DETAILED LESSON PLAN

IN
READING AND WRITING
SKILLS
HUMSS 11 – Artistic

Submitted by:
JEROME ELIJAH B. PAJARILLO
Pre-Service Teacher

Submitted to:
CECILIA B. LAGUNDI, MST
Cooperating Teacher
I. OBJECTIVES
At the end of the lesson, the students will be able to:
a. explain what a graphic organizer is;
b. summarize the steps in organizing information for graphic organizers;
c. differentiate the different types of graphic organizers through the
activity Mindmapping;
d. recognize the importance of simplifying and organizing information; and
e. illustrate a process or concept through graphic organizers in the activity
Bit by Bit.

II. SUBJECT MATTER

Topic: Graphic Organizers

References:
A. Printed Resources
Rivera, J. A. (2022). English for Innovative Minds. Diwa Learning ystems,
Inc. p. 104.
Gonzales, C. T. [Link]. (2023). Essential English: A Relevant orktext for the
21st-Century World
B. Online Resources
Types of Graphs and Charts and Their Uses
[Link]

Materials: Laptop, PowerPoint Presentation, TV, Worksheet

Value Statement: Knowledge is a process of piling up facts; wisdom lies in their

simplification.
— Martin H. Fischer

III. PROCEDURE
Teacher’s Activity Student’s Activity
A. Preliminaries
• Greetings
• Prayer
• Checking of attendance

B. Motivation

TRIVIA
According to [Link], as of January 2024,
internet users aged 16 to 64 spent an average of 6
hours and 40 minutes each day using the internet.
Time spent watching television, including
broadcast and streaming, was 3 hours and 6
minutes. Social media usage averaged 2 hours and
23 minutes daily. Users also spent 1 hour and 41
minutes reading press media, both online and in
print. Listening to music streaming services took 1
hour and 25 minutes, while broadcast radio was
listened to for 50 minutes, and podcasts for 49
minutes. Additionally, gaming consoles accounted
for 1 hour and 2 minutes of daily usage.

The passage was talking about the

average time spent by people with
 media. What do we mean when we say
“media”?
Media are the tools and channels used to store,
and share information.
That’s correct. Now what can you say
about the data mentioned by the text?
Do you agree or not, and why?
Sample responses:

• Yes Sir, and I agree with the data because I

think I have the same frequency in using
media.
• Not really Sir because it’s hard to visualize
the data.
Thank you for your responses.

This time, let me then present to you the

same data but in a different format.

What did you notice about this new

format?
It’s easier to interpret and understand.
How can you say that it’s easier to
understand?
It’s easier to understand because we can
concretely visualize how much time the average
person spends on each type of media.
C. Presentation of the Lesson
Very good! What I have shown you was
information in the form of text. However,
you found it somewhat difficult to digest
it the first time, right?
Yes, Sir.
And what did we do to make it easier to
understand?
We turned it into a chart.
Correct, and doing so made it easier for
you to understand it. You see how a
complicated text can be simplified when
turned into a chart or graph? This is an
example of what we call a graphic
organizer.
D. Lesson Proper

GRAPHIC ORGANIZERS
From the words “graphic” and
“organizer”, what do you think is its
purpose?
I think the purpose of graphic organizers is to
help us organize ideas in a using pictures or
graphics. They make it easier to understand and
remember things.
That’s right. They help us to understand
text or information more easily.

Let me ask you; which can you

remember more easily:
According to [Link], as of January 2024,
internet users aged 16 to 64 spent an average of 6
hours and 40 minutes each day using the internet.
Time spent watching television, including
broadcast and streaming, was 3 hours and 6
minutes. Social media usage averaged 2 hours and
23 minutes daily. Users also spent 1 hour and 41
minutes reading press media, both online and in
print. Listening to music streaming services took 1
hour and 25 minutes, while broadcast radio was
listened to for 50 minutes, and podcasts for 49
minutes. Additionally, gaming consoles accounted
for 1 hour and 2 minutes of daily usage.

Or

Sir, the second one because the information

stands out more and we don’t really need to
memorize everything word for word.
That’s right. And of course, just like in
real life, we don’t need to pay attention
to everything that’s happening around
us. We just need to focus on the
important things. Do you agree?
Sample responses:

• Yes, because paying attention to every

single thing is exhausting and gives us
mental fatigue.
• Yes, because when we focus on the more
important things, we are more productive.
That’s right, thank you for your
responses. Graphic organizers help us
better understand and remember
information by focusing on the keywords
or key points combined with graphics.

Are there any questions?

None, Sir.
Very good. Let us now move on to the
process on how to convert textual
information into graphic organizers. To
do that, we follow these steps:

1. Read the text and get the main idea

2. Extract necessary information for
the visual presentation
3. Remember to use key words or
phrases only
4. Classify information into categories
5. Make sure to use the correct type of
graphic organizer to present the
information

Are we clear with these steps?

Yes, Sir. But what types of graphic organizers are
there for us to use?
That is a good question. That is actually
what we will be discussing next.

TYPES OF GRAPHIC ORGANIZERS

I have prepared a worksheet for you to

fill out as we progress through our topic.
This worksheet is actually a graphic
organizer in itself and will help you
further understand the different types,
as well as what graphic organizers are.

ACTIVITY – MINDMAPPING

Mechanics:
• The students will be given
worksheets. These worksheets may
be attached to their own notes after
the discussion.
• They may write either their own
interpretation, prior knowledge, or
learnings in the form of keywords or
phrases on the blank areas.
• Students may be called upon during
the discussion to share what they
have written.
 Sample output:

Graphic organizers are especially useful

for visual learners, but these can also
help any learner understand concepts
better.

The following are the types of graphic

organizers
A. Flow Chart It shows the flow of a process
B. Venn Diagram It shows the differences and similarities of two
or more things
C. Cause and Effect Diagram It shows the possible causes of a certain effect
or problem
D. Graph It shows the difference or relationships between
variables or subjects
There are also different subtypes of
graphs:

Bar Graph – uses bars to represent

different categories and values
Pictograph – uses pictures or symbols to
represent data
Broken Line Graph – uses points
connected by straight lines to show
changes over time, which is usually
shown on the x or horizontal axis.
Continuous Curved Line – shows
continuous data trends using a smooth
line
Pie Graph – uses a circular chart divided
into slices to show proportions
 Timeline – shows events in a
chronological order

You might have encountered examples

of these either in books or other media.
Can you give examples of when you have
seen these and what kind of information
they contained?
Sample responses:

• I’ve seen an example of a timeline on my

twitter profile. I think it can be considered a
timeline because the posts are the
information and they are arranged
chronologically.
• The example at the start of the class was a
pie chart. It showed the proportions of how
much time the average person spent using
media.
Very good, thank you for your responses.

Are there any more questions?

None, Sir.
A. Generalization

Let’s see if you really understood the

lesson. Let us have a recap of what we
have discussed so far. Who can explain
what a graphic organizer is?
Sir, a graphic organizer is a visual tool that helps
you arrange and show information clearly. It can
be charts, diagrams, or maps to make learning
easier.
Exactly! In its simplest sense, a graphic
organizer helps us organize and visualize
information. And how do we arrange the
information to put in our graphic
organizers?
First, we read the text and find the main idea.
Then we pick out the important details, use
short key words, group them into categories,
and choose the right graphic organizer to show
it.
That’s right. We should follow those
steps so that we can effectively and
easily organize ideas and information.

May I see who among you were able to

complete the worksheet?
(Students show their completed worksheets)
Very good, class!

To end our discussion, allow me to share

with you this quote to reflect on:
 Knowledge is a process of piling up facts;
wisdom lies in their simplification.
— Martin H. Fischer

With that, we end our lesson and

proceed to your activity.

IV. EVALUATION
BIT BY BIT
INSTRUCTIONS:
On a whole sheet of yellow paper, construct either one of the following:
a. A timeline detailing your daily routine from the moment you wake up to the moment you go
to bed
b. A flowchart showing the process on how to cook your favorite food
c. A venn diagram illustrating the differences and similarities between you and your favorite
movie character

Criteria
Content 10
Grammar and Mechanics 8
Creativity 7
Total 15

V. ASSIGNMENT

INSTRUCTIONS:
1. Choose an article online related to any of the following topics:
a. World War 1 from start to finish (significant events)
b. World demographics
c. New world records (2024)
d. Endangered animals
2. Read the article and identify its main ideas and supporting details.
3. Using an appropriate textual aid, organize the key information.
4. Create your output in Canva, MS Word, or MS PowerPoint using 8.5 x 13 inches (long bond
paper) size.
5. Include a proper APA 7 citation of the article at the bottom of your work.

Criteria
Content and Citation 10
Appropriate Use of Graphic Organizer 10
Grammar and Mechanics 8
Creativity 7
Total 35
DETAILED LESSON PLAN
IN
READING AND WRITING
SKILLS
TVL-BPP 11 – Nobility

Submitted by:
JEROME ELIJAH B. PAJARILLO
Pre-Service Teacher

Submitted to:
CECILIA B. LAGUNDI, MST
Cooperating Teacher
I. OBJECTIVES
At the end of the lesson, the students will be able to:
a. define claim of fact;
b. distinguish claim of fact from a factual statement;
c. construct claims of fact supported with evidence; and
d. share the importance of claim of fact in developing critical thinking.

II. SUBJECT MATTER

Topic: Claim of Fact

References:
A. Printed Resources
N/a
B. Online Resources
Types of claims | College writing. (n.d.).
[Link]
englishcomposition1/chapter/types-of-claims/

Materials: Laptop, PowerPoint Presentation, TV

Value Statement: Facts do not cease to exist because they are ignored.
-Aldous Huxley

III. PROCEDURE
Teacher’s Activity Student’s Activity
A. Preliminaries
• Greetings
• Prayer
• Checking of attendance

B. Motivation

Good morning, class. Let me start our

session by giving you something to think
about:

How well can you identify what’s true

from what’s not?

Considering this question, let me

present to you these statements:

The Earth revolves around the sun.

I can beat a gorilla in a fight.

Which of these two sentences do you

think is true and why or why not?
Sample response:

The first statement is true because we have a lot

of scientific evidence in books, documents, and
documentaries to prove it. The second
 statement is seemingly untrue because we have
no way to prove it at the moment.

Or

The first statement is true because it is a widely-

accepted fact and scientifically proven.
Very good. You are correct, the first
sentence is true because it is an
objective reality. It is a factual statement
because it is based on observable
evidence.

The second sentence on the other hand

is not inherently true because we cannot
easily verify it.

C. Presentation of the Lesson

Did you notice anything from our

previous activity?
We determined which of the sentences are true
or not.
That’s right, and how were you able to
tell whether or not a sentence is true?
We knew which of the sentences was true
because of the evidence available to support it
and what we knew prior.
Very good.

Our lesson for today has something to do

with truth and evidence. Today, we will
be starting our discussion on explicit and
implicit claims in line with text and
context connections.

For this session, we will discuss the first

type of claim, which is claim of fact.

D. Lesson Proper

CLAIM OF FACT

What comes into your mind when you

hear the word claim?
Sample responses:
• Statement
• Sentence
• Assertion
What about fact?
Sample responses:
• True
• Real
• Actual
Very good. Based on your responses, let
us now try to define claim of fact.
Sample response:

Claim of fact is a statement that claims

something to be true.
That’s right. A claim of fact is a statement
that asserts something is true, or factual.

Here are some additional pieces

information regarding claim of fact.
• A claim of fact must be
debatable
• A claim of fact must be
supported by evidence

Do you remember the two sentences I

presented to you earlier? Which of them
do you think is a claim of fact and which
is not?
The statement “I can beat a gorilla in a fight” is
a claim of fact because it can be both proven
and disproven by evidence.
That’s right. What about the other one?
Why do you think it cannot be
considered a claim of fact anymore?
The statement “The Earth revolves around the
sun” is not a claim of fact because it is not
debatable. It is already a factual statement with
an objective truth.
Very good. For you to further understand
how to distinguish a claim of fact from a
factual statement, let us have an activity.

ACTIVITY — Approve or Improve

Mechanics:
1. The teacher will present statements.
2. The students will determine whether
or not the statements are claims of
fact then justify their answers.
3. If a statement is not a claim of fact,
the students must convert it into one.

AI is a leading factor in the spread of

misinformation and job displacement.
This statement is a claim of fact because it can
be proven or disproven using evidence.
All types of bread share the same
nutritional values.
This statement is also a claim of fact. Some
studies provide evidence supporting it while
others do not.
Too much sugar intake can cause
diabetes and other complications such as
tooth decay.
 This statement is not an appropriate claim of
fact because it cannot be disproven anymore. It
is an objective scientific fact or a factual
statement.

To turn it into a claim of fact, we should remove

specific details.

Claim of fact:
Sugar intake causes diabetes and tooth decay.
This class has the fewest number of
infractions committed in the entire
building.
This statement is an example of an appropriate
claim of fact because it can be proven or
disproven through observation and gathering
evidence.
The longest loaf of bread ever baked was
1.2km long.
This statement is not an appropriate claim of
fact. It cannot be disproven because it was
actually recorded historically.

Claim of fact:
The longest loaf of bread ever baked was as long
as a bridge.
A. Generalization
To summarize our discussion, let’s have a
recap of what claim of fact is.
Claim of fact is a statement that asserts
something to be true. It can be proven or
disproven using evidence.
Very good.

I want to emphasize the phrase can be

proven or disproven. A proper claim of
fact does not just present objective facts,
but also invites investigation and debate.

Lastly, why is it important that claims of

fact can be debated or investigated?
It is important for us to be able to debate or
investigate claims of fact to make sure that we
are developing our critical thinking skills and
reasoning, and not just blindly accepting
information.
Thank you for that insightful response.

Before we end our session, let me share

to you a quote to reflect on:

Facts do not cease to exist because they

are ignored.
IV. EVALUATION

Instructions: Construct two claims of fact and write down at least five pieces of evidence for each.

Example:

Claim of Fact: It will rain this afternoon.

Evidence: • The sky is dark.
• The weather is cold.
• The air feels moist.
• The wind is getting stronger.
• We are still currently in the
rainy season.

Criteria
Correctness 4
Relevance of evidence 3
Completeness 3
Total 10 pts each

V. ASSIGNMENT

Instructions:

Conduct an advanced reading on claim of value and claim of policy in preparation for a recitation.
DETAILED LESSON PLAN
IN
READING AND WRITING
SKILLS
HUMSS 11 – Artistic

Submitted by:
JEROME ELIJAH B. PAJARILLO
Pre-Service Teacher

Submitted to:
CECILIA B. LAGUNDI, MST
Cooperating Teacher
I. OBJECTIVES
At the end of the lesson, the students will be able to:
a. define claim of fact;
b. distinguish claim of fact from a factual statement;
c. determine the importance of claim of fact in developing critical thinking
through sharing; and
d. create an infographic showing claims of fact with evidence.

II. SUBJECT MATTER

Topic: Claim of Fact

References:
A. Printed Resources
N/a
B. Online Resources
Types of claims | College writing. (n.d.).
[Link]
englishcomposition1/chapter/types-of-claims/

Materials: Laptop, PowerPoint Presentation, TV

Value Statement: Facts do not cease to exist because they are ignored.
-Aldous Huxley

III. PROCEDURE
Teacher’s Activity Student’s Activity
A. Preliminaries
• Greetings
• Prayer
• Checking of attendance

B. Motivation
Good morning, class. Let me start our
session by giving you something to think
about:

VS

Which of them do you think will win in a

fight and why?
Sample responses:
• The gorilla will win in a fight because it
is many times stronger than a human.
• Manny Pacquiao will win because he is
a far more intelligent fighter than the
gorilla.
• The gorilla will win because it has the
advantage in size and raw strength.
 • Manny Pacquiao will win because he is
much faster, more agile, and actually
trains to fight.

C. Presentation of the Lesson

Did you notice anything from our

activity?
We were required to justify or explain why we
think one will win over the other.
That’s right, and how were you able to
do so?
We justified our answers using things we know
about either Manny Pacquiao or the gorilla.
These things include objective facts and things
we can see or observe from the pictures.
Very good. What you did was make
claims, and you were able to support
those claims by using evidence.

Our lesson for today has something to do

with truth and evidence. Today, we will
be starting our discussion on explicit and
implicit claims in line with text and
context connections.

For this session, we will discuss the first

type of claim, which is claim of fact.

D. Lesson Proper

CLAIM OF FACT

What comes into your mind when you

hear the word claim?
Sample responses:

• Statement
• Sentence
• Assertion
What about fact?
Sample responses:

• True
• Real
• Actual
Very good. Based on your responses, let
us now try to define claim of fact.
Sample response:

Claim of fact is a statement claims something to

be true.
That’s right. A claim of fact is a statement
that asserts something is true, or factual.
Here are some additional pieces
information regarding claim of fact.
• A claim of fact must be
debatable
• A claim of fact must be
supported by evidence

Now that we have discussed what a

claim of fact is, let’s see if you can prove
or debunk a claim of fact through
observation.

ACTIVITY — Mari-test
Mechanics:
1. The teacher will present images of
people along with an accompanying
statement.
2. Each image will contain “evidences”
to either support or debunk their
accompanying statement.
3. The students will determine whether
the statement is true or false then
explain why.

The statement is true. The person in the

image is a good painter because we can see
her painting a scene of a town gathering,
which is not something that can be easily
done by anyone.

The statement is true. The man is really

driving carefully as evident by him monitoring
his rearview mirror and wearing his seatbelt.

The statement is not true. This is because the

woman is fanning herself while wiping her
forehead. These are signs that the weather is
hot and dry, rather than windy and cold.
 While the girl is playing with sparklers, there
is no other obvious sign that they are
celebrating New Year’s Eve, such as many
other different kinds of fireworks and
firecrackers. They might just be playing with
sparklers for fun or maybe they are
celebrating a different occasion or holiday.

A. Generalization
To summarize our discussion, let’s have a
recap of what claim of fact is.
Claim of fact is a statement that asserts
something to be true. It can be proven or
disproven using evidence.
Very good.

I want to emphasize the phrase can be

proven or disproven. A proper claim of
fact does not just present objective facts,
but also invites investigation and debate.

Lastly, why is it important that claims of

fact can be debated or investigated?
It is important for us to be able to debate or
investigate claims of fact to make sure that we
are developing our critical thinking skills and
reasoning, and not just blindly accepting
information.
Thank you for that insightful response.

Before we end our session, let me share

to you a quote to reflect on:

Facts do not cease to exist because they

are ignored.
IV. EVALUATION

Mechanics:
1. Form groups with 7 members each.
2. Use design applications such as Canva or Picsart to create a concept map of a conspiracy
theory with at least 3 positive (supporting) and 3 negative (disproving) claims of facts. Use
A4 canvas size.
3. Add brief explanations and images/graphics for each claim, and cite at least one source
using the APA 7 format.
4. Submit your outputs in PDF format with the file name GROUP[NUMBER]_COF.

Examples:

V. ASSIGNMENT

Instructions:
Construct two claims of fact and write down at least five pieces of evidence for each.

Example:

Claim of Fact: It will rain this afternoon.

Evidence: • The sky is dark.
• The weather is cold.
• The air feels moist.
• The wind is getting stronger.
• We are still currently in the
rainy season.

Criteria
Correctness 4
Relevance of evidence 3
Completeness 3
Total 10 pts each
DETAILED LESSON PLAN
IN
READING AND WRITING
SKILLS
HUMSS 11 – Sympathetic

Submitted by:
JEROME ELIJAH B. PAJARILLO
Pre-Service Teacher

Submitted to:
CECILIA B. LAGUNDI, MST
Cooperating Teacher
I. OBJECTIVES
At the end of the lesson, the students will be able to:
a. define claim of fact;
b. distinguish claim of fact from a factual statement;
c. determine the importance of claim of fact in developing critical thinking
through sharing; and
d. construct claims of fact supported with evidence through the activity
Fact Potato.

II. SUBJECT MATTER

Topic: Claim of Fact

References:
A. Printed Resources
N/a
B. Online Resources
Types of claims | College writing. (n.d.).
[Link]
englishcomposition1/chapter/types-of-claims/

Materials: Laptop, PowerPoint Presentation, TV

Value Statement: Facts do not cease to exist because they are ignored.
-Aldous Huxley

III. PROCEDURE
Teacher’s Activity Student’s Activity
A. Preliminaries
• Greetings
• Prayer
• Checking of attendance

B. Motivation

ACTIVITY — Mari-test
Mechanics:
1. The teacher will present images of
people along with an accompanying
statement.
2. Each image will contain “evidences”
to either support or debunk their
accompanying statement.
3. The students will determine whether
the statement is true or false then
explain why.
 The statement is true. The person in the
image is a good painter because we can see
her painting a scene of a town gathering,
which is not something that can be easily
done by anyone.

The statement is not true. This is because the

woman is fanning herself while wiping her
forehead. These are signs that the weather is
hot and dry, rather than windy and cold.

The statement is true. The man is really

driving carefully as evident by him monitoring
his rearview mirror and wearing his seatbelt.

C. Presentation of the Lesson

Did you notice anything from our

previous activity?
We determined which of the sentences are true
or not.
That’s right, and how were you able to
tell whether or not a sentence is true?
We knew which of the sentences was true
because of the evidence available to support it.
Very good.

Our lesson for today has something to do

with truth and evidence. Today, we will
be starting our discussion on explicit and
implicit claims in line with text and
context connections.

For this session, we will discuss the first

type of claim, which is claim of fact.
D. Lesson Proper

CLAIM OF FACT

What comes into your mind when you

hear the word claim?
Sample responses:

• Statement
• Sentence
• Assertion
What about fact?
Sample responses:

• True
• Real
• Actual
Very good. Based on your responses, let
us now try to define claim of fact.
Sample response:

Claim of fact is a statement claims something to

be true.
That’s right. A claim of fact is a statement
that asserts something is true, or factual.

Here are some additional pieces

information regarding claim of fact.
• A claim of fact must be
debatable
• A claim of fact must be
supported by evidence

ACTIVITY — Approve or Improve

Mechanics:
1. The teacher will present statements.
2. The students will determine whether
or not the statements are claims of
fact then justify their answers.
3. If a statement is not a claim of fact,
the students must convert it into one.

Students’ constant use of AI inevitably

leads to a decrease in IQ.
This statement is a claim of fact because it can
be proven or disproven using evidence.
A carnivore diet has more benefits than
a vegetarian diet.
This statement is also a claim of fact. Some
studies provide evidence supporting it while
others do not.
At sea level, water reaches its boiling
point at exactly 100°C under standard
atmospheric pressure.
 This statement is not an appropriate claim of
fact because it cannot be disproven anymore. It
is an objective scientific fact or a factual
statement.

Claim of fact:
Water boils at 100 degrees.
This class has the fewest number of
infractions committed in the entire
building.
This statement is an example of an appropriate
claim of fact because it can be proven or
disproven through observation and gathering
evidence.
Facebook was launched on February 4,
2004 under the name of
[Link].
This statement is not an appropriate claim of
fact because it cannot be disproven anymore
because there is recorded evidence.

