Lesson Plan in English (4 A’s Approach)

Grade 11
Academic Reading and Writing
Quarter 2: Week 6

I. OBJECTIVES

At the end of the lesson, the students are expected to:

a. Define critical reading and critical thinking
b. exemplify the importance of critical thinking components; and
c. answer questions that require the use of the critical reading and critical thinking

II. SUBJECT MATTER

Topic: Critical Reading as Looking for Ways of Thinking

Instructional Materials: PowerPoint Presentation, Visual Aid
References: Learning Activity Sheet
MELCs: Explain critical reading as looking for ways of thinking. EN11/12RWS-IIIij-5
Strategies: 4 A’s Approach (Activity, Analysis, Abstraction, Application)

III. PROCEDURE:
Teacher’s Activity Students’ Activity
I. Preliminaries
a. Greetings
Good morning class! Good morning, Teacher Lea!
b. Prayer
Kindly stand for the opening prayer. Ysabelle,
please lead the opening prayer.
Yes Ma’am!
c. Attendance
Is there anybody absent today? Andi, please write
down the names of the students that are absent
today.
Andi: I will ma’am!
d. Review
Now before we discuss our main topic for today,
what was our topic yesterday? Andrea?
Andrea: Our topic last week was all
about the properties of a well-written
text.
Very good! Our topic last Friday was all about the
properties of a well-written text. What are the
properties of a well-written text?
Students: The properties of a well-
written text are organization,
coherence and cohesion, language
use, and mechanics ma’am!
All right! And why it is important for us to know
these properties?
 Students: Knowing these will enable us
to ensure the quality of our work and
more importantly the message we
wanted to communicate will effectively
come through.
Great! So again, those properties of a well-written
text are important because it helps us to
communicate more effectively, engage to the
readers, establish credibility, and persuade our
audience.
e. Grammar Drill
Instructions: Fill in the blank with the correct form of
the verb needed.

1. Critical reading __________ (involve, involves,

involved) looking for ways of thinking that are
implicit in a text.
2. When we practice critical reading, we
__________ (train, trains, trained) ourselves to
identify patterns in the way ideas are presented.
3. By examining a text closely, we __________
(become, becomes, became) more aware of the
assumptions that underlie the author's arguments.
4. In order to practice critical reading effectively, we
__________ (need, needs, needed) to be able to
distinguish between facts and opinions.
5. Simple reading generally _________ (provide,
provides, provided) us with a basic understanding of
the text.

All right! Who will answer number 1?

Student: Me ma’am!
Okay Jamilla, read the sentence and then give your
answer.
Jamilla: Critical reading (involve,
involves, involved) looking for ways of
thinking that are implicit in a text. The
answer ma’am is, Critical reading
involves looking for ways of thinking
that are implicit in a text.
Correct! Let’s give Jamilla a round of applause,
please! Now, let us proceed with number two, Gio?
Gio: 2. When we practice critical
reading, we (train, trains, trained)
ourselves to identify patterns in the
way ideas are presented. My answer
ma’am is “train”. When we practice
critical reading, we train ourselves to
 identify patterns in the way ideas are
presented

All right! Your answer is correct! Around of

applause, please! Let’s have the number 3
question, Elmera?
Elmera: By examining a text closely,
we (become, becomes, became) more
aware of the assumptions that underlie
the author's arguments. For me, the
answer is “become”. By examining a
text closely, we become more aware
of the assumptions that underlie the
author's arguments.

Correct! Very good, Elmera! Let’s clap our hands for

Elmera, everyone! How about number four? Bea?
Bea: In order to practice critical reading
effectively, we (need, needs, needed)
to be able to distinguish between facts
and opinions. My answer is “need”. In
order to practice critical reading
effectively, we need to be able to
distinguish between facts and opinions.

Great job, Bea! For the last number, Jay?

