COLLEGE OF TEACHER EDUCATION

NORTHWESTERN UNIVERSITY
LAOAG CITY

A Detailed Lesson Plan In

Reading and Writing 11

CRITICAL READING AS LOOKING

FOR WAYS OF THINKING

Prepared By:
Micah B. Andres
Student Teacher

Prepared to:
Niňa Bartolome
Teacher Training Instructor

Date of Submitted:
Date of Teaching: March 07,2024
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Learning Competencies: Explains critical reading as looking for ways of thinking.

I. Objectives: at the end of the lesson the students should be able to:
a. analyze a certain message or text;
b. define and explain critical reading;
c. differentiate simple reading from critical reading;
d. explain the importance of critical reading and critical thinking;
e. understand the different components of critical thinking and;
f. critically read and analyze a certain passage/text.

II. Subject Matter

Topic: Critical Reading as Looking for Ways of Thinking
Reference: Reading and Writing skills, 2016
(Critical Reading as Looking for Ways of Thinking – Studocu, n.d.)
Materials: PowerPoint Presentation and Visual Aids
Skills to develop: Critical thinking skills, Self-reflection and, Analytical skills

III. Procedure

Teacher’s Activity Student’s Activity

A. Preliminary Activities
A1. Greetings

Good morning class!

Good morning, ma’am Micah!
How are you today?
We are doing good ma’am!
That’s good to hear!

A2. Opening Prayer

Before we start, let us pray. May I

call Sophia Pascua to lead a prayer?
Dear Lord and Father of all, thank you
for today. Thank you for how you
provide for us all. For Your protection
and love, we thank you. Please help us
focus our hearts and minds now on
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what we are about to learn. Inspire us

by Your Holy Spirit as we listen and
write. Guide us by your eternal light
as we discover more about the world
around us. We ask all this in the name
of Jesus. Amen.
A3. Arranging of chairs

Before we formally start our discussion

for today, can you please pick up all the
pieces of paper underneath your chairs
and make sure that it is properly (The students will arrange their chairs
aligned? and pick up all the scattered papers
underneath their chairs)

A4. Checking the Attendance

Okay now, let me check the attendance.

Is everyone here? No one is absent
today? All right, very good for the
perfect attendance. “None ma’am”

B. Review of the Past Lesson

A5. Recapitulation of the previous
Lesson

(The teacher will call someone in the

class to recap or give insight about the
previous lesson)

Okay, before we proceed to the next

lesson let us first have short recap of
what we have discussed last meeting.

Anyone from the class?

Yes, Ivana?
“Ma’am our topic last meeting was all
about the properties of a well-written
text, ma’am.”
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Excellent! Thank you, Ivana. Now

what are these four properties of a
well-written text? Anyone?

Yes, Adrian?
“Ma’am, the four types of a well-
written text are: organization, coherence
& cohesion, language use and the
mechanics ma’am”
Exactly! Thank you, Adrian!

C. Motivation

Now, before we proceed to our main

discussion, let’s just have a short group
activity.

Please be guided with this table for your

groupings.

(The teacher will present the table for

groupings)

Now, as you can see I have here 3

cellphones with messages, right?
“Yes, ma’am”

Okay now, may I call one representative

for each group, to pick what phone color
will you get. “The representatives will pick for the color
of their phone.”

Okay now that you have the phones, try

to answer these questions, everyone
kindly read.
(1) Have you ever experienced to
receive such message? (2) Will you
believe this kind of text message? Why
or why not? (3) What are you going to
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do about it? (4) What actions did you

take upon receiving the text message?
(5) You may have been recipient of a
text scam message; and before
believing the news and giving your
personal information, you might have
asked questions like what?
Okay, thank you. And after that, one
representative each group will present
your answers later on. Do this activity
for 5 mins.

Okay, thank you. Now, you may now (The students will do the group activity)
start answering.
(After 5 mins.)

