Cot 2 DLP

Grades 11 / 12 School COGON HIGH SCHOOL EVENING CLASS Grade Level 11
DAILY LESSON PLAN Teacher CHERISH MAE O. PENALES Learning Area READING AND WRITING
SKILLS
Teaching Dates and Time APRIL 05, 2021 Quarter 3 QUARTER
RD
I. OBJECTIVES
A. Content Standards The learner understands the relationship of a written text and the context in which it was developed.
B. Performance Standards The learner writes a 1000-word critique of a selected text on the basis of its claim/s, context, and properties as a written
material.
C. Learning Competencies/ Objectives Learning Competencies:

Write the LC code for each The learner identifies claims explicitly or implicitly made in a written text.
a. Claim of fact (EN11/12RWS-IIIij- 6.1)
b. Claim of value (EN11/12RWS-IIIij- 6.2)
c. Claim of policy (EN11/12RWS-IIIij- 6.3)
Learning Objectives:
At the end of the lesson, learners should be able to:
a. Identify the types of claims;
b. Determine the types of claims presented in a prose & non-prose text, &
c. Make use of the different types of claims by employing it to each group tasks.
II. CONTENT Types of Claims
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages Curriculum Guide, page 2
2. Learner’s Materials pages Reading and Writing textbook pages 156-160
3. Textbook pages Critical Reading and Writing for the Se
4. Additional Materials from Learning
Resource (LR) portal
B. Other Learning Resources http://havlicek.weebly.com/uploads/6/8/5/2/685209/ww2claims.pdf
http://department.monm.edu/cata/mcgaan/classes/cata335/o-claims.335.html
http://theliteratesims.net/eng1bM/week03/claims.html
http://mentalfloss.com/article/32118/45-amazing-facts-everyone-should-know
IV. PROCEDURES
A. Reviewing previous lesson or Preliminaries:

presenting the new lesson  Prayer/ Greeting
 Checking the Classroom
 Checking of Attendance
Recapitulation about the topic Critical Reading
B. Establishing a purpose for the Motivational Task: Watch & Learn!

lesson • Watch the short video entitled “What’s my favorite country?” by Nas Daily.
Link: https://www.youtube.com/watch?v=f-tKE812-ZY&t=6s
• After watching, answer the following questions:

1. What is the Vlogger’s favorite country?
2. Why does he consider it his favorite?
3. How does he feel about Filipinos?
4. What should be done in order to attract more tourists like him?
C. Presenting examples/instances of PAIR ACTIVITY (IS IT A FACT OR BLUFF?)
the new lesson Instruction: The student will select their own partner. The teacher will distribute each pair an illustration board which they will
use in the activity. The teacher will present a statement and the students will guess if it is a fact or bluff. Every statement
contains 2 points each.
1. The Philippines is the world’s number one producer of coconut. (FACT)

2. The third largest English-speaking country in the world is the Philippines. (FACT)
3. The largest lake in the Philippines is Taal lake. (BLUFF)
4. Lebanon is the only country in the Middle East in which there is no dessert. (FACT)
5. Red pepper is the most popular spice in the world. (BLUFF)
6. Saudi Arabia has the largest Muslim population in the world. (BLUFF)
D. Discussing new concepts and  A claim is an arguable statement. It is an opinion that a writer asks an audience to accept.
practicing new skills #1  3 types of claims (fact, value, policy)
(Before explaining the three types of claims, the teacher will present example of sentences for the students to guess the
definition of each 3 types of claims)
LET’S PRACTICE!!!
Analyze each sentences below. Identify whether it claims a FACT, VALUE, or POLICY.
1. Neil Armstrong made a history as the first man to walk on the moon.
2. The Bayanihan to Heal as One Act is implemented to fight COVID 19 crisis and therefore should be obeyed.
3. Discriminating our front liners who save our lives does not make sense.
4. Security is more important than privacy.
5. Spreading fake news in the midst of pandemic will not help at all; hence, by all means it should be stopped.
6. The devastation experienced by the Philippines during Typhoon Yolanda shows the readiness of disaster relief protocols
established by the government.
 Deepening/ Discussion of the 3 types of claims

E. Developing mastery (leads to ORAL RECITATION. Identify the statement if Fact, Value or Policy.
Formative Assessment 3) 1. Teachers should be given an increase in their salary.
2. The hunting of animals is a barbaric practice.
3. Global warming is a threat to people living here on Earth.
4. It is immoral to participate in non-violent strikes in the streets.
5. The age at which people can get a driver’s license must be raised to 21.
6. Increasing population threatens the environment.
ACTIVITY. Identify each statement below, taken from or inspired by the previous text, as a claim of fact, value, or policy.
1. National strength can only be built on character.

2. The Filipinos of the past became strong-willed, earnest and adventurous by necessity: they had to brave the seas clear the
forest and erect towns and cities upon the wilderness in order to establish communities.
3. Instagram is owned by Facebook.
4. To insure the accomplishment of the task of national spiritual reconstruction, we shall formulate and adopt a social code
that can be explained in the schools, preached from the pulpits, and taught in the streets and plazas, and in the remotest corners
of our land.
5. Teachers are in the position to inculcate tis social code in the youth because they are in the most contact with them during
their formative years at school.
6. LTFRB should be given the public an advance notice about their fare hike.
7. Donald Trump is awesome.
8. Hilary Clinton would have made a better president than Donald Trump.
9. Rodrigo Duterte is the President of the Philippines.
10. I made a sandwich.
F. Making generalizations and Concludes the lesson by asking the learners what they have learned from the discussion. They will answer it having a PICK-
abstractions about the lesson UP LINES according to what they have learned.
G. Evaluating learning GROUP ACTIVITY

Instruction: The students will go to their respective groups. Each group leader will go in front to pick a task inside the box for
them to know the category of their group task. The teacher will give them 10 minutes to go to their respective groups to task
and accomplish the task.
A. INTERVIEW WITH THE SCHOOL PRINCIPAL
B. DEBATERS
C. TALK SHOW
VI. REFLECTION
A. No. of learners who earned 80% in

the evaluation
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 lesson
D. No. 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?

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Grades 11 / 12 School COGON HIGH SCHOOL EVENING CLASS Grade Level 11

C. Learning Competencies/ Objectives Learning Competencies:

II. CONTENT Types of Claims

III. LEARNING RESOURCES

A. Reviewing previous lesson or Preliminaries:

B. Establishing a purpose for the Motivational Task: Watch & Learn!

• After watching, answer the following questions:

1. The Philippines is the world’s number one producer of coconut. (FACT)

 Deepening/ Discussion of the 3 types of claims

1. National strength can only be built on character.

G. Evaluating learning GROUP ACTIVITY

A. No. of learners who earned 80% in

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