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Learning Area Reading and Writing Skills

Learning Delivery Modality Online Distance

School San Pablo City Science IHS Grade Level 11


LESSON Teacher Zohail I. Ador Learning Area RWS
EXEMPLAR Teaching Date Quarter Second
Teaching Time No. of Days 8

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?

A. Introduction What I know?


 The learners will answer 15-item pretest about the topic.

B. Development What’s in?


Previously, you have learned the different functions of intertext and hypertext.
Hypertext reading is more difficult than intertext reading because of information
overload as the reader needs to recognize the accuracy of the information
presented and evaluate it.

Now let’s move on to explaining critical reading as reasoning.


What is new?
Read the paragraph and answer the following questions on a separate sheet.

Eastern Samar is an underdeveloped place and is one of the most disaster-prone


places in the Philippines. Because of poverty, residents are forced to live in high-
risk places, which makes them prone to disasters. Disasters in Eastern Samar
affect a large number of people by destroying their houses, farmlands, livelihoods,
and other personal assets.

Question: What is the weakness in the argument that the writer makes to support
the conclusion about the relationship of poverty to disaster?

a. The writer fails to consider the role of poverty in causing disasters.


b. The writer concludes that the situation in Eastern Samar will generalize to all
underdeveloped places.
c. The writer fails to consider the role of disaster play in causing poverty.
d. The writer fails to explain how people are affected by a 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.

On the other hand, reasoning as defined in Merriam-Webster dictionary, is an act


of giving statements for justification and explanation. It is the ability of someone
to defend something by giving out reasons.

Therefore, when reading critically, it is necessary to question the different


arguments used by the author, as any problem can weaken the authenticity of the
conclusion.
Remember that critical reading is not meant to criticize but to assess the validity
of textual evidence.
What’s more?
Read the passage carefully. Find the claim, the evidence, and the reasoning in the
passage. Write your answer on a separate sheet of paper.

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 I have learned?


Get your reflection journal then write down your takeaways from the
lesson and their impact on your critical thinking skills. Use the template as
D. Engagement your guide.
My takeaways from the lesson How will I apply them to
my everyday life?

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.

III. Write a short counterclaim or counter-argument to the claim.

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

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