DETAILED LESSON PLAN IN ENGLISH

SCHOOL: ODIONGAN NATIONAL HIGH SCHOOL GRADE LEVEL: 11

TEACHER: HILMARK A. MISTAL LEARNING AREA:
ENGLISH

(Time Allotment: 1 Week)

MARCH 7-28, 2022
WEEK 1 QUARTER 3

I. OBJECTIVES:
A. CONTENT STANDARDS:
Understands the relationship of a written text and the context in which it was developed.
B. PERFORMANCE STANDARDS:
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
Determines textual evidence to validate assertions and counterclaims made about a text
read (EN11/12RWS-IVac-10)
II. SUBJECT-MATTER:
A. Topic: Formulates evaluative statements about a text read
B. Subtopic:
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
C. References: Self-Learning Module- Reading and Writing Skills11_Quarter 4 Week 1
D. Materials: Self-Learning Modules and Worksheets
I. E. Establishing a purpose for the lesson:
After this lesson, students will be able to:
 explain how and why to analyze a text
 describe methods of supporting analysis with text evidence
 cite text evidence used in analysis

Teachers Activity Student’s Activity

ROUTINE ACTIVITIES

a. Prayer Let us bow our heads and feel the presence of God. In the
“Before we start our class, let us have a prayer name of the Father, and of the Son, and of The Holy
(___________, please lead the prayer) Spirit.

b. Greetings
“Good morning, Class!”
Please pick up the pieces of papers under your “Good morning, Sir Matt!”
chairs if there is and please take your seats.
(Students pick up the pieces of papers under their seats)
c. Checking of Attendance
“Class monitor, who is absent today?”. (Nobody is absent today, Sir. Everybody is present)

Okay, the attendance is perfect. Very good!

How was your day, Class? Have you eaten your (Students’ answer varies)
breakfast? What time did you leave home?

Please be reminded to wear your facemask

properly.

1. Review

Before we proceed to out next topic, let us

have a recap about the topic we have
 discussed last meeting. Anyone in this
class would like to volunteer to give us the
summary of the topic? Student raise their hands to give a recap.

We have discussed about the “Formulates assertions

about the content and properties of a text read
b. Formulates meaningful counterclaims in
response to claims made in a text read”

An assertion is a statement used to make a

declaration or to express strong belief on a
particular topic, often without evidence. And
Counterclaims are claims made to rebut a previous
claim. They provide a contrasting perspective to the
Very good! I believe you class are now main argument.
ready to proceed to our next topic.
2. MOTIVATION

You have previously learned that one can

give his/her own assertions on what
he/she has read. Such assertions can be
based on fact, convention, opinion or
preference and these assertions lead to
formulating claims.

As a critical reader, you should be able to

recognize and formulate
counterclaims about what was read.
Counterclaims refer to claims that refute
previous claim in your readings. It is
necessary to locate evidences provided by
the text to prove one’s counterclaim.
To clarify one’s position on giving
counterclaims, you also learned how to
formulate evaluative statements. Reading
texts should be examined carefully by
identifying evidences that support the
author’s claim, finding evidences that
support the claim and evaluate if it is
worthy for sharing. After learning these
skills in formulating evaluative statement,
you must learn to determine textual
evidences to validate assertions and
counterclaims made about a text read.

To give you a heads-up regarding our next

topic to be discussed, please answer this
activity.

Try to guess the occupation of the person

being referred to in the following
statements by using the given details.
1. People come to me and ask for my (Student answers the given activity)
prescription. I use a stethoscope to hear
heartbeats and other sounds inside the Answer Keys
body.
__________________________________ A.
___________ 1. Doctor
2. People call me whenever their tires are 2. Mechanic
flat. I check their vehicle’s radiator 3. Farmer/Agriculturist
and engine, so they can travel safely. 4. Teacher
__________________________________ 5. Engineer
___________
3. I use a harrow and a tiller to cultivate B.
soil. Many depend on my harvest for 1. A
food to eat and to live a healthy life. 2. B
__________________________________ 3. D
___________ 4. B
4. I love to read books and play with 5. C
children. I teach them how to read and
write inside the school.
__________________________________
___________
5. I make houses, buildings and bridges. I
use different protractor and
compass set and I calculate things
accurately.

