Republic of the Philippines School LAWY NATIONAL HIGH SCHOOL Grade Level XI

Department of Education Teacher GLENJORIE ANN D. GUTIERREZ Learning Area READING AND WRITING
Region III – Central Luzon Teaching Dates and Time APRIL 17, 2023 / 7:30AM – 8:30AM Quarter 4th
Schools Division of Tarlac Province

(ANNOTATIONS)
I. OBJECTIVES -PPST INDICATORS/ KRA OBJECTIVES/RUBRIC
INDICATORS TO BE OBSERVED DURING THE
CLASSROOM OBSERVATION
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 it claim/s,
context, and properties as a written material.

C. Learning Competencies/ Objectives Determine textual evidence to validate assertions and counterclaims made about a KRA 3, OBJ. 7
Write the LC code for each. text read. EN11/12RWS-IVac-10 Planned, managed, and implemented developmentally
sequenced teaching and learning process to meet curriculum
 Gather textual evidence in support of an assertion about a text; requirements and varied teaching contexts.
 Use textual evidence to formulate claims and counterclaims; and MOV – set objectives to be met at the end of the lesson. The
 Formulate claims and counterclaims. activities provided are based on the given objectives.
II. CONTENT/TOPIC Determining Textual Evidence
II. LEARNING RESOURCES

A. References
1. Teacher’s Guide pages Reading and Writing Skills Quarter 4 - Module 7 Determining Textual Evidence
2. Learner’s Materials pages Reading and Writing Skills Quarter 4 - Module 7 Determining Textual Evidence
3. Textbook pages Pp. 1 – 20
4. Additional Materials from Learning Resource
(LR) portal
B. Other Learning Resources Smart TV, laptop, power point presentation
IV. PROCEDURES
A. Reviewing previous lesson or presenting the new Review about the previous lesson: KRA 1, OBJ 3
lesson Analyze each argument below and choose the correct letter of answer Applied a range of teaching strategies to develop critical and
1. Argument: School uniforms are very beneficial in schools today. Which would be a creative thinking, as well as other higher order thinking skills.
CLAIM for this argument? MOV –Understanding the argument is essential in providing
A. Uniforms in schools increase student safety. the claim/ counterclaim of the given argument.
B. Uniforms do not allow students to express their individuality
C. Uniforms can make one feel special in school.
 2. Argument: Milk is very healthy for the human body. Which could be a
COUNTERCLAIM for this argument?
A. Milk helps to strengthen bones.
B. Milk contributes to obesity.
C. Milk provides many healthy vitamins and minerals for the body.

3. 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.

4. 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.

5. 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.

B. Establishing a purpose for the Who am I? KRA 1, OBJ.1

lesson/Motivation/Motive Questions Applied knowledge of content within and across curriculum
Try to guess Who am I using the given details. teaching areas.
1. People come and ask for my prescription. I use stethoscope to hear heart beats MOV – TLE (Automotive and Agriculture), Mathematics,
and abnormal sound inside the body. English, and Biology are integrated in the given examples, for
2. People call whenever their tires flattened. I check the radiator and engine so they these people’s expertise are related to the subjects above.
can travel safely.
3. I use harrow and tiller to cultivate the land. Many depend on me to live a healthy
life.
4. I love to read books and play with 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.

C. Presenting examples/instances of the new lesson Read the paragraph and answer the following questions. KRA 1, OBJ. 2
Used a range of teaching strategies that enhance learner
Wooosh! The rain poured and the thunder struck. Luis step inside the house with a achievement in literacy and numeracy skills.
 rage of his emotion. He dropped his ball and stomp his feet towards his room. Then, MOV---Literacy: expressing an understanding of the text
shot at the door. The mother said, “There are still other things you can do inside the through answering the questions below.
house, my dear.” But he did not respond. He went to the living room and grabbed his
gadget. KRA 1, OBJ 3
Applied a range of teaching strategies to develop critical and
1. Why is Luis upset? creative thinking, as well as other higher order thinking skills.
A. Because it is raining. MOV – Questions presented to check the learners’
B. Because his ball was deflated. understanding of the text.
C. Because he is scared of thunderstorm.
D. Because the mother forbid 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.
D. Discussing new concepts and practicing new skills What is textual evidence?
#1 Textual evidence is information gathered from the text that supports your
assertion or counterclaim about the text. It refers to any proof of an argument, a
claim, a counterclaim, an assertion cited in the text leading to a conclusion.

Types of textual evidence KRA 1, OBJ.1

Referencing This is the act of mentioning a specific section of the text like an event or Applied knowledge of content within and across curriculum
action. teaching areas
Examples: According to Fussell, „The Oxford Book of English Verse presides over the MOV – Research and Literature is integrated in this lesson as
Great War in a way that has never been fully appreciated’ (159). mentioned in the examples of the lesson.
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.

Paraphrasing
This is restating an author’s or someone else’s work using your own words
without losing the original idea of the text.
The original passage: Students frequently overuse direct quotation in taking notes; as KRA 3, OBJ.9
a result they overuse quotations in the final (research) paper. Probably only about Selected, developed, organized and used appropriate teaching
10% of your final manuscript should appear as directly quoted matter. Therefore, you and learning resources, including ICT, to address learning
should strive to limit the amount of exact transcribing of source materials while taking goals.
notes (Lester, 1976 p. 46 – 47) MOV – Source of the examples came from Youtube. These
Source: [Link] examples are presented on a powerpoint presentation.
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)
Source: [Link]

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)
Source: [Link]
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)
Source: [Link]

Quoting
This is 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.
 According to Confucius, ―You can’t open a book without learning
 something.
E. Discussing new concepts and practicing new skills Why do you need to determine textual evidence? KRA 1, OBJ. 2
#2 The need to answer questions after reading a text and or to share our ideas Used a range of teaching strategies that enhance learner
enables us to go back to what we have read and give evidence from it to prove that achievement in literacy and numeracy skills.
you are not just manufacturing your thoughts. Oftentimes, when we you are asked MOV---Literacy: Learners can express their understanding
about how nice a movie was, you need to cite part or parts of the movie which could through answering the question after the text.
support your thoughts that it was indeed a very nice movie worthy to be watched.
What you are doing is using textual evidence.