Claim of fact:
Facebook was launched in the early 2000s.
A. Generalization
To summarize our discussion, let’s have a
recap of what claim of fact is.
Claim of fact is a statement that asserts
something to be true. It can be proven or
disproven using evidence.
Very good.

I want to emphasize the phrase can be

proven or disproven. A proper claim of
fact does not just present objective facts,
but also invites investigation and debate.

Lastly, why is it important that claims of

fact can be debated or investigated?
It is important for us to be able to debate or
investigate claims of fact to make sure that we
are developing our critical thinking skills and
reasoning, and not just blindly accepting
information.
Thank you for that insightful response.

Before we end our session, let me share

to you a quote to reflect on:

Judge a man by his questions, not by his

answers.
IV. EVALUATION

Mechanics:
1. The teacher will provide a “hot potato” or any object for the class.
2. Music will be played while the students pass the potato around. Students must hold the
potato for at least 1 second before passing and are not allowed to skip.
3. When the music pauses, the student with the potato has 10 seconds to provide a claim of
fact on one of the following topics:
• Food
• School
• Internet Culture
• Current Events
4. Correct claims of fact are worth 10 points, while incorrect responses (i.e., claim of value,
claim of policy) will not earn the students points.
5. Students who give 3 incorrect responses cannot continue the activity and will be given 5
points as their final score.
6. The activity continues until all students have finished.

V. ASSIGNMENT

Instructions: Construct two claims of fact and write down at least five pieces of evidence for each.

Example:

Claim of Fact: It will rain this afternoon.

Evidence: • The sky is dark.
• The weather is cold.
• The air feels moist.
• The wind is getting stronger.
• We are still currently in the
rainy season.

Criteria
Correctness 4
Relevance of evidence 3
Completeness 3
Total 10 pts each
DETAILED LESSON PLAN
IN
READING AND WRITING
SKILLS
HUMSS 11 – Sympathetic

Submitted by:
JEROME ELIJAH B. PAJARILLO
Pre-Service Teacher

Submitted to:
CECILIA B. LAGUNDI, MST
Cooperating Teacher
I. OBJECTIVES

The learner understands the relationship of a written text and

A. Content Standard
the context in which it was developed.

The learner writes a 1000-word critique of a selected text on the

B. Performance Standard
basis of its claim/s, context, and properties as a written material.

Identifies claims explicitly or implicitly made in a written text

a. Claim of fact
C. Learning Competencies
b. Claim of value
c. Claim of policy

At the end of the lesson, the students should be able to:

a. define claim of value;
b. differentiate claim of value from claim of fact;
c. explain the importance of knowing your worth by
D. Learning Objectives
interpreting the quote “Your value doesn’t decrease
based on someone’s inability to see your worth”; and
d. perform a role-play justifying their stance on real-life
dilemmas through the activity Reals.

II. SUBJECT MATTER

Topic: Claim of Value

III. LEARNING RESOURCES

Types of claims | College writing. (n.d.).

A. References [Link]
englishcomposition1/chapter/types-of-claims/

B. Other Learning
Laptop, PowerPoint Presentation, TV
Resources

IV. PROCEDURE
Teacher’s Activity Student’s Activity
A. Preliminaries
• Greetings

Good morning, class.

Good morning, Sir.
• Prayer
Dear God, thank you for another opportunity to
gather and learn. Bless us with wisdom,
patience, and understanding as we begin this
lesson. Help us learn with kindness, curiosity,
and respect. May our time together be
meaningful and filled with joy. This we ask in
Jesus’s name. Amen.
 • Checking of attendance

Is anyone absent today?

No, Sir. We are all present.
• Presentation of classroom rules

Before we begin, please allow me to

remind you of our classroom rules,
which are to listen, participate, and
show respect.

B. Motivation

Before we proceed with our discussion,

let’s have a simple activity.

ACTIVITY — WOULD YOU RATHER…

Mechanics:
1. The teacher will present two images
or options per slide. Each option has
both a benefit and a consequence
2. The students will choose one of the
options and justify their decision.
3. Each option has both a pro and a
con.

Sample:

You get a free lifetime supply of

kwek-kwek, but every other street
food disappears.

Or

You get a free lifetime supply of

siomai, but you become allergic to all
other Chinese food.
Sample response:

I would choose the first option because I love

siomai but I’m not that fond of other Chinese
food.
C. Presentation of the Lesson

I hope you enjoyed our activity.

What did you notice?

Sir, we chose the option we liked better and
explained why.
That’s right. When we make choices, we
need to think thoroughly about what we
will choose and why. When it comes to
personal preferences, however, we tend
to choose based on personal feelings
and opinions.

That leads us to our lesson for today,

D. Lesson Proper

CLAIM OF VALUE

To help with our discussion, let’s have an

activity. As we progress with the activity,
we will be learning more about what
claim of value is and how to identify and
construct them.

ACTIVITY — THE ILLUSION OF CHOICE

Mechanics:
1. The teacher will present statements
and images accompanied by the
prompt “which is more helpful in this
scenario?” along with two options.
The image options are open for
interpretation.
2. Both options contain hidden
information about claim of value,
but one is more concise and easier to
understand than the other.
3. The students must choose an option
and defend their answer to unlock
the corresponding hidden
information.

Let us begin with the activity.

You have a test tomorrow, but you

haven’t studied yet.

Which is more helpful in this scenario?

Claim of value is a claim which asserts
something is more desirable than
another.

Claim of value claims that something is

better than the other.
Sample response:

I think it is better to try to cram because I am

honest and relying on myself, afterwards I would
pray and ask God for guidance.

Or

I would use AI to summarize my lessons into

something I could read and understand easily in
ten minutes or less.
Your group has a big project due, but
one member isn’t contributing.

Which is more helpful in this scenario?

A claim of value depends on our

judgement, feelings, or opinion.

A claim of value is subjective.

 Sample response:

I would just do the extra work because it saves

me the emotional burden of trying to convince
the other member to help.

Or

I would confront the member who isn’t helping

because it’s very unfair to the others doing their
part.
A classmate always disagrees with you
during discussions.

Which is more helpful in this scenario?

Look for keywords that are a matter of

judgment instead of fact, such as good,
well, kind, pleasant, best, etc.

Look for descriptive words that are

subjective.
Sample response:

I would just ignore them because they’re just

trying to annoy me and get me to do something
undesirable.

Or

I would try to listen to their side to better

understand why they always disagree, then
explain my side to them so that we can both try
to understand each other.
You forgot to study for a quiz, and your
friend offers to let you copy.

Which is more helpful in this scenario?

A claim of value is based on things we like
or dislike.

A claim of value is concerned with things

we judge to be either preferable or not
preferable.
Sample response:

I would reject his offer because even if I could

get the answers to the questions, I didn’t learn
or understand anything about the lesson. I
might not have another opportunity to cheat
the next time.

Or

I would gladly accept the offer because I don’t

want to fail the quiz.
You planned to sleep early, but you keep
scrolling through social media.

Which is more helpful in this scenario?

The two most fertile areas for value

claims are morality and aesthetic.

Most claims of value are statements

based on morality or aesthetic.
 Sample response:

I would continue since I already found it difficult

to stop. I would just do so until I got sleepy or
tired.

Or

I would put my phone away and set an alarm. If

I have trouble putting my phone away, I would
set a timer then force myself to put my phone
away the moment the timer goes off.
You can’t accept the grade your teacher
gave you even if he explained why and
how you got that grade.

Which is more helpful in this scenario?

A good indicator of whether or not a

statement is a claim of value is when it
contains degrees of comparison, for
example: better than, more than, less
than, less, best, etc.

Claims of value often contain

comparisons.
Sample response:

I would ask my teacher why my grades are like

that, especially if I think I did well.

Or

Ask my teacher where I can still improve so that

I could achieve grades I can be satisfied with.
Very good. I hope our activity was able to
help you further understand what a
claim of value is and what it is for.
E. Application

Let’s see if you really understood our

discussion.

Instructions:
Identify which of the following is a claim
of value and which is not. Explain why.

1. Neil Armstrong was the first man on This is not a claim of value because it states a
the moon. fact.

2. The Philippines is the greatest nation This is a subjective opinion because there is no
on Earth. single concrete way to tell which country is the
greatest, therefore it is a claim of value.

3. Katniss Everdeen is the best female The word “best” is a superlative degree of
character ever. comparison. The statement is a claim of value.

4. Obesity causes health problems. This is a claim of fact because it presents

information that can be verified.

5. 18 years old is the legal age in most This is also a claim of fact because it can be
countries. verified.

6. Volleyball is more exciting than This is a claim of value because it expresses an

basketball. opinion and compares two different sports.

7. February 25, 2025 is a national This statement can be verified; therefore, it is

holiday. not a claim of value.

8. The weather is more beautiful today This is a claim of value because it makes use of
than yesterday. a comparative degree of comparison and
subjective description in the word beautiful.

9. The weather is hotter today than This is not a claim of value despite comparing
yesterday. two different things because weather can be
measured and the statement can be verified.

10. Claim of value is easier to This is a claim of value because people have
understand than claim of fact. differing opinions on which concept is easier to
grasp.

Very good. Were you able to gain any

additional ideas about claim of value
from our activity?
Yes, Sir. Because some of the statements were
not claim of value, rather they were claim of
fact, we were able to distinguish one from the
other. Claim of fact presents verifiable or
debatable information, while claim of value
shows an argument of preference.
That’s right. In other words, claim of
value states that you think something is
better than others, while claim of fact
 states a piece of information that can be
proven or disproven.

F. Valuing

Allow me to share with you a quote to

reflect on in relation to our topic for
today:

Your value doesn’t decrease based on

someone’s inability to see your worth.

You may share your thoughts and

realizations regarding this quote.
Sample response:

For me, the quote means that just because

someone doesn’t see how important or
valuable you are doesn’t mean you’re worth any
less. Sometimes, people don’t recognize our
strengths or appreciate what we bring to the
table, but that doesn’t change who we are. Our
value isn’t based on others' opinions—it comes
from within us. It’s important to believe in
ourselves and not let negativity bring us down.

Thank you for sharing your insights. You

are right. It is important for each and
every one of us to recognize our own
value because it’s in this way we can
identify our strengths and, in turn,
improve ourselves and reach our full
potential.

G. Generalization

Before we proceed with your task, let’s

have a short recap of the things we have
discussed today.

Claim of value

It is a statement that argues whether something

is good or bad, right or wrong, or more or less
important.

It is subjective, based on personal standards or

beliefs, and often compares things or makes
moral judgments.

Claim of value versus claim of fact

A claim of value argues that something is better

than the other, while claim of fact argues that a
piece of information is true based on evidence.
 Very good. I can see that you have really
understood our discussion on claim of
value. I believe you are now ready for
the evaluation.

V. EVALUATION
REALS (REELS)
Mechanics:
1. The students will form 6 groups, with each group being assigned the following dilemmas:

Group 1 – Report cheating or stay silent

Group 2 – Do homework or spend time with family
Group 3 – Tell the truth or protect a friendship
Group 4 – Watch your favorite show or study for a test
Group 5 – Go with friends or follow the rules
Group 6 – Follow a school rule you disagree with or break it in secret

2. Each group will present their stance through a 1-minute role-play. They are given 5 minutes to
prepare.
3. A representative from each group may explain their stance after their group’s presentation for
further clarity.

Criteria
Delivery 10
Message 5
Creativity and Engagement 5
Total 20

VI. ASSIGNMENT
DAILY CHOICES
Instructions:

Think about decisions you have to make in daily life. It can be anything, from what food you want
to eat, to what you should do if you made a serious mistake.

Choose one scenario and write a 4-6 sentence paragraph explaining your decision or choice you
made. Write your output on a ½ sheet of paper (crosswise).

Criteria
Content 8
Organization 4
Mechanics 3
Total 15
I. OBJECTIVES

The learner understands the distinction between and among

A. Content Standard
creative nonfiction types and forms

The learner competently delivers an artistic presentation

B. Performance Standard summarizing and analyzing the form, theme and techniques of a
chosen creative nonfictional text.

1. Explain the relationship of elements and ideas found in

the various forms and types of creative nonfictional texts
through a close reading
2. Compare and contrast the different forms and types of
C. Learning Competencies
creative nonfictional texts
3. Deliver an artistic presentation summarizing, analyzing,
and commenting on a chosen creative nonfictional text
representing a particular type or form.

At the end of the lesson, the students should be able to:

a. define memoir;
b. differentiate memoir from autobiography or biography;
c. express appreciation for meaningful experiences by
D. Learning Objectives reflecting on the message of the quotation, “Sometimes
you will never know the value of a moment until it
becomes a memory,”; and
d. compose a short memoir focusing on a significant event
that happened in the past five years.

II. SUBJECT MATTER

Topic: Memoir

III. LEARNING RESOURCES

The Editors of Encyclopaedia Britannica. (1998, July 20). Memoir

| Definition, Examples, & Facts. Encyclopedia Britannica.
[Link]

The Difference between Memoir and Autobiography | Britannica

Dictionary. (n.d.).
A. References
[Link]
between-Memoir-and-Autobiography

Reedsy Editorial Team. (2023, February 17). What is a Memoir?

An Inside Look at Life Stories. Reedsy.
[Link]

B. Other Learning
Laptop, PowerPoint Presentation, TV
Resources
DETAILED LESSON PLAN
IN
CREATIVE NONFICTION
HUMSS 12 – Admirable

Submitted by:
JEROME ELIJAH B. PAJARILLO
Pre-Service Teacher

Submitted to:
CECILIA B. LAGUNDI, MST
Cooperating Teacher
IV. PROCEDURE
Teacher’s Activity Student’s Activity
A. Preliminaries
• Greetings

Good morning, class.

Good morning, Sir.
• Prayer
Dear God, thank you for another opportunity to
gather and learn. Bless us with wisdom,
patience, and understanding as we begin this
lesson. Help us learn with kindness, curiosity,
and respect. May our time together be
meaningful and filled with joy. This we ask in
Jesus’s name. Amen.
• Checking of attendance

Is anyone absent today?

No, Sir. We are all present.
• Presentation of classroom rules

Before we begin, please allow me to

remind you of our classroom rules,
which are to listen, participate, and
show respect.

B. Motivation

Before we begin our lesson, let’s have a

short storytelling session through our
activity titled RORSCHACH TEST.

A Rorschach Test involves showing you

images or inkblots and letting you
interpret it to get a glimpse of how you
think and feel. However, our activity is
somewhat different.

Mechanics:
1. The teacher will present slides
showing images or “inkblots”.
2. Students will be asked what the
inkblot reminds them of and share a
memory or experience related to the
inkblot.
 What does this inkblot remind you of?

Sample response:

The inkblot shows a flower. This reminds me of

a time when I was at a low point in my life and
my grandmother brought me along to do some
gardening. This helped improve my mood over
time and introduced me to a new hobby.
Thank you for sharing that very
wholesome experience.

Sample response:

I see clouds in the inkblot. When I think of

clouds, I remember my first time flying in an
airplane when I was little. This first flight was the
starting point of my love to travel.

Sample response:

I see what looks like a heart-shaped cake in the

inkblot. Cakes make me very happy because it
reminds me of various special occasions, most
especially my birthday—which is something I
look forward to each year.
C. Presentation of the Lesson
Thank you for sharing those rich
experiences.

What did you notice about the activity?

Sir, the activity let us share experiences that we
valued by using inkblots as prompts.
Very good. And because those
experiences were the first ones you
thought of when you saw the inkblots,
 those are actually very likely to be some
of your most treasured memories.

Based on our activity, what then do you

think our lesson for today will be?
I think it has something to do with memories of
significant events in our life.
Exactly. Today, we will be discussing a
form of creative nonfiction that deals
with memories of significant events.

D. Lesson Proper

MEMOIR

This word is very familiar-sounding and

looking. When you read the word
“memoir”, what comes into your mind?
Sample responses:

• Memories
• Special events
• A past experience
• An important past event
Very good. A memoir is a type of
personal writing that focuses on specific
experiences or moments from a person’s
life. It comes from the French word for
memory.

You might have encountered other forms

of nonfiction before that deals with
experiences or memories. Are you
familiar with biography and
autobiography?
Yes, Sir. A biography tells a person’s entire life
story.
Very good. And what about an
autobiography.
It is an account of a person’s entire life written
by that same person.
That’s right. Now, based on what we
know, what is the difference between
memoir and biography or
autobiography?
A memoir is limited to one experience, event, or
part of a person or author’s life, while
biographies and autobiographies tell the
person’s entire life.
Very good. In addition to that, a memoir
also highlights the emotions felt by the
author and the lessons learned from
their experience. Because it focuses
more on lessons, a memoir does not
have to be written in chronological
order, but it can be structured according
to themes.

Here are some well-known examples of

memoirs

KEY FEATURES OF A MEMOIR

The following are the features of a

memoir that differentiate it from other
forms of nonfiction writing:

What do you think we mean when we

say

Personal and reflective

A memoir is based on real-life experiences and
emotions.
Focused on a theme
Instead of covering a whole life, it focuses on
specific events that may be a source of a lesson.
Written in first-person
It uses “I” to tell the story because it is from the
point of view of the author and is personal.
Emotional and descriptive
A memoir should be able to capture the feelings
of the author during that period in their life and
express them in detail.
Lessons and insights
A memoir often shares a message or realization
from the experience.
Varied length
A memoir can be as short as a few paragraphs
or as long as a novel depending on the extent of
the event that the author wants to share.
E. Application

Let’s have an activity for you to further

understand memoirs.

ACTIVITY — MICRO-MEMOIR (FREE

WRITING)

Taking into consideration the features of

a memoir that we have discussed, I want
you to bring out a sheet of paper and
choose one from the following topics to
write about:

• A life-changing trip
• A meaningful friendship
• Overcoming a challenge
• A lesson learned from my
teenage years

Your memoir should be at 5-8 sentences

long and should contain the event, the
emotions you felt, and the lessons you
learned. Afterwards, I will ask some of
you to share your output.
Sample output:

A Lesson Learned from Childhood

When I was nine, I didn’t really talk to other

kids. I spent most of my time drawing in my
notebook—sketching superheroes, monsters,
or whatever came to mind. One day, a boy sat
next to me and asked what I was drawing. I
didn’t know what to say, so I just showed him.
He nodded, then grabbed a pencil and started
adding details to my sketch. It felt weird, like
someone messing with my things, so I snatched
my notebook away. He frowned, said “Never
mind,” and walked off. The next day, he sat with
someone else.

That was the first time I realized that pushing

people away meant they might not come back.
I kept drawing alone, but it didn’t feel the same.
I wanted to say sorry, but I didn’t know how, so
I just let it go. It took me a long time to
understand that sometimes, letting people in
makes things better, not worse.
F. Valuing

Let me share with you a quote:

Sometimes you will never know the value

of a moment until it becomes a memory.
 I want you to reflect on this and share
your insights with the class.
Sample response:

What I realized from the quote is that we don’t

often appreciate certain moments while they’re
happening. It’s only when we look back on them
that we realize how special or important they
were. Sometimes, small experiences like
spending time with loved ones or simple
routines become precious memories once
they’re gone.
Thank you for sharing that very nice and
profound realization. It is true that we
don’t usually pay much attention to
things as they are happening, especially
the little things. However, once enough
time passes and we have experienced a
lot, we are eventually reminded of the
little things that actually made us feel all
kinds of emotions. These experiences
and emotions help shape who we are
and what we can be.

G. Generalization

Before we proceed with your task, let’s

have a short recap of the things we have
discussed today.

Can anyone define memoir?

A memoir is an account of a specific event,
experience, or part of a person’s life. It
highlights the emotions they felt and the
lessons they learned from that experience.
Very good, and how is it different from
biography or autobiography?
As we’ve mentioned, a memoir is focused on a
single event or part, while both biography and
autobiography recounts the person’s entire life.
That’s right. Lastly, can anyone
summarize the key features of a
memoir?
A memoir is a personal, first-person narrative
that focuses on a specific life event, using
emotion and description to convey insights or
lessons.
Very good. I believe you are now ready
for the evaluation.
V. EVALUATION
QUIZ
MULTIPLE CHOICE
1. What is the main purpose of a memoir?
a) To tell an entire life story
b) To focus on an experience or lesson
c) To provide fictional stories
d) To write historical facts

2. Which of the following is not a key feature of a memoir?

a) Written in first-person point of view
b) Always three paragraphs long
c) Reflects personal experiences
d) Highly descriptive and emotional

3. What is a common theme in memoir writing?

a) Fantasy adventures
b) Scientific discovery
c) Business strategy
d) Personal growth

4. What did the word “memoir” originally mean in French?

a) Reflection
b) Morals
c) Life story
d) Memory

5. Which of the following is the best example for a memoir topic?

a) History of ancient Greece
b) How to cook pinakbet
c) The last day in high school
d) Effects of tuna meat in cats

TRUE OR FALSE
6. A memoir should always be written chronologically. (F)
7. Memoirs are always based on reality. (T)
8. A memoir must always be written in a formal tone. (F)
9. A diary can sometimes be considered as a collection of memoirs. (T)
10. Memoirs can sometimes be written in third-person view. (F)
VI. ASSIGNMENT
VISUALIZING MEMORIES
Instructions:

If you were to turn an event in your life into a movie, what would you call it?

Create a movie poster inspired by a significant event in your life and write a short synopsis
summarizing the “movie” based on your experience.

1. Design a movie poster (left side of the paper) using Canva, Photoshop, or any graphic design
tool. The poster should represent a personal experience that shaped you.
2. Include a title, tagline, and relevant visuals to capture the essence of your story.
3. Write a short synopsis (5-7 sentences) on the right side of the paper. Mention the main
event, emotions, and resolution.

Sample:

Criteria
Visual Appeal 15
Content (Synopsis) 15
Clarity 10
Grammar and mechanics 10
Total 50
DETAILED LESSON PLAN
IN
READING AND WRITING
SKILLS
HUMSS 11 – Dynamic

Submitted by:
JEROME ELIJAH B. PAJARILLO
Pre-Service Teacher

Submitted to:
CECILIA B. LAGUNDI, MST
Cooperating Teacher
I. OBJECTIVES

The learner understands the relationship of a written text and

A. Content Standard
the context in which it was developed.

The learner writes a 1000-word critique of a selected text on the

B. Performance Standard
basis of its claim/s, context, and properties as a written material.

Identifies claims explicitly or implicitly made in a written text

a. Claim of fact
C. Learning Competencies
b. Claim of value
c. Claim of policy

At the end of the lesson, the students should be able to:

a. define claim of value;
b. differentiate claim of value from claim of fact;
c. explain the importance of knowing your worth by
D. Learning Objectives
interpreting the quote “Your value doesn’t decrease
based on someone’s inability to see your worth”; and
d. perform a role-play justifying their stance on real-life
dilemmas through the activity Reals.