B. Read the paragraph and answer the

following questions. You may write the
answer on separate sheet.

Whoosh! The rain poured and the thunder

struck. Luis step inside the house
with a rage of his emotion. He dropped his
ball and stomp his feet towards his room.
Then, shot at the door. The mother said,
“There are still other things you can do
inside the house, my dear.” But he did not
respond. He went to the living room and
grabbed his gadget.
1. Why is Luis upset?
A. Because it is raining.
B. Because his ball was deflated.
C. Because he is scared of thunderstorm.
D. Because the mother forbids him to play
outside.
2. What line in the text tells you that Luis
is upset that it is raining?
A. He did not respond.
B. The rain poured and the thunder struck.
C. He went to the living room and grabbed
his gadget.
D. Luis step inside the house with a rage
of his emotion.

3. What do you think he is planning to do?

A. He wants to go to school.
B. He wants to play basketball.
C. He wants to have picnic with his
mother.
D. He wants to go to the mall with his
friends
4. What lines from the text support the
idea that he listened to his mother?
A. Then, shot at the door.
B. But he did not respond.
C. He went to the living room and grabbed
his gadget.
D. He dropped his ball and stomp his feet
towards his room.
5. What kind of boy was Luis?
A. He is impatient.
 B. He loves playing basketball.
C. He loves playing with his gadgets.
D. He wants to be alone most of the time

After answering the given activity, you are

able to understand how to make inferences
about something or happenings.
3. PRESENTATION

In the previous lrddon, you have learned

about formulating assertions and
counterclaim. This time, you will learn
how to support your assertions and
counterclaim to make it valid by
supporting a Textual Evidences.

Now let us Read the poem, Harlem by

Langston Hughes and answer the
following guide
questions. What happens to a dream deferred?
Does it dry up
Like a raisin in the sun?
Or fester like a sore ----
And then run?
Does it stink like rotten meat?
Or crust and sugar over—
like a syrupy sweet?
Maybe it just sags
like a heavy load.
Or does it explode?
(SOURCE:
[Link]
m)

Guide Questions:
1. What does the word “deferred” mean?
Since we have read the Poem, let us now 2. How is the dream compared to a raisin? rotten
answer the guide questions. meat? and heavy load?
3. What are the authors’ descriptions of a dream
deferred?
4. Based on the poem, what happens when you don’t
go after your dreams and
you defer them at a later time?
5. If you were the author, how would you feel upon
writing the poem?
6. Do you agree with the author’s idea that a dream
deferred stinks like a
rotten meat? Why?
(Answers the Poem with the students)

After answering the questions in the

previous activity, you are able to identify
words from the poem that help you
understand what the author is trying to tell.
The words and phrases like deferred, fester
like a sore, stink like rotten meat, and sags,
like heavy loads are examples of textual
evidences you can find in the poem. These
will help you formulate your claim and
counterclaim about the author’s tone and
mood in writing his poem.
 So now, tell me what is textual evidence?

(Student answers) Textual evidence is defined as the

details given by the author in order to
support his/her claims. It reveals the position of the
writer and makes the reading
more interesting. Evidences are details that
strengthen, add variety or weight to any
argument.
4. DISCUSSION

Very good!

Now, what are the different ways on how

you can present textual evidence in your
Writings? Please read the slide on
presented on the TV screen. (Ask one
student to read) There are different ways on how you can present
textual evidence in your
writings. It can be through paraphrasing or restating
the text in your own words,
through summarizing or stating in a shorter way the
text and other relevant details
to support the idea, through referencing or
Thank you. Imagine yourself, presenting mentioning a specific section in the text,
the court case of the century whose and through quoting or directly restating a part of the
outcomes will impact people for decades text.
to come….and you have to forensic data,
no eye-witness account, nothing. What
will happen?

