School: North Central Mindanao College Grade Level: 11

Learning Area: English

Date: February 10, 2021 Quarter: 3rd
Time: 60 minutes Section:
I. Objectives The students should be able to;
a. identify the main idea in a
text,
b. analyze the text by
annotating,
c. realize the importance of
accurate information.
A. Content Standard Acquires knowledge of appropriate
reading strategies for a better
understanding of academic texts.
B. Performance Standard Produces a detailed abstract of
information gathered from the
various academic texts read.
C. Learning Competencies/Objectives Uses various techniques in
summarizing a variety of academic
texts. CS_EN11/12A-EAPP-Ia-c-
5
D. Content Reading A Text Critically
E. Learning Resources
a. Reference Module Grade 11
1. Teacher’s Guide Pages NA
2. Learner’s Material Pages NA
3. Textbook Pages Na
4. Additional Materials from Learning
Resources
NA
b. Other Resources

Values Infusion

Teacher’s Activity Students Activity

A. Procedures
a. Prayer

Before we start let us pray first. Our father…Amen.

Roy, please lead the prayer

b. Greetings

God bless everyone! God bless you, teacher Mark.

c. Checking of Attendance

Who is absent today? No teacher.

Very Good!

d. Checking Assignments
Yes, teacher.
Do you have any assignments?

Okay, pass your assignment in the

center aisle.

e. Classroom Management

1. When I am talking, please

listen carefully.
2. Do not talk to your classmates
during the discussions.
3. Lastly, please respect each
other.
Am I understood?

f. Review
Yes, teacher.
 What was our previous lesson all about?

So, what is a noun? Yes, Mary May?

Our last lesson is all about noun.

A noun is a word that functions as

the name of a specific object or set
of objects, such as living creatures,
places, actions, qualities, states of
existence, or ideas. However, a
noun is not a semantic category, so
that it cannot be characterized in
terms of its meaning.

Great job! So, do you have any

questions about our previous lesson?

None Ma’am.

g. Motivation Activity
Here are four pictures, identify which is real
and which is the real one?

So what did you notice with the photos shown?

Correct: the first photo is fake and the second

one is real. How can I identify if the photo is
real or fake?
 The first photo is real and the other
is not, teacher.

Exactly! By looking at some clues you can

identify if the photos are real or fake.

Unlocking of Difficult Words Terms:

We can identify the fake because
some objects are not real like the
Annotating- to add a short explanation or
blue bananas.
opinion to a text or drawing.
Non-fiction -prose writing that is based on
facts, real events, and real people, such as
biography or history.
Fiction -invention or fabrication as opposed to
fact.
Bias - prejudice in favor of or against one
thing, person, or group compared with
another, usually in a way considered to be
unfair.

a. Presentation of Content

For today’s lesson, we are going to learn about

reading a text critically.

Presentation of Objectives

Class, you have to listen carefully and

participate actively because at the end of the
lesson you should be able to;
a. identify the main idea in a text,
b. analyze the text by annotating,
c. realize the importance of accurate
information.
Activity

Class, let us have an activity. First I will group

you into two and I will show you an article.
You have to read it carefully and analyze what
the author is trying to say. After you read the
article, discuss with your groupmates write a
short explanation of what is the purpose of the
author in writing this. Each group should have
one leader and one secretary.

Group A - Fake Coronavirus Cures, Part 2:

Garlic Isn’t a ‘Cure’
Okay, teacher.
https://www.factcheck.org/2020/02/fake-
coronavirus-cures-part-2-garlic-isnt-a-cure/

Group B - How To Protect Yourself and Others

https://www.ecdc.europa.eu/en/covid-19/prev
ention-and-control/protect-yourself

I will give you 10 minutes to read the

article and to discuss with your groupmates.
Here’s the rubric for this activity.

Teamwork – 5 points
Organization – 5 points Okay, teacher.
Relevance – 10 points
Total points – 20 points

Okay, now let us check your work. Group B will

first present and Jecil will be the one who will
present your output.

Let us give a hand to Jecil.

*Students will do as told*
Now, group A present your work and I want
Cherilyn to present their output.

*Students will do as told*

Analysis

Critical reading is a way to read more actively.

It requires readers to use their critical thinking
skills to question both the text itself and their
manner of understanding it. During the critical
reading process, our goal is to find a deeper
understanding of the content, whether it is
fiction or nonfiction text.

Critical Reading requires the reader to do the

following:
● Form the judgement about the text. Okay, Teacher!
● Analyze, interpret, and evaluate the text
while reading.
● Question what the text does and mean.
● Challenge assumptions of the text by
questioning its argument and
interpreting the meaning in context.
● Describe, interpret and evaluate in
response to the text.
● Annotate what you read.

Abstraction
To read critically, take note of the following:

● Put yourself in the mind-set of the intended

audience of the text to identify the author’s purpose.
● Be open-minded to whatever you are reading and
evaluate the text without any biases.
● Consider the title as it may provide a clue to the
author’s goals or viewpoint.
● Read slowly, as it may help you connect with the
text more.
● Use additional references, such as dictionaries
and encyclopedias, to help you understand
information that you do not understand.
● Take notes about the text, highlight the text, or
interact with the text as comfortably as you can, as
it can be helpful in understanding the author’s
concepts.
Application

Let’s have another activity. I have another

article here and I want you to apply all that
new information on how to critically read a
text. In the same group I want you again to
analyze the article and write an explanation
highlighting the important details of the article.

https://www.nationalgeographic.com/science/
health-and-human-body/human-diseases/
coronavirus-vaccine-tracker-how-they-work- Okay, teacher!
latest-developments-cvd/

*Students do as told*
I will give you 15 minutes to read the article
and to discuss with your group mates. Here’s
the rubric for this activity.

Teamwork – 20 %
Organization – 40 %
Relevance – 40 %
Total – 100%

Okay, the time is up! Group A will first present

their output and I want July to be the one who
present it.
Very nice! Give a hand to July! *Group A will present their output*

Group B you’re next and I want Kath to

present their output.

*Group B will present their output*

Assessment
Good job everybody! Now that you have
already learned how to read critically, let us
have a quiz. Get ½ sheet of paper.
Write “Critical Reading” if the statement is true
and if the statement is not true write “Not
Critical Reading”
This quiz is two points for each item.

Yes, teacher!
1. During the critical reading process,
our goal is NOT to find a deeper
understanding of the content.
2. You have to put yourself in the
mindset of the intended audience to 1. Not Critical Reading
identify the author's purpose.
2. Critical Reading
3. Reading slowly will not help you
connect with the text more. 3. Not Critical Reading

4. Dictionaries and encyclopedias can 4. Critical Reading

help you understand the information you 5. Critical Reading
do not understand.
5. Critical reading requires you to
analyze and interpret the text while
reading.

Remarks - The teacher will proceed into the next lesson being scheduled if she will
be able to achieve the 75% passing population of the students.

- The teacher will reteach the said class if he fails to achieve the 75% passing
population of the students.
 Reflection -The teacher was able to obtain a 75% passing population rate. 27
students were able to satisfactorily understand the lesson out of 30. And is ready to
proceed to the next lesson.

The teacher was only able to obtain a 75% passing population rate. There were only
21 students who were able to satisfactorily understand the lesson out of 30. And is
obliged to reteach the said lesson.

Prepared by: Checked by:

MARK MANUEL O. PAGALING JENILOU S. MICULOB
Student Teacher Mentor

Approved:

EDUVIGIS G. GANDIONCO
Secondary School Principal