II. SUBJECT MATTER

Topic: Claim of Value

III. LEARNING RESOURCES

Types of claims | College writing. (n.d.).

A. References [Link]
englishcomposition1/chapter/types-of-claims/

B. Other Learning
Laptop, PowerPoint Presentation, TV
Resources

IV. PROCEDURE
Teacher’s Activity Student’s Activity
A. Preliminaries
• Greetings

Good morning, class.

Good morning, Sir.
• Prayer
Dear God, thank you for another opportunity to
gather and learn. Bless us with wisdom,
patience, and understanding as we begin this
lesson. Help us learn with kindness, curiosity,
and respect. May our time together be
meaningful and filled with joy. This we ask in
Jesus’s name. Amen.
 • Checking of attendance

Is anyone absent today?

No, Sir. We are all present.
• Presentation of classroom rules

Before we begin, please allow me to

remind you of our classroom rules,
which are to listen, participate, and
show respect.

B. Motivation

Before we proceed with our discussion,

let’s have a simple activity.

ACTIVITY — WOULD YOU RATHER…

Mechanics:
1. The teacher will present two images
or options per slide. Each option has
both a benefit and a consequence
2. The students will choose one of the
options and justify their decision.
3. Each option has both a pro and a
con.

Sample:

You get a free lifetime supply of

kwek-kwek, but every other street
food disappears.

Or

You get a free lifetime supply of

siomai, but you become allergic to all
other Chinese food.
Sample response:

I would choose the first option because I love

siomai but I’m not that fond of other Chinese
food.
C. Presentation of the Lesson

I hope you enjoyed our activity.

What did you notice?

Sir, we chose the option we liked better and
explained why.
That’s right. When we make choices, we
need to think thoroughly about what we
will choose and why. When it comes to
personal preferences, however, we tend
to choose based on personal feelings
and opinions.

That leads us to our lesson for today,

D. Lesson Proper

CLAIM OF VALUE

Before anything else, what comes into

your mind when you hear the word
value?

Sir, when I think of “value,” I usually think of

good behavior or characteristics. But it could
also refer to something’s worth.
Very good! When we say claim of value,
we are claiming something to be worth
more than another, or is good or bad,
based on either morals or personal
preferences.

In other words, what do we do?

Sir, we compare and make choices based on our
opinions. When we state a claim of value, it is
something that argues that something is better
than the other based on our opinion.
Correct!
E. Application

Let’s see if you really understood our

discussion.

Instructions:
Identify which of the following is a claim
of value and which is not. Explain why.

1. Neil Armstrong was the first man on This is not a claim of value because it states a
the moon. fact.

2. The Philippines is the greatest nation This is a subjective opinion because there is no
on Earth. single concrete way to tell which country is the
greatest, therefore it is a claim of value.
 3. Katniss Everdeen is the best female The word “best” is a superlative degree of
character ever. comparison. The statement is a claim of value.

4. Obesity causes health problems. This is a claim of fact because it presents

information that can be verified.

5. 18 years old is the legal age in most This is also a claim of fact because it can be
countries. verified.

6. Volleyball is more exciting than This is a claim of value because it expresses an

basketball. opinion and compares two different sports.

7. February 25, 2025 is a national This statement can be verified; therefore, it is

holiday. not a claim of value.

8. The weather is more beautiful today This is a claim of value because it makes use of
than yesterday. a comparative degree of comparison and
subjective description in the word beautiful.

9. The weather is hotter today than This is not a claim of value despite comparing
yesterday. two different things because weather can be
measured and the statement can be verified.

10. Claim of value is easier to This is a claim of value because people have
understand than claim of fact. differing opinions on which concept is easier to
grasp.

Very good. Were you able to gain any

additional ideas about claim of value
from our activity?
Yes, Sir. Because some of the statements were
not claim of value, rather they were claim of
fact, we were able to distinguish one from the
other. Claim of fact presents verifiable or
debatable information, while claim of value
shows an argument of preference.
That’s right. In other words, claim of
value states that you think something is
better than others, while claim of fact
states a piece of information that can be
proven or disproven.

F. Valuing

Allow me to share with you a quote to

reflect on in relation to our topic for
today:

Your value doesn’t decrease based on

someone’s inability to see your worth.

You may share your thoughts and

realizations regarding this quote.
Sample response:
 For me, the quote means that just because
someone doesn’t see how important or
valuable you are doesn’t mean you’re worth any
less. Sometimes, people don’t recognize our
strengths or appreciate what we bring to the
table, but that doesn’t change who we are. Our
value isn’t based on others' opinions—it comes
from within us. It’s important to believe in
ourselves and not let negativity bring us down.

Thank you for sharing your insights. You

are right. It is important for each and
every one of us to recognize our own
value because it’s in this way we can
identify our strengths and, in turn,
improve ourselves and reach our full
potential.

G. Generalization

Before we proceed with your task, let’s

have a short recap of the things we have
discussed today.

Claim of value

It is a statement that argues whether something

is good or bad, right or wrong, or more or less
important.

It is subjective, based on personal standards or

beliefs, and often compares things or makes
moral judgments.

Claim of value versus claim of fact

A claim of value argues that something is better

than the other, while claim of fact argues that a
piece of information is true based on evidence.
Very good. I can see that you have really
understood our discussion on claim of
value. I believe you are now ready for
the evaluation.

V. EVALUATION
REALS (REELS)
Mechanics:
1. The students will form 6 groups, with each group being assigned the following dilemmas:

Group 1 – Report cheating or stay silent

Group 2 – Do homework or spend time with family
Group 3 – Tell the truth or protect a friendship
Group 4 – Watch your favorite show or study for a test
Group 5 – Go with friends or follow the rules
Group 6 – Follow a school rule you disagree with or break it in secret
2. Each group will present their stance through a 1-minute role-play. They are given 5 minutes to
prepare.
3. A representative from each group may explain their stance after their group’s presentation for
further clarity.

Criteria
Delivery 10
Message 5
Creativity and Engagement 5
Total 20

VI. ASSIGNMENT
DAILY CHOICES
Instructions:

Think about decisions you have to make in daily life. It can be anything, from what food you want
to eat, to what you should do if you made a serious mistake.

Choose one scenario and write a 4-6 sentence paragraph explaining your decision or choice you
made. Write your output on a ½ sheet of paper (crosswise).

Criteria
Content 8
Organization 4
Mechanics 3
Total 15
DETAILED LESSON PLAN
IN
READING AND WRITING
SKILLS
TVL-BPP 11 – Nobility

Submitted by:
JEROME ELIJAH B. PAJARILLO
Pre-Service Teacher

Submitted to:
CECILIA B. LAGUNDI, MST
Cooperating Teacher
I. OBJECTIVES

The learner understands the relationship of a written text and

A. Content Standard
the context in which it was developed.

The learner writes a 1000-word critique of a selected text on the

B. Performance Standard
basis of its claim/s, context, and properties as a written material.

Identifies claims explicitly or implicitly made in a written text

a. Claim of fact
C. Learning Competencies
b. Claim of value
c. Claim of policy

At the end of the lesson, the students should be able to:

a. define claim of value;
b. differentiate claim of value from claim of fact;
c. explain the importance of knowing your worth by
D. Learning Objectives
interpreting the quote “Your value doesn’t decrease
based on someone’s inability to see your worth”; and
d. perform a role-play justifying their stance on real-life
dilemmas through the activity Reals.

II. SUBJECT MATTER

Topic: Claim of Value

III. LEARNING RESOURCES

Types of claims | College writing. (n.d.).

A. References [Link]
englishcomposition1/chapter/types-of-claims/

B. Other Learning
Laptop, PowerPoint Presentation, TV
Resources

IV. PROCEDURE
Teacher’s Activity Student’s Activity
A. Preliminaries
• Greetings

Good morning, class.

Good morning, Sir.
• Prayer
Dear God, thank you for another opportunity to
gather and learn. Bless us with wisdom,
patience, and understanding as we begin this
lesson. Help us learn with kindness, curiosity,
and respect. May our time together be
meaningful and filled with joy. This we ask in
Jesus’s name. Amen.
 • Checking of attendance

Is anyone absent today?

No, Sir. We are all present.
• Presentation of classroom rules

Before we begin, please allow me to

remind you of our classroom rules,
which are to listen, participate, and
show respect.

B. Motivation

Before we proceed with our discussion,

let us recall our previous topic.

What did we discuss last time?

Sir, we discussed claim of fact. A claim of fact is
a statement that claims something to be true
that may be proven or disproven.
That’s right. Can you give us an example?
Exercise reduces the risk of heart disease.
Can we prove this? If so, how do we
prove this?
We can prove this Sir because there are a lot of
studies and statistics that support this
statement.
Very good! Now, what if I said this:

Exercise is the BEST use for free time.

Can we prove this with statistics?

No, Sir.
Why not?
Because not everyone enjoys exercising during
their free time. They might instead prefer to do
other things.
Very good! In other words, everyone has
differing preferences when it comes to
exercising or using their free time.

C. Presentation of the Lesson

That leads us to our lesson for today

which has something to do with personal
preferences.

D. Lesson Proper

CLAIM OF VALUE

While claim of fact is focused on

provable statements or information,
 what do you think is claim of value
concerned with?

Based on our recap and short exercise, a claim

of value is a statement that is opinionated.
That’s right. Aside from that, claim of
facts also focus on what we as
individuals believe are good, bad, right,
wrong, better, or worse. Do you
understand?
Yes, Sir. So in other words, claim of value is a
statement that makes a choice or shows a
preference.
Exactly!

Additionally, claims of value usually use

value-laden or subjective words such as
important, easy, beautiful, or unfair.

To help you understand more, here is a

side-by-side comparison.

Claim of Fact: Most videogames consist

of visual art, music or audio design,
storytelling, and user interaction.
Claim of Value: Video games are difficult
to create.

What did you notice?

Sir, the claim of fact provides concrete
information, while the claim of value is an
opinion based on perception.
Very good!

E. Application

Let’s see if you really understood our

discussion.

Instructions:
Identify which of the following is a claim
of value and which is not. Explain why.

1. Neil Armstrong was the first man on This is not a claim of value because it states a
the moon. fact.

2. The Philippines is the greatest nation This is a subjective opinion because there is no
on Earth. single concrete way to tell which country is the
greatest, therefore it is a claim of value.

3. Katniss Everdeen is the best female The word “best” is a superlative degree of
character ever. comparison. The statement is a claim of value.

4. Obesity causes health problems. This is a claim of fact because it presents

information that can be verified.
 5. 18 years old is the legal age in most This is also a claim of fact because it can be
countries. verified.

6. Volleyball is more exciting than This is a claim of value because it expresses an

basketball. opinion and compares two different sports.

7. February 25, 2025 is a national This statement can be verified; therefore, it is

holiday. not a claim of value.

8. The weather is more beautiful today This is a claim of value because it makes use of
than yesterday. a comparative degree of comparison and
subjective description in the word beautiful.

9. The weather is hotter today than This is not a claim of value despite comparing
yesterday. two different things because weather can be
measured and the statement can be verified.

10. Claim of value is easier to This is a claim of value because people have
understand than claim of fact. differing opinions on which concept is easier to
grasp.

Very good. Were you able to gain any

additional ideas about claim of value
from our activity?
Yes, Sir. Because some of the statements were
not claim of value, rather they were claim of
fact, we were able to distinguish one from the
other. Claim of fact presents verifiable or
debatable information, while claim of value
shows an argument of preference.
That’s right. In other words, claim of
value states that you think something is
better than others, while claim of fact
states a piece of information that can be
proven or disproven.

F. Valuing

Allow me to share with you a quote to

reflect on in relation to our topic for
today:

Your value doesn’t decrease based on

someone’s inability to see your worth.

You may share your thoughts and

realizations regarding this quote.
Sample response:

For me, the quote means that just because

someone doesn’t see how important or
valuable you are doesn’t mean you’re worth any
less. Sometimes, people don’t recognize our
strengths or appreciate what we bring to the
table, but that doesn’t change who we are. Our
 value isn’t based on others' opinions—it comes
from within us. It’s important to believe in
ourselves and not let negativity bring us down.

Thank you for sharing your insights. You

are right. It is important for each and
every one of us to recognize our own
value because it’s in this way we can
identify our strengths and, in turn,
improve ourselves and reach our full
potential.

G. Generalization

Before we proceed with your task, let’s

have a short recap of the things we have
discussed today.

Claim of value

It is a statement that argues whether something

is good or bad, right or wrong, or more or less
important.

It is subjective, based on personal standards or

beliefs, and often compares things or makes
moral judgments.

Claim of value versus claim of fact

A claim of value argues that something is better

than the other, while claim of fact argues that a
piece of information is true based on evidence.
Very good. I can see that you have really
understood our discussion on claim of
value. I believe you are now ready for
the evaluation.

V. EVALUATION
REALS (REELS)
Mechanics:
1. The students will form 6 groups, with each group being assigned the following dilemmas:

Group 1 – Report cheating or stay silent

Group 2 – Do homework or spend time with family
Group 3 – Tell the truth or protect a friendship
Group 4 – Watch your favorite show or study for a test
Group 5 – Go with friends or follow the rules
Group 6 – Follow a school rule you disagree with or break it in secret

2. Each group will present their stance through a 1-minute role-play. They are given 5 minutes to
prepare.
3. A representative from each group may explain their stance after their group’s presentation for
further clarity.
 Criteria
Delivery 10
Message 5
Creativity and Engagement 5
Total 20

VI. ASSIGNMENT
DAILY CHOICES
Instructions:

Think about decisions you have to make in daily life. It can be anything, from what food you want
to eat, to what you should do if you made a serious mistake.

Choose one scenario and write a 4-6 sentence paragraph explaining your decision or choice you
made. Write your output on a ½ sheet of paper (crosswise).

Criteria
Content 8
Organization 4
Mechanics 3
Total 15
DETAILED LESSON PLAN
IN
READING AND WRITING
SKILLS
HUMSS 11 – Artistic

Submitted by:
JEROME ELIJAH B. PAJARILLO
Pre-Service Teacher

Submitted to:
CECILIA B. LAGUNDI, MST
Cooperating Teacher
I. OBJECTIVES

The learner understands the relationship of a written text and

A. Content Standard
the context in which it was developed.

The learner writes a 1000-word critique of a selected text on the

B. Performance Standard
basis of its claim/s, context, and properties as a written material.

Identifies claims explicitly or implicitly made in a written text

a. Claim of fact
C. Learning Competencies
b. Claim of value
c. Claim of policy

At the end of the lesson, the students should be able to:

a. define claim of value;
b. differentiate claim of value from claim of fact;
c. explain the importance of knowing your worth by
D. Learning Objectives
interpreting the quote “Your value doesn’t decrease
based on someone’s inability to see your worth”; and
d. perform a role-play justifying their stance on real-life
dilemmas through the activity Reals.

II. SUBJECT MATTER

Topic: Claim of Value

III. LEARNING RESOURCES

Types of claims | College writing. (n.d.).

A. References [Link]
englishcomposition1/chapter/types-of-claims/

B. Other Learning
Laptop, PowerPoint Presentation, TV
Resources

IV. PROCEDURE
Teacher’s Activity Student’s Activity
A. Preliminaries
• Greetings

Good morning, class.

Good morning, Sir.
• Prayer
Dear God, thank you for another opportunity to
gather and learn. Bless us with wisdom,
patience, and understanding as we begin this
lesson. Help us learn with kindness, curiosity,
and respect. May our time together be
meaningful and filled with joy. This we ask in
Jesus’s name. Amen.
 • Checking of attendance

Is anyone absent today?

No, Sir. We are all present.
• Presentation of classroom rules

Before we begin, please allow me to

remind you of our classroom rules,
which are to listen, participate, and
show respect.

B. Motivation

Before we proceed with our discussion,

let’s have a simple activity.

ACTIVITY — WOULD YOU RATHER…

Mechanics:
1. The teacher will present two images
or options per slide. Each option has
both a benefit and a consequence
2. The students will choose one of the
options and justify their decision.
3. Each option has both a pro and a
con.

Sample:

You get a free lifetime supply of

kwek-kwek, but every other street
food disappears.

Or

You get a free lifetime supply of

siomai, but you become allergic to all
other Chinese food.
Sample response:

I would choose the first option because I love

siomai but I’m not that fond of other Chinese
food.
C. Presentation of the Lesson

I hope you enjoyed our activity.

What did you notice?

Sir, we chose the option we liked better and
explained why.
That’s right. When we make choices, we
need to think thoroughly about what we
will choose and why. When it comes to
personal preferences, however, we tend
to choose based on personal feelings
and opinions.

That leads us to our lesson for today,

D. Lesson Proper

CLAIM OF VALUE

To help with our discussion, let’s have an

activity. As we progress with the activity,
we will be learning more about what
claim of value is and how to identify and
construct them.

ACTIVITY — THE ILLUSION OF CHOICE

Mechanics:
1. The teacher will present statements
and images accompanied by the
prompt “which is more helpful in this
scenario?” along with two options.
The image options are open for
interpretation.
2. Both options contain hidden
information about claim of value,
but one is more concise and easier to
understand than the other.
3. The students must choose an option
and defend their answer to unlock
the corresponding hidden
information.

Let us begin with the activity.

You have a test tomorrow, but you

haven’t studied yet.

Which is more helpful in this scenario?

Claim of value is a claim which asserts
something is more desirable than
another.

Claim of value claims that something is

better than the other.
Sample response:

I think it is better to try to cram because I am

honest and relying on myself, afterwards I would
pray and ask God for guidance.

Or

I would use AI to summarize my lessons into

something I could read and understand easily in
ten minutes or less.
Your group has a big project due, but
one member isn’t contributing.

Which is more helpful in this scenario?

A claim of value depends on our

judgement, feelings, or opinion.

A claim of value is subjective.

 Sample response:

I would just do the extra work because it saves

me the emotional burden of trying to convince
the other member to help.

Or

I would confront the member who isn’t helping

because it’s very unfair to the others doing their
part.
A classmate always disagrees with you
during discussions.

Which is more helpful in this scenario?

Look for keywords that are a matter of

judgment instead of fact, such as good,
well, kind, pleasant, best, etc.

Look for descriptive words that are

subjective.
Sample response:

I would just ignore them because they’re just

trying to annoy me and get me to do something
undesirable.

Or

I would try to listen to their side to better

understand why they always disagree, then
explain my side to them so that we can both try
to understand each other.
You forgot to study for a quiz, and your
friend offers to let you copy.

Which is more helpful in this scenario?

A claim of value is based on things we like
or dislike.

A claim of value is concerned with things

we judge to be either preferable or not
preferable.
Sample response:

I would continue since I already found it difficult

to stop. I would just do so until I got sleepy or
tired.

Or

I would put my phone away and set an alarm. If

I have trouble putting my phone away, I would
set a timer then force myself to put my phone
away the moment the timer goes off.
You can’t accept the grade your teacher
gave you even if he explained why and
how you got that grade.

Which is more helpful in this scenario?

A good indicator of whether or not a

statement is a claim of value is when it
contains degrees of comparison, for
example: better than, more than, less
than, less, best, etc.
 Claims of value often contain
comparisons.
Sample response:

I would ask my teacher why my grades are like

that, especially if I think I did well.

Or

Ask my teacher where I can still improve so that

I could achieve grades I can be satisfied with.
Very good. I hope our activity was able to
help you further understand what a
claim of value is and what it is for.

E. Application

Let’s see if you really understood our

discussion.

Instructions:
Identify which of the following is a claim
of value and which is not. Explain why.

1. Neil Armstrong was the first man on This is not a claim of value because it states a
the moon. fact.

2. The Philippines is the greatest nation This is a subjective opinion because there is no
on Earth. single concrete way to tell which country is the
greatest, therefore it is a claim of value.

3. Katniss Everdeen is the best female The word “best” is a superlative degree of
character ever. comparison. The statement is a claim of value.

4. Obesity causes health problems. This is a claim of fact because it presents

information that can be verified.

5. 18 years old is the legal age in most This is also a claim of fact because it can be
countries. verified.

6. Volleyball is more exciting than This is a claim of value because it expresses an

basketball. opinion and compares two different sports.

7. February 25, 2025 is a national This statement can be verified; therefore, it is

holiday. not a claim of value.

8. The weather is more beautiful today This is a claim of value because it makes use of
than yesterday. a comparative degree of comparison and
subjective description in the word beautiful.

9. The weather is hotter today than This is not a claim of value despite comparing
yesterday. two different things because weather can be
measured and the statement can be verified.
 10. Claim of value is easier to This is a claim of value because people have
understand than claim of fact. differing opinions on which concept is easier to
grasp.

Very good. Were you able to gain any

additional ideas about claim of value
from our activity?
Yes, Sir. Because some of the statements were
not claim of value, rather they were claim of
fact, we were able to distinguish one from the
other. Claim of fact presents verifiable or
debatable information, while claim of value
shows an argument of preference.
That’s right. In other words, claim of
value states that you think something is
better than others, while claim of fact
states a piece of information that can be
proven or disproven.

F. Valuing

Allow me to share with you a quote to

reflect on in relation to our topic for
today:

Your value doesn’t decrease based on

someone’s inability to see your worth.

You may share your thoughts and

realizations regarding this quote.
Sample response:

For me, the quote means that just because

someone doesn’t see how important or
valuable you are doesn’t mean you’re worth any
less. Sometimes, people don’t recognize our
strengths or appreciate what we bring to the
table, but that doesn’t change who we are. Our
value isn’t based on others' opinions—it comes
from within us. It’s important to believe in
ourselves and not let negativity bring us down.

Thank you for sharing your insights. You

are right. It is important for each and
every one of us to recognize our own
value because it’s in this way we can
identify our strengths and, in turn,
improve ourselves and reach our full
potential.
 G. Generalization

Before we proceed with your task, let’s

have a short recap of the things we have
discussed today.

Claim of value

It is a statement that argues whether something

is good or bad, right or wrong, or more or less
important.

It is subjective, based on personal standards or

beliefs, and often compares things or makes
moral judgments.

Claim of value versus claim of fact

A claim of value argues that something is better

than the other, while claim of fact argues that a
piece of information is true based on evidence.
Very good. I can see that you have really
understood our discussion on claim of
value. I believe you are now ready for
the evaluation.

V. EVALUATION
REALS (REELS)
Mechanics:
1. The students will form 6 groups, with each group being assigned the following dilemmas:

Group 1 – Report cheating or stay silent

Group 2 – Do homework or spend time with family
Group 3 – Tell the truth or protect a friendship
Group 4 – Watch your favorite show or study for a test
Group 5 – Go with friends or follow the rules
Group 6 – Follow a school rule you disagree with or break it in secret

2. Each group will present their stance through a 1-minute role-play. They are given 5 minutes to
prepare.
3. A representative from each group may explain their stance after their group’s presentation for
further clarity.