No matter how eloquent, no matter how

grammatically sound, no matter how
organized, no matter how correct– without
evidence, any and all argumentation will
fall flat.

So, what make citing textual evidence

important?
(Student answers) Sir, citing textual evidence is
important because it requires the reader to support
their ideas, questions, and claims with factual
evidence rather than irrational notions.
Very good answer! Citing evidence requires students to think more
deeply about the text, analyze the author, source etc.
Now, let us discuss the ways of presenting
textual evidence.

We have, number one: Paraphrasing.

Please read the next slide presented on the
TV screen.
Please read, _______.
This is restating an author’s or someone else’s work
using your own words without losing the original idea
of the text.

Thank you.
Example:
The original passage: Students frequently overuse
direct quotation in taking notes; as a result, they
overuse quotations in the final (research) paper.
 Probably only about 10% of your final manuscript
should appear as directly quoted matter. Therefore,
you should strive to limit the amount of exact
transcribing of source materials while taking notes
(Lester, 1976 p. 46 – 47)

The paraphrase: In research papers students often

quote excessively, failing to keep quoted material
down to a desirable level. Since the problem usually
originates during note taking. It is essential to
minimize the material recorded verbatim (Lester,
1976 p. 46 – 47)
Okay, please read the second way of
presenting the textual evidence. (ask
random students to read)

References: This is the act of mentioning a specific

section of the text like an event or action.
Examples:
• According to Fusel, ‘The Oxford Book of
English Verse presides over the Great War in a way
that has never been fully appreciated’ (159).
• Strickland tells the story of Minty Nelson, a
27-year-old Seattle University employee and student,
whose encounter with a census worker epitomizes the
identity battle faced constantly by multiracial people.
Okay, in other words, Referencing allows
you to acknowledge the contribution of
other writers and researchers in your work.
Any university assignments that draw on
the ideas, words or research of other
writers must contain citations. Referencing
is also a way to give credit to the writers
from whom you have borrowed words and
ideas.

Let us proceed to the third way of

presenting textual evidence. Please read,
student name.
Summarizing This is stating the essential ideas
together of the text in a shorter way.

Example:
The original passage: Students frequently overuse
direct quotation in taking notes; as a result, they
overuse quotations in the final (research) paper.
Probably only about 10% of your final manuscript
should appear as directly quoted matter. Therefore,
you should strive to limit the amount of exact
transcribing of source materials while taking notes
(Lester, 1976 p. 46 – 47)
The summary: Students should take just a few notes
in direct quotation from sources to help minimize the
amount of quoted material in a research paper (Lester,
1976 p. 46 – 47)

As you may observe in th example

provided, always use in-text citations
 when you paraphrase or summarize, to let
the reader know that the information Yes, Sir.
comes from another source. Do you
understand?
Quoting This is stating a part of a text in the exact
Very good. Let us have the last one. Please way it was written.
read, _________.
Example:
Samantha King, a forensic specialist, stated that
―DNA evidence is usually indisputable.
According to Confucius, ―You can’t open a book
without learning something.
Thank you. So, In-text citations include
the last name of the author followed by a
page number enclosed in parentheses.
"Here's a direct quote" (Smith 8). If the
author's name is not given, then use the
first word or words of the title. Follow the
same formatting that was used in the
works cited list, such as quotation marks.

Once again class, this is a reminder,

support your statements with textual
evidence to come up with strong or solid
arguments, and make your ideas more Yes, Sir.
credible. You can come up with good
textual evidence by selecting the most
relevant section of the text that strongly
supports your statement about the text.
Okay?

5. GENERALIZATION

Let us have a recap.

Textual evidence is verified text that has

been collected from the original source or
document that supports a thesis or an
argument, often appearing as a quotation
or descriptive text.

