Republic of the Philippines

Department of Education
Region VIII
Schools Division of Samar
District of Sta. Rita II
TOMINAMOS INTEGRATED SCHOOL
Sta. Rita

Teacher JOVITO R. ABIO Grade Level GRADE 11

DAILY LESSON PLAN
Learning Area READING AND WRITING SKILLS
Quarte FOURTH QUARTER
Section: PROSPERITY CHARITY PATRIOT SAGACITY
Teaching Date:
Objectives must be met over the week and connected to the curriculum standards. To meet the objectives,
necessary procedures must be followed and indeed, additional lessons, exercises and remedial activities may be
I. OBJECTIVES done for developing content knowledge and competencies. These are assessed using Formative Assessment
strategies. Valuing objectives support the learning of content and competencies and enable children to find
significance and joy in learning lessons. Weekly objectives shall be derived from the curriculum guides.
A. Content Standards Understands the relationship of a written text and the context in which it was developed.
B. Performance Writes a 1000-word critique of a selected text on the basis of its claim/s, context, and properties as a
Standards written material.
C. Learning By the end of the lesson the students will be able to determine the mood of a literary text.
Competencies EN12Lit-Ie-28
Write the LC code for each
Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach in the CG,
II. CONTENT the content can be tackled in a week or two.
IDENTIFYING CLAIMS EXPLICITLY OR IMPLICITLY MADE IN A WRITTEN TEXT
List the materials to be used in different days. Varied sources of materials sustain children’s interest in the lesson
III. LEARNING and in learning. Ensure that there is a mix of concrete and manipulative materials as well as paper-based
RESOURCES materials. Hands-on learning promotes concept development.
A. References
1. Teacher’s Guide
pages
2. Learner’s
Materials pages
3. Textbooks pages
4. Additional 21st Century Literature from the Philippines and the World Unit 1: Contextual Reading Approaches, a
Materials from study guide by Quipper Philippines pp. 13-17
Learning Resource
(LR) portal
21st Century Literature from the Philippines and the World Unit 1: Contextual Reading Approaches, a
B. Other Learning study guide by Quipper Philippines pp. 13-17
Resources Mood and Tone Mrs. Nethery's Class https://mrsnetherysclass.weebly.com/mood-and-tone.html
These steps should be done across the week. Spread out the activities appropriately so that the students will learn
well. Always be guided by demonstration of learning by the students which you can infer from formative
IV. PROCEDURES assessment activities. Sustain learning systematically by providing students with multiple ways to learn new
things, practice their learning processes, and draw conclusions about what they learned in relation to their life
experiences and previous knowledge. Indicate the time allotment for each step.
A. Reviewing previous TEACHER’S ACTIVITY LEARNERS’ ACTIVITY
lesson or presenting Say: Good morning class! May have everyone’s The students will respond to the teacher’s greeting
the new lesson attention please. We are about to start today’s in chorus, pay attention to his instructions and seat
class so please go back to your seats and sit properly.
properly. POSSIBLE ANSWER
Good morning, sir!
Say: First things first, please set your phones to
silent mode and keep them out of your hand.
Likewise, be mindful and follow our class rules POSSIBLE ANSWER
dutifully for the smooth flow of our lesson and
 for the benefit of all. Is that clear? Very clear sir!

Say: Everybody stand up let us pray. In the name

of the Father, of the Son and of the Holy Spirit
Amen…

Say: I will now check the attendance so please

listen carefully. Say present if your name is POSSIBLE ANSWER
called. Present sir!

Say: Before we dive deep into our lesson. Let me

test how ready you are to listen and learn. Let’s
play Crazy claps.

Say: Here is the mechanics of the game please

listen carefully.

MECHANICS:
“You need to either clap silently, loudly or to
stop clapping depending on my command. If I
position my palms close together you need to
clap silently, and if I put them apart you need to
clap loudly. However, if I put my arms crossed
and suddenly release them you need to stop
clapping immediately. If I caught you doing the
wrong thing, then you will be obliged to answer
the question which I will reveal later.
Understood?

Say: Okay let’s play Crazy Claps in trial mode

first. Ready? Crazy claps at the count of 1, 2, 3
go.

Say: I guess everybody is ready. Let’s make the

game official. Ready? Let’s play Crazy Claps at
the count of 1, 2, 3, go.
Say: Since the three of you committed an error
each of you will be answering a question.