Criteria
Delivery 10
Message 5
Creativity and Engagement 5
Total 20
VI. ASSIGNMENT
DAILY CHOICES
Instructions:

Think about decisions you have to make in daily life. It can be anything, from what food you want
to eat, to what you should do if you made a serious mistake.

Choose one scenario and write a 4-6 sentence paragraph explaining your decision or choice you
made. Write your output on a ½ sheet of paper (crosswise).

Criteria
Content 8
Organization 4
Mechanics 3
Total 15
DETAILED LESSON PLAN
IN
READING AND WRITING
SKILLS
GAS 11 – William Shakespeare

Submitted by:
JEROME ELIJAH B. PAJARILLO
Pre-Service Teacher

Submitted to:
CECILIA B. LAGUNDI, MST
Cooperating Teacher
I. OBJECTIVES

The learner understands the relationship of a written text and

A. Content Standard
the context in which it was developed.

The learner writes a 1000-word critique of a selected text on the

B. Performance Standard
basis of its claim/s, context, and properties as a written material.

Identifies claims explicitly or implicitly made in a written text

a. Claim of fact
C. Learning Competencies
b. Claim of value
c. Claim of policy

At the end of the lesson, the students should be able to:

a. define claim of value;
b. differentiate claim of value from claim of fact;
c. explain the importance of knowing your worth by
D. Learning Objectives
interpreting the quote “Your value doesn’t decrease
based on someone’s inability to see your worth”; and
d. perform a role-play justifying their stance on real-life
dilemmas through the activity Selling Point.

II. SUBJECT MATTER

Topic: Claim of Value

III. LEARNING RESOURCES

Types of claims | College writing. (n.d.).

A. References [Link]
englishcomposition1/chapter/types-of-claims/

B. Other Learning
Laptop, PowerPoint Presentation, TV
Resources

IV. PROCEDURE
Teacher’s Activity Student’s Activity
A. Preliminaries
• Greetings

Good morning, class.

Good morning, Sir.
• Prayer
Dear God, thank you for another opportunity to
gather and learn. Bless us with wisdom,
patience, and understanding as we begin this
lesson. Help us learn with kindness, curiosity,
and respect. May our time together be
meaningful and filled with joy. This we ask in
Jesus’s name. Amen.
 • Checking of attendance

Is anyone absent today?

No, Sir. We are all present.
• Presentation of classroom rules

Before we begin, please allow me to

remind you of our classroom rules,
which are to listen, participate, and
show respect.

B. Motivation

Before we proceed with our discussion,

let us recall our previous topic.

What did we discuss last time?

Sir, we discussed claim of fact. A claim of fact is
a statement that claims something to be true
that may be proven or disproven.
That’s right. Can you give us an example?
Exercise reduces the risk of heart disease.
Can we prove this? If so, how do we
prove this?
We can prove this Sir because there are a lot of
studies and statistics that support this
statement.
Very good! Now, what if I said this:

Exercise is the BEST use for free time.

Can we prove this with statistics?

No, Sir.
Why not?
Because not everyone enjoys exercising during
their free time. They might instead prefer to do
other things.
Very good! In other words, everyone has
differing preferences when it comes to
exercising or using their free time.

C. Presentation of the Lesson

That leads us to our lesson for today

which has something to do with personal
preferences.

D. Lesson Proper

CLAIM OF VALUE

While claim of fact is focused on

provable statements or information,
 what do you think is claim of value
concerned with?

Based on our recap and short exercise, a claim

of value is a statement that is opinionated.
That’s right. Aside from that, claim of
facts also focus on what we as
individuals believe are good, bad, right,
wrong, better, or worse. Do you
understand?
Yes, Sir. So in other words, claim of value is a
statement that makes a choice or shows a
preference.
Exactly!

Additionally, claims of value usually use

value-laden or subjective words such as
important, easy, beautiful, or unfair.

To help you understand more, here is a

side-by-side comparison.

Claim of Fact: Most videogames consist

of visual art, music or audio design,
storytelling, and user interaction.
Claim of Value: Video games are difficult
to create.

What did you notice?

Sir, the claim of fact provides concrete
information, while the claim of value is an
opinion based on perception.
Very good!

E. Application

Let’s see if you really understood our

discussion.

Instructions:
Identify which of the following is a claim
of value and which is not. Explain why.

1. Neil Armstrong was the first man on This is not a claim of value because it states a
the moon. fact.

2. The Philippines is the greatest nation This is a subjective opinion because there is no
on Earth. single concrete way to tell which country is the
greatest, therefore it is a claim of value.

3. Katniss Everdeen is the best female The word “best” is a superlative degree of
character ever. comparison. The statement is a claim of value.

4. Obesity causes health problems. This is a claim of fact because it presents

information that can be verified.
 5. 18 years old is the legal age in most This is also a claim of fact because it can be
countries. verified.

6. Volleyball is more exciting than This is a claim of value because it expresses an

basketball. opinion and compares two different sports.

7. February 25, 2025 is a national This statement can be verified; therefore, it is

holiday. not a claim of value.

8. The weather is more beautiful today This is a claim of value because it makes use of
than yesterday. a comparative degree of comparison and
subjective description in the word beautiful.

9. The weather is hotter today than This is not a claim of value despite comparing
yesterday. two different things because weather can be
measured and the statement can be verified.

10. Claim of value is easier to This is a claim of value because people have
understand than claim of fact. differing opinions on which concept is easier to
grasp.

Very good. Were you able to gain any

additional ideas about claim of value
from our activity?
Yes, Sir. Because some of the statements were
not claim of value, rather they were claim of
fact, we were able to distinguish one from the
other. Claim of fact presents verifiable or
debatable information, while claim of value
shows an argument of preference.
That’s right. In other words, claim of
value states that you think something is
better than others, while claim of fact
states a piece of information that can be
proven or disproven.

F. Valuing

Allow me to share with you a quote to

reflect on in relation to our topic for
today:

Your value doesn’t decrease based on

someone’s inability to see your worth.

You may share your thoughts and

realizations regarding this quote.
Sample response:

For me, the quote means that just because

someone doesn’t see how important or
valuable you are doesn’t mean you’re worth any
less. Sometimes, people don’t recognize our
strengths or appreciate what we bring to the
table, but that doesn’t change who we are. Our
 value isn’t based on others' opinions—it comes
from within us. It’s important to believe in
ourselves and not let negativity bring us down.
Thank you for sharing your insights. You
are right. It is important for each and
every one of us to recognize our own
value because it’s in this way we can
identify our strengths and, in turn,
improve ourselves and reach our full
potential.

G. Generalization

Before we proceed with your task, let’s

have a short recap of the things we have
discussed today.

Claim of value

It is a statement that argues whether something

is good or bad, right or wrong, or more or less
important.

It is subjective, based on personal standards or

beliefs, and often compares things or makes
moral judgments.

Claim of value versus claim of fact

A claim of value argues that something is better

than the other, while claim of fact argues that a
piece of information is true based on evidence.
Very good. I can see that you have really
understood our discussion on claim of
value. I believe you are now ready for
the evaluation.

V. EVALUATION
SELLING POINT
Mechanics:
1. The students will form 3 groups.
2. The activity will consist of 2 rounds.
3. In each round, the groups will receive different but similar items (for example: a pen, a pencil,
or a marker).
4. Each group will have 2 minutes to discuss how they will present and sell their item by comparing
it to the other groups' items.
5. One representative per group will present their pitch. The presentation should not be longer
than 1 minute.
Criteria
Delivery 10
Content 8
Creativity and Engagement 7
Total 25
VI. ASSIGNMENT
DAILY CHOICES
Instructions:

Think about decisions you have to make in daily life. It can be anything, from what food you want
to eat, to what you should do if you made a serious mistake.

Choose one scenario and write a 4-6 sentence paragraph explaining your decision or choice you
made. Write your output on a ½ sheet of paper (crosswise).

Criteria
Content 8
Organization 4
Mechanics 3
Total 15
DETAILED LESSON PLAN
IN
CREATIVE NONFICTION
HUMSS 12 – Admirable

Submitted by:
JEROME ELIJAH B. PAJARILLO
Pre-Service Teacher

Submitted to:
CECILIA B. LAGUNDI, MST
Cooperating Teacher
I. OBJECTIVES

The learner understands the distinction between and among

A. Content Standard
creative nonfiction types and forms

The learner competently delivers an artistic presentation

B. Performance Standard summarizing and analyzing the form, theme and techniques of a
chosen creative nonfictional text.

1. Explain the relationship of elements and ideas found in

the various forms and types of creative nonfictional texts
through a close reading
2. Compare and contrast the different forms and types of
C. Learning Competencies
creative nonfictional texts
3. Deliver an artistic presentation summarizing, analyzing,
and commenting on a chosen creative nonfictional text
representing a particular type or form.

At the end of the lesson, the students should be able to:

a. differentiate biography from autobiography;
b. discuss the characteristics of biographies and
autobiographies by examining examples;
D. Learning Objectives c. explain the role of experiences in shaping values and
identity by interpreting the quote “A man’s memory is his
own personal literature”; and
d. create an artistic presentation of an autobiography
through a timeline.

II. SUBJECT MATTER

Topic: Biography and Autobiography

III. LEARNING RESOURCES

The Differences between Memoir, Autobiography, and Biography

A. References [Link]
idea/w/choosing-your-topic/6397/the-differences-between-
memoir-autobiography-and-biography---article
B. Other Learning
Laptop, PowerPoint Presentation, TV
Resources

IV. PROCEDURE
Teacher’s Activity Student’s Activity
A. Preliminaries
• Greetings

Good morning, class.

Good morning, Sir.
 • Prayer
Dear God, thank you for another opportunity to
gather and learn. Bless us with wisdom,
patience, and understanding as we begin this
lesson. Help us learn with kindness, curiosity,
and respect. May our time together be
meaningful and filled with joy. This we ask in
Jesus’s name. Amen.
• Checking of attendance

Is anyone absent today?

No, Sir. We are all present.
• Presentation of classroom rules

Before we begin, please allow me to

remind you of our classroom rules,
which are to listen, participate, and
show respect during the discussion.

B. Motivation

ACTIVITY — WHO AM I?

Mechanics:
1. The teacher will show prompts
(phrases or statements that will
serve as clues).
2. The students will guess who the
person in question is based on the
prompts.
3. The students who can guess who the
person is will receive additional
points in the next recorded activity.

Let us begin.

Prompts:
• Famous for a color
• “Fast”
• Folklore
• “Liquid on an instrument”
• She’s the problem
The person is Taylor Swift. She is a singer-
songwriter best-known for her storytelling in
music exploring themes of love and
 relationships, self-discovery, and
empowerment.

Very good! Here’s the next one.

• Scissors
• Hats
• Chocolate
• Hated by his ex-wife, loved by
everyone else
• “The worst Pirate you’ve ever
heard of”

The person is Johnny Depp. He is an actor and

musician famous for playing the roles of Edward
Scissorhands, the Mad Hatter in Alice in
Wonderland, Willy Wonka in Charlie and the
Chocolate Factory, and Captain Jack Sparrow in
the Pirates of the Caribbean franchise.
That’s right! What about this one.

• Famous for being silent

• Britain’s best spy
• Also known for being a
vegetable
• Iconic car
• Really loves his stuffed animal
The person is Rowan Atkinson. He is a British
comedian famous for playing Mr. Bean and
Johnny English.

Very good! Here is the last one.

 • Writer
• Almost killed his best friend
• “Don’t touch me”
• Loves women
• Most famous Filipino
ophthalmologist
The person is Dr. Jose Rizal. He is the Philippines’
national hero, martyr, doctor, and writer best
known for poems and novels, most especially
Noli Me Tangere and El Filibusterismo.

C. Presentation of the Lesson

I hope you enjoyed our activity.

What were you able to do during our

activity?
Sir, we tried to guess who the person was based
on clues about their roles, achievements, works,
and even events in their lives.
That’s right! You were able to guess who
the person was based on what they are
known for and what they have done in
life.

Do you also want to be known for what

you achieve in life? Or maybe you just
want people to understand and
appreciate the life that you lived?
Yes, Sir.
That leads us to our lesson for today,
which is all about knowing a person
through their life story.
D. Lesson Proper

BIOGRAPHY AND AUTOBIOGRAPHY

ACTIVITY — You and I / You? Am I?

Mechanics:
1. The students will work in pairs.
2. On a blank sheet of paper, each
student will write 5 words or phrases
that they may use to describe
themselves or their lives so far.
3. On the back of their paper, they will
write 5 more words or phrases
describing their partner or the life of
their partner that they know of.
4. Pairs of students will be called
randomly to share their outputs.

Sample output:

Student (about self)

• Frustrations
• Loving family
• Perseverance
• Big dreams
• Artistry

Student (about partner)

• Loving family
• Perfect life
• Always happy
• Resilient
• Carefree
Were your ideas about your partner the
same with his or her ideas about himself
or herself? Likewise, were their ideas the
same with your ideas about yourself?
They got some correct, Sir.
Very good! However, they were mostly
different, right?
Yes, Sir.
Because you know yourselves better
than anyone will ever do, you were able
to write the most accurate details
describing yourself or your life. In
contrast, your partner only knows some
details about you.

This leads us to the difference between

biography and autobiography. Based on
our activity, which part of your output is
based on biography, and which is based
on autobiography.
Because autobiography is something we write
about our own lives, it represents the details we
wrote about ourselves. Meanwhile, biography
represents the details we wrote about our
partner.
That’s right! Therefore, an
autobiography is the story of your own
life, in your own perspective, while a
biography is the life story of another
person.
 Of course, because an autobiography is a
personal highlight, what do you think are
usually the themes of an autobiography?
Sir, because the author chooses what to
highlight, autobiographies usually emphasize
the personal struggles, emotions, feelings, and
lessons learned all throughout the life of the
author so far.
Very good! What about biography?
Because biographies are life stories of people
written by other people, these focus more on
their achievements, impact on society, and
other external details such as habits, quirks,
issues, and more.
Exactly!

Now, what can you say about the

accuracy of both writings?
An autobiography is usually more detailed and
accurate than a biography, but is often biased
and selective.

Meanwhile, a biography aims to portray an

objective view of the person’s life, but it still
reflects the observer’s perspective and
sources.
You are correct.

E. Application

To further reinforce your ideas, allow me

to show you some famous
autobiographies and biographies.
However, I want you to try guess
whether the examples I am about to
show are biographies or autobiographies
and explain why you think so.

I think this is a biography because the title is

referring to “Mandela’s Way” in the third person
perspective.
 It is an autobiography as clearly stated by the
title “The Story of My Life”.

This is also an autobiography because of the

pronoun “I”.

This is an autobiography because Shakespeare is

being referred to from a third-person
perspective in “How Shakespeare became
Shakespeare”.

I think this is an autobiography because

autobiographies usually have much more subtle
and introspective titles.
F. Valuing

Allow me to share with you a quote to

reflect on in relation to our topic for
today:

A man’s memory is his own personal

literature.

You may share your thoughts and

realizations regarding this quote.
 Sample response:

A person’s memories are like a collection of

stories that shape their identity and
experiences. Just as literature tells meaningful
narratives, memories hold lessons, emotions,
and personal history unique to the individual.
Through memories, a person can revisit the
past, learn from it, and create their own version
of events, much like an author crafting a book.
Thank you for that profound response. A
man’s memory can indeed be to
literature, highlighting how they
preserve experiences, emotions, and
lessons in a way that shapes our
personal narratives. I appreciate how
you pointed out that, like an author
crafting a book, we can reflect on and
learn from our past, making our
memories a deeply personal form of
storytelling.
G. Generalization

To end our discussion, let’s have a brief

recap of today’s topic.

How is an autobiography different from

a biography?
An autobiography is the life story of a person
written by that person himself/herself. It often
focuses on personal feelings, emotions, and
realizations. It is also more detailed and
accurate, but may be biased and selective.

Meanwhile, a biography is the life story of a

person written by another person. This may be
more objective and less biased, but may not be
as complete as an autobiography. A biography
also focuses on things like the person’s
achievements and social impact.
Very good! I believe you are now ready
for your evaluation activity.

V. EVALUATION
INFOGRAPHIC
Instructions:
Create an artistic timeline that shows at least 10 significant events in your life so far. Use Canva or
any other design applications such as Photoshop, Picsart, or GIMP to create your output. Submit
your output in PDF format to the group chat with the file name TIMELINE_[SURNAME].
 Rubrics:

Examples:

VI. ASSIGNMENT

ADVANCED READING
Instructions:

Conduct an advanced reading on Travelogue.

DETAILED LESSON PLAN
IN
READING AND WRITING
SKILLS
TVL-BPP 11 – Nobility

Submitted by:
JEROME ELIJAH B. PAJARILLO
Pre-Service Teacher

Submitted to:
CECILIA B. LAGUNDI, MST
Cooperating Teacher
I. OBJECTIVES

The learner understands the relationship of a written text and

A. Content Standard
the context in which it was developed.

The learner writes a 1000-word critique of a selected text on the

B. Performance Standard
basis of its claim/s, context, and properties as a written material.

Identifies claims explicitly or implicitly made in a written text

a. Claim of fact
C. Learning Competencies
b. Claim of value
c. Claim of policy

At the end of the lesson, the students should be able to:

a. define claim of policy;
b. explain the relationship of claim of policy to claim of fact
and claim of value through the ripple analogy;
c. identify which statements are claim of policy and which
D. Learning Objectives are not;
d. explain the importance of taking action when confronted
with problems by interpreting the quote “a problem is a
chance for you to do your best”; and
e. formulate policies on real-world issues through the
activity Pitch(ed) Battle

II. SUBJECT MATTER

Topic: Claim of Policy

III. LEARNING RESOURCES

Types of claims | College writing. (n.d.).

A. References [Link]
englishcomposition1/chapter/types-of-claims/

B. Other Learning
Laptop, PowerPoint Presentation, TV
Resources

IV. PROCEDURE
Teacher’s Activity Student’s Activity
A. Preliminaries
• Greetings

Good morning, class.

Good morning, Sir.
• Prayer
Dear God, thank you for another opportunity to
gather and learn. Bless us with wisdom,
patience, and understanding as we begin this
lesson. Help us learn with kindness, curiosity,
 and respect. May our time together be
meaningful and filled with joy. This we ask in
Jesus’s name. Amen.
• Checking of attendance

Is anyone absent today?

No, Sir. We are all present.
• Presentation of classroom rules

Before we begin, please allow me to

remind you of our classroom rules,
which are to listen, participate, and
show respect.

B. Motivation

Before we proceed with our discussion,

let’s have a simple activity.

ACTIVITY — What’s the Big Deal?

Mechanics:

1. The class will be divided into 3

groups. The first group will be The
What, the second group So What,
and the last group Now What.

2. The groups will be assigned the

following questions:

a. The What — What is a real-life

issue that stands out to you?

b. So What — Is the issue

significant to you? Why or why
not?

c. Now What — What can you do

to solve the issue?

3. The teacher will select students from

each group randomly to provide
responses. The selected students
have the option to discuss their
responses with their groupmates,
but regardless must provide a
response within 15 seconds.

4. The activity consists of 3 rounds,

with the roles of each group
exchanging for each round.
 Sample responses:

GROUP 1 (The What?)

Students use AI excessively during discussions
and assessments

GROUP 2 (So What?)

It’s a significant issue because students are
becoming too reliant on AI and are not trying to
think or come up with ideas by themselves
anymore.

GROUP 3 (Now What?)

Students should be challenged with in-class
debates, open-ended questions, and hands-on
activities that AI cannot directly solve.

C. Presentation of the Lesson

Congratulations for being able to identify

real issues and judge whether they are
significant or not. I hope that you were
able to reflect on not just the activity, but
the issues that were mentioned.

Now, were you able to notice anything?

Especially at the last part?
Sir, we suggest solutions to the issues presented
by the other groups.
That’s right! You were able to do that
when confronted by the issues identified
by your classmates.

Considering this, what do you think our

lesson will be about?
We think it has something to do with proposing
solutions to given problems or issues.
Correct! Our lesson for today revolves
around proposing solutions and actions
for different issues or topics.

D. Lesson Proper

CLAIM OF POLICY

A claim of policy argues that something

should or should not be done in order to
solve a problem.

The aim of a claim of policy is to convince

the audience that the proposed action
will be beneficial.
To easily identify claims of policy, look for
modals. Can anyone tell me what
modals are?
Sir, modals are words that express possibility,
necessity, or obligation.
That’s right! Can you still remember
what are some examples of modals?
Could, should, would, must, and ought to,
among others.
Correct! Because claims of policy are a
call to action to address an issue, we
usually see modals in them. Here are
some examples:

The school should strictly enforce

wearing of uniform.

Students must refrain from relying too

much on AI.

Can you share your own examples and

explain what issues they are supposed to
address?
Sample response:

The local government could provide free public

Wi-Fi in major areas such as public schools and
parks.

This example addresses the issue of poor

internet accessibility due to area coverage and
price.
Thank you for sharing your ideas.

To help you further understand claim of

policy and how it differs and relates to
the previous two types of claims, I want
you to take a look at this picture.

What is this?
 Sir, it’s a ripple effect formed by something
dropping into the water.
That’s right! Now look at this diagram.

Can anyone share their thoughts or

impressions on this?
Sample response:

I think it’s like a ripple because it starts from the

center, which is the claim of fact. The claim of
fact presents a piece of information and
evidence where we can identify issues or
problems. As the ripple moves outward, we get
to claim of value, where we form our opinions
or decide whether or not the issue is important
enough to be addressed. Finally, we get to claim
of policy, where we reach out and propose an
action to address the issue.
Very good! Your explanation perfectly
captures what the diagram is all about.

This is something I like to call the ripple

diagram because it’s like a ripple that
starts at the center and spreads
outward. The ripple starts with a claim of
fact, which states what’s happening. It
moves to a claim of value, where we
decide why it matters. Finally, it reaches
a claim of policy, where we propose
what should be done about it.

E. Application

Let’s have an activity to help you more

easily identify and further understand
claims of policy.

I will show you statements and identify

which are claims of policy and which are
not.
 1. People should not just throw their
garbage anywhere.
It is a claim of policy because it is proposing an
action to be taken, which is, in this case, a
restriction
2. The audience must observe silence
during the presentation for them to
understand and pay attention.
It is a claim of policy because it obligates the
reader or audience to do an action and also
explains the necessity of doing the action.
3. Students perform worse on exam
when they sleep less than six hours.
This is not a claim of policy because there is no
action being suggested that addresses a
problem. This is a claim of fact because it
presents information that can be verified.
4. We cannot allow another country to
order us around.
This is a claim of policy with a negative or
prohibition modal, which is “cannot”.
5. It is better to voice your opinions
rather than to suffer in silence.
This is a claim of value. While it does show some
action, there is no imperative tone. Rather, it is
simply stating that one is better than the other.
F. Valuing

Allow me to share with you a quote to

reflect on in relation to our topic for
today:

A problem is a chance for you to do your

best.

