School Don Enrique Lopez National High Grade Level Grade 11

School
Teacher JUSTINE F. MITCHAO Section Luna,
Daily Lesson Aguinaldo
Plan Teaching Date March 21, 2025 Learning Reading and
Area Writing
Time 9: 45-10:45, 10:45-11:45 am Quarter 4th

SEMI-DETAILED LESSON PLAN

I. OBJECTIVES
At the end of the 60-minute period, the students are expected to:
a. determine the textual evidence; and
b. appreciate the importance of textual evidence.
A. CONTENT The learner understands the relationship of a written text and
STANDARDS: the context in which it was developed.
B. PERFORMANCE The learner writes a 1000-word critique of a selected text on
STANDARDS: the basis of its claim/s, context, and properties as a written
material.
C. LEARNING Determine textual evidence based on the provided text.
COMPETENCIES:
II. SUBJECT MATTER
A. LEARNING
RESOURCES
1. TOPIC: TEXTUAL EVIDENCE

2. REFERENCES:
Ibanez, A. M. (2022, April 20). Lesson 7: Determining
textual evidences [PDF document]. SlideShare.
[Link]
textual-evidencespdf/2516233

[Link]. (n.d.). Citing textual evidence to support

analysis of the text. In [Link]. Retrieved March 20,
2025, from [Link]
[Link]

3. MATERIALS
Laptop and Printed Materials.

4. VALUES INTEGRATION:
Appreciation, understanding and collaboration

III. LEARNING PROCEDURES

A. PRELIMINARY ACTIVITIES
 Prayer
 Greetings
 Checking of Attendance
 Classroom Rules
B. REVIEW
The teacher will ask the students about the previous topic.
C. MOTIVATION
 ACTIVITY: QUICK PIC RESPONSE!

Instruction: The students will do the corresponding action

based on the flashed picture.

Referee: Stand
Hitch: Raise your hand and thumb’s up
Cat:Say “Meow”
Summer: Shout “Hoooray!”

IV. LESSON PROPER

A. ACTIVITY
ACTIVITY: WHAT YOU SEE IS WHAT YOU KNOW!

Instruction: The students will be guessing what word is

depicted based on the provided clues.

ANSWER KEY:
1. REFERENCING
2. PARAPHRASING
3. QUOTING
4. SUMMARIZING
B. ANALYSIS
ACTIVITY: READ BETWEEN THE LINES!
Instruction: Read each short text carefully and choose
the best inference based on the textual evidence
provided.

1. It was a special day for Emma. She walked into the

cafeteria, her tray feeling heavier than usual. She
passed by her friends’ table, but no one looked up. No
smiles, no “Hey, Emma!” like usual. She sighed and sat
alone, as she blew her candle at home.

What can you infer about Emma’s feelings?

A. Emma is upset because she thinks her friends
ignored her birthday.
B. Emma is feeling sick and doesn’t want to talk to
anyone.
C. Emma is angry at her friends for sitting at a different
table.

2. Liam rattled the handle again, but it didn’t budge. He

pressed his ear against the wood—silence. His heart
pounded. The door had never been locked before. He
took a deep breath and stepped back. Something wasn’t
right.

What can you infer about Liam’s situation?

A. Liam is locked out of his house and is worried about
how to get in.
B. Liam thinks something strange or bad has happened
behind the locked door.
C. Liam accidentally locked himself inside a room and is
trying to get out.

3. Mia stared at her phone, her thumb hovering over the

screen. The message still showed “Delivered,” but not
“Read.” It had been hours. She bit her lip, wondering if
she had said something wrong.

What can you infer about Mia’s emotions?

A. Mia is worried that the person is ignoring her
message.
B. Mia is happy because she doesn’t need to reply
immediately.
C. Mia forgot to send the message and is waiting for a
response.

4. The gym was silent as Mark walked toward the stage,

his hands shaking. He kept his eyes on the floor, barely
breathing. Then, a slow clap echoed in the room—one,
then two, then an entire wave of applause. Mark’s eyes
 widened.

What can you infer about why the audience is

clapping?
A. Mark just won an award or achieved something
important.
B. The audience is mocking Mark by clapping
sarcastically.
C. The audience is waiting for Mark to make an
announcement.

5. Jade looked throughout her backpack, panic rising in

her chest. She checked under her desk, inside her
locker, even retraced her steps back to the library.
Nothing. The notebook was gone—along with the notes
she had spent weeks preparing.

What can you infer about Jade’s problem?

