Republic of the Philippines

Department of Education
Region XIII-CARAGA REGION
SCHOOLS DIVISION OF SURIGAO DEL SUR
GAMUT NATIONAL HIGH SCHOOL
Gamut, Barobo, Surigao del Sur

LESSON PLAN IN ENGLISH

(Grade 9- Luzon & Unclara)

Content Standard: The learner demonstrates understanding on the truthfulness and the accurateness of the
text/information

Performance Standard: The learner applies the concept in judging the validity of the information presented in a
text.

MELC: Judge the validity of the evidence listened to (EN9LC-IVh-2.15)

OBJECTIVES
At the end of discussion, the students are expected to:
A. Identify statements/sentences as claim, evidence, or reasoning;
B. Write claim, evidence and reasoning; and
C. value the importance of judging the validity of the evidence read or listened to.

I. SUBJECT MATTER: English 09

Topic: Judging the validity of the evidence from a text
Materials: PowerPoint, graphic organizers, laptop and other materials.
Platform: LAC SESSION
Integration: Science and ESP

II. LEARNING PROCESS

1. PROCEDURE:
 PREPARATION
1. Prayer
2. Greetings
3. Attendance check

 After the attendance checking, the teacher will set the mood by greeting again the
students and start with affirmation by saying “How are you today?”. The teacher will also
let students tap their shoulders and allow them to say to themselves, “Be grateful self!”
and allow them to smile to at least 5 persons to show their happiness

 After setting the mood, the teacher will also set the standard to ensure smooth conduct
of the classroom activities.
 Arrange the chairs accordingly.
 Do not answer in chorus. Raise hands when you want to answer or ask a question.
 Ask permission when going out of the classroom.
 Observe silence during discussion. Participate in class activities.
  Minimize your voice when in group tasks to avoid disturbance.
 Listen when there are presentations.
 The teacher will also remind the students of the health protocols
 Always wear face mask
Sanitize your hands from time to time
 Observe physical distancing
 Refrain from touching with each other.

2. LESSON PROPER

A. Presentation of objectives of the lesson

 The teacher will present the objective by allowing learners to read the objectives. The teacher
will then repeat reading the objective and will give a little hint to emphasize the learning goals
that students will achieve at the end of the lesson.
 After reading the objectives, the teacher will once again ask if the learners are ready for the
lessons and the activities. The teacher will the repeat the standards set to prompt students to be
ready with the activity.

B. MOTIVATION
 The teacher will present a game titled “Letter Warriors”
 The students will be grouped into 3 teams.
 Each team will be given a bond paper and a marker.
 The hint phrases will be flashed on the screen.
 Students will wait for the hint to flashed on the screen before writing the letter/s to its
corresponding boxes.
 The team who can complete the task first will be the winner
 The winner will receive a surprise award.
The Hints or clues for the word -FAKE NEWS
I am always on the plane serving customers and executing emergency procedures. I am
Two-Word but now I become two letters. FA
I am most of the time the endpoint of the conversation. I am either used as approval or just
taken for granted. K
I’m the beginning letter of the plant which does not carry an egg. E
I’m a three-letter word which sometimes excite people and I could also be the recent one.
NEW
I am the sound of an animal which frightens people. S
Lastly, I am new but not genuine. FAKE NEWS
C. ACTIVITY
 After the preliminary activity, the teacher will proceed to the differentiated tasking. But before
giving the instructions, the teacher will remind again the students with necessary health
protocols. After the protocol, the teacher will give the general guidelines:

1. Using the same groupings, the students will gather by group in a designated area.
2. Each group will be given an activity sheet.
3. The activity will be performed within 5 minutes only.
 Criteria 3 2 1
Promptness The group who finished The group who finished
The group who
the activity on or before the activity 3 minutes
finished the activity
the given time. after the given time.
more than 5 minutes
the given time.
Leader
Cooperation One who leads the group
All the members 1 member did not More than 1 member
Secretary actively One
participated in actively participate. did not actively
who writes the answers of the group
performing the activity. participate.
Reporter One who reports the output to the class
Accuracy All the answers are One answer is not More than one
correct. correct. answers are not
correct.
4. Each group will assign the following roles to the members.