(Representatives will present their answers)

All right! Thank you so much everyone.
All of your answers are correct. Now, I
think you are all now ready for our
discussion.

D. Presentation of the lesson

Now, what did you do awhile back?

From reading the text message from an
unknown to deciding what to do about
it? Anyone? Yes, Raeqzelle? “I think, we validate the information
through reading while thinking critically,
ma’am”
Exactly! And what do we call that
process?
Yes, Ivan?
“Critical Reading, ma’am”
That’s right! We call this as your critical
reading. And that is our lesson for today.
E. Lesson Proper

Okay! So, we all know that a text can

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be easily or cannot be easily

comprehended at the same time.
And basically, the meaning of words
may be implied in three ways. And,
what are these three ways, Ivan kindly
read. “The meaning of the words may be implied
in three ways, it could be in a text, reader’s
context, or an author’s context, ma’am”

Okay, great! Thank you, Ivan.

So, class take note, that the meaning
of the words may be implied in three
ways. It could be in a text, reader’s
context or in an author’s context.
Now, since you told me a while back
that from your activity you read the
text messages critically. Now, let’s
take a look at the difference between
a critical reading from a simple
reading. Everyone, kindly read the
definition of critical reading. “Critical reading, is a type of reading
whereby the reader analyzes and
interpret the reading material to know if
it presents logical ideas and connection
of ideas.”

Okay, thank you. So, when we say

critical reading, it is a more active
way of reading. It is a process of
analyzing, interpreting and sometimes
evaluating. Understood class? “Yes, ma’am”

Good! Now let’s take a look how

does it differs to a simple reading.
Boys, kindly read the definition. “Simple reading, involves identifying
and recognizing the meaning of the text.
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All right! Thank you, boys. Now,

when we say simple reading, it is to
simply get a grasp of the text. And in
simple reading, we’re just trying to
absorb and understand the text.
Okay. Now, before we further discuss
the characteristics and differences
between the two, let me ask you a
question. In your own understanding,
what do you think are the differences
“Ma’am for me, simple reading
between simple and critical reading?
provides a fundamental understanding
Anyone? Yes, Ivana?
of a text while critical reading involves
not only recognizing the content but
also reflecting on and evaluating the
implications of the text.”

Exactly right! Thank you, Ivana.

What about you, Bernard what’s your
understanding about the two?
“My understanding about the two
ma’am is that, simple reading involves
understanding the content of a text,
while critical reading goes a step further
to identify the writer’s intent behind the
written material”

You’re right, Bernard! Simple reading

recognizes what a text says and
critical reading recognizes the
author’s purpose of writing material.
Okay, I think you can now
differentiate critical from simple
reading. But let’s just take a further
look of the characteristics between the
two.
Girls, kindly read the first column. “-Simple reading involves identifying
and recognizing the meaning of a
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Okay. Thank you, girls. Now, boys
please read the second column.
Okay. Thank you, girls.
Now, when we say simple reading, it
is just the basic level of reading where
the reader identifies and understands
the literal meaning of the text, while
Critical reading is a more advanced
and active form of reading.
Understood?
Good. So, when we say simple
reading, it focuses on the
text.
-Simple reading gives the basic
definition of the text.
-Its central idea is the message
imparted in the text.
-It recognizes what the text says.
-The reader absorbs and
understands.”
“-A critical reading is a more advanced
form and a higher level of reading.
-It reflects on what the text does by
making judgement.
-Its 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.
-It recognizes what the text says,
reflects on what the text does, and
infers on what the text means.
-The reader actively recognizes and
analyzes evidence in the text.”
“Yes, ma’am”
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understanding the basic definition or

meaning of a text, while critical
reading extends beyond
comprehension to analyze the text’s
purpose, techniques, and implications.
“Yes, ma’am!”
Did you get it now, class?

Great! Okay, now that you can

differentiate a simple reading from
critical reading. Let me ask you a
question, when you are reading “Ma’am while I’m reading critically, I
critically, then how do you think? am thinking critically as well.”
Yes, Sophia?

