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RWS Exemplar
RWS Exemplar
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 or
Objectives
D. Most Essential Learning Explains critical reading as reasoning
Competencies (MELC) Formulates evaluative statements about a text read
a. Formulates assertions about the content and properties of a text
read
b. Formulates meaningful counterclaims in response to claims
made in a text read
Determines textual evidence to validate assertions and counterclaims
made about a text read
II. CONTENT Critical Reading as Reasoning
1. Formulating Evaluative Statements
2. Determining Textual Evidence
III. LEARNING RESOURCES
A. References
a. Teacher’s Guide Pages
b. Learner’s Material Pages
c. Textbook Pages
d. Additional Materials from
Learning Resources
B. List of Learning Resources for Module, worksheets, activity sheets
Development and Engagement
IV. PROCEDURES
What I need to know?
Question: What is the weakness in the argument that the writer makes to support
the conclusion about the relationship of poverty to disaster?
What is it?
Critical reading is engaging in analytic activity which involves the reader by
asking questions about the text and the author’s claim. Critical readers are doing
the process of evaluating, analyzing, and interpreting the assertion of the hidden
meaning of the entire text.
Crecencian T.V.L. senior high school graduates are capable of joining the
workforce and be globally competitive skilled workers since passing the National
Competency II examination is the result of the in-depth training that they had
developed while in school. Crecencian T.V.L instructors are highly skilled in their
field of specialization. They are NC III & IV holders and have years of experience
in the industry before joining the academe. Many of the skilled graduates are now
hired by different corporations and some of them continue their college education
in connection with their chosen strand.
Claim:
Evidence:
Reasoning:
What’s In?
We have learned in our previous lesson that the use of comparison and contrast in
developing paragraph is very effective when you want to show similarities and
difference between two ideas. Although a comparison and contrast essay is set to
demonstrate both similarities as well as differences, sometimes it only shows
similarities, and at other times, only differences.
The next pattern of paragraph development focuses on how you can state details
through giving reasons or results of a topic.
What I Have Learned?
Complete the statements to sum up your key learning for this lesson.
1. __________ is a type of paragraph development that focuses on presenting
points of view
2. An __________ serves as a background information about the topic.
3. An __________ is one’s claim or position that can either support or reject the
issue previously stated.
4. Arguments shall be supported with a well-researched __________.
5. A __________ restating the main argument of the text will be the end of the
text.
What I Can Do?
Refer on the SLM page 6-7
Additional Activities
Write a paragraph on any topic that interests you. Use the outline as your guide.
I. What is your claim?
a. Supporting detail
b. Supporting detail
II. Write three lines or different text evidences that support your argument.
a.
b.
c.
Assessment
The teacher will conduct a 15-item test
V. REFLECTION
The learners will be asked to complete the statements as their personal insight on
the topic. This will be written in their notebooks, journals or portfolios
I learned …
I felt …
I realized …
Prepared by:
Zohail I. Ador
Teacher II
Noted by:
Neliza P. Cuasay
Principal II