A. Jade is angry because someone took her notebook
as a prank.
B. Jade is upset because she lost her favorite storybook.
C. Jade is angry because someone took her notebook
as a [Link] is worried because her notebook
contained important notes for a test.

ANSWER KEY:

1. A
2. B
3. A
4. A
5. C

C. ABSTRACTION
TEXTUAL EVIDENCE

- Textual evidence is an information gathered from the

text that supports your assertion or counterclaim about
the text.
- It is a proof of an argument, a claim, a counterclaim, or
an assertion cited in the text leading to a conclusion.

What is the purpose of textual evidence?

- A textual analysis examines the meaning, themes,
structure, and literary devices of a text in order to gain a
deeper understanding of the text.
Ways to present textual evidences:
1. Referencing- Mentioning a specific section in the text.
 Example: The Department of Education ensures the on
delivery of quality education and safety of the learners in
the opening of classes in this school year a midst
COVOD-19 as stated in the DepEd order no. 7 s. 2020
on DepEd School Calendar and Activities for S.Y.
2020-2021 paragraph 2 and 3.

2. Paraphrasing- Restating the text in your own

words.
Example: Her life spanned years for incredible change
for women as they gained more rights than ever before.

Paraphrase: She lived through the exciting era of

women’s liberation.

3. Summarizing- Stating the text in a short way and

other relevant details to support the idea.
Example: The movie of Seven Sundays (2017) was a
heartwarming story that shows the importance of family
in our lives. The movie tells about the Bonifacio
siblings who were reunited because of their father
who was mistakenly diagnosed with cancer. It
presented the different struggles of their lives and
how they were able to overcome them.

4. Quoting- Stating a part of a text in the exact way it

was written.
Example: Samantha King, a forensic specialist, stated
that, “DNA evidence is usually indisputable.”

D. APPLICATION
ACTIVITY: GIMME YOUR EVIDENCES

Instruction: The class will be grouped into three. The

students will read the given scenario closely then act and
analyze it by applying their understanding about textual
evidence based on what area they are assigned in.

Group 1: In a courtroom
Group 2: In a classroom
Group 3: In a broadcasting studio

CRITERIA:
Delivery and Presentation (10)
Creativity (10)
Application of textual evidence (10)
TOTAL: 30 points

E. GENERALIZATION
Random students will be called to answer the following
questions.
  What have you learned today?
 What is the importance of using textual evidence?

F. EVALUATION

PART I. MULTIPLE CHOICE

Instruction: Determine the strongest textual evidence to

support the claim. Write the letter of the best answer.

CLAIM #1: Simple changes can cut your carbon

emissions greatly.

A. I think that we need to do something quickly to help

save the environment.
B. If you hang your clothes outside on the clothesline
instead of using the electronic dryer, you can cut your
carbon emissions by 351 lbs./year.
C. Kids can help parents by doing some household
chores.

CLAIM #2: Exercise is important for growth and

development of children.

A. Children watch too much television.

B. All children love to ride their bikes outside and on
trails through the forest.
C. Children who are active will have stronger muscles
and bones.

CLAIM #3: A diet rich in fruits and vegetables has

many benefits.

A. Fruits and vegetables taste good.

B. Eating lots of fruits and vegetables lowers your risk of
heart disease.
C. There are many colorful fruits and vegetables for you
to try.

CLAIM #4: Smoking cigarette is harmful to your

health.

A. The mixture of nicotine and carbon monoxide in

cigarettes temporarily increases your heart rate and
blood pressure, causing strain on your heart and blood
vessels.
B. Cigarettes smoke smells really bad and that smell
sticks to your hair.
C. Secondhand smoke is bad for people around you.
 CLAIM #5: Bullying is a common problem in schools
across the province.

A. Children who are bullied experience suffering that can

interfere with their emotional and social development.
B. Surveys indicate that as many as half of all children
are bullied at some time during their high school years.
C. Action needs to be taken to stop bullying now!

PART II. ESSAY (5 points)

Instruction: Answer the question below in 2-3 sentences.

 What is the importance of textual evidence?

ANSWER KEY: PART I.

1. B
2. C
3. B
4. A
5. A

I. ASSIGNMENT WHAT’S YOUR CLAIM?

Instruction: Write an essay about, “Developed World is the

Main Cause of Global Warming”, and cite textual evidences to
support your claim.

CRITERIA:
Organization (10)
Content (10)
Application of textual evidence (10)
TOTAL: 30 Points

Prepared by:

JUSTINE F. MITCHAO
Pre-Service Teacher

Checked by:

CHARISSA J. DURANGO
Coordinating Teacher