Jay: Simple reading generally (provide,
provides, provided) us a basic
understanding of the text. My answer
ma’am is “provides”. Simple reading
generally provides us with a basic
understanding of the text.

Very good, Jay! Let’s clap our hands for Jay!

Good job, everyone! Let’s clap our hands!

f. motivation
Now before we proceed, let us play a quick game.
The game is called “Lucky spin”. All of your names
are written on this wheel. Each time I turn the
wheel, the chosen name will come into the front, will
pick a piece of rolled paper in the box, and when the
rolled paper has a drawing on it, the lucky player will
answer a question from me.

Everyone! Are you ready?

Students: Yes ma’am!
All right, let’s start! (Teacher turns the wheel. The
student picked a rolled paper with a drawing.)

Our first lucky student! Kent! Are you ready for the
question?
Kent: Yes!
Kent, what is your understanding of the word
“Critical” in academic context?
Kent: Critical for me refers to a careful
and thoughtful evaluation or analysis of
information, arguments, or ideas.

Great answer Kent! Let’s give Kent a “Good Job”

clap! Do you know how to do a good job clap? All
you have to do is to spell out G-OO-DJ-OB, and say
“good job!” “good job!” With one clap each. Let’s do
it all together!
(Students participate.)

Thank you, students! (Game continues)

The second lucky person is, April! So, a while ago,

Kent answered what is his understanding of the
word critical, now for you, April, my question is,
what is your understanding of the word “Reading”?
April: For me reading is the process of
interpreting written or printed symbols
to understand their meaning.

Very good, April! Let’s give her a good job clap!

(Students executes the good job clap)

Kent and April gave us their understanding of the

word “Critical and Reading”. Now, what do you think
is our topic for today?
Students: Critical Reading ma’am!

All right! Thank you for figuring it out! Our topic for
today is all about critical reading as looking for ways
of thinking.
II. Lesson Proper
A. Activity
Group activity: Define critical reading and critical
thinking by using the Venn diagram. Let us form
groups with five members each by counting from
one to 10 starting from the first row. Each group will
choose a representative that will present their
answer in front of the class.

Similarities

Differences Differences
 Critical Reading – Critical Thinking
B. Analysis
Now, before we’ll hear from each of your group, let
us talk about what are critical reading, simple
reading, and critical thinking first. Does anybody
here have an idea about critical thinking? Student: Me ma’am!

Okay, Kaye, what is critical reading?

Kaye: Critical reading is analyzing
while reading ma’am.
Very good, Kaye! Anyone else? How about you,
Ysabelle?
Ysabelle: It is the deeper
understanding of a text ma’am.

All right! Very good Ysabelle!

Critical Reading is a deeper and more complex

engagement with a text. It is a process of analyzing,
interpreting, and evaluating. It is a type of reading
whereby the reader analyses and interprets the
reading materials to know if it represents logical
ideas and a connection of ideas.

After recognizing what a text says, it reflects on

what the text does by making the judgment.

A certain goal is to recognize the author’s purpose

in writing the material, understand the tone and
persuasive elements in it, and to recognize bias in
the text.

How about simple reading? Anyone?

Student: Simple reading refers to the
act of reading with the primary goal of
understanding the words in any text.

Very good, Mae! So simple reading only gives a

basic definition of a text, and its idea is the message
being imparted. Simple reading is often used for
recreational reading, such as reading novels,
magazines, or newspapers. It may also be used for
reading instructions, recipes, or other informational
texts that do not require extensive analysis or
evaluation.

Now, how about critical thinking? How about you,

Donna: Critical thinking is about
Donna?
carefully making decisions, solving
problems, and developing new ideas
 and perspectives.

Great answer, Donna! How about the others? Mika?
Mika: Critical thinking also involves
questioning assumptions, considering
different viewpoints, and recognizing
biases or fallacies in reasoning,
ma’am.

