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Lesson Plan in Reading and Writing Skills

The lesson plan aims to teach students how to formulate evaluative statements and counterclaims in response to claims made in texts. Students will practice identifying descriptions of pictures and stating preferences on various statements to learn about counterclaims, which provide contrasting perspectives to rebut previous claims.

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Avimar Faminiano Fronda III
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4K views

Lesson Plan in Reading and Writing Skills

The lesson plan aims to teach students how to formulate evaluative statements and counterclaims in response to claims made in texts. Students will practice identifying descriptions of pictures and stating preferences on various statements to learn about counterclaims, which provide contrasting perspectives to rebut previous claims.

Uploaded by

Avimar Faminiano Fronda III
Copyright
© © All Rights Reserved
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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Lesson Plan in Reading and Writing Skills

SENIOR HIGH ENGLISH GRADE 11

I. Objectives: At the end of the lesson, the students must have:


a. Understands the relationship of a written text and the context in which it was developed
b. Writes a 1000 word critique of a selected text on the basis of claims, context and properties as a written material.
c. students should be able to attain 80% proficiency level through formulating meaningful counterclaims in response to claims
made in a text read. (EN11/12RWS-IVac-9.2)
II. Subject Matter
Subject Matter: FORMULATING EVALUATIVE STATEMENTS
Strategies: Discovery Learning, Collaboration and Drill
Materials: DLP, LAPTOP, MARKERS,BOND PAPER
References: Reading and Writing Skills, Tiongson, M. and Rodriguez, M. (2016) pp. 24-25

III. Procedure:

Teacher’s Activity Students’ Activity Assessment Method


Before the lesson

A. Routines
a. Prayer – Everybody stand up for
the prayer. To the one assigned today,
please lead us in prayer.
Amen.
b. Greetings – Good
morning/afternoon class!
c. Checking of attendance – Beadle,
kindly give me a list of those who are
absent and late today.
(Student leads the prayer)
B. Review Amen.
Who can give you key ideas about Good morning/afternoon
the lesson we had last meeting? Sir Avimar!

Correct! Sir we’ve talked about the


reading skills and its
So how important is reading to our importance.
lives? Especially, For students and
teachers?

Sir it’s important for the Formative Assessment:


teachers for through such skill Oral Recitation
they’ll be able to teach and
understand the lesson. As for
us it’s important because we
can learn new things through
reading.

Excellent explanation.

C. Presentation of the lesson

This morning, we will explore another


skill for us to improve our reading skills.
As to what it is, we will soon find out.

Now I want you to be everyone to listen


properly to the instructions as I will only
state it once.
Activity 1:

WHAT DOES THE FOX SAY?

So here’s the mechanics.


I will show pictures on the screen.
Then you will provide a one word
description about the pictures shown.
Then give an adjective, or phrase that
will tell something about the picture.
I will pick students randomly so no one (Students clap their hands)
is safe. Formative Assessment:
Oral Recitation
Okay clap your hands 3 times if you’re
ready?

Picture 1

Sir, resort.
It’s beautiful.
A place to be lay my burdens to.

Picture 2

Sir, mall.
It’s fun.

Sir, fighting.
Their angry with each other.
Picture 3

Sir, Share.
The old lady is not selfish.

Picture 4

All your answers are correct.

During the lesson


D. Discussion

Formative Assessment:
Now Let’s try to analyze what you just Through identifying first the Oral Recitation
did. picture. The evaluating what’s
the best word that describes the
How did you arrive on the word/s you picture.
have associated base on the picture?

Sir, these words are the words


that best describes the picture
and best explains the picture.
What do you think are these words
representing the ideas on the picture?

That’s right. Based on what you’ve


seen, you then set the closest thought
or idea of what you claim the pictures
are. Hence, you then come up with the
words you claim that best describes the
picture.

Here comes in the main thought of our


discussion which we call the counter
claims.

But before such let’s do this next


activity. Entitled like or dislike.

All you need to do is you will give the


like by pointing their thumbs-up and
dislike by pointing their thumbs down.
And answer will all honesty of what you
claim is right for you. Don’t mind the
others.

So here are the statements.


 Students should not wear
school uniform.
 Students should make their
assignment in classroom.
 Students should not study
when taking tests or exams.
 Teachers should speak (Students answers the
Cebuano or Bisaya in their statement through their thumbs)
classes.
 Teachers should wear slippers
when they come to class.
 Students must obey the
teacher at all times.
 Students should NOT come to
class early.
 Students must NOT be
prepared always in the class.

Thank you for your participation.


Now’s let’s go back to what I’ve
mentioned a while ago which is counter
claims.

So what is counter claims?

Counterclaims are claims made to


rebut a previous claim.

They provide contrasting perspective to


the main argument.

Which basically means going


against/opposing and idea or
statement.

Now let’s check your answer on the first


statement.

The first statement is “Student’s should


not wear school uniform”

Raise your hand is you answered like.

So why did you answer like on the first


statement?

I DISAGREE OF STUDENTS
NOT WEARING OF SCHOOL
UNIFORM BECAUSE THAT IS
A RULE IN THE SCHOOL
Thank you . THAT WE HAVE TO FOLLOW.

Now raise your hand if you answered


dislike.
Formative Assessment:
I agree that students should not Oral Recitation
wear their school uniform, so
that they can wear the clothes
that they want to express
themselves.

What we just did now is situation where


in counterclaims are utilize whether
agreeing or not at all.

Is that clear now?

Any questions ? Yes Sir.

No Sir.
After the lesson

E. Generalization
Did you learn something today?

Who can give a summary of what we


discussed today?
We talked about counter claims.
That Counterclaims are claims
made to rebut a previous claim.
They provide contrasting
perspective to the main
argument.

Summative Assessment:
Yes, you are correct! Group Activity.

F. Evaluation

To proceed I want you to count 123.


(Students Count 1,2,3)
All number on this side, all number 2 on
this side and number 3 on this side.

This activity is called Counter attack.

Please assign the leader, reporter,


secretary, time-keeper and members.

The group will brainstorm at


least 4 counterclaims on the following
statements. (Students group themselves)

The group will write their counterclaims


in the paper.

They will be given 10 minutes to finish


the task.

The reporter will present the group


work.

The group will be graded using this


criteria:

Relevance of Counterclaims
10 points
Grammar and Mechanics
10 points
Delivery (Students brainstorm ideas for
10 points their counter claim on the
Total of 30 points. statement provide)

For group 1
STUDENTS SHOULD SLEEP WHILE
THE CLASS IS GOING ON

For group 2
STUDENTS SHOULD ALWAYS COME
TO CLASS LATE. ( Each group will present
consecutively from group 1 to
For group 3 3)
STUDENTS SHOULD NOT STUDY
WHEN TAKING TESTS OR EXAMS.

Each group will be given 10 minutes to


do this activity prior to presentation.

Okay, time is up!


Let’s start with group one and so on.
Thank you for presenting your
Counter claims. And so far most of your
counter claims are well constructed.
Hence, counter claims plays an
important part in your reading and
writing skills which gives you an
opportunity to express oneself.

For your assignment.

Research on the following terms: Student leads the prayer)


1.Evidence Amen.
2.textual Evidence
3.details

Okay,everybody stand up for the


prayer. Prayer leader, lead us in prayer. Goodbye and thank you Sir,
Amen. Avimar.

Goodbye and thank you class!

IV.ASSIGNMENT
Research on the following terms:
1.Evidence
2.textual Evidence
3.details

Prepared by:

Avimar F. Fronda III, LPT


TEACHER II APPLICANT

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