Tubigon West National High School

Ilijan Norte, Tubigon, Bohol

DAILY LESSON PLAN

Teachers Name: MARIBEL R. CLAROS Quarter: 3 Week: 1 Day: 1 (60 mins.)

Subject: Reading and Writing Skills Date: 01/25/2024
Grade Level & Section: 11-DCP
Most General Objective: Explains critical reading as looking for ways
Essential of thinking (EN11/12RWS-IIIij-5)
Learning
Competency Specific Objectives: At the end the lesson the learners are expected to:
A. Knowledge: activate one’s prior knowledge and explain the
different levels of thinking
B. Psychomotor: write questions for each level of thinking
C. Affective: share the values or insights gained from the
given stories
Content Levels of Thinking
Learning Books: Academic Reading and Writing for Senior High School
Resources By: Jessie S. Barot, Ph.D.
https://www.brainyquote.com/topics/right-questions-quotes
https://www.pinterest.ph/pin/959618633071904895/
Materials: Paper strips, visual postings, board and chalk
Procedure A. Preparation (2 mins.)
● Opening Prayer

● Setting the classroom environment

(Checking if the classroom is clean and orderly)
● Ensuring a safe learning environment for everyone
(reminder on the class rules for individual and group tasks)
● Checking of attendance
B. Introductory Activities (2 mins.)
● Vocabulary Building/ Unlocking of difficult words
Arranging jumbled letters to construct the right words based on the given
meaning (incident, illicit, threaten, apprehend)
● Reviewing the previous lesson (Question and Answer technique)
Previous Lesson: First Three Levels of Thinking
(Remembering, Understanding, Applying)
C. Motivation (3 mins.)
Picture Analysis The learners will share about their idea of what is
in the picture. They will explain what they
think is going on in the scenario and whether
it is right or wrong.
The teacher will tell the students that they will
read a story in relation to the situation in the
picture. To do this, the learners have to arrange
three paragraphs (Attachment 1; posted on the
board) that form the said story. They have to
arrange as to which is the first, second, and third event in the story.
The teacher will ask the students about what they have realized from the
 story.
Learners will be assigned to construct questions about what they
have read. Their questions will be written on the board for processing
in the next part of the instruction. The teacher will acknowledge learner’s
participation.
D. Presentation (5 minutes)
The teacher will present some questions about the story and students
have to identify the levels of thinking involved in each question. The six
levels of thinking are also posted on the board.

Questions about the story:

 What did Pia do during the summer?
 What can you say about the situation of the street child?
 If you were Pia, how would you approach the incident of seeing one of
the children?
 Based on the response of the authorities, what inference can you make
regarding their treatment of the case?
 Is the reaction of the authorities justified?
 How would you illustrate the highlights of the events in a four-panel
comic strip?
Levels of Thinking introduced by Benjamin Bloom and revised by Lorin Anderson
First Remembering These were The questions
Second Understanding discussed in the above will be
Third Applying previous meeting. matched with its
Fourth Analyzing corresponding
Fifth Evaluating These will be level of thinking.
Sixth Creating discussed today.

The teacher will appreciate learners’ answers/responses.

E. Lesson Proper (20 mins.)
The teacher will facilitate students’ interaction in the discussion about levels
of thinking. The learners will explain each level based on their understanding
and based on the given example.
The teacher will reinforce learner’s explanation, and the meaning for each level
of thinking will be posted and explained.

One way to achieve critical thinking and reading is through asking different
levels of questions. These different questions can be constructed through
different levels of thinking (discussed below)
First Remembering Answering the question requires you to recall the
information you just read. Remembering involves
retrieval, recognition, and recalling of information.
Remember by asking questions which aim to define,
memorize, or state information.
Second Understanding To answer this question, you have to draw your
interpretation based on what you read. Understanding
refers to the construction of meaning from verbal and
non-verbal messages. Understand from verbal and
non-verbal messages. Understand by asking
questions which discuss, describe, paraphrase, or
explain information.
Third Applying You have to draw on the knowledge you learned to
use it on the situation. Applying refers to the use and
implementation of knowledge in various situations.
Apply knowledge by asking questions which
demonstrate, solve, or use information.
Fourth Analyzing In answering, you have to examine the causes and
make inferences based on them. Analyzing focuses
on breaking down ideas into parts and relating these
parts to one another. Analyze by asking questions
 which compare, integrate, or structure information.
Fifth Evaluating When thinking of your answer, weigh the pros and
cons to judge the action. Evaluating refers to making
judgments on the value and validity of ideas and
events. Evaluate by asking things which judge and
test an idea based on certain rules or standards.
Sixth Creating While making a comic strip, you have to synthesize
the parts to turn them into one output. Creating
involves combining parts to form a well-designed
whole. Creating does not only mean making
something concrete. You can also ask questions
which aim to produce, design, or construct new
information or ideas.
Then, the questions constructed by the learners earlier will be identified based
on the levels of thinking.
Teacher will ask: “Why do you think we need to know the different levels of
thinking?” Why do we have to know apply higher order thinking skills and not
just lower order thinking skills?
Students may have divergent answers and the teacher will acknowledge
their responses.
Remember this:
The wise man doesn't give the right answers,
he poses the right questions. -Claude Levi-Strauss
F. Application (12 mins.)
Learners will read another short story.
Short Story (Climate Change- Science Integration)
Adapted from the Bed Time Stories by Clare Fog