You may share your thoughts and

realizations regarding this quote.
Sample response:

When confronted with problems,

acknowledging them is not enough. We should
take action to solve them. Just like how a claim
of policy pushes for solutions, problems push us
to do our best and make changes that improve
our situations.
Thank you for that insightful analysis of
the quote. Let me pose one final
question for you before we move on to
our evaluation:

We are always confronted with

problems, but we don’t always face
them head on. However, if I were to ask
you personally, do you try your best to
face your problems head-on?
 Sample response:

Personally, I don’t immediately try to face my

problems. I take some time to take a good look
at the problem, then I decide what to do. Yes, I
take some time which might lead to some
additional complications, but I prefer being
almost 100% ready before I face them.
Very good. Thank you for that
introspective response.

I believe you are now ready for you

activity.

G. Generalization

Before we proceed with your task, let’s

have a short recap of the things we have
discussed today.

Claim of policy
It is a statement that calls for an action to be
taken to address an issue or problem.

Relationship between claims of policy, value,

and fact
A claim of policy builds upon claim of fact and
claim of value. A claim of fact establishes an
issue through verifiable information, and a
claim of value evaluates its significance. Claim of
policy proposes action to be taken in response
to both of the previous claims.

Difference between claims of policy, value, and

fact
Claim of policy tells you to do something.
Claim of value says one option is better than the
other.
Claim of fact gives a piece of information that
can be verified.
Very good. I can see that you have really
understood our discussion on claim of
policy. I believe you are now ready for
the evaluation.
V. EVALUATION
PITCH(ED) BATTLE
Mechanics:
1. The class will be divided into 4 groups.
2. The activity will last for 4 rounds. One issue will be presented per round.
3. Each group has 10 seconds to discuss among themselves and propose a solution for the issue.
4. After 10 seconds, each group will present their proposal and explain why they think it is the
most effective solution.
5. Each group will be rated by the other groups on a scale of 1-10 for every round. A group’s
score for each round will be the average of the scores given by the 3 groups.

Issues:
1. Many Filipinos struggle with low wages, unemployment, and lack of access to basic needs.
2. Many skilled professionals, especially in healthcare and education, leave the country for better
opportunities abroad.
3. Mental health issues such as depression and anxiety are rising, but mental health services
remain limited.
4. Government funds are often misused, and corrupt officials remain in power, affecting national
development.

VI. ASSIGNMENT
PRINCIPAL FOR A DAY
Instructions:
If you were given the chance to become principal, what policy would you implement to your school?
Write a 5-8 sentence paragraph explaining the issue you want to address, the policy you want to
implement, and why you think it would help. Write your output on a ½ sheet of paper (crosswise).

Criteria
Content 10
Organization 8
Mechanics 7
Total 25
DETAILED LESSON PLAN
IN
READING AND WRITING
SKILLS
HUMSS 11 – Artistic

Submitted by:
JEROME ELIJAH B. PAJARILLO
Pre-Service Teacher

Submitted to:
CECILIA B. LAGUNDI, MST
Cooperating Teacher
I. OBJECTIVES

The learner understands the relationship of a written text and

A. Content Standard
the context in which it was developed.

The learner writes a 1000-word critique of a selected text on the

B. Performance Standard
basis of its claim/s, context, and properties as a written material.

Identifies claims explicitly or implicitly made in a written text

a. Claim of fact
C. Learning Competencies
b. Claim of value
c. Claim of policy

At the end of the lesson, the students should be able to:

a. define claim of policy;
b. explain the relationship of claim of policy to claim of fact
and claim of value through the ripple analogy;
c. identify which statements are claim of policy and which
D. Learning Objectives are not;
d. explain the importance of taking action when confronted
with problems by interpreting the quote “a problem is a
chance for you to do your best”; and
e. formulate policies on real-world issues through the
activity Pitch(ed) Battle

II. SUBJECT MATTER

Topic: Claim of Policy

III. LEARNING RESOURCES

Types of claims | College writing. (n.d.).

A. References [Link]
englishcomposition1/chapter/types-of-claims/

B. Other Learning
Laptop, PowerPoint Presentation, TV
Resources

IV. PROCEDURE
Teacher’s Activity Student’s Activity
A. Preliminaries
• Greetings

Good morning, class.

Good morning, Sir.
• Prayer
Dear God, thank you for another opportunity to
gather and learn. Bless us with wisdom,
patience, and understanding as we begin this
lesson. Help us learn with kindness, curiosity,
 and respect. May our time together be
meaningful and filled with joy. This we ask in
Jesus’s name. Amen.
• Checking of attendance

Is anyone absent today?

No, Sir. We are all present.
• Presentation of classroom rules

Before we begin, please allow me to

remind you of our classroom rules,
which are to listen, participate, and
show respect.

B. Motivation

Before we proceed with our discussion,

let me ask you a question:

If you were the president of the

Philippines, what is the first thing you
would want to implement?
Sample response:

If I were president, I would implement a policy

banning citizens from purchasing any kind of
vehicle without proof of appropriate parking
space within their property. Upon
implementation, any individual who already has
a vehicle without the parking space has 1 year
to either surrender the vehicle or provide the
required parking space. Any violator of this
policy will be fined 1 million pesos, have their
driver’s license invalidated, and their vehicle
auctioned off with the proceeds going to the
LGU.
That is very interesting. Considering your
response, what do you think is the
problem being addressed and the
benefits to your policy?
The main problem is street congestion and
illegal parking. The benefit is that it
encourages responsible vehicle ownership
and helps clear up public roads.
Very good! I see that your policy is
addressing a concrete problem, and I
believe that it is also grounded in
experience.

Does anyone else want to present their

ideas before we proceed?

(Assume that the students have given

their responses)
 Thank you for your ideas.

C. Presentation of the Lesson

Now let us connect what we have just

done—the question I asked and the
responses you gave—with our lesson for
today. What do you think it is?
Sir, I think it has something to do with the word
policy as it was brought up a lot earlier.
That’s right. However, we are not going
to talk about policies themselves today.
Rather, we will be talking about another
type of claim.

D. Lesson Proper

CLAIM OF POLICY

A claim of policy argues that something

should or should not be done in order to
solve a problem.

The aim of a claim of policy is to convince

the audience that the proposed action
will be beneficial.

To easily identify claims of policy, look for

modals. Can anyone tell me what
modals are?
Sir, modals are words that express possibility,
necessity, or obligation.
That’s right! Can you still remember
what are some examples of modals?
Could, should, would, must, and ought to,
among others.
Correct! Because claims of policy are a
call to action to address an issue, we
usually see modals in them. Here are
some examples:

The school should strictly enforce

wearing of uniform.

Students must refrain from relying too

much on AI.

Can you share your own examples and

explain what issues they are supposed to
address?
 Sample response:

The local government could provide free public

Wi-Fi in major areas such as public schools and
parks.

This example addresses the issue of poor

internet accessibility due to area coverage and
price.
Thank you for sharing your ideas.

To help you further understand claim of

policy and how it differs and relates to
the previous two types of claims, I want
you to take a look at this picture.

What is this?
Sir, it’s a ripple effect formed by something
dropping into the water.
That’s right! Now look at this diagram.

Can anyone share their thoughts or

impressions on this?
Sample response:

I think it’s like a ripple because it starts from the

center, which is the claim of fact. The claim of
fact presents a piece of information and
evidence where we can identify issues or
problems. As the ripple moves outward, we get
to claim of value, where we form our opinions
or decide whether or not the issue is important
 enough to be addressed. Finally, we get to claim
of policy, where we reach out and propose an
action to address the issue.
Very good! Your explanation perfectly
captures what the diagram is all about.

This is something I like to call the ripple

diagram because it’s like a ripple that
starts at the center and spreads
outward. The ripple starts with a claim of
fact, which states what’s happening. It
moves to a claim of value, where we
decide why it matters. Finally, it reaches
a claim of policy, where we propose
what should be done about it.

E. Application

Let’s have an activity to help you more

easily identify and further understand
claims of policy.

I will show you statements and identify

which are claims of policy and which are
not.

1. People should not just throw their

garbage anywhere.
It is a claim of policy because it is proposing an
action to be taken, which is, in this case, a
restriction
2. The audience must observe silence
during the presentation for them to
understand and pay attention.
It is a claim of policy because it obligates the
reader or audience to do an action and also
explains the necessity of doing the action.
3. Students perform worse on exam
when they sleep less than six hours.
This is not a claim of policy because there is no
action being suggested that addresses a
problem. This is a claim of fact because it
presents information that can be verified.
4. We cannot allow another country to
order us around.
This is a claim of policy with a negative or
prohibition modal, which is “cannot”.
5. It is better to voice your opinions
rather than to suffer in silence.
This is a claim of value. While it does show some
action, there is no imperative tone. Rather, it is
simply stating that one is better than the other.
F. Valuing

Allow me to share with you a quote to

reflect on in relation to our topic for
today:

A problem is a chance for you to do your

best.

You may share your thoughts and

realizations regarding this quote.
Sample response:

When confronted with problems,

acknowledging them is not enough. We should
take action to solve them. Just like how a claim
of policy pushes for solutions, problems push us
to do our best and make changes that improve
our situations.
Thank you for that insightful analysis of
the quote. Let me pose one final
question for you before we move on to
our evaluation:

We are always confronted with

problems, but we don’t always face
them head on. However, if I were to ask
you personally, do you try your best to
face your problems head-on?
Sample response:

Personally, I don’t immediately try to face my

problems. I take some time to take a good look
at the problem, then I decide what to do. Yes, I
take some time which might lead to some
additional complications, but I prefer being
almost 100% ready before I face them.
Very good. Thank you for that
introspective response.

I believe you are now ready for you

activity.

G. Generalization

Before we proceed with your task, let’s

have a short recap of the things we have
discussed today.

Claim of policy
It is a statement that calls for an action to be
taken to address an issue or problem.

Relationship between claims of policy, value,

and fact
 A claim of policy builds upon claim of fact and
claim of value. A claim of fact establishes an
issue through verifiable information, and a
claim of value evaluates its significance. Claim of
policy proposes action to be taken in response
to both of the previous claims.

Difference between claims of policy, value, and

fact
Claim of policy tells you to do something.
Claim of value says one option is better than the
other.
Claim of fact gives a piece of information that
can be verified.
Very good. I can see that you have really
understood our discussion on claim of
policy. I believe you are now ready for
the evaluation.

V. EVALUATION
PITCH(ED) BATTLE
Mechanics:
1. The class will be divided into 4 groups.
2. The activity will last for 4 rounds. One issue will be presented per round.
3. Each group has 10 seconds to discuss among themselves and propose a solution for the issue.
4. After 10 seconds, each group will present their proposal and explain why they think it is the
most effective solution.
5. Each group will be rated by the other groups on a scale of 1-10 for every round. A group’s
score for each round will be the average of the scores given by the 3 groups.

Issues:
1. Many Filipinos struggle with low wages, unemployment, and lack of access to basic needs.
2. Many skilled professionals, especially in healthcare and education, leave the country for better
opportunities abroad.
3. Mental health issues such as depression and anxiety are rising, but mental health services
remain limited.
4. Government funds are often misused, and corrupt officials remain in power, affecting national
development.

VI. ASSIGNMENT
PRINCIPAL FOR A DAY
Instructions:
If you were given the chance to become principal, what policy would you implement to your school?
Write a 5-8 sentence paragraph explaining the issue you want to address, the policy you want to
implement, and why you think it would help. Write your output on a ½ sheet of paper (crosswise).

Criteria
Content 10
Organization 8
Mechanics 7
Total 25
DETAILED LESSON PLAN
IN
READING AND WRITING
SKILLS
HUMSS 11 – Sympathetic

Submitted by:
JEROME ELIJAH B. PAJARILLO
Pre-Service Teacher

Submitted to:
CECILIA B. LAGUNDI, MST
Cooperating Teacher
I. OBJECTIVES

The learner understands the relationship of a written text and

A. Content Standard
the context in which it was developed.

The learner writes a 1000-word critique of a selected text on the

B. Performance Standard
basis of its claim/s, context, and properties as a written material.

Identifies claims explicitly or implicitly made in a written text

a. Claim of fact
C. Learning Competencies
b. Claim of value
c. Claim of policy

At the end of the lesson, the students should be able to:

a. define claim of policy;
b. explain the relationship of claim of policy to claim of fact
and claim of value through the ripple analogy;
D. Learning Objectives c. explain the importance of taking action when confronted
with problems by interpreting the quote “a problem is a
chance for you to do your best”; and
d. formulate policies on real-world issues through the
activity Pitch(ed) Battle

II. SUBJECT MATTER

Topic: Claim of Policy

III. LEARNING RESOURCES

Types of claims | College writing. (n.d.).

A. References [Link]
englishcomposition1/chapter/types-of-claims/

B. Other Learning
Laptop, PowerPoint Presentation, TV
Resources

IV. PROCEDURE
Teacher’s Activity Student’s Activity
A. Preliminaries
• Greetings

Good morning, class.

Good morning, Sir.
• Prayer
Dear God, thank you for another opportunity to
gather and learn. Bless us with wisdom,
patience, and understanding as we begin this
lesson. Help us learn with kindness, curiosity,
and respect. May our time together be
 meaningful and filled with joy. This we ask in
Jesus’s name. Amen.
• Checking of attendance

Is anyone absent today?

No, Sir. We are all present.
• Presentation of classroom rules

Before we begin, please allow me to

remind you of our classroom rules,
which are to listen, participate, and
show respect.

B. Motivation

Before we proceed with our discussion,

let me ask you a question:

If you were the president of the

Philippines, what is the first thing you
would want to implement?
Sample response:

If I were president, I would implement a policy

banning citizens from purchasing any kind of
vehicle without proof of appropriate parking
space within their property. Upon
implementation, any individual who already has
a vehicle without the parking space has 1 year
to either surrender the vehicle or provide the
required parking space. Any violator of this
policy will be fined 1 million pesos, have their
driver’s license invalidated, and their vehicle
auctioned off with the proceeds going to the
LGU.
That is very interesting. Considering your
response, what do you think is the
problem being addressed and the
benefits to your policy?
The main problem is street congestion and
illegal parking. The benefit is that it
encourages responsible vehicle ownership
and helps clear up public roads.
Very good! I see that your policy is
addressing a concrete problem, and I
believe that it is also grounded in
experience.

Does anyone else want to present their

ideas before we proceed?

(Assume that the students have given

their responses)

Thank you for your ideas.

C. Presentation of the Lesson

Now let us connect what we have just

done—the question I asked and the
responses you gave—with our lesson for
today. What do you think it is?
Sir, I think it has something to do with the word
policy as it was brought up a lot earlier.
That’s right. However, we are not going
to talk about policies themselves today.
Rather, we will be talking about another
type of claim.

D. Lesson Proper

CLAIM OF POLICY

A claim of policy argues that something

should or should not be done in order to
solve a problem.

The aim of a claim of policy is to convince

the audience that the proposed action
will be beneficial.

To easily identify claims of policy, look for

modals. Can anyone tell me what
modals are?
Sir, modals are words that express possibility,
necessity, or obligation.
That’s right! Can you still remember
what are some examples of modals?
Could, should, would, must, and ought to,
among others.
Correct! Because claims of policy are a
call to action to address an issue, we
usually see modals in them. Here are
some examples:

The school should strictly enforce

wearing of uniform.

Students must refrain from relying too

much on AI.

Can you share your own examples and

explain what issues they are supposed to
address?
 Sample response:

The local government could provide free public

Wi-Fi in major areas such as public schools and
parks.

This example addresses the issue of poor

internet accessibility due to area coverage and
price.
Thank you for sharing your ideas.

To help you further understand claim of

policy and how it differs and relates to
the previous two types of claims, I want
you to take a look at this picture.

What is this?
Sir, it’s a ripple effect formed by something
dropping into the water.
That’s right! Now look at this diagram.

Can anyone share their thoughts or

impressions on this?
Sample response:

I think it’s like a ripple because it starts from the

center, which is the claim of fact. The claim of
fact presents a piece of information and
evidence where we can identify issues or
problems. As the ripple moves outward, we get
to claim of value, where we form our opinions
or decide whether or not the issue is important
 enough to be addressed. Finally, we get to claim
of policy, where we reach out and propose an
action to address the issue.
Very good! Your explanation perfectly
captures what the diagram is all about.

This is something I like to call the ripple

diagram because it’s like a ripple that
starts at the center and spreads
outward. The ripple starts with a claim of
fact, which states what’s happening. It
moves to a claim of value, where we
decide why it matters. Finally, it reaches
a claim of policy, where we propose
what should be done about it.

E. Application

Let’s have an activity to help you further

understand the relationship between
the three types of claims.

I will give you a topic, then call on

students to provide a claim based on the
topic. The first student will give a claim
of fact, the next, claim of value, and the
last, claim of policy.

Here is the first topic:

Bread vs. Rice

Claim of Fact
Bread and rice are both sources of
carbohydrates.

Claim of Value
Bread is more versatile. Rice is more filling.

Claim of Policy
Schools should offer both bread and rice as
canteen staples.
Tricycle Fare
Claim of Fact
The fare from SM Downtown to Cagayan
National High School is 15 pesos for students.

Claim of Value
Tricycle drivers are too picky.

Claim of Policy
The government should regulate tricycle
operations and fares.
 HUMSS Strand
Claim of Fact
HUMSS is for students interested in education,
law, arts, and psychology.

Claim of Value
HUMSS is the easiest senior high school strand.

Claim of Policy
Schools should improve the HUMSS curriculum
with more hands-on experience.
Very good! Are there any more questions
or clarifications?
None, Sir.
F. Valuing

Allow me to share with you a quote to

reflect on in relation to our topic for
today:

A problem is a chance for you to do your

best.

You may share your thoughts and

realizations regarding this quote.
Sample response:

When confronted with problems,

acknowledging them is not enough. We should
take action to solve them. Just like how a claim
of policy pushes for solutions, problems push us
to do our best and make changes that improve
our situations.
Thank you for that insightful analysis of
the quote. Let me pose one final
question for you before we move on to
our evaluation:

We are always confronted with

problems, but we don’t always face
them head on. However, if I were to ask
you personally, do you try your best to
face your problems head-on?
Sample response:

Personally, I don’t immediately try to face my

problems. I take some time to take a good look
at the problem, then I decide what to do. Yes, I
take some time which might lead to some
additional complications, but I prefer being
almost 100% ready before I face them.
Very good. Thank you for that
introspective response.
 I believe you are now ready for you
activity.

G. Generalization

Before we proceed with your task, let’s

have a short recap of the things we have
discussed today.

Claim of policy
It is a statement that calls for an action to be
taken to address an issue or problem.

Relationship between claims of policy, value,

and fact
A claim of policy builds upon claim of fact and
claim of value. A claim of fact establishes an
issue through verifiable information, and a
claim of value evaluates its significance. Claim of
policy proposes action to be taken in response
to both of the previous claims.

Difference between claims of policy, value, and

fact
Claim of policy tells you to do something.
Claim of value says one option is better than the
other.
Claim of fact gives a piece of information that
can be verified.
Very good. I can see that you have really
understood our discussion on claim of
policy. I believe you are now ready for
the evaluation.
V. EVALUATION
PITCH(ED) BATTLE
Mechanics:
1. The class will be divided into 4 groups.
2. The activity will last for 4 rounds. One issue will be presented per round.
3. Each group has 10 seconds to discuss among themselves and propose a solution for the issue.
4. After 10 seconds, each group will present their proposal and explain why they think it is the
most effective solution.
5. Each group will be rated by the other groups on a scale of 1-10 for every round. A group’s
score for each round will be the average of the scores given by the 3 groups.

Issues:
1. Many Filipinos struggle with low wages, unemployment, and lack of access to basic needs.
2. Many skilled professionals, especially in healthcare and education, leave the country for better
opportunities abroad.
3. Mental health issues such as depression and anxiety are rising, but mental health services
remain limited.
4. Government funds are often misused, and corrupt officials remain in power, affecting national
development.

VI. ASSIGNMENT
PRINCIPAL FOR A DAY
Instructions:
If you were given the chance to become principal, what policy would you implement to your school?
Write a 5-8 sentence paragraph explaining the issue you want to address, the policy you want to
implement, and why you think it would help. Write your output on a ½ sheet of paper (crosswise).

Criteria
Content 10
Organization 8
Mechanics 7
Total 25
DETAILED LESSON PLAN
IN
READING AND WRITING
SKILLS
HUMSS 11 – Dynamic

Submitted by:
JEROME ELIJAH B. PAJARILLO
Pre-Service Teacher

Submitted to:
CECILIA B. LAGUNDI, MST
Cooperating Teacher
I. OBJECTIVES

The learner understands the relationship of a written text and

A. Content Standard
the context in which it was developed.

The learner writes a 1000-word critique of a selected text on the

B. Performance Standard
basis of its claim/s, context, and properties as a written material.

Identifies claims explicitly or implicitly made in a written text

a. Claim of fact
C. Learning Competencies
b. Claim of value
c. Claim of policy

At the end of the lesson, the students should be able to:

a. define claim of policy;
b. explain the relationship of claim of policy to claim of fact
and claim of value through the ripple analogy;
c. identify which statements are claim of policy and which
D. Learning Objectives are not;
d. explain the importance of taking action when confronted
with problems by interpreting the quote “a problem is a
chance for you to do your best”; and
e. formulate policies on real-world issues through the
activity Pitch(ed) Battle

II. SUBJECT MATTER

Topic: Claim of Policy

III. LEARNING RESOURCES

Types of claims | College writing. (n.d.).

A. References [Link]
englishcomposition1/chapter/types-of-claims/

B. Other Learning
Laptop, PowerPoint Presentation, TV
Resources

IV. PROCEDURE
Teacher’s Activity Student’s Activity
A. Preliminaries
• Greetings

Good morning, class.

Good morning, Sir.
• Prayer
Dear God, thank you for another opportunity to
gather and learn. Bless us with wisdom,
patience, and understanding as we begin this
lesson. Help us learn with kindness, curiosity,
 and respect. May our time together be
meaningful and filled with joy. This we ask in
Jesus’s name. Amen.
• Checking of attendance

Is anyone absent today?

No, Sir. We are all present.
• Presentation of classroom rules

Before we begin, please allow me to

remind you of our classroom rules,
which are to listen, participate, and
show respect.

B. Motivation

Before we proceed with our discussion,

let’s have a simple activity.

ACTIVITY — What’s the Big Deal?

Mechanics:

1. The class will be divided into 3

groups. The first group will be The
What, the second group So What,
and the last group Now What.

2. The groups will be assigned the

following questions:

a. The What — What is a real-life

issue that stands out to you?

b. So What — Is the issue

significant to you? Why or why
not?

c. Now What — What can you do

to solve the issue?

3. The teacher will select students from

each group randomly to provide
responses. The selected students
have the option to discuss their
responses with their groupmates,
but regardless must provide a
response within 15 seconds.