PARAGRAPH:
Sta. Rita is a very safe place to live. Take a quick
stroll around the town, and you will likely run
into friendly and helpful people. A study also
showed a 60% decrease in robberies and
burglaries in recent years. Furthermore, no
violent crimes were reported last year.
QUESTIONS:
1. What is actually the writer trying to
make us believe?
2. What are the details or pieces of
evidence used by the writer to support
his CLAIM?
3. Is that a valid CLAIM? Why do you
think so?
C. Establishing a purpose Say: Earlier I asked your classmate about the
for the lesson writer’s claim or opinion regarding Sta. Rita’s
safety. You may have understood the word
CLAIM as used in the question, but do you know
The identified students will answer the given
questions.
Possible Answers:
1. The writer is trying to make us believe
that Sta. Rita is a very safe place to live.
2. The writer used statistical results of a
study showing a 60% decrease in
robberies and burglaries as well as the
absence of violent crime reports.
3. I think it is valid since the writer provided
evidence to support his opinion however,
I think those pieces of evidence are not
yet enough
The students listen attentively to the teacher’s
instruction.
 by definition what the word CLAIM means?

D. Presenting examples/ Say: Listen very carefully.
instances of the new
lesson
The students listen attentively, respond when asked
 A claim is an arguable statement—an or ask questions for clarification.
idea that a speaker or writer asks an
audience to accept (del Ganido, 2018).
 A claim is an assertion and is a
debatable one.
 If we are certain that an audience will
agree or if we are certain that they will
not it is not a claim.
 A claim persuades, argues, convinces,
proves, or provocatively suggests
something to a reader who may or may
not initially agree with the writer or
speaker.

For Example:
1. The success of teaching depends upon
the creativity of the teacher.
2. Rodrigo Duterte is awesome.
3. Technology should be used in all office
transactions.
E. Discussing new Say: There are three types of claims namely: The students listen attentively, respond when asked
concepts and 1. Claim of FACT or ask questions for clarification.
2. Claim of VALUE
practicing new skills #1
3. Claim of POLICY

Say: Claim of fact is a statement that reports,

describes, predicts or makes a causal claim.

Example:
1. The success of teaching depends upon
the creativity of the teacher.
2. Federalism will transform Philippines
into a better country.
3. A human soul is reincarnated on the
49th day after death.

Say: Claim of value is a statement that asserts

JUDGEMENT about morality, beauty,
importance, merit, or wisdom.

Example:
1. Rodrigo Duterte is awesome.
2. Safety is more important than freedom.
3. Albert Einstein is the greatest scientist
ever.

Say: Claim of policy is a statement that urges

that an action be taken or be stopped.

Example:
1. Residences in the urban areas should
provide more parking spaces.
2. Technology should be used in all office
transactions.
3. Euthanasia should be practiced
especially by the underdeveloped
countries.
F. Discussing new
concepts and
practicing new skills #2

G. Developing mastery Say: Let’s test how much you are learning so far. The students will be listening attentively to the
(Leads to Formative Let’s play 123 Go. Here is the mechanics of the teacher’s instruction, ask questions for clarification
Assessment) game. and participate actively in the game.

MECHANICS:
A claim would be flashed on the TV screen each
round. You need to identify the given claim as
either a claim of fact, claim of value or claim of
policy. On the board I posted the 3 options for
you to choose from. At the count of three you
need to stand in front of your preferred option.
Only those players who lined up in front of the
correct option will continue playing the game.
The other players will be out of the game.
Remaining player will continue competing until
only one player remains or until there are no
more claims to show. The winner/winners will be
given incentive/s.

After each round process the students answer by

asking questions and offering explanation for
clarification.

1. Say: What do you think is the right POSSIBLE ANSWER

answer? Why do you think so? Actually,
Claim of fact/Claim of Value/Claim of Policy
the correct answer is… Why?
Because….
H. Finding practical Say: Using the randomizer feature of Additio The randomly selected students will identify the
applications of App I will be randomly selecting a student who type of the claim assigned for them to identify.
concepts and skills in will read a given claim and identify as to what
type of claim it is. Ready?
daily living
Say: Okay Apolo you were selected please read
the statement flashed on the screen and identify
what type of claim it is.

1. Living in the countryside is better than

living in the city.
2. ASEAN integration should be made part
of the curriculum.
3. Football is more exciting than Correct Answers:
basketball. 1. Claim of Value
4. Using solar energy can help 2. Claim of Policy
homeowners save money. 3. Claim of Value
5. The maximum number of students per 4. Claim of Fact
classroom in the Philippines must be 5. Claim of Policy
reduced to twenty.