Example:
Eric often gets wet on Saturdays. He wakes up at 6 o’clock in the morning
and goes straight to the faucet. He prepares a basin, soap, shampoo and a stool.
One by one, he calls out his fur friends for the Saturday mornings “ritual”.

Question: Based on the text, what is Eric’s work on Saturday mornings?

a. Washes clothes
b. Cooks for breakfast
c. Baths his pets
d. Preparing for work

Textual Evidence: One by one, he calls out his fur friends for the Saturday mornings
“ritual”
F. Developing mastery (leads to Formative Choose the strongest piece of textual evidence to support the claim. KRA 4, OBJ. 10
Assessment 3) Designed, selected, organized and use Diagnostic, Formative
Claim #1: Simple changes can cut your carbon emissions greatly! and Summative assessment strategies consistent with
A. I think that we need to do something quickly to help save the environment. curriculum requirements.
B. If you hang your clothes outside on the clothesline instead of using the
electric 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 the 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 cigarettes 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. Cigarette smoke smells really bad and that smell sticks to your hair
and clothes.
C. Secondhand smoke is bad for the 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 school years.
C. Action needs to be taken to stop bullying now!

G. Finding practical applications of concepts and skills Group Activity: KRA 1, OBJ 3
in daily living Provide a claim and counterclaim on the following trending topics and explain your Applied a range of teaching strategies to develop critical and
answers. creative thinking, as well as other higher order thinking skills.
1. Wearing a facemask to public places MOV – The learners are challenged to come up with a claim/
Claim/Counterclaim: __________________________________________ counterclaim provided with proper reasoning.
Reasons behind your opinion: __________________________________
KRA 4, OBJ. 10
2. Mandatory ROTC for students. Designed, selected, organized and use Diagnostic, Formative
Claim/Counterclaim: __________________________________________ and Summative assessment strategies consistent with
Reasons behind your opinion: __________________________________ curriculum requirements.

3. Phasing-out traditional jeepneys.

Claim/Counterclaim: __________________________________________
Reasons behind your opinion: __________________________________
H. Making generalizations and abstractions about the Textual evidence is information gathered from the text that supports your
lesson assertion or counterclaim about the text. It refers to any proof of an argument, a
claim, a counterclaim, an assertion cited in the text leading to a conclusion.

Types of textual evidence:

Paraphrasing is restating the text in your own words.
Summarizing is restating the text in a shorter way using your own words.
Referencing is mentioning a specific section of the text.
Quoting is stating a part of a text in the exact way it was written.

In locating textual evidence, decide which type of textual evidence will best support
your statement before locating textual evidence. Always look for clues and
keywords that support your evaluative statement/s about the text.

I. Evaluating learning Cite the strongest piece of textual evidence to support your assertion and KRA 1, OBJ 3
 counterclaim. Applied a range of teaching strategies to develop critical and
creative thinking, as well as other higher order thinking skills.
An excerpt of Meat Culture
By Steve Pavlina MOV – The learners are challenged to analyze the text to find
When I see a piece of flesh on someone’s plate, I also see the processes the strongest piece of textual evidence that will support their
that brought it to their plate. Some people argue that plants may be harmed by assertion and counterclaim.
being eaten. I happen to agree. If we care about minimizing harm to plants, then
we’ll do much less harm by eating them directly as opposed to grinding them up,
feeding them to animals, and then grinding up and eating the animals. If we KRA 3, OBJ.9
stopped growing crops to feed to animals and fed those crops to people directly, Selected, developed, organized and used appropriate teaching
it’s estimated that we’d have enough food to feed the whole planet five times and learning resources, including ICT, to address learning
over. So if you do actually care about plants, then you can greatly reduce your goals.
plant harm by eating plants directly. Another way to reduce harm to plants is to MOV – Source of the examples came from Youtube. These
favor fruits that can be eaten without killing the plants. You can eat a wide variety examples are presented on a powerpoint presentation.
of fruits, both sweet and non-sweet, without seriously hurting the plant that
spawned it. And that same plant will often continue to bear even more fruit. I
think a more sensible and realistic approach is to keep leaning towards a more
conscious, compassionate, and ecologically sound way of eating.
If you want to argue that we should model predators’ diets to justify meat
culture, I encourage you to go ahead and try being a truly predatory person for a
while. Do it consciously. Prey on the weak. See where that takes you.
Source: (Pavlina, 2014) [Link]

Write your assertion with textual evidence.

____________________________________________________________________

Write your counterclaim with textual evidence.

____________________________________________________________________

J. Additional activities for application or remediation 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 evidence to
support your opinion.

V. REMARKS
VI. REFLECTION
A. No. of learners who earned 80% in the evaluation
B. No. of learners who require additional activities for
remediation
C. Did the remedial lessons work? No. of learners
who have caught up with the lesson
D. No. of learners who continue to require
remediation
 E. Which of my teaching strategies worked well? Why
did these work?
F. What difficulties did I encounter which my principal
or supervisor can help me solve?
G. What innovation or localized materials did I
use/discover which I wish to share with other
teachers?

Prepared by: Reviewed by: Noted by:

GLENJORIE ANN D. GUTIERREZ CYNTHIA B. TULIO GLENN R. QUITO

Subject Teacher Master Teacher I School Head