4. The activity consists of 3 rounds,

with the roles of each group
exchanging for each round.
 Sample responses:

GROUP 1 (The What?)

Students use AI excessively during discussions
and assessments

GROUP 2 (So What?)

It’s a significant issue because students are
becoming too reliant on AI and are not trying to
think or come up with ideas by themselves
anymore.

GROUP 3 (Now What?)

Students should be challenged with in-class
debates, open-ended questions, and hands-on
activities that AI cannot directly solve.

C. Presentation of the Lesson

Congratulations for being able to identify

real issues and judge whether they are
significant or not. I hope that you were
able to reflect on not just the activity, but
the issues that were mentioned.

Now, were you able to notice anything?

Especially at the last part?
Sir, we suggest solutions to the issues presented
by the other groups.
That’s right! You were able to do that
when confronted by the issues identified
by your classmates.

Considering this, what do you think our

lesson will be about?
We think it has something to do with proposing
solutions to given problems or issues.
Correct! Our lesson for today revolves
around proposing solutions and actions
for different issues or topics.

D. Lesson Proper

CLAIM OF POLICY

A claim of policy argues that something

should or should not be done in order to
solve a problem.

The aim of a claim of policy is to convince

the audience that the proposed action
will be beneficial.
To easily identify claims of policy, look for
modals. Can anyone tell me what
modals are?
Sir, modals are words that express possibility,
necessity, or obligation.
That’s right! Can you still remember
what are some examples of modals?
Could, should, would, must, and ought to,
among others.
Correct! Because claims of policy are a
call to action to address an issue, we
usually see modals in them. Here are
some examples:

The school should strictly enforce

wearing of uniform.

Students must refrain from relying too

much on AI.

Can you share your own examples and

explain what issues they are supposed to
address?
Sample response:

The local government could provide free public

Wi-Fi in major areas such as public schools and
parks.

This example addresses the issue of poor

internet accessibility due to area coverage and
price.
Thank you for sharing your ideas.

To help you further understand claim of

policy and how it differs and relates to
the previous two types of claims, I want
you to take a look at this picture.

What is this?
Sir, it’s a ripple effect formed by something
dropping into the water.
That’s right! Now look at this diagram.
 Can anyone share their thoughts or
impressions on this?
Sample response:

I think it’s like a ripple because it starts from the

center, which is the claim of fact. The claim of
fact presents a piece of information and
evidence where we can identify issues or
problems. As the ripple moves outward, we get
to claim of value, where we form our opinions
or decide whether or not the issue is important
enough to be addressed. Finally, we get to claim
of policy, where we reach out and propose an
action to address the issue.
Very good! Your explanation perfectly
captures what the diagram is all about.

This is something I like to call the ripple

diagram because it’s like a ripple that
starts at the center and spreads
outward. The ripple starts with a claim of
fact, which states what’s happening. It
moves to a claim of value, where we
decide why it matters. Finally, it reaches
a claim of policy, where we propose
what should be done about it.

E. Application

Let’s have an activity to help you further

understand the relationship between
the three types of claims.

I will give you a topic, then call on

students to provide a claim based on the
topic. The first student will give a claim
of fact, the next, claim of value, and the
last, claim of policy.
Here is the first topic:

Bread vs. Rice

 Claim of Fact
Bread and rice are both sources of
carbohydrates.

Claim of Value
Bread is more versatile. Rice is more filling.

Claim of Policy
Schools should offer both bread and rice as
canteen staples.
Tricycle Fare
Claim of Fact
The fare from SM Downtown to Cagayan
National High School is 15 pesos for students.

Claim of Value
Tricycle drivers are too picky.

Claim of Policy
The government should regulate tricycle
operations and fares.
HUMSS Strand
Claim of Fact
HUMSS is for students interested in education,
law, arts, and psychology.

Claim of Value
HUMSS is the easiest senior high school strand.

Claim of Policy
Schools should improve the HUMSS curriculum
with more hands-on experience.
Very good! Are there any more questions
or clarifications?
None, Sir.
E. Application

Let’s have an activity to help you more

easily identify and further understand
claims of policy.

I will show you statements and identify

which are claims of policy and which are
not.

1. People should not just throw their

garbage anywhere.
It is a claim of policy because it is proposing an
action to be taken, which is, in this case, a
restriction
2. The audience must observe silence
during the presentation for them to
understand and pay attention.
 It is a claim of policy because it obligates the
reader or audience to do an action and also
explains the necessity of doing the action.
3. Students perform worse on exam
when they sleep less than six hours.
This is not a claim of policy because there is no
action being suggested that addresses a
problem. This is a claim of fact because it
presents information that can be verified.
4. We cannot allow another country to
order us around.
This is a claim of policy with a negative or
prohibition modal, which is “cannot”.
5. It is better to voice your opinions
rather than to suffer in silence.
This is a claim of value. While it does show some
action, there is no imperative tone. Rather, it is
simply stating that one is better than the other.
F. Valuing

Allow me to share with you a quote to

reflect on in relation to our topic for
today:

A problem is a chance for you to do your

best.

You may share your thoughts and

realizations regarding this quote.
Sample response:

When confronted with problems,

acknowledging them is not enough. We should
take action to solve them. Just like how a claim
of policy pushes for solutions, problems push us
to do our best and make changes that improve
our situations.
Thank you for that insightful analysis of
the quote. Let me pose one final
question for you before we move on to
our evaluation:

We are always confronted with

problems, but we don’t always face
them head on. However, if I were to ask
you personally, do you try your best to
face your problems head-on?
Sample response:

Personally, I don’t immediately try to face my

problems. I take some time to take a good look
at the problem, then I decide what to do. Yes, I
take some time which might lead to some
additional complications, but I prefer being
almost 100% ready before I face them.
 Very good. Thank you for that
introspective response.

I believe you are now ready for you

activity.

G. Generalization

Before we proceed with your task, let’s

have a short recap of the things we have
discussed today.

Claim of policy
It is a statement that calls for an action to be
taken to address an issue or problem.

Relationship between claims of policy, value,

and fact
A claim of policy builds upon claim of fact and
claim of value. A claim of fact establishes an
issue through verifiable information, and a
claim of value evaluates its significance. Claim of
policy proposes action to be taken in response
to both of the previous claims.

Difference between claims of policy, value, and

fact
Claim of policy tells you to do something.
Claim of value says one option is better than the
other.
Claim of fact gives a piece of information that
can be verified.
Very good. I can see that you have really
understood our discussion on claim of
policy. I believe you are now ready for
the evaluation.
V. EVALUATION
PITCH(ED) BATTLE
Mechanics:
1. The class will be divided into 4 groups.
2. The activity will last for 4 rounds. One issue will be presented per round.
3. Each group has 10 seconds to discuss among themselves and propose a solution for the issue.
4. After 10 seconds, each group will present their proposal and explain why they think it is the
most effective solution.
5. Each group will be rated by the other groups on a scale of 1-10 for every round. A group’s
score for each round will be the average of the scores given by the 3 groups.

Issues:
1. Many Filipinos struggle with low wages, unemployment, and lack of access to basic needs.
2. Many skilled professionals, especially in healthcare and education, leave the country for better
opportunities abroad.
3. Mental health issues such as depression and anxiety are rising, but mental health services
remain limited.
4. Government funds are often misused, and corrupt officials remain in power, affecting national
development.

VI. ASSIGNMENT
PRINCIPAL FOR A DAY
Instructions:
If you were given the chance to become principal, what policy would you implement to your school?
Write a 5-8 sentence paragraph explaining the issue you want to address, the policy you want to
implement, and why you think it would help. Write your output on a ½ sheet of paper (crosswise).

Criteria
Content 10
Organization 8
Mechanics 7
Total 25
DETAILED LESSON PLAN
IN
READING AND WRITING
SKILLS
GAS 11 – William Shakespeare

Submitted by:
JEROME ELIJAH B. PAJARILLO
Pre-Service Teacher

Submitted to:
CECILIA B. LAGUNDI, MST
Cooperating Teacher
I. OBJECTIVES

The learner understands the relationship of a written text and

A. Content Standard
the context in which it was developed.

The learner writes a 1000-word critique of a selected text on the

B. Performance Standard
basis of its claim/s, context, and properties as a written material.

Identifies claims explicitly or implicitly made in a written text

a. Claim of fact
C. Learning Competencies
b. Claim of value
c. Claim of policy

At the end of the lesson, the students should be able to:

a. define claim of policy;
b. differentiate claim of policy from claim of fact and claim
of value;
D. Learning Objectives c. explain the importance of taking action when confronted
with problems by interpreting the quote “a problem is a
chance for you to do your best”; and
d. formulate policies on real-world issues through the
activity Pitch(ed) Battle

II. SUBJECT MATTER

Topic: Claim of Policy

III. LEARNING RESOURCES

Types of claims | College writing. (n.d.).

A. References [Link]
englishcomposition1/chapter/types-of-claims/

B. Other Learning
Laptop, PowerPoint Presentation, TV
Resources

IV. PROCEDURE
Teacher’s Activity Student’s Activity
A. Preliminaries
• Greetings

Good morning, class.

Good morning, Sir.
• Prayer
Dear God, thank you for another opportunity to
gather and learn. Bless us with wisdom,
patience, and understanding as we begin this
lesson. Help us learn with kindness, curiosity,
and respect. May our time together be
 meaningful and filled with joy. This we ask in
Jesus’s name. Amen.
• Checking of attendance

Is anyone absent today?

No, Sir. We are all present.
• Presentation of classroom rules

Before we begin, please allow me to

remind you of our classroom rules,
which are to listen, participate, and
show respect.

B. Motivation

Before we proceed with our discussion,

let me ask you a question:

If you were the president of the

Philippines, what is the first thing you
would want to implement?
Sample response:

If I were president, I would implement a policy

banning citizens from purchasing any kind of
vehicle without proof of appropriate parking
space within their property. Upon
implementation, any individual who already has
a vehicle without the parking space has 1 year
to either surrender the vehicle or provide the
required parking space. Any violator of this
policy will be fined 1 million pesos, have their
driver’s license invalidated, and their vehicle
auctioned off with the proceeds going to the
LGU.
That is very interesting. Considering your
response, what do you think is the
problem being addressed and the
benefits to your policy?
The main problem is street congestion and
illegal parking. The benefit is that it
encourages responsible vehicle ownership
and helps clear up public roads.
Very good! I see that your policy is
addressing a concrete problem, and I
believe that it is also grounded in
experience.

Does anyone else want to present their

ideas before we proceed?

(Assume that the students have given

their responses)

Thank you for your ideas.

C. Presentation of the Lesson

Now let us connect what we have just

done—the question I asked and the
responses you gave—with our lesson for
today. What do you think it is?
Sir, I think it has something to do with the word
policy as it was brought up a lot earlier.
That’s right. However, we are not going
to talk about policies themselves today.
Rather, we will be talking about another
type of claim.

D. Lesson Proper

CLAIM OF POLICY

A claim of policy is a statement that says

what should be done. It doesn’t just
describe something. Rather, it suggests a
solution or action.

To easily identify claims of policy, look for

modals. Can anyone tell me what
modals are?
Sir, modals are words that express possibility,
necessity, or obligation.
That’s right! Can you still remember
what are some examples of modals?
Could, should, would, must, and ought to,
among others.
Correct! Because claims of policy are a
call to action to address an issue, we
usually see modals in them. Here are
some examples:

The school should strictly enforce

wearing of uniform.

Students must refrain from relying too

much on AI.

Can you share your own examples and

explain what issues they are supposed to
address?
 Sample response:

The local government should provide free

public Wi-Fi in major areas such as public
schools and parks.

This example addresses the issue of poor

internet accessibility due to area coverage and
price.
Thank you for sharing your ideas.

Now let us proceed to the differences

between the three types of claims. Can
anyone still recall what the previous two
are and what they are all about?
The two other claims are claim of fact and claim
of value. The former states a piece of
information that may be proven or disproven,
while the latter states what is good or bad
depending on individual preferences or
opinions.
Very good! And of course, claim of policy
states what should be done. To further
clarify, let us do this activity.

I will be giving some statements and I

want you to tell me what kind of claim it
is and why you say so.

1. Smoking causes cancer

It is a claim of fact because it states something
that has already been proven by science.
2. Students must wear their uniforms
at all times save for exceptions like
special school events.
It is a claim of policy because it wants us to do
something.
3. GAS is the easiest senior high school
strand.
It is a claim of value because GAS is being
compared to all other SHS strands using the
word “easiest” which is subjective.
Very good. Are we now clear with the
differences between the three claims?
Yes, Sir.
Let us now move on then to the next
activity.

E. Application

1. We should ___ because ___.

2. ___ must ___ in order to ___.

I have here incomplete sentences. I want

you to fill these out to come up with your
 own claims of policy. You may share your
ideas to the class or write your ideas in
your notebook for me to check later.
Sample responses/outputs:

• We should be mindful of our actions at all

times because we don’t know what others
are really feeling.
• We should avoid littering anywhere
because it accumulates and becomes a
bigger problem later on
• Students must be aware of their
responsibilities in order to make the most
of their education.
• The government must know what the
common people experience on a daily basis
in order to understand what needs to be
done and why.

Thank you for sharing your ideas. Are

there any more questions or
clarifications for claim of policy?
None, Sir.
F. Valuing

Allow me to share with you a quote to

reflect on in relation to our topic for
today:

A problem is a chance for you to do your

best.

You may share your thoughts and

realizations regarding this quote.
Sample response:

When confronted with problems,

acknowledging them is not enough. We should
take action to solve them. Just like how a claim
of policy pushes for solutions, problems push us
to do our best and make changes that improve
our situations.
Thank you for that insightful analysis of
the quote. Let me pose one final
question for you before we move on to
our evaluation:

We are always confronted with

problems, but we don’t always face
them head on. However, if I were to ask
you personally, do you try your best to
face your problems head-on?
Sample response:
 Personally, I don’t immediately try to face my
problems. I take some time to take a good look
at the problem, then I decide what to do. Yes, I
take some time which might lead to some
additional complications, but I prefer being
almost 100% ready before I face them.
Very good. Thank you for that
introspective response.

I believe you are now ready for you

activity.

G. Generalization

Before we proceed with your task, let’s

have a short recap of the things we have
discussed today.

Claim of policy
It is a statement that calls for an action to be
taken to address an issue or problem.

Difference between claims of policy, value, and

fact
Claim of policy tells you to do something.
Claim of value says one option is better than the
other.
Claim of fact gives a piece of information that
can be verified.
Very good. I can see that you have really
understood our discussion on claim of
policy. I believe you are now ready for
the evaluation.

V. EVALUATION
PITCH(ED) BATTLE
Mechanics:
1. The class will be divided into 4 groups.
2. The activity will last for 4 rounds. One issue will be presented per round.
3. Each group has 10 seconds to discuss among themselves and propose a solution for the issue.
4. After 10 seconds, each group will present their proposal and explain why they think it is the
most effective solution.
5. Each group will be rated by the other groups on a scale of 1-10 for every round. A group’s
score for each round will be the average of the scores given by the 3 groups.

Issues:
1. Many Filipinos struggle with low wages, unemployment, and lack of access to basic needs.
2. Many skilled professionals, especially in healthcare and education, leave the country for better
opportunities abroad.
3. Mental health issues such as depression and anxiety are rising, but mental health services
remain limited.
4. Government funds are often misused, and corrupt officials remain in power, affecting national
development.
VI. ASSIGNMENT
PRINCIPAL FOR A DAY
Instructions:
If you were given the chance to become principal, what policy would you implement to your school?
Write a 5-8 sentence paragraph explaining the issue you want to address, the policy you want to
implement, and why you think it would help. Write your output on a ½ sheet of paper (crosswise).

Criteria
Content 10
Organization 8
Mechanics 7
Total 25
DETAILED LESSON PLAN
IN
CREATIVE NONFICTION
HUMSS 12 – Admirable

Submitted by:
JEROME ELIJAH B. PAJARILLO
Pre-Service Teacher

Submitted to:
CECILIA B. LAGUNDI, MST
Cooperating Teacher
I. OBJECTIVES

The learner understands the distinction between and among

A. Content Standard
creative nonfiction types and forms

The learner competently delivers an artistic presentation

B. Performance Standard summarizing and analyzing the form, theme and techniques of a
chosen creative nonfictional text.

1. Explain the relationship of elements and ideas found in

the various forms and types of creative nonfictional texts
through a close reading
2. Compare and contrast the different forms and types of
C. Learning Competencies
creative nonfictional texts
3. Deliver an artistic presentation summarizing, analyzing,
and commenting on a chosen creative nonfictional text
representing a particular type or form.

At the end of the lesson, the students should be able to:

a. define travelogue;
b. discuss the characteristics of travelogues through the
D. Learning Objectives activity Check Points;
c. share the impact of traveling to one’s writing by
interpreting the quote “The world is a book and those
who do not travel read only one page.”; and
d. compose a travelogue through the activity Travel Log.

II. SUBJECT MATTER

Topic: Travelogue
Essential Question: How can traveling help you become a better writer?

III. LEARNING RESOURCES

Travel Writing World. (2020, December 29). What is a
Travelogue?
[Link]

Travel Writing World. (2020a, November 29). How to Write a

Travelogue: 8 tips to Write Better Travel Stories.
A. References [Link]
travelogue

Mercato, T. (2023, May 5). Examples of great travelogue writing

to inspire your next adventure. TextMercato.
[Link]
travelogue-writing-to-inspire-next-adventure
B. Other Learning
Laptop, PowerPoint Presentation, Physical Visual Aids, TV
Resources
IV. PROCEDURE
Teacher’s Activity Student’s Activity
A. Preliminaries
• Greetings

Good afternoon, class.

Good afternoon, Sir.
• Prayer
Dear God, thank you for another opportunity to
gather and learn. Bless us with wisdom,
patience, and understanding as we begin this
lesson. Help us learn with kindness, curiosity,
and respect. May our time together be
meaningful and filled with joy. This we ask in
Jesus’s name. Amen.
• Checking of attendance

Is anyone absent today?

No, Sir. We are all present.
• Presentation of classroom rules

Before we begin, please allow me to

remind you of our classroom rules,
which are to listen, participate, and
show respect during the discussion.

B. Motivation

ACTIVITY — POST-CARDS

Instructions:
Answer the following riddles correctly to
reveal an image.

Riddles:

1. Soft and white like sugar fine, where

sun and sea forever shine.

White Beach, Boracay Island

2. Planted by men from lands
unknown, a wooden mark where
faith has grown.

Magellan’s Cross, Cebu

3. Brown in sun and green in rain, my
countless peaks stretch ‘cross the
plain.

Chocolate Hills, Bohol

4. Through caverns dark my waters
glide, where bats and echoes live
inside.

Puerto Princesa Underground River, Palawan

5. Carved by hands in days of old, steps
of green where rice is gold.

Banaue Rice Terraces, Ifugao

6. Here he had his final breath, igniting
the flames of freedom through his
death.

Rizal Park, Manila

7. A tiny giant in peaceful slumber,
hiding a cataclysm in the waters
under.

Taal Volcano, Batangas

8. A beacon of beauty throughout the
land, concealing a fiery breath
where she stands.

Mayon Volcano, Albay

9. With cobbled streets and lanterns
bright, I bring the past to modern
light.

Vigan, Ilocos Norte

 Because you have answered all the
riddles correctly, you were able to reveal
this quote:

Very good, class!

C. Presentation of the Lesson

I hope you enjoyed the activity. What

were the things you noticed during the
activity?
Sir, we identified popular tourist destinations in
the Philippines by answering the riddles.
That’s right! Those are tourist
destinations here in the Philippines.
These actually have something to do
with our topic for today.

Since those are tourist destinations,

what do you think will we be discussing
today?
Considering the activity Sir, I think our lesson has
something to do with places, especially popular
ones or tourist attractions.
Very good! Today, we will be discussing
something related to tourist attractions,
specifically a type of literature focusing
on going to different places:

TRAVELOGUE

Before we proceed, allow me to present

the objectives for this discussion. At the
end of the lesson, you should be able to:
• define travelogue;
• discuss the characteristics of
travelogues through the activity
Check Points;
• share the impact of traveling to
one’s writing by interpreting the
quote you have revealed through
our prior activity; and
• compose a travelogue through the
activity Travel Log.
 Allow me to pose this question to guide
you throughout our discussion:

How can traveling help you become a

better writer?

D. Lesson Proper

ACTIVITY — Check Points

Mechanics:
1. The class will be divided into 4.
2. Each group will be given 2 sample
travelogues to analyze.

“Spices, Spaces, and Surprises”

“In-through the North’s Beating
Heart”

Guide questions:
• What is it talking about?
• What features or characteristics
stand out about the travelogue?
• Why was it written?

3. The students are given 15 minutes

to produce an output, after which a
representative from each group will
present an outline of their findings.
Sample output:

What is it talking about?

• Personal travel experiences and reflections
• Cultural, historical, and geographical details
of a place
• Encounters with locals and unique
traditions
• Challenges, surprises, and discoveries
during the journey
• Comparisons between expectations and
reality

What features or characteristics stood out

about the travelogue?
• Written in a personal and narrative style
• Uses descriptive and immersive language
with vivid sensory details
• Balances storytelling with informative
content
• Included dialogue, anecdotes, and personal
insights
• Literary and journalistic form

Why was it written?

• To document and share travel experiences
 • To inform and inspire readers about a
destination
• To promote cultural appreciation and
awareness
• To provide practical insights and travel tips
• To capture personal growth and reflections
from the journey
Very good! What you just did was to
analyze those sample writings to come
up with a comprehensive analysis of
what a travelogue is.

Let’s try to summarize your outputs to

come up with the definition of a
travelogue.
A travelogue is a piece of literature that talks
about personal travel experiences. It focuses on
subjective experiences such as impressions,
commentaries about a place’s history, culture
and geography, and reflections and realizations.
That’s right! In other words, a
travelogue details a person’s journey
and what they learned from it. It is a
portmanteau of the words travel and
monologue.

A travelogue also has the following

elements:
• Vivid descriptions and sensory
details
• Authentic voice and perspective
• Engaging narrative
• Informative and/or entertaining
approach

Let’s now proceed to the three general

types of travelogues: Literary,
Journalistic, and Multimedia
travelogues.

From the names themselves, can

anyone share what they think these
refer to?
Literary travelogues are reflective and
immersive narratives that blend personal
experiences, emotions, and vivid storytelling to
capture the essence of a journey.

Journalistic Travelogues are fact-based and

informative accounts that present objective
travel insights, cultural observations, and
current trends, often with a news-oriented
approach.
 Multimedia Travelogues are digital or
interactive travel narratives that combine text,
images, videos, and audio to create an engaging
and dynamic storytelling experience.
Very good! During the previous activity,
you encountered the first two types of
travelogues, which are literary and
journalistic travelogues. As for the third
type, which is multimedia travelogue,
here is a good example:

Source: [Link]/@AbroadinJapan

This channel contains many good

examples of travelogues in multimedia
form, such as documentaries and vlogs.