Very good, Mika! Any other ideas? Mikko?
Mikko: Critical thinking is the process
of analyzing, evaluating, and
synthesizing information to form a well-
reasoned judgment or decision. It
involves using logical and analytical
reasoning, as well as creativity and
innovation, to assess and interpret
information from various sources and
perspectives.

All right! Good job everyone! Let’s all give them a

good job clap!

Since we are talking about critical thinking, of

course, it is important for us to know it’s
components.

1. Getting the main idea

2. Summarizing
3. Inferring
4. Drawing Conclusions
5. Analyzing sequence
6. Determining Facts from Opinion
7. Understanding Cause and Effect
8. Comparing and Contrasting
9. Identifying the problem and solution

Let us talk about number one, getting the main idea. Vincent: Getting the main idea is about
Can you share your thoughts about this, Vincent? finding the main idea that is obvious in
a text.

Very good, Vincent! Yes, getting the main idea is

taking the explicit idea in a text and also that main
idea is usually found in the beginning, middle, or
end of the text. Again, very good Vincent!

Now, how about summarizing? Queenie? Queenie: Summarizing is shrinking

down the text with all the important
information from the text.
All right! You are correct! Summarizing incorporates
all Important ideas and be guided by the WH
questions. When we say WH questions, what are
those?
Students: WH questions are, what,
when, where, which, why, and how.
All right! Also, summarizing includes recalling all
pertinent information and thinking about how to
compact them all in a summary or in a capsulized
text.

How about number 3? Inferring? Krystel?

Krystel: Inferring is a process used by
a reader to understand an idea that the
author does not state explicitly.
Okay, so the idea is vague. Inferring is also done by
combining the reader’s knowledge and background
with details and clues stated by the author, that
way, the ideas will come up clearly.

Great answer, Krystel! Now, for number 4, I want to

hear from Milgin!
Milgin: Drawing conclusions is about
organing your interpretation of a
certain text that you are reading.
Okay! So basically, drawing conclusions is figuring
out much more that what the author says and it is
usually done after reading the whole text. Good
answer, Milgin! Next, analyzing sequence. What’s
your idea about this? Shehira?
Shehira: Analyzing sequence for me is
about examining the sequence
carefully and always being careful with
the order of a certain text.
Very good! So basically, Analyzing sequence is all
about considering the order or arrangement of
events present in a text. Now, let’s proceed with the
next one, determining the facts from opinion. Vhea?

Vhea: For me determining the facts

from opinion is carefully examining the
evidences presented. You should be
able to determine the difference
between the two, and if you are able to
Great answer, Vhea! Indeed, it is important that do so, then you are thinking critically.
during the critical thinking process, as a reader you
are able to differentiate the facts and opinions.
When we say fact, it is an idea that is already
proven or obviously true. It is founded. Opinion on
the other hand, is an unverified idea; it may or may
not be proven true. Next one is understanding
cause and effect, Jayrex?
 Jayrex: Understanding cause and
effect refers to the ability to recognize
and understand the relationship
between an event (cause) and its
outcome (effect). It is a critical thinking
skill that involves analyzing and
evaluating information to determine the
cause of a specific phenomenon and
its corresponding effect.
Wonderful! What a great answer! To capsulize that
answer, understanding the cost and effect involves
identifying the event that causes another event.
Let’s give Jayrex a good job clap!
(Students gives a good job clap.)
Now, how about comparing and contrasting?
Nemia?

Nemia: Comparing and contrasting

refers to the process of identifying
similarities and differences between
two or more objects, ideas, or
concepts. This is a critical thinking skill
that involves analyzing and evaluating
information to determine how things
are alike and how they differ.
Marvellous answer Nemia! It is correct that figuring
out the similarities and differences between two or
more objects, ideas, or concepts is indeed
comparing and contrasting. Comparing is
determining how things are the same and
contrasting is determining how things are not the
same. Just like the activity that you had earlier. So
later, we will figure out the similarities and
differences between critical reading and critical
thinking. Let’s give Nimea a good job clap!

