
Teacher’s activities Learner’s activities
Preliminaries
Teacher’s Activities
 Prayer
“Good morning! Before we start, let us all stand for (Student) leads the prayer.
the prayer. (Student), can you lead the prayer.” Everyone will pray
“Before you take your seats, pick up the (Students will arrange their chairs and pick up the
pieces of paper under your chair, and arrange pieces of dirt.)
your chair.”
(Students) Thank you, Ma’am.
You may take your seats.

 Checking of Attendance (Present/Absent)

Class beadle, (Student) write the absentees
for today in a ¼ sheet of paper and give it to
me before the class ends.”

 Classroom Management
Here are the classroom rules:
 R - espect each other and raise your
hand if you want to answer.
 E - vade from doing unnecessary things
 L - isten carefully
 A - lways participate in class
  Y - ou should practice speaking in
English
(Students response) Yes, Ma’am
Is that clear?
Before we proceed to our new topic for today, let's
have a recap.
What was the last topic we discussed last meeting?
Yes, (Student)
Yes, that is correct, formulating assertion in a text. (Student) Last meeting our topic is all about
And what about it? formulating assertion in a written text. Wherein
there are four types of statement.
Statement of Fact
This is a statement that can be proven objectively by
direct experiences, testimonies of witnesses, verified
observations, or the results of research.
Statement of Opinion
Opinions are based on facts, but are difficult to
objectively verify because of the uncertainty of
producing satisfactory proofs of soundness.
Statement of Convention
Thank you, very good that’s correct. Those are the
A convention is a way in which something is done,
topic that we have been discussed last meeting.
similar to traditions and norms.
Very good everyone!

Now that we have already tested your knowledge

Statement of Preference
regarding your previous topic, let us proceed to our
next activity for our next topic. Preferences are based on personal choice; therefore,
they are subjective and cannot be objectively proven
or logically attacked.
VI. MOTIVATIONS
Before we come up with our new topic, let’s have 1. 3.
first our activity called,

What does the fox say?

Directions: Directions: The teacher will show you 2. 4.

pictures. Then you will provide a one-word
description about the pictures shown. Then give an
adjective, or phrase that will tell something about
the picture. The teacher will pick student/s
randomly so no one is safe.
POSSIBLE ANSWERS
1. Resort – it’s beautiful
2. Mall – it’s fun to be there a lot of things to
buy
3. Fighting – they are angry with each other
Very good! All your answers are correct. 4. Sharing – the old lady is kind
Now, let’s analyze what you just did.
Through identifying first, the picture and by
HOW DID YOU ARRIVE ON THE WORDS
evaluating the best word that describes the picture.
YOU HAVE ASSOCIATED BASED ON THE
PICTURE? Ma’am these words are the words that best describes
the picture and best explains the picture.
WHAT DO YOU THINK ARE THESE WORDS
REPRESENTING THE IDEAS ON THE
PICTURE?

That’s right. Based on what you’ve seen, you then

set the closest thought or idea of what you claim the
pictures are. Hence, you then come up with the
words you claim that best describes the picture.

Here comes in the main thought of our discussion

which we call the counter claims.

But before such let’s do this next activity.

ACTIVITY
Activity 1: Like or Dislike

Directions: The teacher will show you sentences.

Then all you need to do is you will give the like by
pointing the thumbs-up if you agree with the
statement and dislike by pointing the thumbs down
if you don’t agree with the statement. And answer
with all honesty of what you claim is right for you.
Don’t mind the others.

1. Students should not wear school uniform. (Students answer the statement through their
2. Students should make their assignment in thumbs)
classroom.
3. Students should not study when taking tests
or exam.
4. Teachers should speak Bisaya or Cebuano
in their classes.
5. Teachers should wear their slippers when
they come to class.
6. Students must obey the teacher at all times.
7. Students should NOT come to class early.
8. Students must NOT be prepared always in
the class.

ANALYSIS
How did you find the activity? Is it easy? Or you (Students) It is easy!
had a hard time analyzing the pictures?

As to what you have seen and about our first

activity, you can witness how the picture gives us
clues about our topic for today and based on the
answers that you gave it gives as on how to
formulate a counterclaim in a sentence or on a text.

What do you think is the connection of our activity

to our new topic for today? (Teacher calls Answer:
someone)
(Student) The activities are all about claims and
counterclaims in a text.

The teacher will post on the board the Learning

Great! All your answers are correct. Objectives.)
Before we begin, kindly read first the learning (One student will read the learning
objectives. objectives)

ABSTRACT
Our topic for today is all about Text and Content
Connections: Formulating Counterclaims

First, let us define what is a claim? Is a main argument of a statement.

What is counterclaims? are claims made to rebut a previous claim. They

4 ELEMENTS IN AN ARGUMENT
1. Claim – Main Argument
2. Counterclaim – opposite
claim/negating the claims
3. Reasons – Tells why a claim is made.
provide a contrasting perspective to the main
argument.
A claim state or assert that something is the case,
of the typically without providing evidence or proof.
A counterclaim is claim made to rebut a previous
claim. They provide a contrasting perspective to the
main argument.
A reason is a cause, an explanation, or justification
of a certain statement or action.

4. Evidence – Fact or research to support the Evidence is the available body of facts or
claim and reason. information indicating whether a belief or
proposition is true or valid.
EXAMPLE:
People gather and swim at Repulse Bay as beaches
re-open in Hong Kong on Saturday, along with
swimming pools and the relaxing of COVID-19
related social distancing rules. Hong Kong eased its
health restriction following a decrease in COVID-19
infections in the region, allowing beaches and
swimming pools to re-open as well as cinemas and
theme parks to increase capacity from 50 – 70 Sentence frames to help you start writing your
percent. essay:

CLAIM: • There is a lack of agreement between/on +

noun
People gather and swim at Repulse Bay as beaches
re-open in Hong Kong on Saturday (during Holy • This (essay) argues that (+clause)
Saturday). The government has cited its reason and
• There has been much debate (on/about/over)
evidences after a decrease in COVID-19 infections
+ noun.
in the region.
• It is evident that (+clause)
POSSIBLE COUNTERCLAIM:
• It is unclear if (+clause)
I don’t agree with the idea of re-opening the
beaches because social distancing is uncontrollable. Reporting Verbs:
REASON: • Show that (+ clause)
Social distancing is uncontrollable in public places. • Argue that (+ clause)
EVIDENCE: • Believe that (+ clause)
The people in Italy believed the virus already • Observe that (+ clause)
decreased in the last few months but after the re-
opening of some establishments it has surged again.

APPLICATION
Before proceeding to our quiz, let us first have
another activity.

Activity 2: What is it?

Directions: Read the speech of Sen. Manny
Pacquiao. Apply the questions above in identifying
the claim and counterclaim. Write these below,
followed by a brief explanation

VII. EVALUATION
Direction: Read each sentence carefully. Then write ANSWERS:
T if the statement is true and F if false.
1. F
1. Being able to make an assertion is enough 2. T
to formulate counterclaims. 3. F
4. T
2. Analyzing an argument is important in
formulating counterclaims. 5. T

3. Claim is a statement that addresses

opposing viewpoints.
4. Critical thinking concerns in determining
the quality of our beliefs.
5. Counterclaim is a contrasting perspective to
the argument.

I. ASSIGNMENT

Directions: Browse on the internet and read about

what is textual evidence to validate assertions and
counterclaims made about a text read.

Prepared by:
RONNA MAE GENOVA
Student-Teacher

Reviewed by:
ROBERT M. ROBREDO
Cooperating Teacher