Republic of the Philippines

DEPARTMENT OF EDUCATION
Division of Bohol
Guinsularan National High School

INSTRUCTIONAL PLANNING
(The process of systematically planning, developing, evaluating, and managing the instructional process by
using principles of teaching and learning – D.O. 42, s. 2016)

Detailed lesson Plan in Reading and Writing Skills-XI

DLP No. 3 Learning Grade Level: 11 Semester: 2 Duration: 50 Minutes

Area: Barachiel- 7:45-8:45 Quarter: 4 Date: February 18, 2025
Reading and Cassiel- 10:00-11:00
Writing Uriel- 1:00-1:50
Skills Gabriel- 1:50-2:40

Content Standard Understand the relationship of a written text and the context in which it was
developed.
Performance Standard Write a 1000-word critique of a selected text on the basis of its claim/s,
context, and properties as a written material.
Learning Competency/ies: Explains critical reading as reasoning (EN11/12RWS-IVac-8)

1. Learning The students are expected to:

Objective
s Knowledge Understand the concept of critical reading as reasoning:

Skills Demonstrate reasoning skills through analyzing logical situations and text ;
and
Attitudes Appreciate the importance of critical reading in improving one’s writing.

2. Content Critical Reading as Reasoning

3. Learning Resources
 [Link]
78474306/78474306#28

 Laptop and television for PowerPoint Presentation

4. Procedure
4.1 Introductory Activity A. Preliminaries
(5 Minutes)  Prayer
(Awareness)  Greetings
 Classroom Management
 Monitor Attendance
 Review
 Objectives
 Brain Teaser
4.2 Activity/Strategy (10 Minutes) Reason Out!

4.3 Analysis (5 minutes)

The teacher will ask the following:

[Link] did you analyze the given logical situations or questions?

2. What are the bases of your answers?

4.4 Abstraction (15 minutes) Deepening of the topic/Discussion:

Critical Reading as Reasoning  Is engaging in analytic activity which

involves the reader by asking a 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 whole text.
Steps Used in Critical Reading as Reasoning by Maxine Rafaella C.
 Rodriguez and Marella Therese A. Tiongson

1. Identifying assertions

Identify by a common type of assertion such as fact, convention,

opinion and preference

2. Formulating counterclaim
Counterclaims are made to rebut a previous claim

3. Determining evidence

Evidence is the details given by the authors to support his/her claims

Example You are asking your father for an android cellphone, that is
your claim. Then your father answers you. “No, you can’t!” this is his
counterclaim. He might say that you already have a cellphone.

Therefore, when you are going to formulate reason for the counterclaim,
you should state the reason why you are asking for an android cellphone.
You might say that you could use it in your online classes because Android
cellphone would be very useful in this new normal classroom set-up

4.5 Application (3 minutes) Instructions: Carefully read and analyze the scenario presented. Answer
the following questions and state your reason.

Scenario: A woman lives on the 30th floor and hates taking the stairs.
Every day she takes the elevator down to the lobby floor to go to work.
When she comes home from work, she takes the elevator to the 20th floor
and walks the rest of the way up, except on days when it rains. Those
days she takes the elevator all the way home. Why does she walk the last
ten flights of stairs if she hates it so much?

Answer: The woman is too petite to reach the button for the 30th floor. She
can only reach the 20th floor button. On days when it rains, she uses her
umbrella to hit the button for the 30th floor.
4.6 Assessment (10 minutes) Instruction: Identify whether each of the following statements indicate
critical reading or not. Write C if it involves critical reading and N if not.

1. I get the main idea of the article.

2.. I skim the newspaper.

3. I look for discrepancies in the editorial.

4. I segregate facts from opinions from opinions.

5. I preview the table of contents.

6. I memorize the details in the statistics.

7. I validate the accuracy of the facts using reliable sources.

8. I reflect on the questions necessary for better understanding of the text.

9. I reflect on the possible missing information.

10. I research about the author of the text.

4.7 Assignment (1 minute) Do a research and define what is assertion and counterclaim?

1. Remarks Indicate below special cases including but not limited to continuation of
lesson plan to the following day in case of re-teaching or lack of time,
transfer of lesson to the following day, in case of class suspension, etc.
2. Reflections
 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 learning
strategies worked well? Why did
this work?
F. What difficulties did I encounter
which my principal or supervisor
can help me?
G. What innovation or localized
materials did I use/discover which
I wish to share with other
teachers

Prepared by:

Name: GLAIRA LYN R. SANDIGAN School: Guinsularan National High School

Position/Designation: Student Intern Division: Bohol
Contact Number: 09759100597 Email Address: nylarialg.26@[Link]