Check the students answers and do some

clarification if needed. Repeat this process until
all the items are taken.
I. Making generalizations Say: Now let us have a quick look on the things POSIBLE ANSWERS
and abstractions about we discussed today. You still remember them 1) A CLAIM is an arguable statement—an
the lesson very well, right? idea that a speaker or writer asks an
audience to accept.
Say: 2) Claim of Fact, Claim of Value and Claim
1) What is a claim? of Policy
2) What are the three types of claims?

J. Evaluating Learning
K. Additional activities for
application or
remediation
3) Which type of claim reports, describes, 3) Claim of Fact
predicts or makes a causal claim? 4) Claim of Value
4) Which type of claim asserts judgement 5) Claim of Policy
about morality, beauty, importance,
merit or wisdom?
5) What type of claim urges that an action
be taken or be stopped?
Say: Congratulations you did really well!
Say: It’s time for a quiz. Please get your The students will identify the type of each of
pens and prepare a ¼ sheet of paper. Identify the given claims and write their answers on a
as to what type of claim is presented in each ¼ sheet of paper.
item. Read, analyze and understand each
item carefully to find the correct answer.
1. The minimum age criminal liability
in the Philippines should be lowered
to 12 years old.
2. The widespread prescription of
antidepressants is directly
responsible for an increase in teen
suicide rates.
3. Physician assisted suicide is
immoral.
4. The sale of assault weapons should
be banned in the Philippines.
5. Stress causes health problems.
After completing the given task, reveal the
correct and let the students check the works
of their sit mates.
Say: Okay let us check. Exchange papers
please. On the vacant part of the paper of
your classmate write corrected by along with
your name and signature. Okay let’s start.
The correct answers are.
Answers Key:
1. Claim of Policy
2. Claim of Fact
3. Claim of Value
4. Claim of Policy
5. Claim of Fact
Do a roll call to acknowledge and record the
score of each student.
Say: If I call your name kindly declare your
score.
The students will be exchanging papers, check
the paper of their classmate, return them back
to the owner and declare their answers when
called by the teacher.
Say: Read the given source text below and The students will be listening to instructions given
identify the claims found in the text. Cite at least by the teacher and then write down the given
three, one for each type and explain why it is a assignment on their assignment notebook or take a
photo of their assignment and the grading rubric.
claim of fact, claim of value, or claim of policy.
Write your answer on a whole sheet of paper.
 SOURCE TEXT:
When choosing a snack, people should choose
homemade oatmeal cookies over candy bar.
Homemade oatmeal cookies are not only a better
snack option than a candy bar or pack of
crackers, they are actually good for you. While
processed foods strip the nutrients out during
processing, homemade treats keep the nutrients
in. A one‐ounce, homemade oatmeal cookie will
give you up to 27 mg of folate―6% of your daily
recommended allowance (RDA)―a B vitamin
that your body uses to make energy. It will also
give you small amounts of vitamin A and vitamin
K. Oatmeal cookies are also a good source of
iron. A one‐ounce, homemade oatmeal cookie
contains .70 mg of iron―9% of the RDA for
men and 4% of the RDA for women. It also
contains small amounts of potassium and zinc.
Finally, oatmeal cookies are a great source of
fiber. A one‐ounce, homemade oatmeal cookie
will give you a whole gram of soluble fiber,
which reduces “bad” cholesterol and lowers your
risk of heart disease. Soluble fiber also helps
regulate your blood sugar. So, the next time you
have a sweet tooth, don’t try to talk yourself out
of it. Simply make the smart choice and have an
oatmeal cookie!

Say: Your work will be rated using the rubric

bellow.

V. REMARKS
Reflect on your teaching and assess yourself as a teacher. Think about your students’ progress this week. What
VI. REFLECTION works? What else needs to be done to help the students learn? Identify What help your instructional supervisors
can provide for you so when you meet them, you ask them relevant questions.
A. Number of learners
who earned 80% in the  
evaluation.
B. Number of learners
who require additional
    
activities for
remediation.
C. Did the remedial
lessons work? Number
of learners who have      
caught up with the
lesson.
D. Number of learners
who continue to     
require remediation.
E. Which of my teaching
strategies worked  
well? Why did these
work?
F. What difficulties did I
encounter which my
principal or supervisor
can help me solve?
G. What innovation or
localized materials did
 
I use/discover which I
wish to share with
other teachers?
 
No. of Students Present
Proficiency level  

Prepared by: Checked by:

JOVITO R. ABIO JASMIN A. CHEN

Teacher English Department Head

Noted: Approved:

SHIRLY M. SULIOT JASMIN A. CHEN Ph.D.

SHS Assistant Principal II School Principal IV