ARELLANO UNIVERSITY- MALABON

Elisa Esguerra Campus

Gen. Luna St., Barangay Bayan-Bayanan, Malabon City
Fax/Tel. No. 932-52-09
S.Y. 2021-2022
Classroom Instruction Delivery Alignment Map (CIDAM)

Course Subject Description: The development of reading and writing skills as applied to a wide range of materials other than poetry, fiction and drama
Quarter : THIRD
Week No: 7
Week Date: FEBRUARY 14-11
Grade: 11 Semester: SECOND

Course Subject Title: READING AND WRITING SKILLS No. of Hours/Semester: 80 hours/ semester

Highest Enabling
Strategy to use in
Learning Competencies Highest Thinking Skills to
Developing the
Performance Assess
Highest Thinking
Standard
Content Skills to Assess
Content Standard
Assessment Enablin
Technique g
KUD Teaching
Minimum RBT Level General
Classification WW Q P Strategy
Minimum Strateg
A C y

The learner realizes The learner Critiques a Define assertions or Collaborativ

UNDRSTANDING

ANALYZING

(Sentence

Communication
that information in a chosen sample of each counter claims. e Learning
Critical written text may be pattern of development Locate the claims
Reading as selected and focusing on information made in a text. Article
Reasoning organized to achieve selection, organization Analysis
Determine textual
a particular purpose. and development.

analysis)
2. evidence to validate Sentence
Determinin assertions and Analysis
counterclaims made
g Textual about a text read.
Evidence

Prepared by: Checked by: Reviewed by: Evaluated by: Noted by:

Klaire A. De Guzman Remedios B. Buenaventura Julie Arras Lara Jenelle Busuego Julaida David
Subject Teacher Subject Coordinator Academic Coordinator Assistant Principal Principal
Date: _01/11/22___ Date: ___01-11-22________ Date: ___________ Date: ___________ Date: ___________
 ARELLANO UNIVERSITY- MALABON
Elisa Esguerra Campus
Gen. Luna St., Barangay Bayan-Bayanan, Malabon City
Fax/Tel. No. 932-52-09
S.Y. 2021-2022
Second Semester

DAILY Arellano University- Elisa Esguerra

School Grade Level Grade 11
LESSON Campus
LOG Teacher Klaire A. De Guzman Learning Area Reading and writing
Teaching Quarter /
February 28- March 4,2022 Third Quarter / Second Semester
Dates Semester

February 7,2022 February 8,2022 February 9,2022 February 10,2022 February 11,2022
Date MONDAY Synchronous) TUESDAY WEDNESDAY Synchronous) THURSDAY(Asynchronous) FRIDAY (Asynchronous)
LESSON 1 LESSON 1 LESSON 1 LESSON 1 CONCEPT MAPPING
TOPIC Determining Textual Determining Textual Evidence Continuation….. constructing and analyzing
Evidence Determining Textual Evidence sentences
Demonstrations LMS : Activity 1 Demonstrations LMS : Activity 2 Writing Subject
Activities Diaries/concept notes

Prepared by: Checked by: Reviewed by: Evaluated by: Noted by:

Klaire A. De Guzman Remedios B. Buenaventura Julie Arras Lara Jenelle Busuego Julaida David
Subject Teacher Subject Coordinator Academic Coordinator Assistant Principal Principal
Date: _01/11/22___ Date: __01-11-22____ Date: ___________ Date: ___________ Date: ___________
 ARELLANO UNIVERSITY- MALABON
Elisa Esguerra Campus
Gen. Luna St.,Barangay Bayan-Bayanan, Malabon City
Fax/Tel. No. 932-52-09
S.Y. 2021-2022
Second Semester
DAILY LESSON PLAN IN ENGLISH FOR ACADEMIC AND PROFFESIONAL PURPOSE
DATE: February 14-18, 2022

I. ``TOPIC Determining Textual Evidence

II. `OBJECTIVES:
1.Identify Textual Evidence in the Poem” Harlem “by Langston hughes
2. Define assertions or counter claims.
3. Determine textual evidence to validate assertions and counterclaims made about a text that
you read.
4. Show appreciation of the lesson by engaging themselves in the activities.
III. REFERENCES:
A Reading and Writing Textbook for Senior High School
https://www.coursehero.com/u/file/79926744/RWS11-q4-mod7-determining-textual-evidence-Cleanpdf/?
justUnlocked=1#question

IV. TEACHING PROCEDURE/ STRATEGIES:

A. Daily Routine
a. Prayer
b. Checking of Attendance
c. Classroom Management
B. SIMPLE RECALL/ REVIEW
Ask the students the following questions:
1. Kindly mention the things that we have discussed yesterday about the requirements.
C. Motivation
POEM
Read the poem, Harlem by Langston hughes and answer the following guide questions.

Guide Questions:
1. What does the word “deferred” mean?
2. How is the dream compared to a raisin? rotten meat? and heavy load?
3. What are the authors’ descriptions of a dream deferred?
4. Based on the poem, what happens when you don’t go after your dreams and
you defer them at a later time?
5. If you were the author, how would you feel upon writing the poem?
6. Do you agree with the author’s idea that a dream deferred stinks like a
rotten meat? Why?
 D. Development of the Lesson
a. ACTIVITY
Eric often wet on Saturdays, he wakes up at 6 o’clock in the morning and goes straight to the
faucet. He prepares a basin, soap shampoo, and a stool. One by one, he calls his gur friends for
the Saturday mornings “ritual”.
Question: Based on the text, what is Eric’s work on Saturday morning?

a. Washes clothes
b. Cooks for breakfast
c. Baths his pets
d. Preparing for work
Textual Evidence: One by one, he calls out his fur friends for the Saturday mornings “ritual”.

b. ANALYSIS
- The teacher will ask the students about their background knowledge about textual
evidence.

c. ABSTRACTION
Discuss the definition of textual evidence.
Ask someone to explain the concepts based on their own understanding.