For the last item, I will call on Hazel!

Hazel: Identifying the problems and

All right! Wonderful answer, Hazel! So, in identifying
the problems and solutions, one must be able to
analyze and evaluate data, identify patterns, and
recognize areas where improvement is needed.
This may involve conducting research, gathering
data, and analyzing trends. Once a problem has
solutions is a critical thinking process
that involves analyzing and evaluating
information to determine issues or
challenges, and proposing potential
ways to resolve them. This process is
essential for making informed
decisions and solving problems
effectively.
been identified, the next step is to propose potential
solutions. This requires creativity and critical
thinking, as well as the ability to evaluate the
potential outcomes of different solutions.

Great job, everyone! Let’s do the good job clap!

Now, let us proceed with your group presentation. (Students participating)

I will call on the from group one to group 10.

(Group representative presents their

outputs.)
C. Abstraction
Now, how will you exemplify the importance of
critical thinking components as a student?
(Student raises her hand)
Yes, Faith?
Faith: As a student, I can exemplify the
importance of critical thinking
components by analyzing information
and data presented in my textbooks,
lectures, and research assignments.
By carefully examining the information
presented, I can identify key concepts,
patterns, and relationships between
different pieces of information.

Excellent answer, Faith! Any other hand?

(Student raises her hand)

Yes Louie, you may answer.

As a student, I can exemplify the
importance of critical thinking
components by evaluating the quality
and reliability of the information
presented in my academic work. This
includes assessing the credibility of
sources, identifying potential biases,
and evaluating the accuracy of the
information presented.
Very good! Another one? Yes Ashlyn?
Ashlyn: I can use critical thinking skills
to make informed decisions in my
academic work. This involves weighing
the pros and cons of different options,
evaluating the potential outcomes of
each, and selecting the best course of
action based on the available
information.
All right! Very good Ashlyn! Let’s give a good job
 clap to everyone!

(Students clapping)
Just like here in C.I.T.CI, our teachers and admins
have been working so hard to give us quality
education by designing programs that will help us
achieve academic excellence. Now, how will they
be able to do that? By critically reading the
materials necessary and critically thinking during the
process. Great job everyone!
(Students clapping)
D. Application
Read the excerpt from the presidential address of
Manuel L. Quezon delivered to students and
teachers on August 19, 1938, and answer the
following questions with the use of critical reading
and critical thinking. Write the answer on the sheet
provided.

1. What are the writer’s intentions?

2. How convincing is the evidence presented?
3. how reliable are the sources? Are they based on
personal experience, scientific data, or outside
authorities?
4. Did the writer address opposing views on the
issue?
5. Is the writer persuasive in his/her perspective?
(Students answering)

IV. EVALUATION
Instructions: Fill the correct answer in the blank.

1. ___________ gives the basic definition of a text.

2. ___________ incorporates all the important ideas. Is guided by the WH questions.
3. ___________ involves a series of complex thought processes which allow which allows you
to make reason judgments, assess the way you think, and solve problems effectively.
4. ___________ is a deeper and more complex engagement with a text.
5. ___________ involves identifying the general idea in a text which may be explicitly or
implicitly stated.
6. ___________ is a process used by the reader to understand an idea that the author does not
state explicitly.
7. ___________ is usually done after reading the whole text.
8. ___________ involves discussing complex issues and identity and identifying the solution.
9. ___________ is an idea that is already proven or is obviously true.
10. __________ Is about determining how things are different.

V. Assignment

Choose three different texts from the following categories from the box below. Read each text
carefully and critically, and answer the following bullets:

 the author’s main argument or message

 the evidence the author uses to support their argument or message
 the assumptions or biases the author might have
 language and tone the author uses.

Write your answer on a one whole sheet of paper.

A newspaper article An academic paper A social media post

A blog post A book chapter

Prepared by:
LEA D. CASTILLO
STUDENT TEACHER