Republic of the Philippines

Department of Education
Region VIII
Samar Schools Division Office
District of Sta. Rita II
TOMINAMOS INTEGRATED SCHOOL

LESSON PLAN ON G11 READING & WRITING

SKILLS
I. OBJECTIVES
By the end of the lesson the students will be able to identify claims explicitly or implicitly
made in a written text EN11/12RWS-IIIij-6
A. Claim of Fact EN11/12RWS-IIIij-6.1
B. Claim of Policy EN11/12RWS-IIIij-6.2
C. Claim of Value EN11/12RWS-IIIij-6.3
Values Integration:
1. Following directions
2. Information verification

II. CONTENT
TOPIC REFERENCES MATERIALS
Identifying claims explicitly Reading and Writing - Senior High PowerPoint
or implicitly made in a text School Alternative Delivery Mode 2020 presentation
Quarter 1 – Module 2: Reading and
Thinking Strategies across Text Types
First Edition.

III. PROCEDURES
A. PREPARATORY ACTIVITIES
Teacher’s Activity Students’ activity
Duration: 4 Minutes
The teacher greets the class and asks the The students respond to the teachers
students to pay attention. greeting and pay attention.
The teacher leads the prayer. The students pray along with the teacher.
The teacher checks the students’ attendance. When called each student then responds by
saying “Present”.

B. MOTIVATION
Teacher’s Activity Students’ activity
Duration: 6 Minutes
The teacher informs the class that they will be The students listen attentively.
playing a game to test how ready they are to
listen and learn. The game is called crazy claps.
 The teacher then explains the mechanics of the The students listen attentively and ask
game. questions for clarification.

Mechanics:
“You need to either clap silently, loudly or stop
clapping depending on my command. If I
position my palms close together you need to
clap silently, and if I put them apart you need to
clap loudly. However, if I put my arms crossed
and suddenly release them you need to stop
clapping immediately. If I caught you doing the
wrong thing then you will be obliged to do a
secret task which I will reveal later.
The teacher then starts the game first in trial The students participate in the game
mode and then officially right after trial. actively.
The teacher then identifies the first and students The identified students will read the given
to commit mistakes and ask them to read the paragraph and answer the given questions.
paragraph below and answer the questions that
follow.

Paragraph:
Sta. Rita is a very safe place to live. Take a
quick stroll around the town, and you will likely Possible Answers:
run into friendly and helpful people. A study 1. The writer is trying to make us
also showed a 60% decrease in robberies and believe that Sta. Rita is a very safe
burglaries in recent years. Furthermore, no place to live.
violent crimes were reported last year. 2. The writer used statistical results of
Questions: a study showing a 60% decrease in
1. What is actually the writer trying to robberies and burglaries as well as
make us believe? the absence of violent crime reports.
2. What are the details or pieces of 3. I think it is valid since the writer
evidence used by the writer to support provided evidence to support his
his CLAIM? opinion however, I think those
3. Is that a valid CLAIM? Why do you pieces of evidence are not yet
think so? enough.

C. TEACHING/MODELLING
Teacher’s Activity Students’ activity
Duration: 15 Minutes
The teacher explains to the class what a claim is The students listen attentively, respond if
and provide examples. asked to or ask questions for clarification.
WHAT IS A CLAIM?
 A claim is an arguable statement—an
idea that a speaker or writer asks an
audience to accept (del Ganido, 2018).
 A claim is an assertion and is a debatable
one.
 If we are certain that an audience will
agree or if we are certain that they will
 not it is not a claim.
 A claim persuades, argues, convinces,
proves, or provocatively suggests
something to a reader who may or may
not initially agree with the writer or
speaker.
For Example:
a. The success of teaching depends upon
the creativity of the teacher.
b. Rodrigo Duterte is awesome.
c. Technology should be used in all office
transactions.
Types of Claims
a. Claim of FACT
b. Claim of VALUE
c. Claim of POLICY

The teacher explains to the class what a claim of The students listen attentively, respond if
fact is and provide examples. asked to or ask questions for clarification.

Claim of fact is a statement that reports,

describes, predicts or makes a causal claim.
Example:
 The success of teaching depends upon
the creativity of the teacher.
 Federalism will transform Philippines
into a better country.
 A human soul is reincarnated on the 49th
day after death.

The teacher explains to the class what a claim of The students listen attentively, respond if
value is and provide examples. asked to or ask questions for clarification.

Claim of value is a statement that asserts

JUDGEMENT about morality, beauty,
importance, merit, or wisdom.
Example:
 Rodrigo Duterte is awesome.
 Safety is more important than freedom.
 Albert Einstein is the greatest scientist
ever.

The teacher explains to the class what a claim of The students listen attentively, respond if
policy is and provide examples. asked to or ask questions for clarification.

Claim of policy is a statement that urges that an

action be taken or be stopped.
 Residences in the urban areas should
provide more parking spaces.
 Technology should be used in all office
 transactions.
 Euthanasia should be practiced
especially by the underdeveloped
countries.

D. GUIDED PRACTICE
Teacher’s Activity Students’ activity
Duration: 10 Minutes
The teacher then introduces a new game to the The students participate in the game
class called “123 Go”. Before playing the actively.
teacher will explain the mechanics.

Mechanics:
A claim would be flashed on the TV screen each
round. You need to identify the given claim as
either a claim of fact, value or policy. On the
board I posted the 3 options for you to choose
from. Two students will be randomly selected to
compete each round. At the count of three you
need to touch your preferred option. The first
student to touch the correct answer will be the
winner. The other player will be out of the
game. Remaining player will continue
competing until only one player remains or until
there are no more claims to show. The
winner/winners will be given incentive/s.
The teacher will then start and manage the The students will be competing and the
proceedings of the game winner/s will receive incentive.