Let’s now move on with our lesson. The

following are tips on how to write a
compelling travelogue. Try to follow
along and share some ideas on why they
help and how to actually do them.

1. Tell one story

Avoid dwelling a step-by-step account focusing
on individual details. Instead, focus on a
memorable and engaging experience to build
around.
2. Start with a hook
Begin with a statement that invites intrigue,
conflict, or interest, such as a moment where
things went wrong.
3. Be descriptive and open
Use vivid sensory details and share your
emotions, thoughts, and personal takes to
immerse the reader in the setting.
4. Be engaging
Highlight interactions with both the
surroundings and the locals, including their
personalities and interesting conversations.
5. Be informed
Add relevant historical, political, or cultural
insights to add depth and context to the
travelogue.
6. Avoid overly formal or promotional
language
Keep the tone natural and engaging without
sounding like a status report and advertisement
for the featured locations.
7. End with a resolution
Conclude with a realization or a meaningful
takeaway. Also include the lessons learned
throughout the journey.
E. Application

To test whether you really understood

our topic, let’s have a short activity.

I will be calling students randomly to do

the following:
1. Give a place anywhere in the world
that you want to visit.
2. Explain why you want to visit that
place.
3. Share what sort of emotions you
might feel once you leave.

I’m giving you 2 minutes to mentally

prepare your responses, after which the
students I will call have 1 minute each to
share.
Sample response:

I want to visit Cologne, Germany because of its

rich history, stunning architecture, and cultural
significance. The Cologne Cathedral, a UNESCO
World Heritage Site, is something I’ve always
wanted to see in person because of its
breathtaking Gothic design. Besides that, I’d love
to explore the city’s museums, try authentic
German food, and experience the vibrant
atmosphere of the Rhine River.

Once I leave, I think I’d feel a mix of fulfillment

and nostalgia. Fulfillment because I finally got to
visit a place I’ve always dreamed of, and
nostalgia because I know I’d miss the beauty of
the city, its people, and the experiences I had
there.
Thank you for your rich and detailed
responses. I believe we could learn a lot
about your personalities from your
sharing.
F. Valuing

Allow me to reiterate the question we

had earlier.

How can traveling help you become a

better writer?

I would like to hear your thoughts on

this.
Sample response:

Traveling helps you become a better writer

because it gives you new experiences and ideas
to write about. When you visit different places,
you see new sights, meet different people, and
learn about other cultures. These experiences
help you write in a more interesting and
detailed way.

It also improves your descriptive writing

because you notice more things—like how a
place looks, smells, or feels. This makes your
writing more real and engaging.

Lastly, traveling helps you express emotions

better. The excitement, challenges, and
memories of a trip make you reflect on your
experiences, which helps when writing personal
stories or expressing feelings in your work.
Very good! Traveling really does give us
new experiences that provide fresh ideas
and perspectives. It also improves our
attention to detail and help us process
and express emotions better.

Lastly, I’d like to share this quote:

The world is a book and those who do not

travel read only one page.

This is something I want you to reflect on

and internalize. If you have some
thoughts or ideas to share, you may do
so.
Sample response:

Yes, I agree with this quote because traveling

helps us learn more about the world, just like
reading a book. If we never travel, we only see a
small part of life, like reading just one page of a
book. But when we visit new places, we
experience different cultures, meet new people,
and understand different ways of living.
 Traveling also teaches important life lessons
that we can’t always learn from school or books.
It helps us become more open-minded, curious,
and understanding. Just like reading a whole
book gives us a complete story, traveling helps
us see the bigger picture of the world.

While not everyone has the luxury of traveling

to far-off places, it does not necessarily mean
that the experience of traveling is exclusive. For
example, going from this building to the building
next-door is still traveling, and who knows what
kind of things we might see or experience even
on that extremely short journey. All it takes is for
us to pay attention.
That’s a great point! Traveling doesn’t
have to mean going far—it’s about
experiencing new things and paying
attention to the world around us. Even
small journeys can teach us something
valuable.

G. Generalization

To end our discussion, let’s have a brief

recap of today’s topic.

What is a travelogue?
A travelogue is a written or recorded account of
a person’s travel experiences. It describes
places, people, culture, and personal reflections
about the trip.
What features or characteristics can we
see in travelogues?
A travelogue is descriptive and reflective,
capturing details about places, people, and
experiences. It often includes cultural and
historical information, as well as personal
insights to make the journey engaging and
informative.
Lastly, how can we write a good
travelogue?
To write a good travelogue, start with a strong
hook that grabs attention, like a surprising fact
or a personal experience. Use vivid descriptions
to immerse the reader, stay engaging by sharing
personal insights, and be well-informed about
the place’s history and culture. Keep the
language natural and relatable, and end with a
resolution that ties everything together, leaving
the reader with a lasting impression.
Very good! I believe you are now ready
for the evaluation.
V. EVALUATION
TRAVEL LOG
Instructions:
1. Think of a travel experience you have had before.
2. Complete a structured travel log entry with the following format:

Title: (Give a creative title that describes the place or your experience)
Destination: (Where are you? Real or imagined?)
Date & Time: (What’s the setting? Morning, night, midday?)
Highlight: (Describe a key moment that stood out.)
What I Saw: (Describe the sights—landscapes, buildings, people.)
What I Heard: (Mention sounds—music, conversations, nature.)
What I Tasted (If applicable): (Describe food or drinks, if relevant.)
Personal Reflection: (How did this experience make you feel? Any realizations?)

Sample:
Title: Tuggi Gari Yaw
Destination: Tuguegarao City, Philippines
Date & Time: April 15, 2024 | 12:30 PM (midday)

Highlight of the Experience:

Stepping out of the van, I was immediately greeted by the unforgiving midday heat—the kind
that wraps around you like a heavy blanket. Despite the scorching sun, the sight of the centuries-
old Saint Peter and Paul Cathedral made the trip worthwhile, its red-bricked facade standing
proudly against the bright blue sky.

What I Saw:
The streets were lined with tricycles weaving through traffic, their drivers expertly maneuvering
under the sun. At the public market, stalls overflowed with fresh corn, peanuts, street food, and
local delicacies, while students in their uniforms gathered at eateries for lunch.

What I Heard:
The rhythmic calls of vendors selling their produce, mixed with the occasional honking of
tricycles. Inside the cathedral, a sense of calm took over, with only the soft whispers of prayers
and the distant ringing of church bells breaking the silence.

What I Tasted:
For lunch, I had a steaming bowl of pancit batil patung, Tuguegarao’s famous noodle dish. The
mix of stir-fried miki noodles, savory sauce, caramelized onions, the varied toppings of different
restaurants, and the richness of a poached egg on top made it unlike any pancit I had ever tasted
before.

Personal Reflection:
Tuguegarao is more than just the hottest city in the Philippines—it is a place filled with history,
culture, and culinary surprises. The heat may be relentless, but so is the warmth of its people
and the richness of its traditions, making every sweat-drenched moment worth it

Criteria
Completeness 10
Sensory Details 10
Depth and Reflection 10
Creativity 10
Total 40
VI. ASSIGNMENT
SUITCASE STORIES
Instructions:
1. Choose a real-life or fictional destination you want to visit.
2. List five meaningful items you’d bring. You may include pictures or illustrations.
3. Describe and explain each item (2-3 sentences each).
• Why is it important?
• How does it enhance your experience?
• Does it have a personal or cultural significance?
4. Include a creative title.

Criteria
Relevance 10
Creativity 10
Reflection 10
Grammar and Clarity 10
Total 40
DETAILED LESSON PLAN
IN
CREATIVE NONFICTION
HUMSS 12 – Admirable

Submitted by:
JEROME ELIJAH B. PAJARILLO
Pre-Service Teacher

Submitted to:
CECILIA B. LAGUNDI, MST
Cooperating Teacher
I. OBJECTIVES

The learner understands the distinction between and among creative

A. Content Standard
nonfiction types and forms

The learner competently delivers an artistic presentation summarizing

B. Performance
and analyzing the form, theme and techniques of a chosen creative
Standard
nonfictional text.

1. Explain the relationship of elements and ideas found in the

various forms and types of creative nonfictional texts through a
close reading
C. Learning 2. Compare and contrast the different forms and types of creative
Competencies nonfictional texts
3. Deliver an artistic presentation summarizing, analyzing, and
commenting on a chosen creative nonfictional text representing
a particular type or form.
At the end of the lesson, the students should be able to:
a. examine the characteristics of a testimonio;
b. identify the kinds of testimonio;
c. discuss how to write an effective testimonio
D. Learning d. explain the social importance of testimonios by interpreting the
Objectives quote, “Until the lion learns how to write, every story will glorify
the hunter."; and
e. compose a short personal testimonio about a previous
experience involving a social issue through the activity Test of
Many.

II. SUBJECT MATTER

Topic: Testimonio
Essential Question: How can testimonios be the driver for social change?

III. LEARNING RESOURCES

Cuizon, M. (2023, June 1). [Link] [Slide show]. SlideShare.

[Link]
258167837/258167837
A. References
Rafols, J. (2019, September 17) Lesson 3: Testimonio. Scribd.
[Link]
Testimonio

B. Other Learning
Laptop, PowerPoint Presentation, Physical Visual Aids, TV
Resources
IV. PROCEDURE
Teacher’s Activity Student’s Activity
A. Preliminaries
• Greetings

Good afternoon, class.

Good afternoon, Sir.
• Prayer
Dear God, thank you for another opportunity to
gather and learn. Bless us with wisdom,
patience, and understanding as we begin this
lesson. Help us learn with kindness, curiosity, and
respect. May our time together be meaningful
and filled with joy. This we ask in Jesus’s name.
Amen.
• Checking of attendance

Is anyone absent today?

No, Sir. We are all present.
Very good.
• Presentation of classroom rules

Before we begin, please allow me to

remind you of our classroom rules, which
are to listen, participate, and show
respect during the discussion.

B. Motivation

ACTIVITY — Image analysis

What can you see in this picture, class?

Sample response:

The image shows a character holding a color-

coded chart labeled "OKAY" and "NOT OKAY,"
which seems to reference racial profiling in a
satirical way.
Very good observations, class! This frame
is actually from a cartoon called Family
Guy, and the scene itself is a jab at one of
the most common forms of
discrimination today which is racism.
C. Presentation of the Lesson

Now, how do you think this image is

connected to our lesson for today?

Sir, since the image has something to do with

racism, which is a prevalent social issue, our
lesson might be on a form of creative nonfiction
that tackles social issues.
That is correct! Our topic for today does
have something to do with writing about
social issues.

Before we proceed further into the

discussion, allow me to present the
objectives for our discussion today.

At the end of the lesson, you should be

able to:
• examine the characteristics of a
testimonio;
• identify the kinds of testimonio;
• discuss how to write an effective
testimonio
• explain the social importance of
testimonios by interpreting the
quote, “Until the lion learns how to
write, every story will glorify the
hunter"; and
• compose a short personal testimonio
about a previous experience
involving a social issue through the
activity Test of Many.

Let me also present a question to guide

you throughout our discussion:

How can testimonios be the driver for

social change?

D. Lesson Proper

What is a TESTIMONIO?

What word sounds like testimonio?

Testimonio sounds like “testimony” Sir. A
testimony is a written or spoken statement.
That’s right! A testimony is a written or
formal statement or account of an
experience. A testimonio is exactly the
same, but also slightly different.

Testimonio means “witness account” in

Spanish. It is a first-person account of a
person who has faced instances of social
injustices. What comes into your mind
when you hear the term social injustice?
Sir, social injustices could mean political
inequality, oppression, or any specific form of
marginalization.
Correct! Testimonios talk about these
kinds of issues. However, that is not all
testimonios are.

CHARACTERISTICS OF TESTIMONIO

What do you know about these

characteristics?

1. Tripartite combination of first-

person narrative of injustice
Tripartite means it is a combination of three key
elements.
That’s right! A testimonio is typically
made up of three things: personal
experience, social or political context,
and a call for awareness or action.

2. Representation of a larger class’s

experience
Testimonios typically serve as something like the
voice of the masses. It represents the people of
a certain group or groups that do not have the
means or are not able to voice their concerns.
3. An intent to work toward a more just
future
This means that testimonios serve as a wake-up
call for people from different walks of like to
become aware of a certain issue and take action
to address it.
Very good, class! These characteristics
help distinguish testimonios from other
forms of writing and creative nonfiction.

Let us now move on to the KINDS OF

TESTIMONIO

1. Forensic Testimonio

What do we mean when we say

forensic?
 Sir, forensics is concerned with using scientific
method and analysis of evidence to produce
conclusions.
Correct! Forensic testimonios,
therefore are given by experts on
certain scientific or technical issues.

Example:
A blood splatter expert explains how
a pattern of blood at a crime scene
can help determine what happened.

2. Epidectic Testimonio

An epideictic testimonio focuses on

praise or blame, highlighting
someone’s bravery, struggles, or
injustices they faced. What do you
think is the purpose of this?
Sir, this kind of testimonio is aimed at moving
and inspiring people by emphasizing moral or
ethical values instead of just facts.
Very good!

3. Deliberative Tesimonio

This is the most common type of

testimonio. It does not just tell a
personal story of hardship, but aims
to persuade people to take action or
create change.

Did you understand the kinds of

testimonio?
Yes, Sir.
 Very good, we can now proceed to
the TIPS IN WRITING AN EFFECTIVE
TESTIMONIO.

Can you share your thoughts on how

the following help us to write
effective testimonios?

1. Stick to the point

Sticking to the point means to focus on the main
experience or issue and avoid unnecessary
details. This keeps the story focused
2. Be specific
We need to clearly describe what happened,
who was involved, and how it affected us. This
makes it easier for readers to understand the
text.
3. Be honest
Share your story truthfully so that it remains
powerful and believable. Sharing an authentic
story makes it more relatable.
4. Provide concrete details
We need to include real events, names, places,
and emotions to make the testimonio more
impactful and credible. It helps the readers or
audience visualize and connect with the
experience.
E. Application

Let us now enrich your understanding of

testimonios with this activity.

I will call some volunteers to share

experiences related to these pictures
here. I would like to ask you to share your
struggles, how you dealt with it, and what
actions you think need to be taken to
make a change.
You may choose to relate from any of
these pictures.
Sample response:

It was in 2020 during the pandemic when I first

experienced this thing called “redtagging,”
which is basically like being labeled an enemy of
the government. At first, I didn’t take it
seriously, but when strangers started spreading
lies about me online, I felt scared for me and my
family’s safety. I also started to get threats from
unregistered mobile numbers. All this because I
posted something online complaining about
how the families of some of our barangay
officials are receiving far more “ayuda” than
everyone else, which sometimes even included
cash. I know this because my uncle was a
barangay official at the time, and he was the
only councilor who wasn’t given the extra
“ayuda”. I dealt with the strangers’ redtagging
by staying low-key on social media and seeking
legal advice from my aunt who was a lawyer to
understand my rights. It was frustrating to see
how easily false accusations could ruin lives and
friendships, especially for those who simply
spoke out about injustice. People should
educate themselves on their rights, verify
information before believing or sharing it, and
stand against dangerous labeling tactics. No one
should have to live in fear just for expressing
their beliefs.
 Thank you for sharing those stories. It’s
alarming how much injustice people
experience on any level, and how
impactful even a single action can have on
an individual and the people around
them.
F. Valuing

Let’s go back to our earlier question:

How can testimonios be the driver for

social change?

Would anyone like to share their thoughts

or realizations?
Sample response:

Testimonios can bring social change by sharing

real stories that make people understand
problems better. When someone speaks about
their struggles, others can listen, learn, and
might feel inspired to help or take action. These
stories can spread awareness, challenge unfair
systems, and encourage people to stand up for
what is right.
That’s a great answer! In connection to
that, I want you to take a moment to
reflect on this quote.

“Until the lion learns how to write, every

story will glorify the hunter."
Sample response:

This quote connects to the significance of a

testimonio because testimonios give a voice to
those who are often unheard or
misrepresented. Just like the lion needs to tell
its own story to reveal the truth, testimonios
allow people to share their real experiences,
challenge injustice, and inspire change.
Thank you for that insightful response. To
summarize your ideas, testimonios are
the voice of the voiceless. They give those
who are marginalized the means to call for
justice and change.

G. Generalization

To wrap up our discussion, let us have a

recap of what we have discussed for
today.

What is a testimonio?
A testimonio is a first-person account of
injustice that combines personal experience,
 social or political context, and a call to action,
representing the struggles of a larger group and
aiming to create awareness for a more just
future.
What are the kinds of testimonio and
what are they for?
A forensic testimonio focuses on past injustices,
aiming to document and provide evidence of
wrongdoing, often for legal or historical records
through scientific method and analysis. An
epideictic testimonio highlights and reflects on
a person’s struggles or bravery to inspire or
warn others, while a deliberative testimonio
persuades people to take action against ongoing
social issues to create change.
How can we write effective testimonios?
Stick to the point – Focus on the main issue and
avoid unnecessary details to keep the story
clear.
Be specific – Clearly describe what happened,
who was involved, and how it affected you.
Be honest – Tell the story truthfully to make it
believable and relatable.
Provide concrete details – Include real events,
names, and emotions to help readers connect
with the experience.
Great job, everyone! Are there still any
questions or clarifications?
None, Sir.
If there are none, then I believe you are
now ready for your evaluation.

V. EVALUATION
TEST OF MANY (Response Relay)
MECHANICS:
1. The teacher begins the relay by providing a social issue.
2. The students begin the activity standing up and are only allowed to sit once they have
“addressed” the issue by providing a possible solution or action in one sentence.
3. Each student has 10 seconds to respond with a solution.
4. Students who cannot give a response in 10 seconds remain standing for the next round. The
activity lasts for 3 rounds.
5. Students who were able to respond during the first round will receive a perfect score.

Sample issue and response:

Issue: Steadily increasing number of recorded and diagnosed mental health issues.
Response: Introduce a policy strengthening mental health awareness and providing enhanced
mental health services.
VI. ASSIGNMENT

INSTRUCTIONS:

Think of a famous person who has faced injustice or hardship, such as a motivational speaker,
political personality, or even one of the national heroes. If you were that person, what would you
have done differently to better achieve your goals or address the issues you face?

Write a 12-15 sentence testimonio.

Guide questions:
• What injustices or issues did that person face?
• How did they deal with it?
• What would you have done differently?

Criteria
Content 15
Organization 10
Mechanics 10
Total 35
DETAILED LESSON PLAN
IN
READING AND WRITING
SKILLS
HUMSS 11 – Artistic

Submitted by:
JEROME ELIJAH B. PAJARILLO
Pre-Service Teacher

Submitted to:
CECILIA B. LAGUNDI, MST
Cooperating Teacher
I. OBJECTIVES
The learner understands the requirements of composing
A. Content Standard
academic writing and professional correspondence
The learner produces each type of academic writing and
B. Performance Standard professional correspondence following the properties of well-
written texts and process approach to writing.
Identifies the unique features of and requirements in composing
professional correspondence
a. Resume
C. Learning Competencies
b. Application for College Admission
c. Application for Employment
d. Various forms of Office Correspondence
At the end of the lesson, the students should be able to:
a. identify the purpose of resumes;
b. discover the parts of a resume;
c. discuss the things to consider and things to avoid in
D. Learning Objectives
writing a resume;
d. explain the importance of resumes in achieving career
goals; and
e. Create a resume following the given format.

II. SUBJECT MATTER

Topic: Resume
Essential Question: What is the importance of a strong resume in achieving your
career goals?

III. LEARNING RESOURCES

Government of Canada (n.d.). How to write a good resume - Job Bank.
[Link]

Indeed. (n.d.). 10 resume writing tips to help you land a position. Indeed
Career Guide. Retrieved March 24, 2025, from
[Link]
A. References resume-writing-tips

Department of Education – Region 4A CALABARZON. (2020).

Reading and writing skills: Quarter 4 – Module 9: Composing
professional correspondence. Department of Education.
[Link]
andwritingskills_q4_mod9_composingprofessionalcorrespondence.pdf

B. Other Learning
Laptop, PowerPoint Presentation, TV
Resources
IV. PROCEDURE
Teacher’s Activity Student’s Activity
A. Preliminaries
• Greetings

Good morning, class.

Good morning, Sir.
• Prayer
Dear God, thank you for another opportunity to
gather and learn. Bless us with wisdom,
patience, and understanding as we begin this
lesson. Help us learn with kindness, curiosity,
and respect. May our time together be
meaningful and filled with joy. This we ask in
Jesus’s name. Amen.
• Checking of attendance

Is anyone absent today?

No, Sir. We are all present.
• Presentation of classroom rules

Before we begin, please allow me to

remind you of our classroom rules,
which are to listen, participate, and
show respect during the discussion.

B. Motivation

Before we proceed with our discussion,

let’s have a simple activity.

Which of these would you prefer going

to and why?

The first one, Sir, because it looks more

established and well-maintained, while the
second one seems like a poorly-made rip-off.
What about this?

I would choose the second one because it has a

label and you know exactly what it is at a glance.
 Good choice! The label ensures clarity
and trust. You might also consider
packaging quality and branding.

C. Presentation of the Lesson

I hope you enjoyed the activity. Now,

what did you notice about it?
Sir, it showed how important labels are. Clear
packaging makes it easier to trust and recognize
a product.
That’s right! Clear labels and packaging
help us quickly understand what a
product is and build trust in its quality.

This is related to related to our lesson for

today, which serves as something like a
packaging or label for us when we apply
for jobs. Do you know what it is?
It is a resume, Sir.
Very good! Our lesson for today is about
writing a resume.

But before we proceed, I want you to

take note of this question:

What is the importance of a strong

resume in achieving your career goals?

D. Lesson Proper

Does anyone have an idea on what a

resume is and what it is for?
A resume is a document that shows your skills,
experience, and education. It's used to apply for
jobs and help employers see if you're a good fit.
Correct! A resume highlights your
qualifications to help employers decide if
you're suited for a job.

The following are the parts of a typical

professional resume:
(The students will read and share their
interpretations of the following tips.)

Header – Name, contact details, and

professional title.

Career Objective – A concise statement about

career goals.

Personal Information (optional) – Basic

personal details.
 Skills & Qualifications – Key competencies
relevant to the job.

Educational Background – Schools attended

and degrees earned.

Work Experience / Volunteer Work – Previous

jobs or internships.

Certifications & Trainings – Additional

credentials or seminars.

Character References – Professional contacts

for verification, usually a mentor or co-worker.
Are there any questions?
None, Sir.
Very good. Let us now proceed to the
dos and don’ts, or the things to consider
and avoid when writing a resume.
(The students will read and share their
interpretations of the following tips.)

Dos
✔ Be clear, concise, and job-specific.
✔ Proofread thoroughly.
✔ Highlight measurable achievements.
✔ Use strong action verbs.
✔ Include relevant work.