Concept Note No.7

. Concept Notes: Textual Evidence.
Textual evidence is defined as the details given by the author in order to
support his/her claims. It reveals the position of the writer and makes the reading more interesting.
Evidences are details that strengthen, add variety or weight to any argument.

Let’s take this paragraph as a sample essay about the poem:

Harlem by Langston Hughes gives me the feeling, or mood of anger

and depression. It feels like the idea of deferring dreams is hurtful
and maybe even causes one to become resentful before eventually
being overcome by anger. I know this because the poem uses the
words “foster like a sore,” which gives me a feeling of pain.
Further, describing deferred dreams as if they “stink like rotten
meat” is an unpleasant image, giving me the feeling of resentment.
Finally, when the poem end with “Or does it explode?” makes me
think of a person who boils over in anger.

Here, the author claimed that the poem gives him the feeling of anger and
depression. He uses exact words from the poem like foster like a sore, stink like
rotten meat, or does it explode which are directly relevant to his idea of anger and
depression. Thus, we can say that the writer’s claim in this essay is valid and relevant.

In addition, finding textual evidence on a read text helps you make inferences
using concrete evidences on your claim. To support one’s claim, you should explicitly
cite the ideas that support your claim in your writings.
There are different ways on how you can present textual evidence in your
writings. It can be through paraphrasing or restating the text in your own words,
through summarizing or stating in a shorter way the text and other relevant details
to support the idea, through referencing or mentioning a specific section in the text,
and through quoting or directly restating a part of the text
What is assertion?
An assertion is an opinion or a claim. Authors make assertions in the text they write. Are
they valid? Are they believable? Are they trustworthy? Both an assertion and a claim need
to be substantiated with proof; otherwise, they will be rendered invalid. An assertion,
though, contains more intensity and forcefulness on the part of the speaker.

Claims Made in a Text

A writer always makes claims in texts. Aside from being able to identify these claims
made by the author, we should train our eyes to look for the controversial claims made in
a text. Controversial claims, if they go unchecked or unverified, can damage people’s
reputation, make others believe in false information, and lessen your credibility.
 Causes of Controversy
A controversy is a situation in which people express disagreement, dissent, dislike,
disgust, or even rage. In terms of reading, controversies arise from the way people react to
the ideas of writers.
Normally, claims become controversial when they:
o Go against popular beliefs
o Attack or criticize others
o Introduce something that is not accepted in culture
o Do not include proof or evidence of their claims

Before we believe in something, like a claim made in a text, we must first validate it
using textual evidence.

What is textual evidence?

Textual evidence refers to proof/evidence cited within the text. They must be near the
claim and must be logically related to the claim. They must also be from credible sources and
must be based on facts.

Why is Text Evidence Important?

 Text evidence is necessary to support discussions about a text with friends, classmates,
or teachers.
 Text evidence helps us double-check our own answers for accuracy.
 Text evidence makes our answers valid and reliable.
 The ability to find and cite text evidence is a lifelong skill that will help you throughout
school and in your career choices.

Steps to Cite Textual Evidence

1. State your idea about the text / Rephrase the question.
2. Cite the textual evidence that led you to that idea; give supporting evidence from the
text (by paraphrasing, summarizing, or directly quoting from the text) If you are directly
quoting from the text, you must use quotation marks.
1. Explain the evidence; Explain how the quote(s) or paragraph(s) you pointed out support
your idea.

Showing the Evidence

Use these phrases to show evidence of your reading:
 From the reading, I know that ________________________.
 According to the text ____________________________________.
 Based on what I read __________________________________.
 The author stated that _______________________________________________.
 On page ____________ it said __________________________________.
 For instance _______________________________________.
 An example from the text is _________________________________________.
 Because ___________________________________________.
Remember:
Remember that textual evidences validate and strengthen your
writings, showing that you read and understand a text.
 E. Application
A. Express your claim or counterclaim on the following topics below and explain your
answers.
1. Black Lives Matter
Claims/Counter claim:

Reason Behind your opinion:

2. . Distribution of cash aid under the Social Amelioration Program in the Philippines.
Claims/Counter Claim:

Reason Behind your opinion:

f. Assessment
Direction: Analyze each argument below and choose the correct letter of answer.
Write your answer on your answer sheet.
10. Argument: School uniforms are very beneficial in schools today. Which would be
a claim for this argument?
A. Uniforms in schools increase student safety.
B. Uniforms do not allow students to express their individuality.
C. Bullying and attacks are not stopped just because of uniforms.
11. Argument: Milk is very healthy for the human body. Which could be a
counterclaim for this argument?
A. Milk helps to strengthen bones.
B. Drinking milk contributes to obesity.
C. Milk provides many healthy vitamins and minerals for the body.
12. Argument: Cell phone radiation is harmful to people. Which would be a claim for
this argument?
A. Cell phone radiation is not powerful enough to cause cancer.
B. There are regulations and limits on how much radiation is allowed in cell
phones.
C. Studies show that there is a correlation between cell phone radiation and
brain tumors.

V. Assignment
Instruction: For each image, make a list containing both explicit and implicit information. Using T-
charts, write three statements on each.

Image A. Image B
Explicit Implicit Explicit Implicit
1. 1. 1. 1.
2. 2. 2. 2.
3. 3. 3. 3.

Remarks:
Checked: 01-11-22