E. INDEPENDENT PRACTICE
Teacher’s Activity Students’ activity
Duration: 5 Minutes
The teacher will then present a new set of claims The randomly selected students will identify
for the students to identify. This time they need the type of the claim assigned for them to
to do it independently. The teacher will identify.
randomly select the students who will identify
each of the given claim using the randomizer Answers Key:
feature of Additio App. 1. Claim of Value
2. Claim of Policy
Identify what type of claim are the following 3. Claim of Value
claims. 4. Claim of Fact
1. Living in the countryside is better than 5. Claim of Policy
living in the city.
2. ASEAN integration should be made part
of the curriculum.
3. Football is more exciting than basketball.
4. Using solar energy can help home
 owners save money.
5. The maximum number of students per
classroom in the Philippines must be
reduced to twenty.
After completing the given task, the teacher will The students listen attentively, respond if
check the students answers and do some asked to or ask questions for clarification.
clarification if needed.

IV. EVALUATION
Teacher’s Activity Students’ activity
Duration: 5 Minutes
The teacher will then present a new set of The students will identify the type of each of the
claims for the students to identify. They will new given set of claims and write their answers
have to write their answers on a ¼ sheet of on a ¼ sheet of paper.
paper.
Answers Key:
1. The minimum age criminal liability in 1. Claim of Policy
the Philippines should be lowered to 12 2. Claim of Fact
years old. 3. Claim of Value
2. The widespread prescription of 4. Claim of Policy
antidepressants is directly responsible 5. Claim of Fact
for an increase in teen suicide rates.
3. Physician assisted suicide is immoral.
4. The sale of assault weapons should be
banned in the Philippines.
5. Stress causes health problems.
After completing the given task, the teacher will The students will be exchanging papers and
reveal the correct answers to the class. check the paper of their classmates.

V. ASSIGNMENT
Teacher’s Activity Students’ activity
Duration: 5 Minutes

The teacher will give the students a text and ask The students will be receiving a hard copy of
them to read it and identify the claims explicitly the given assignment.
or implicitly made on the given text.
Possible Answers:
“Read the given the source text below and 1. When choosing a snack, people should
identify the claims found in the text. Cite at least choose homemade oatmeal cookies over
3, one for each type and explain why it is a candy bar.
claim of fact, value, or policy. Write your This is a claim of policy since it is
answer on a whole sheet of paper.” advocating a specific course of action, to
Source Text: choose homemade oatmeal cookies over
When choosing a snack, people should choose candy bar as a snack. The word
homemade oatmeal cookies over candy bar. SHOULD clearly suggest that this
Homemade oatmeal cookies are not only a statement is a claim of policy.
better snack option than a candy bar or pack 2. Homemade oatmeal cookies are not only
of crackers, they are actually good for you. a better snack option than a candy bar or
While processed foods strip the nutrients out pack of crackers, they are actually good
during processing, homemade treats keep the for you.
nutrients in. A one‐ounce, homemade This is a claim of value since it is
oatmeal cookie will give you up to 27 mg of imposing judgement toward homemade
folate―6% of your daily recommended oatmeal cookies’ merit it is saying that
allowance (RDA)―a B vitamin that your aside from being a better snack option
body uses to make energy. It will also give than candy bars and pack oatmeal are
you small amounts of vitamin A and vitamin also good for people.
K. Oatmeal cookies are also a good source of 3. A one‐ounce, homemade oatmeal cookie
iron. A one‐ounce, homemade oatmeal cookie will give you a whole gram of soluble
contains .70 mg of iron―9% of the RDA for fiber, which reduces “bad” cholesterol
men and 4% of the RDA for women. It also and lowers your risk of heart disease.
contains small amounts of potassium and This is a claim of fact since it is
zinc. Finally, oatmeal cookies are a great reporting about the benefits of a one-
source of fiber. A one‐ounce, homemade ounce oatmeal cookie which can be
oatmeal cookie will give you a whole gram of verified through science.
soluble fiber, which reduces “bad”
cholesterol and lowers your risk of heart
disease. Soluble fiber also helps regulate your
blood sugar. So, the next time you have a
sweet tooth, don’t try to talk yourself out of
it. Simply make the smart choice and have an
oatmeal cookie!

Note: Your work will be rated using the rubric

bellow.

Criteria Proficient
10
Developing
8
Beginner
5
Score

Explanation The student provided The student provided The student did not
an accurate explanation an accurate explanation explain or provided an
for all of the 3 claims for only 2 of the claims accurate explanation
identified using his/her identified using his/her for only 1 of the claims
own words. own words. identified using his/her
own words.
Claim The presenter correctly The presenter correctly The presenter correctly
Identification identified 3 claims from identified only 2 claims identified only 1 none of
the text one for each from the text each of a the claims from the text.
type. different type.
Handwriting The output was written The output was written The output was written
legibly and nicely legibly with only 1-2 quite legibly with 3 or
without any erasure. erasure. more erasure.
TOTAL SCORE
 REMARKS

REFLECTION
A. Number of learners who earned 80% in
the evaluation.
B. Number of learners who require
additional activities for remediation.
C. Did the remedial lessons work?
Number of learners who have caught up
with the lesson.
D. Number of learners who continue to
require remediation.
E. Which of my teaching strategies
worked well? Why did these work?
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?
 
No. of Students Present

Proficiency level

Prepared by: Checked by:

JOVITO R. ABIO JASMIN A. CHEN

Subject Teacher English Department Head

Approved:

ELSA V. RIPALDA PhD

Principal IV