Exactly! You’re right, Sophia! “Critical thinking involves a series of

complex thought processes which
Now, everybody read the definition. allows you to make reasoned
judgements, assess the way you think,
and solve problems.”

Okay, thank you. So, when we say

critical thinking. It empowers
individuals to make reasoned
judgements, assess their own
thinking.
Now, let me ask you. How does “Ma’am critical reading develop critical
critical reading develop critical thinking by allowing us to analyze
thinking? Yes, Pauleen? information, understand the text, and
make more informed judgement,
ma’am”

Very well said. Thanks, Pauleen!

So, it enables us to effectively
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analyses information, comprehend the

text and form a better judgement.
Okay now, let’s take a look at this “I don’t need a whole lot of anything. I
example. Everyone, read. just need a little bit of everything.”

Okay, thank you. Now, from this

example, can someone tell me what
was the author wants to say or tell in
terms of using the simple and critical
reading. Anyone? Yes, Rachelle?
“Ma’am, if we simply read this using
the simple reading, then it simply
means that the author doesn’t want
everything, just a little bit of it.
However, if we use critical reading and
thinking, then maybe the author wants
to tell us that small things are important
too. That we don’t need to experience
everything in life, and a simple
fulfillment of our necessity is all that
matters.”

Very well said, Rachelle. Thank you

so much for sharing your insights.
Now, let’s discuss the different
components of critical thinking.
“The following are the components of
What are the five (5) components of
critical thinking: first, getting the main
critical thinking, Luke?
idea, summarizing, inferring, drawing
conclusion, and analyzing sequence.”

Okay. Thank you, Luke.

Now, let’s discussed these five
components, one by one.
“1. Getting the main idea, in a text it
Everyone read the first component. may be implicitly or explicitly stated.
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Exactly! And in getting the main

ideas it means understanding what is
the text about. And take note that
these ideas can be implicitly or
explicitly. “2. Summarizing, it gives a brief
statement of the main points of
Okay, kindly read the second
something or somewhat you just read.”
component, Michelle?

Okay, thanks Michelle. So, basically

one of the best examples for
summarizing is when you read
something and you focus only on the
main topic. “3. Inferring, it is the practice of using
Now, let’s take a look at the third reasoning or evidence to derive or
component. Everybody read. conclude something.

So, when we say inferring, it is the

same as making assumptions that
aren’t tackled by the author in the
book that you just read or movie you
just watched. “4. Drawing conclusion, this means
And the fourth component, girls, concluding or getting at the ultimate
please read. meaning of things.

Okay, thank you. So, in drawing

conclusion it’s almost the same as
making inferences but it’s deeper
because you are really getting at the
ultimate meaning of things.
Okay. Now, for the last critical
“5. Analyzing sequence, it considers the
thinking component, everyone read.
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order of arrangement of events present

in the text.”

Thank you! So, from the word

sequence, sequencing is putting the
events in a story in the order in which
they took place.
So that’s it for the components of
critical thinking. Is it clear to all of
you now?
Okay. Now, to test your critical
reading and critical thinking skills.
May I request everyone to read the
passage.
“In the vast majority of cases, a person
will be happier if he has no rigid and
arbitrary notions, for gardens are
moody, particularly with the novice
rather than the expert. If plants grow
and thrive, he should be happy; and if
the plants that thrive chance not to be
the ones that he planted, they are plants
nevertheless, and nature is satisfied
with them.”

Okay, thank you!

Now, the word novice in the first
sentence means… what?
a. Adept
b. Mature
c. Beginner
“Ma’am since in the sentence says,
d. Impatient
‘novice rather than the expert’, I think
Anyone? Yes, Irish? the word novice means a beginner.”
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Exactly right! It’s letter C, or the

beginner. So, as you read the sentence
critically it also allows us to think
critically.
2. According to the author of this
What about the second question.
passage, an intelligent person should
Everybody read.
approach the task of gardening____.
a. with an easygoing, relaxed
attitude.
b. with specific ideas about crops
to plant and ways to make
them flourish.
c. only after having completed
extensive training.
d. determined to master nature.

