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Reading and Writing Skills LE Week 6

This document contains a lesson plan for teaching students about claims of policy over 4 days. The objectives are for students to be able to identify, determine the key elements of, and differentiate between claims of fact, policy, and value. Students will first review the concepts and read examples of claims of policy. They will then complete activities where they pretend to be student government officials identifying issues and proposed solutions to write claims of policy. Finally, students will assess their understanding of the concepts through a worksheet and reflection on what they learned.

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Glen Welle Suarez
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988 views3 pages

Reading and Writing Skills LE Week 6

This document contains a lesson plan for teaching students about claims of policy over 4 days. The objectives are for students to be able to identify, determine the key elements of, and differentiate between claims of fact, policy, and value. Students will first review the concepts and read examples of claims of policy. They will then complete activities where they pretend to be student government officials identifying issues and proposed solutions to write claims of policy. Finally, students will assess their understanding of the concepts through a worksheet and reflection on what they learned.

Uploaded by

Glen Welle Suarez
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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Grade

School San Bartolome HIS 11


Level
Learning
Teacher Glen Welle Anne A. Suarez RWS
LESSON Area
EXEMPLAR Quarter/
Teaching Date November 9-13, 2020 1st / 6
Week
No. of
Teaching Time 4
Day/s

I. OBJECTIVES The learners will be able to…


 identify claims explicitly or implicitly made in
a written text,
 determine the key elements of explicit and
implicit claims,
 differentiate claim of fact, claim of policy,
and claim of value from each other, and
 identify claims of fact, policy and value
presented in written texts.
A. Content Standards The learners understand the relationship of a
written text and the context in which it was
developed.
B. Performance The learners write a 1000-word critique of a
Standards selected text based on its claim/s, context, and
properties as a written material.
C. Most Essential Identify claims explicitly or implicitly made in a
Learning written text
Competencies a. Claim of fact
(MELCs) b. Claim of policy
c. Claim of value
II. CONTENT Claim of Policy
III. LEARNING
RESOURCES
A. References
a. Teacher’s Guide
Pages
b. Learner’s Reading and Writing Skills
Material Pages pp. 45 – 48
c. Textbook Pages
d. Additional
Materials from
Learning
Resources
B. List of Learning
Resources for
Development and
Engagement
Activities
IV. PROCEDURES
A. Introduction What I need to know?
 The learners will do the walkthrough of the
lesson expectations.
 In this part, the content of the lesson will be
presented.
 Learning objectives will also be introduced to
guide the learners on the learning targets
found on KSAV principles.
What is new?
 The learners will loop a word from the table
which they think is the most significant one.
 They should be able to relate it to the main
concept of the lesson. (page 45)
B. Development What I know?
Not present in the module
What is in?
 The learners will read the paragraphs that
introduce preliminary concepts about claim
of policy. (page 45)
What is it?
 The learners will read the paragraph that
discuss the concepts about claim of policy.
(page 46)
C. Engagement What is more?
 The learners will do the activities on page
46.
What I can do?
 The learners will pretend that they are one of
the officers of the Supreme Student
Government (SSG) in their school and they
are tasked to write a report about their
school.
 The report should contain three current
problems or concerns experienced by
students like them.
 A possible solution for each problem should
also be proposed.
 They will merge the identified problems and
solutions to produce three claims of policy.
 They will be guided by the rubric. (page 47)
What other enrichment activities can I engage in?
(Additional Activities)
 On a separate sheet, the learners will write
‘CP’ if the given statement is a claim of
policy and ‘NCP’ if not. (page 48)
D. Assimilation What I have learned?
 The learners will complete the sentence by
writing down the letter of the correct word.
(page 47)
What I can do? (Assessment)
Not present in the module
V. REFLECTION The learners will write their personal insights about
the lesson using the prompts below.
 I understand that ___________________
 I realize that ___________________

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