One night, a child asked his mother to tell him a bedtime story.
Son: Mommy, can you tell me a story?
Mom: Sure, Sweetie!
Once upon a time, there were horses.
Son: Have you seen horses?
Mom: Yes, when I was your age, I saw one of the last horses.
It was big and gray. It had many wrinkles. Aside from the
horses, there were also whales which used to live in the sea.
Son: Mommy, why can’t I see any of these animals?
Mother: Well, because Mommy did not do anything to protect them.
I did not know how to change my habits to ensure all lives
could survive. I’m so sorry, Sweetheart.
(Lesson: Act on climate change before the things we love become only bed
time stories.)
Tagboard Time!
(Collaborative Learning)
Proceed to your learning group. Remember your roles which we agreed
upon for this month. One will serve as a team manager who leads the
group, one as a team secretary, another as a team watcher who will see
to it that other groups will not see their answers, and the remaining
members will collaborate to give the right answers. Each group will write
one question (on a tagboard) for each level of thinking. They will do this in
a form of a game. The teacher will give them just 5 minutes to write all the
six questions. After the given time, each group must raise their board and
the question for each level will be checked. Every correct answer is given
two points. Questions should be well-written with correct sentence
mechanics (proper construction, punctuation, and capitalization). If the
question is not perfectly written but the idea can be understood and is
 appropriate to the particular level of thinking, it will be given 1 point. The
group with the highest score will be the winner.
Reward for the winning team:
They will be exempted from the Agreement/Assignment in this session.

G. Generalization (3 mins.)
Learners will discuss briefly the levels of thinking and their importance.

Important Note:
When one is able to think using the thinking levels, he/she can apply them
both in academic and real-life settings. For instance, when confronted with a
problem, one should start by describing it, identifying its causes and effects, the
people involved, and how it occurred. Explore and analyze possible solutions
and evaluate the feasibility of each. Choose the best solution and plan how to
apply it. After that, execute the plan and evaluate its effectiveness.

Remember this:
Critical reading requires applying the levels of thinking.
“Quality questions create a quality life. Successful people ask better questions,
and as a result, they get better answers.” -Tony Robbins
H. Evaluation (12 mins.)
Writing Task on the Levels of Thinking
I. Explain each level of thinking in one sentence only. (18 pts.)
2 pts. for the content and 1 pt. for the organization and mechanics (Total: 3 pts.)

II. Read the story “The Boy Who Cried Wolf” and create one question
for each thinking level. (1 pt. for each question)

I.
Agreement (1 min.)
Write a journal entry (with at least five sentences) sharing about the
best lesson you have learned from the discussion today.
(5 pts. for Content, 3 pts. for Organization and Mechanics, 2 pts. for Neatness = 10 pts.)

Remarks

Reflection
Attachment 1
The Story (paragraphs not in order yet)

Pia reported the incident regarding the street child to her volunteer organization.
They contacted the proper authorities to help the child and to apprehend his father.
However, they were told that it was already reported months before, and that the
authorities will look into the issue once they have the time, as they have other priorities.

One day, she found one of the children who used to go to the shelter picking
pockets in the market, so she went to talk to him. He said that his father threatened to
beat him up if he will not hand enough money by the end of the day.

In the summer before Pia became a Grade 11 student, she decided to volunteer in
a non-government organization which ran a shelter for street children. During her
orientation, she was told to report incidents of street children engaging in illicit
activities.

The Story (in correct sequence)

In the summer before Pia became a Grade 11 student, she decided to volunteer in
a non-government organization which ran a shelter for street children. During her
orientation, she was told to report incidents of street children engaging in illicit
activities.

One day, she found one of the children who used to go to the shelter picking
pockets in the market, so she went to talk to him. He said that his father threatened to
beat him up if he will not hand enough money by the end of the day.

Pia reported the incident regarding the street child to her volunteer organization.
They contacted the proper authorities to help the child and to apprehend his father.
However, they were told that it was already reported months before, and that the
authorities will look into the issue once they have the time, as they have other priorities.