“According to the author of this

Okay, thank you! So, what’s your passage, an intelligent person should
answer? Yes, Raquel? approach the task of gardening with
an easygoing, relaxed attitude.
Ma’am?”

You’re right! Thanks, Raquel.

Because as you read critically the
second sentence, as a reader, you
analyze and interpret the reading
“Yes, ma’am”
material to know if it presents logical
ideas and connection of ideas. Am I
right?
“This passage was most likely
written by
And for the last question. Kindly read a. someone whose garden failed
and answer, Ivan? miserably.
b. an expert gardener seeking to
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reassure an amateur gardener.

c. a plant salesperson.
d. someone who breeds rare
plants such as orchids.

“Letter B ma’am, an expert gardener

Okay, thank you Ivan, and your
seeking to reassure an amateur
answer is?
gardener.”

Correct! It’s letter E. since you can

infer this from the reader’s
knowledgeable, self-assured tone.
Okay class, so can you now
differentiate a simple reading from a “Yes, ma’am”
critical reading?

All right, very good! What about the

components of critical thinking, is it
clear now? Do you have questions “Yes, ma’am it’s clear now, and we
regarding with our discussion? don’t have questions ma’am”

Okay, that’s good here. And with that

being said, I think you are now ready
for a short group activity.
Class, are you ready?! “Yes, ma’am!”

F. Application

So, I’ll group you into two. Then, I will

distribute an envelope in each group,
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containing strips of paper with

definitions of simple and critical
reading, classify those strips of papers
by pasting them in the tar-paper
provided, whether it is a definition of
simple reading or critical reading.

Is it clear? Do you get our activity,

class?
“Yes, ma’am!”

(All students will actively participate in the

activity)
G. Generalization

(After the activity)

If you really understand our discussed

lesson, let us have a quick recap.

So, what do you mean by critical

reading?
“Critical reading, is a type of reading
whereby the reader analyzes and
interpret the reading material to know if
it presents logical ideas and connection
of ideas.”
What are the differences of simple
reading from critical reading?

“Simple reading involves identifying and

recognizing the meaning of the text. It
recognizes what a text says. And its central
idea is the message being imported. And in
the other hand, when we say Critical
reading, it is more advanced form and
higher level of reading and it also
recognizes the author’s purpose of writing
the material.
And how does critical reading develop
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critical thinking?
And lastly, what are the
components of critical thinking?
Very good, class! Now, I think all of
you are ready for a seat work.
“Reading critically, allows us to think
critically as well.”
“It also enables us to effectively
analyze information, comprehend text,
and form a better judgement.”
nine
“The following are the components of
critical thinking: first, getting the main
idea, summarizing, inferring, drawing
conclusion, and analyzing sequence.”

IV- Evaluation
Independent Assessment 1

Directions: Read and analyze. Give what is asked for each item.

__1. It means concluding or getting at the ultimate meaning of things.

__2. It considers the order if arrangement of events present in the text.
__3. It involves getting the main idea in a text which may be implicitly or explicitly
stated.
__4. It is the practice of using reasoning or evidence to derive or conclude something.
__5. It involves discussing complex issues and identifying the solution.
__6. It is determining how things are the same and different.
__7. Give a brief statement of the man points or somewhat you just read.
__8. Involves identifying the event that causes another event.
__9. This type of reading recognizes what a text says.
__10. This type of reading recognizes the author’s purpose of writing the material.
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V- Assignment

I. Critical Reading Exercises (By Group)

Direction: As a group, read and analyze the given passage. Each passage below is
followed by a series of questions that require you to analyze, interpret, or evaluate
the written text. Answer the questions on the basis of what each passage states or
implies.

Prepared by: Checked by:

MICAH ANDRES NINA BARTOLOME

Student-Teacher Cooperating Teacher