(What are the 4 ways in presenting a The four ways on presenting textual evidences are
textual evidence again? through; 1. Paraphrasing, 2. Summarizing, 3.
Ask random students to answer the Referencing and 4. Quoting.
questions)

Very good!
6. APPLICATION.

We will have another activity. Please Students will answer the activity using their
download the link and answer the activity cellphones or laptop.
on page 2.
[Link]
content/uploads/2017/12/textual-
[Link]

7. EVALUATION

A. Identify the word/s that best described

the following statements. You may write
ANSWER KEYS
your answer on a separate sheet.
1. It is stated clearly and in detail, leaving 1. Explicit
no room for confusion or doubt. 2. Implicit
2. It means implied or indirect. 3. Inference
3. It means drawing a conclusion on the 4. Textual Evidence
basis of circumstantial evidence. 5. Argument
4. It is defined as the details given by the 6. D
author in order to support his/her 7. C
claim. 8. D
5. This is a statement or series of 9. D
statements for or against something. 10. A
11. B
12. C
Analyze the paragraph and answer the 13. C
following questions. Write it in your 14. C
answer sheet. 15. B
After work, Domeng takes off his muddy
boots at the doorstep. Ditas would
check if the boots were placed on its rack.
He then places his soiled clothes in the
laundry basket and places his toolbox in
the cabinet. She tells him to freshen up
before eating dinner. Then, Domeng goes
straight to the shower. Ditas sets the table
while waiting for him, and dines with him
afterwards.

6. What type of work does Domeng do?

A. a lawyer C. a garbage collector
B. a doctor D. a construction worker

7. Based on the text, how do you know

Paul works in construction?
A. He has tools.
B. He wears a hat.
B. He goes to shower upon coming home.
C. His boots are muddy, and his clothes
are soiled.

8. What type of person is Alice?

A. Carefree and calm C. Messy and sloppy
B. Sad and angry D. Meticulous and
organized

9. What type of relationship do Domeng

and Ditas have?
A. They are colleagues
B. They are neighbors
C. They are brother and sister
D. They are husband and wife

C. Analyze each argument below and

choose the correct letter of answer.
Write your answer on your answer sheet.

10. Argument: School uniforms are very

beneficial in schools today. Which would
be
a claim for this argument?
A. Uniforms in schools increase student
safety.
B. Uniforms do not allow students to
 express their individuality.
C. Bullying and attacks are not stopped
just because of uniforms.

11. Argument: Milk is very healthy for the

human body. Which could be a
counterclaim for this argument?
A. Milk helps to strengthen bones.
B. Drinking milk contributes to obesity.
C. Milk provides many healthy vitamins
and minerals for the body.

12. Argument: Cell phone radiation is

harmful to people. Which would be a
claim for this argument?
A. Cell phone radiation is not powerful
enough to cause cancer.
B. There are regulations and limits on how
much radiation is allowed in cell
phones.
C. Studies show that there is a correlation
between cell phone radiation and brain
tumors.

13. Argument: There are several

disadvantages to social media. Which
would be a counterclaim for this
argument?
A. Social media is not private or secure.
B. Social media spreads false information.
C. Social media allows news to be
broadcasted quickly.

14. Argument: There are several

disadvantages to social media. Which
would be a claim for this argument?
A. Social media allows police to catch
criminals.
B. Social media helps students do better in
school.
C. Students who use social media often
have lower grades.

15. Argument: College athletes should be

paid. Which would be a claim for this
argument?
A. College athletes are not professionals;
they are just playing at an advanced
level.
B. College athletes bring in money for the
college because people pay to come
watch them play.
C. College athletes would have to pay
taxes and likely not be able to afford
tuition expenses if they were paid.
8. ASSIGNMENT

Write a persuasive paragraph on any topic

that interests you. You may include
either your assertion or a counterclaim on
your chosen topic and cite textual
evidences to support your opinion. Please
be guided with the rubric.
That’s the end of our discussion. Do you
have any questions?

Okay, that’s all for today. Good bye,

Class!

No, Sir!

Goodbye and Thank you, Sir.