St.

Anthony’s College
San Jose, Antique
HIGH SCHOOL DEPARTMENT

LESSON PLAN IN READING AND WRITING SKILLS

Week No. 9-10 Dates Covered:

Prepared by: Steven Paul Bacanto

Checked by: __________________

I. Standards of Learning
Content Standard:
The learner understands the requirements of composing academic writing and professional
correspondence.

Performance Standard:
The learner produces each type of academic writing and professional correspondence following
the properties of well-written texts and process approach to writing.
Learning Competencies:
Integrated Institutional Student Outcome:
Academic Excellence:
Students discern and think critically.

II. Subject Matter: Critical Reading as Looking for Ways of Thinking

Topic.

Materials: Laptop and Television

References:
III. Procedure:
EXPLORE:
Drill/Review:
Prayer, Checking of Attendance and Review of last week’s topic.
 Motivation:
*Direct students to picture this
Your phone vibrates , signaling a new message. You open the message. It is from
unknown number, but what catches your attention is its content. The only thing you need
to do to claim your prize is to provide your personal information, along with some credit
card details.
*Ask: Would you do it? Why or why not?
*Accept varied answers from the students and tell students such instance requires critical
thinking.

Statement of Learning Competencies:

FIRM UP
*Incite students to give and share five personal traits, which they think a critical reader
should embody.
*Discuss about the definition of critical reading, the reasons why reading critically is
important and some techniques to help develop critical reading skills.

DEEPEN
Abstraction
Why do you need to read critically or to be an active and critical reader? Explain
Valuing
Summary/Generalization
To read critically is to make judgements about how a text is argued. This is a highly
reflective skill requiring you to “stand back” and gain some distance from the text you are
reading. (You might have to read a text through once to get a basic grasp of content
before you launch into an intensive critical reading.) 

TRANSFER
Engagement Activity/Application
*Direct students to read the following except from the presidential address of Manuel L. Quezon
delivered to the students and teachers on August 19, 1938
 *Students will read the excerpt critically and be able to answer the following questions:
1. What type of audience is addressed?
2. What are the writer’s assumptions?
3. What are the writer’s intentions?
4. How well does the writer accomplish these?
5. How convincing is the evidence presented?
6. How reliable are the sources? Are they based on personal experience , scientific data or
outside authorities.
7. Did the writer address opposing views in the issues?
8. Is the writer persuasive in his/her perspective?
*Process their answers

Assessment/ Evaluation
For each statements , write YES on the blank before the number, if you think it is
an accurate information. Write NO if you think the information is inaccurate. Write
Not sure if the information is not enough to make you decide if it is accurate or
inaccurate.

_________ 1. There is a pending move that students will not be allowed to use
Facebook.
_________ 2. There are more positive effects that television brings to televiewers
than the negative effects.
__________ 3. Addiction to social media and computer games is causing families to
deteriorate.
__________ 4. Very few can resist engaging themselves in social media.
__________ 5. Twitter got the highest number of users compared to Facebook.

IV. AGREEMENT
On your ½ crosswise , Answer the following questions.
 Explain critical reading as looking for ways of thinking.
 What are the benefits of becoming a critical reader?