Don’ts
✘ Unprofessional emails.
✘ Unnecessary personal details.
✘ Too many bullet points.
✘ General or vague statements
✘ Unrelated hobbies.
Are there any more questions or
clarifications?
None, Sir.
E. Application

Let’s have an activity to enrich your

understanding of resumes.

I want you to take a good look at this

sample resume and then identify errors
in the format and composition.
 Sample response:

Sir, there are many errors in the sample resume.

The most prominent ones are the following:

Unprofessional email – Looks informal and not

suited for a job application.

Unnecessary personal details – Includes height,

weight, and marital status.

Vague and general statements – Career

objective and work experience lack strong
action verbs and details.

Too many bullet points with weak descriptions

– "Made a bunch of hit songs" is vague.

Unrelated hobbies – Interests like "gaming" and

"watching Netflix" are not relevant to what he is
applying for

Poor structure and informal tone – "Got

famous on YouTube" is not a professional
certification

We can improve the resume by using a

professional email, removing unnecessary
personal details, refining the objective,
specifying achievements with details, and
replacing hobbies with relevant skills to improve
resume quality.
Very good! You clearly identified key
errors, from unprofessional details to
vague descriptions. To improve further,
we need to consider restructuring the
resume for better readability and
ensuring all information aligns with the
job being applied for.

F. Valuing

Let us go back to the question earlier.

What is the importance of a strong

resume in achieving your career goals?

May I ask some of you to share your

realizations?
A strong resume is important because it shows
employers your skills and experiences clearly. It
gives a good first impression, which can help
you get interviews and move toward your career
goals.
 G. Generalization

Before we proceed with your task, let’s

have a short recap of the things we have
just discussed.

What is the purpose of a resume?

A resume helps showcase your qualifications to
employers. It contains your skills, work
experience, education, and other relevant
details to show why you're a good fit for a job.
What are the things we should follow
and things we should avoid when
writing a resume?
When writing a resume, we should use clear and
professional formatting, highlight relevant skills
and achievements, use strong action verbs, and
keep it concise and error-free. Also, we should
avoid using an unprofessional email, including
unnecessary personal details like age or marital
status, writing vague or generic statements,
listing unrelated hobbies, and making the
resume too long or disorganized.
Very good! I believe you are now ready
to write your own resumes.

V. EVALUATION
RESUME WRITING
Instructions:
Pretend that it is the year 2030 and you are looking for a job. Create a resume following the format
that was presented during the discussion.

Sample:
 Criteria
Content 20
Formatting and Organization 10
Grammar and Mechanics 10
Total 25

VI. ASSIGNMENT
ENRICHMENT
Instructions:
Conduct research on the four main types of resumes (Chronological, Functional, Combination,
Targeted). Provide one example for each type and identify the key features of each type.

Criteria
Correctness 5
Appropriateness of example 3
Grammar and mechanics 2
Total 10 each
DETAILED LESSON PLAN
IN
READING AND WRITING
SKILLS
GAS 11 – William Shakespeare

Submitted by:
JEROME ELIJAH B. PAJARILLO
Pre-Service Teacher

Submitted to:
CECILIA B. LAGUNDI, MST
Cooperating Teacher
I. OBJECTIVES
The learner understands the requirements of composing
A. Content Standard
academic writing and professional correspondence
The learner produces each type of academic writing and
B. Performance Standard professional correspondence following the properties of well-
written texts and process approach to writing.
Identifies the unique features of and requirements in composing
professional correspondence
a. Resume
C. Learning Competencies
b. Application for College Admission
c. Application for Employment
d. Various forms of Office Correspondence
At the end of the lesson, the students should be able to:
a. identify the purpose of resumes;
b. discover the parts of a resume;
c. discuss the things to consider and things to avoid in
D. Learning Objectives
writing a resume;
d. explain the importance of resumes in achieving career
goals; and
e. Create a resume following the given format.

II. SUBJECT MATTER

Topic: Resume
Essential Question: What is the importance of a strong resume in achieving your
career goals?

III. LEARNING RESOURCES

Government of Canada (n.d.). How to write a good resume - Job Bank.
[Link]

Indeed. (n.d.). 10 resume writing tips to help you land a position. Indeed
Career Guide. Retrieved March 24, 2025, from
[Link]
A. References resume-writing-tips

Department of Education – Region 4A CALABARZON. (2020).

Reading and writing skills: Quarter 4 – Module 9: Composing
professional correspondence. Department of Education.
[Link]
andwritingskills_q4_mod9_composingprofessionalcorrespondence.pdf

B. Other Learning
Laptop, PowerPoint Presentation, TV
Resources
IV. PROCEDURE
Teacher’s Activity Student’s Activity
A. Preliminaries
• Greetings

Good morning, class.

Good morning, Sir.
• Prayer
Dear God, thank you for another opportunity to
gather and learn. Bless us with wisdom,
patience, and understanding as we begin this
lesson. Help us learn with kindness, curiosity,
and respect. May our time together be
meaningful and filled with joy. This we ask in
Jesus’s name. Amen.
• Checking of attendance

Is anyone absent today?

No, Sir. We are all present.
• Presentation of classroom rules

Before we begin, please allow me to

remind you of our classroom rules,
which are to listen, participate, and
show respect during the discussion.

B. Motivation

Before we proceed with our discussion,

let’s have a simple activity.

Which of these would you prefer going

to and why?

The first one, Sir, because it looks more

established and well-maintained, while the
second one seems like a poorly-made rip-off.
What about this?

I would choose the second one because it has a

label and you know exactly what it is at a glance.
 Good choice! The label ensures clarity
and trust. You might also consider
packaging quality and branding.

C. Presentation of the Lesson

I hope you enjoyed the activity. Now,

what did you notice about it?
Sir, it showed how important labels are. Clear
packaging makes it easier to trust and recognize
a product.
That’s right! Clear labels and packaging
help us quickly understand what a
product is and build trust in its quality.

This is related to related to our lesson for

today, which serves as something like a
packaging or label for us when we apply
for jobs. Do you know what it is?
It is a resume, Sir.
Very good! Our lesson for today is about
writing a resume.

But before we proceed, I want you to

take note of this question:

What is the importance of a strong

resume in achieving your career goals?

D. Lesson Proper

Does anyone have an idea on what a

resume is and what it is for?
A resume is a document that shows your skills,
experience, and education. It's used to apply for
jobs and help employers see if you're a good fit.
Correct! A resume highlights your
qualifications to help employers decide if
you're suited for a job.

The following are the parts of a typical

professional resume:

Header – Name, contact details, and

professional title.
Career Objective – A concise statement
about career goals.
Personal Information (situational) –
Basic personal details.
Skills & Qualifications – Key
competencies relevant to the job.
Educational Background – Schools
attended and degrees earned.
Work Experience / Volunteer Work –
Previous jobs or internships.
 Certifications & Trainings – Additional
credentials or seminars.
Character References – Professional
contacts for verification, usually a
mentor or co-worker.

In addition to these, the following are

dos and don’ts, or the things to consider
and avoid when writing a resume.
(The students will read and share their
interpretations of the following tips.)

Dos
✔ Be clear, concise, and job-specific.
✔ Proofread thoroughly.
✔ Highlight measurable achievements.
✔ Use strong action verbs.
✔ Include relevant work.

Don’ts
✘ Unprofessional emails.
✘ Unnecessary personal details.
✘ Too many bullet points.
✘ General or vague statements
✘ Unrelated hobbies.
Are there any more questions or
clarifications?
None, Sir.
E. Application

Now we will begin writing a simple

resume. I will present prompts and a
format for you to follow along with a
sheet of paper or your notebook.

For now, you may write at least one item

for the following sections: Work
Experience, Certifications/Trainings,
and Character References. For the Skills
and Qualifications, write at least 5.
 Sample output:

F. Valuing

Let us go back to the question earlier.

What is the importance of a strong

resume in achieving your career goals?

May I ask some of you to share your

realizations?
A strong resume is important because it shows
employers your skills and experiences clearly. It
gives a good first impression, which can help
you get interviews and move toward your career
goals.

G. Generalization

Before we proceed with your task, let’s

have a short recap of the things we have
just discussed.

What is the purpose of a resume?

A resume helps showcase your qualifications to
employers. It contains your skills, work
experience, education, and other relevant
details to show why you're a good fit for a job.
 What are the things we should follow
and things we should avoid when
writing a resume?
When writing a resume, we should use clear and
professional formatting, highlight relevant skills
and achievements, use strong action verbs, and
keep it concise and error-free. Also, we should
avoid using an unprofessional email, including
unnecessary personal details like age or marital
status, writing vague or generic statements,
listing unrelated hobbies, and making the
resume too long or disorganized.
Very good! I believe you are now ready
to write your own resumes.

V. EVALUATION
RESUME WRITING
Instructions:
Pretend that it is the year 2030 and you are looking for a job. Create a resume following the format
that was presented during the discussion.

Sample:

Criteria
Content 20
Formatting and Organization 10
Grammar and Mechanics 10
Total 25
VI. ASSIGNMENT
ENRICHMENT
Instructions:
Conduct research on the four main types of resumes (Chronological, Functional, Combination,
Targeted). Provide one example for each type and identify the key features of each type.

Criteria
Correctness 5
Appropriateness of example 3
Grammar and mechanics 2
Total 10 each
FINAL DEMONSTRATION
LESSON PLAN
IN
CREATIVE NONFICTION
HUMSS 12 – Admirable

Prepared by:
Jerome Elijah B. Pajarillo
Pre-Service Teacher

Checked by:
Cecilia B. Lagundi
Cooperating Teacher

Reviewed by:
Aileen C. Ibañez
Assistant Principal II

Approved by:
Grace T. Macababbad
Secondary School Principal II
I. OBJECTIVES

The learner understands that mastery of the basic forms, types,

A. Content Standard techniques and devices of creative nonfiction enables him/her to
effectively critique and write creative nonfiction.

B. Performance The learner writes a clear and coherent critique and an interesting and
Standard engaging creative nonfiction.

Write a mini critique of a peer’s work based on coherence and

C. Learning
organization of paragraphs, development of literary elements use of
Competencies
factual information, and other qualities concerning form and content

At the end of the lesson, the students should be able to:

a. construct a definition of critique by compiling key ideas;
b. arrange the parts of a mini critique in the activity Text Organizer;
D. Learning c. explain the value of constructive criticism by interpreting the quote
Objectives "Only those who have the heart to help have the right to
criticize"; and
d. compose a mini critique of a peer’s work through the activity The
Peer-fect Review.

II. SUBJECT MATTER

Topic: Critiquing Creative Nonfiction – A Mini Critique
Essential Question: How can critiques help you grow?

III. LEARNING RESOURCES

Barrot, Jessie S. Academic Reading and Writing Skills for Senior High
School. C&E Publishing Inc. Quezon City. 2016.

Vibal. Creative Nonfiction Senior High School Self Learning Modules.

Vibal Group Inc. 2020.

Barrot, J.S. and Sipacio, J.F.S. Communicate Today English for Academic
& Professional Purposes for Senior High School. C&E Publishing Inc.
A. References
Quezon City. 2016.

Seager, T. P., PhD.. Critique vs. Criticism - StoryGarden - Medium.

Medium. [Link]

Essay Critique Guidelines | English Major & Minor | Goshen College.

(2017, January 3). Academics. [Link]
english/essay-critique-guidelines/#section-2

B. Other Learning Laptop, PowerPoint Presentation, TV, Physical Visual Aids, Worksheets,
Resources Chalk
IV. PROCEDURE
Teacher’s Activity Student’s Activity
A. Preliminaries
• Greetings

Good afternoon, class.

Good afternoon, Sir.
• Prayer

Please stand up and let us pray.

May I ask someone to lead the prayer.

Dear God, thank you for another opportunity to
gather and learn. Bless us with wisdom,
patience, and understanding as we begin this
lesson. Help us learn with kindness, curiosity, and
respect. May our time together be meaningful
and filled with joy. This we ask in Jesus’s name.
Amen.
Thank you. Before you take your seats,
please check the cleanliness and
orderliness of your classroom.

• Checking of attendance

Is anyone absent today?

No, Sir. We are all present.
Very good.
• Presentation of classroom rules

Before we begin, please allow me to

remind you of our classroom rules, which
are to listen, participate, and show
respect during the discussion.

• Presentation of recitation scheme

Let me present to you the recitation

scheme for today’s discussion:

“WISHMAKER”

Mechanics:
1. Students will recite to earn 10/20/40
primogems.

2. The first 5 students to get 140

primogems will get a wish, or a
chance to draw a reward, at the end
of the class.

3. The first 2 students to acquire 200

primogems will get a 6-star item.
 Wish rewards:

3-star: +10 points for the next activity

4-star: +10 points for the next activity
and a sticker
5-star: +10 points for the next activity,
a sticker, and a bookmark
6-star: 5-star rewards + special
reward

B. Motivation

“MIND YOUR MESSAGE”

Mechanics:
1. The teacher shows a scenario with 4
negative comments.

2. Students must give positive

comments to remove the negative
comments and reveal their positive
counterpart.

3. The teacher reveals the hidden

keyword after all negative comments
have been removed.

• Nobody talks like this.

• The setting is boring.
• I’ve read this plot a thousand times
before.
• Your pacing is all over the place.

What can we say instead of these

comments?

• Let the characters show more emotion.

• Use more vivid descriptions of the setting.
• Add your own twists to this classic theme.
• Let’s work on your pacing.
 Very good, class!

I hope you enjoyed the activity. Now, let

me ask you: What did you notice with the
activity?
Sir, we replaced the negative or unhelpful
comment with comments that still point out
points for improvement without being hurtful or
offensive. The new comments also provide
advice and suggestions for improvement.
That is correct! When we give comments,
it is important to point out the things we
could still work on. However, it is equally
as important to consider the way we
deliver that kind of comment.

What do you think now is the connection

of this activity to our lesson for today?
Sir, I think our lesson for today has something to
do with delivering comments, pointing out
errors, or correcting mistakes in a way that
allows a person to improve and grow.
That is a very good realization! You are
correct. Now, allow me to reveal to you
the word you have formed:

C. Presentation of the Lesson

Before we proceed, allow me to present

the objectives for our discussion today.
At the end of the lesson, you should be
able to:
• construct a definition of critique by
compiling key ideas;
• arrange the parts of a mini critique in
the activity Text Organizer;
• explain the value of constructive
criticism by interpreting the quote
"Only those who have the heart to
help have the right to criticize"; and
• compose a mini critique of a peer’s
work through the activity The Peer-
fect Review.

Let me also present a question to guide

you throughout our discussion:

How can critiques help you grow?

D. Lesson Proper

Our topic for today is writing a mini

critique.

But before we proceed with the main

discussion, I will be asking you to take
notes using this worksheet to allow you
to also participate individually.
Worksheet:

Those who are able to fill out everything

by the end of the lesson will be given 40
primogems.

Now, let us first find out what exactly a

critique is.

What comes into your mind when you

encounter this word? I want 5 students to
write their ideas on the board.
• Feedback
• Evaluation
• Strengths and weaknesses
• Constructive criticism
• Used for improvement
Very good! Considering our previous
activity, “The Write Choice” and your
answers, who can now come up with the
definition of a critique?
A critique is an evaluation that provides
feedback on the strengths and weaknesses of
something, offering constructive criticism to
help improve it.
Exactly! A critique is a detailed analysis of
a work that balances positive and
negative feedback while providing
suggestions for improvement.

It comes from the Greek word kritikos

which means “able to discern or judge.”

Let me ask you this question:

Have you ever received a comment that
pushed you to do better?
 Yes, Sir.
Was it positive or negative?
It was negative, Sir. The person’s comment was a
simple “that’s all?”
What did you feel when you received that
comment?
When I received that comment, it felt as if the
person was doubting my entire skillset. It was
direct and challenging. It may have been a short
remark, but I still felt bad hearing it knowing that
my best effort was seen as lacking. However, I
took it as motivation to prove to myself and
others that I am capable of so much more.
That is indeed a powerful reflection! That
comment was discouraging, but you used
it as motivation, showing resilience and a
growth mindset.

Now, how could the comment have been

said or done differently to be less
discouraging?
Sir, the person could have at least started the
comment by acknowledging my efforts before
telling me the things I could work on or improve.
That is a great insight! Recognizing effort
before giving feedback makes criticism
more encouraging and effective.

This relates to a well-known feedback

method named after a popular food.

Are you familiar with the feedback

sandwich?
Yes, Sir. The feedback sandwich or sandwich
method is a way of giving feedback by starting
with a positive comment, then pointing out
points and suggestions for improvement, and
ending with a positive conclusion or
encouragement.
Correct! To sum it up, the feedback
sandwich helps us balance positive and
negative comments.

Let’s try this exercise:

ROSÉ & Bruno Mars – APT. (2025)

Are you familiar with this song?
Yes, Sir.
Can anyone give me a critique of this song
based on the feedback sandwich?
The song has a fun beat and an energetic vibe
that makes it enjoyable. However, the lyrics
repeat a lot, which can make it feel a bit boring
after a while. Still, its lively rhythm and playful
style make it a great song to dance to and have
fun with.
Those are good points! The beat is fun
and energetic, but the repetition can get
dull. We can see now that your critique
shows a good balance of positive and
negative points.

Are there any more questions?

None, Sir.
Very good! Let us now move on to a more
detailed version of the feedback
sandwich that can also be used as an
analogy for the parts of a mini critique.

1. INTRODUCTION (packaging)
Who is the author?
What is the title or source?
What is it about?

2. SUMMARY (top bun)

What are the main points?
How does the author convey
these points?

3. CRITICAL EVALUATION (filling)

What style or techniques
does the author use?
Was the author able to
effectively make their point?

4. CONCLUSION (bottom bun)

Do you agree with the
author? Why or why not?
What is your general
opinion?

Let us use the song earlier as an example.

 (The students will read the following)

"APT" is a song performed by artists Rosé and

Bruno Mars, blending Korean and English lyrics.
It explores themes of desire, connection, and
nightlife, inviting listeners to lose themselves in
the moment. (Introduction)

The song repeatedly emphasizes the apartment

as a central meeting place, using it as a
metaphor for excitement and intimacy. Through
catchy beats and rhythmic repetition, it conveys
a carefree, party-like atmosphere while also
expressing a longing for deeper connection.
(Summary)

The artist employs a mix of pop, electronic, and

dance elements, using repetition and a call-and-
response style to create an engaging and
memorable track. While the song successfully
establishes its mood, its lyrical depth is limited,
focusing more on vibe than narrative or
complexity. (Critical Evaluation)

The song effectively captures a fun, club-like

energy, but its repetitive nature may feel
monotonous to some listeners. Overall, it’s an
enjoyable, high-energy track that prioritizes
atmosphere over lyrical substance. (Conclusion)
Again, these are the parts of a mini
critique. Do you have any questions?
None, Sir.
E. Application

Very good! Let us now enrich your

understanding of a mini critique with this
activity.

“TEXT ORGANIZER”

Mechanics:
1. Students will form groups of 5.

2. Each group will receive a worksheet

with the parts of a mini critique, along
with paper strips showing a sample
critique.
3. Each group has 5 minutes to match
each strip to the corresponding art of
a mini critique.

4. If a group arranges all parts correctly,

each member earns 40 primogems; if
they arrange 1–3 parts correctly, each
member earns 10 primogems.

Expected output:

Very good, class!

F. Valuing

Let’s go back to our question earlier:

How can critiques help you grow?

Does anyone want to share their thoughts

or realizations?
Critiques help me grow by showing my strengths
and weaknesses. They give me feedback to learn
from my mistakes and improve my work. Instead
of just pointing out problems, critiques offer
fresh ideas that boost my skills and confidence.
That’s a great answer! In connection to
that, I want you to take a moment to
reflect on this quote.

“Only those who have the heart to help

have the right to criticize."

This means that real criticism comes from

wanting to help, not just to point out faults.
When someone highlights mistakes and also
offers solutions or support, their criticism
becomes critique—useful and constructive.
Very good! Critiques aren’t just about
finding mistakes—they help you improve
and grow, because learning from
feedback hones you and makes you more
confident in your work.

G. Generalization

To wrap up our discussion, let us have a

recap of what we have discussed for
today.

What is a critique?
A critique is a careful review of a work, like a
book, movie, or painting, where you talk about
its strengths and weaknesses. It’s not just about
pointing out mistakes but also about explaining
what makes it good and how it can be improved.
How do we critique using the feedback
sandwich?
The Feedback Sandwich starts with a positive
comment, follows with helpful suggestions for
improvement, and ends with encouragement or
another positive remark.
What are the parts of a mini critique?
A mini critique has four main parts:

First, the introduction tells who wrote the text

and what it is about. Second, the summary
explains the main idea of the text. Third, the
evaluation shares if the writer of the critique
 liked the text or not and gives reasons why.
Lastly, the conclusion gives the writer’s overall
opinion on the text.
Great job, everyone! Are there still any
questions or clarifications?
None, Sir.
If there are none, then I believe you are
now ready for your evaluation.

V. EVALUATION
THE PEER-FECT REVIEW
MECHANICS:
1. The students will form groups of 5.
2. Each group will be given a sample creative nonfiction piece to critique in 10 minutes.
3. The members of the group are given the following tasks to be written in 1-2 sentences each:
Students 1 – Identify the author, title, and main idea of the piece.
Students 2 – Summarize the key events or ideas and explain how they are developed.
Student 3 & 4 – Evaluate the author's style, techniques, and overall effectiveness (feedback sandwich).
Student 5 – Summarize and share your overall opinion on the work.
4. The first 3 groups to finish will be given 40 primogems for each member.

SAMPLE OUTPUT:
INTRODUCTION
The memoir, titled Für Elise, is written by Mae Marcos, a grade 12 student and musician, and it tells how music helped
her cope with eerie experiences during the isolating pandemic.

SUMMARY
Mae describes finding comfort in playing the piano until mysterious whispers and shifting shadows began to make her
question what was real and what was imagined.

EVALUATION
She uses vivid imagery and atmospheric language to share her emotional journey, effectively mixing feelings of
warmth with creeping dread. Although some inner thoughts could be explored more, her storytelling is quite
engaging.

CONCLUSION
Overall, Für Elise is a thoughtful memoir that mixes personal reflection with a hint of psychological suspense. It offers
a fresh look at isolation during the pandemic, showing how music can be both a source of comfort and a trigger for
quiet, mysterious experiences.

CRITERIA:
VI. ASSIGNMENT
CRITIC P.O.V.
INSTRUCTIONS:
Write a 4-paragraph critique of one of the following songs:
• Numb – Linkin Park
• Born This Way – Lady Gaga
• Salamin – Bini
• One Day – Matisyahu
• Zombie – The Cranberries
• Heavener – Invent Animate

Each paragraph should contain 3-5 sentences and follow the parts of a mini critique. Consider the
key factors in writing a mini critique. Place your output on a long bond paper (8.5”x13”).

CRITERIA:
Note-taking Worksheet: