DAILY Dauin National

LESSON School Grade Level Grade 11

High School
LOG
Teacher Cristhel T. Gabriel Learning Area Reading and Writing, Module 6
Teaching
Dates and Semester/Quarter 2nd Semester/3rd Quarter
Time

Session 1 Session 2 Session 3 Session 4

I. OBJECTIVES
A. Content The learner understands the relationship of a written text and the context in which it was developed.
Standards
B. Performance The learner writes a 1000-word critique of a selected text on the basis of its claim/s, context, and properties as a written
Standards material.
C. Learning
 Formulate evaluative statements about a text read (EN11/12RWS-IVac- 9);
MELCS/Objecti a. assertions about the content and properties of a text read (EN11/12RWS-IVac-9.1); and
ves b. counterclaims in response to claims made in a text read (EN11/12RWS-IVac-9.2)
(Write the  Determine textual evidence to validate assertions and counterclaims made about a text read (EN11/12RWS-IVac-10)
MELC code for
each)
 Formulating Assertions and Counterclaims
 Determining Textual Evidence
II. CONTENT
Assertions VS Common Types of Assertions Formulating Counterclaims Determining Textual
Counterclaims and Building Inference Skills Evidences
III. LEARNING English – Grade 11 Alternative Delivery Mode

Reading and Writing

RESOURCES
Quarter 3– Module 6 -Reading and Writing Skills on Formulating Assertions and Counterclaims and
Determining Textual Evidence.
Second Edition, 2021
A. References
1. Teacher’s
Guide pages
2. Learner’s
Materials pages
3. Textbook
pages
4. Additional
Materials from
Learning
Resources (LR)
portal
B. Other
Learning
Resources
IV.
PROCEDURES
Classroom a. Prayer
Routines b. Reminder of the classroom health and safety protocols
c. Checking of attendance
d. Quick “kumustahan”
A. Recall Recap the Recap the topic through a series Recap the previous topic through Recap the topic through a
(Elicit) previous topic of questions. Cabbage Game. series of questions.
using Fishbowl
Method.
B. Motivation The teacher Picto Math The teacher presents a variety of Which of the two statements
(Engage) presents pictures and ask the learners, is more convincing? Why?
individual claims Direction: Guess the word based “what can you say about the

Reading and Writing

 of the famous on the pictures/clues presented. following pictures?” 1. An apple a day keeps
personality and the doctor away.
ask the learners, Apple tastes good and
“what is your very affordable.
take on the 2. Consuming an apple
following will help boost your
statements?” immune system.
According to the
nutritionists, apples
are rich in fiber,
vitamin C and various
antioxidants.
Everything we claim or assert
needs proof or evidence. An
educator named Dr. Allan De
Processing Questions: Guzman suggests that we
1. Did you enjoy the should express our claims
activity? immediately beside or next to
the support.
2. How do you find it?
3. How did you come up
with your answers?
4. Was it easy to form words
out of those pictures?
5. Based on the activity, do
you have any hint/clue
about the lesson we are
going to discuss today?
C. Discussion The teacher will The teacher will discuss about The teacher will discuss about The teacher will discuss about
of Concepts discuss about Common Types of Assertions Formulating Counterclaims Determining Textual
(Explore) Assertions VS and Building Inference Skills through a PowerPoint Evidences through a
Counterclaims through a PowerPoint Presentation PowerPoint Presentation

Reading and Writing

 through a Presentation
PowerPoint
Presentation.
D. Developing Group Work Pair Work: I Am The Picture, Pair-Think-Share Group Work
Mastery You Are The Sentence
(Explain) Directions: The Every claim has a counterclaim. Directions: Using the
students will be Directions: Construct sentences Let the learners fill out what are selection titled “Should
grouped into two out of the given pictures and asked in the table. Public Schools Begin the
and they will write it on a 1 whole sheet of Day with Silent Prayer
make a debate. paper. Time?”, write a 300-word
The topic will be critique on the text’s assertion
LOVE OR and counterclaim. Validate the
MONEY. assertion and counter- claim
by examining textual
Processing evidences.
Questions:
1. What did Note: (Guide in critiquing)
you feel
while Paragraph #1 - Pick the
doing the writer’s claim and explain
activity? what type of claim is used
2. What was
the most Paragraph #2 - Cite textual
interestin evidences that support the
g writer’s
argument claim. Talk about how
presented credible are the resources
? used.
3. How did
you come Paragraph #3 - Do you
up with agree/disagree with the
those writer? Assuming

Reading and Writing

 kinds of you disagree with the writer’s
reason? claim, how will you frame
4. If there your counterclaim?
will be a
debate Paragraph #4 - Insightful
again, statement to end your essay.
what do
you
recomme
nd would
be the
topic?

E. Application Reflect on what The teacher will ask the students Reflect on what you have learned Reflect on what you have
and you have learned to complete each of the sentences. after taking up this lesson. learned after taking up this
Generalizati after taking up lesson.
on this lesson. Statement of fact is __________. I thought ___________.
Statement of opinion is _______. I learned that __________. I thought ___________.
I thought _____. Statement of preference is _____. I learned that __________.
I learned that __. Statement of convention is ____.

F. Evaluation Identify the Direction: Identify the following Write TRUE if the statement is
following assertion as statement of true and write FALSE if false.
sentences if it is convention, fact, opinion, or
ASSERTION or preference. Write SOF if its fact, 1. In formulating counterclaims,

Reading and Writing

 COUNTERCLAI SOO if it is opinion, SOP if it is you must make it real.
M. preference, and SOC if it is 2. In formulating counterclaims,
convention. never write counterclaim that you
1. The Earth cannot support.
is a 1. According to the Minister 3. In formulating counterclaims,
sphere, or of Defense, NPA armed you can repeat your supporting
more insurgents now total sum evidence.
precisely 16, 000 men and women. 4. In formulating counterclaims,
and 2. Rose grows best in soil make it clear that you do not
oblate made of ¾ clay and ¼ agree the claim.
spheroid. sand a loam.
2. Ticket 3. Many more will die
name and because of political
passport considerations and unwise
name are aid-spending.
the same. 4. Roses are more beautiful,
3. Most smell sweeter and are
Japanese easier to grow than any
people other flower.
aren’t 5. Eyewitness testimony is
very generally unreliable.
interested
in Sumo.
4. My
teacher
may say,
“Gum
may
cause a
distractio
n if you
chew it

Reading and Writing

 loudly.”
5. My
principal
may say,
“Gum
causes
messes
that take
too much
of our
custodian
’s time
and
makes
our
school
look
bad.”
Session 1 Session 2 Session 3 Session 4
J. Additional Direction: Formulate assertions
activities for based on the words given in each
application or number. Follow the type of
remediation assertion specified in each word.

1. Martial Law (statement of

opinion)
2. Senior High School
(statement of preference)
3. Extrajudicial killing
(statement of opinion)
4. Dog (statement of
convention)

Reading and Writing

 5. Lagundi (statement of
fact)
V. REMARKS
VI.
REFLECTION
A. No. of
learners who
earned 80% on
the formative
assessment
B. No. of
learners who
require
additional
activities for
remediation
C. Did the
remedial lessons
work? No. of
learners who
have caught up
with the lessons
D. No. of
learners who
continue to
require
remediation
E. Which of my
teaching
strategies
worked well?
Why did this

Reading and Writing

 work?
F. What
difficulties did I
encounter which
my principal or
supervisor can
help
G. What
innovation or
localized
material did I
use/discover
which I wish to
share with other
teachers?

Prepared by:

CRISTHEL T. GABRIEL
Teacher-I, DNHS

Reading and Writing