Magsaysay National High Grade

School: School Level: 9

Learning Englis
COT 2 LESSON
Teacher: Audrey Ann T. Pinas Area: h
LOG
Teaching
Dates and Thursday, June 2, 2022 Fourt
Time: 8:35 AM- 9:35 AM Quarter: h

Grade Level The learner demonstrates communicative competence through his/

Standards: her understanding of British-American Literature, including
Philippine Literature and other text types for a deeper appreciation
of Philippine Culture and those of other countries.
Learning React to lay value judgment on critical issues that demand
Competencies/ sound analysis and call for prompt actions.
Specific
Objectives 1. Identify the critical issue in the editorial cartoon.
2. Express value judgment on the critical issue.
3. Give prompt action about the critical issue presented in
the video clip.

Making Value Judgment on Critical Issues

I. CONTENT
II. LEARNING
RESOURCES
A. References English 9, Quarter 4 SLM Week- 6

1. Teacher’s None
Guide Pages
2. Learner’s Printed Quarter 4 SLM 5 & 6, pages 1-7.
Materials
Pages
3. Textbook None
Pages
4. Additional None
Materials
from
Learning
Resource
(LR) portal
B. Other Laptop, LCD, PowerPoint Presentation, Pictures, video clip,
Learning worksheet
Resources
C. Strategies

III. PROCEDURES

A. Reviewing Previous - Let the students recall the two concepts that they have learned in the previous lesson.
Lesson or Presenting the - Ask volunteers to give the meanings of critical issues and value judgments.
New Lesson - Ask them also to give at least one example of a critical issue that the community is
facing at present and state their value judgment.
- Give appreciation to the students’ responses.
B. Establishing a Purpose - Inform the students that they will be having the continuation of last week’s lesson on
for the Lesson Making Value Judgments on Critical Issues.
- State the learning objectives that serve as the learners’ guide in acquiring the Most Essential
Learning Competency (MELC), React to lay value judgment on critical issues that demand sound
analysis and call for prompt actions.
1. Identify the critical issue in the editorial cartoon.
2. Express value judgment on the critical issue.
3. Give prompt action about the critical issue presented in the video clip.
C. Presenting - After which, let them study the picture with the aid of the guide questions:
Examples/Instances of 1. What is the problem shown in the picture?
the Lesson 2. What do you think the boy feels?
3. What would you do if you were in the same situation? Why?
B. Discussing New - Brainstorm the students about the three types of critical issues.
Concepts and Practicing - Give an example for each type of critical issue.
New Skills #1 A. Current Issue: Ex. High unemployment rate due to the pandemic.
B. Emerging Issue: Ex. Soil degradation due to industrialization in agriculture
C. Potential Issue: Ex. Full implementation of the Face-to-Face classes
 C. Discussing New
Concepts and Practicing
New Skills #2
D. Developing Mastery
(Leads to Formative
Assessment 3)
E. Finding Practical
Applications of Concepts
and Skills in Daily
Living
- Brainstorm the students about what value judgment is and how to make a value judgment
on critical issue.
- Ex. Current Issue: Unstable Internet Connection
- Value Judgment: It is sad that many people’s jobs are affected because of unstable
internet connections. In this regard, disabling the bandwidth-hogging programs may help
lessen the problem.
- Group the students into two groups.
- Assign an editorial cartoon for each group to study.
- They will be asked to identify the issue in the material.
- Then, call for the group representatives to state their value judgment and prompt action
about the issue.
- State the practical application of making a value judgment on a critical issue and arrive
at making or suggesting solutions.
“Be aware of the different issues in the community and be able to make appropriate and
sensible judgments in performing actions based on principles and beliefs.
“As members of the community, we cannot just sit down and ignore the social concerns
or issues because we are also affected by them. It is important to demonstrate the proper
way of expressing our opinions, ideas, reactions, and actions.”

F. Making Generalizations - Wrap-up the lesson on Making Value Judgment on Critical Issues through a simple
and Abstractions about diagram.
the Lesson
G. Evaluating Learning - Let the students do the following:
- Watch the video clip.
- Identify the critical issue presented in the video clip.
- State personal value judgment and solution about the issue.
1. What critical issue is presented in video clip?
2. Write own value judgment about the effects of climate change
in 1-2 sentences.
3. How can you solve or minimize the effects of climate
change? (Write three ways on how you can contribute in
solving or minimizing the effects of climate change.)
H. Additional Activities for
Application or
Remediation

IV. REMARKS

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

SCORING RUBRIC
Criteria 5 4
Focus The student’s writing was
clear and completely
answered all parts of the
prompt.
Content The student used important
details and information.
He/she developed his/her
ideas and made sure that all
of the statements are
connected to the prompt.
Style The student used all
appropriate words that help
the reader grasp his/her
answers.
His/her tone and voice are
consistent.
Prepared by:
AUDREY ANN T. PINAS
Subject Teacher- English 9
Sometimes, the student’s writing
moved away from the main point
of focus or prompt. The details
do not relate to the prompt and
made the ideas confusing.
The student used some details
to support his/her answers to the
questions but he/she needed
more information.
The student used the most
appropriate words to address
the prompt.
His/her tone and voice are not
always consistent.
Observed by:
VALENTINA A. CASTRO
3
The student did not stay focused
on the topic or prompt. The writing
is very difficult to understand.
The student did not use details or
ideas to support his/her
responses to the subject.
The student’s choice of words in
expressing his/her ideas are
confusing. The tone and voice are
not consistent.
MT1- English