5. The teacher will allow the groups to decide first who are assigned with the different task
in 30 seconds. Once the groups are done with assigning tasks, the teacher will present
the rubrics. The teacher will instruct also that this rubric will be used on rating their own
output as part of the presentation.
6. Now the teacher will give the group tasks.

Group A: Guessers!
Directions: In this activity, read each statement carefully and identify whether the sentence is a
claim, evidence or reasoning.
__________ 1. Our new advertising agency is ineffective.
__________ 2. The author stated that the pandemic would end.
__________ 3. Because of the pandemic, people stay at home.
__________ 4. Based on the text, Mr. Lim effortlessly showed greatness.
__________ 5. If you study hard, you won’t fail.

Group B: Finders, Keepers!

Directions: Find the claim, evidence, and reasoning in the paragraph and present it thru C-E-R
graphic organizer.

Cold air is more dense than hot air. When I filled a 9-centimer balloon with cold air, the mass was 1 gram,
and when I measured the mass of the same size balloon with hot air, it was 0.5 grams. When molecules are
cooled, they move closer together and when they are heated up, they move farther apart. Because of this,
more molecules can fit into a balloon when the air is cold than when air going in is warm.

Group C: Claimers!
Directions: Complete the dialogue by providing evidence and reasoning on the given situation.

Hi! I’m Dan. Did you know Oh, I’m Tin. I didn’t know
that Cold air is more dense
about it. Can you tell me
than hot water?
why?
D. ANALYSIS

 The teacher will use the Spinning Wheel method in the processing of questions to elicit
responses from the students. In case students find it difficult to answer the questions the
teacher can use Tagalog language to allow learners to understand better the questions. In
case learners’ answers are needing more support, other learners will be called through the
same method, or the teacher may shift to voluntary modality to allow other learners who are
ready to share to answer the questions. The teacher must ensure also those other learners
are given a chance to share their answers.

1. How do you find the activity?

2. Upon completing the task what were the words that you have read or encountered?
3. Based from your activity, what does claim refer to?
4. What do you mean by evidence?
5. How does reasoning support the evidence?

 After the series of processing questions the teacher will wrap up these series by asking
questions about student’s understanding on the activity and what is its connection to the
main topic

E. ABSTRACTION

 The teacher will deepen the discussion of the topic thru giving concrete situation or scenario
(Deductive). It will allow learners to activate their critical thinking skills because they will be
analyzing the scenario guided by the context of the topic. Along with the discussion, the
teacher will throw some questions to catch students’ attention and to assess directly the
learners on their understanding of the topic. The teacher might as well use translation on
terms that are difficult or not common to learners.

 Claim is defined as a statement that a person asserts as true.

  Cite is a verb which means is to state a source or provide an example to support a
response.
 Evidence refers to information that supports a claim.
 Reasoning is the justification which shows why the data supports
 Validity refers to statements that can be described as true or real.

Jason’s family is going to the mall, but he doesn’t want to go. He argues that he should be allowed to stay
home and says that his friend Ray often stays at home alone.
Based on the argument and evidence in the scenario, should Jayson be allowed to stay at home?

 Before analyzing the scenario, bear in mind the following:

1. What makes a claim valid?

• It is true. It is on topic. It is reasonable. It is logical. It can be supported. It is important.
2. What is evidence?
• Evidence is a proof. It is the basis of one’s belief, an indication of something; the evidence
is a support, and these are facts.
3. From the answers in questions 1 and 2, now, how can one define valid evidence?
• Valid Evidence is always true. It is reasonable information based on fact and supports an
argument.
4. How can we ensure that we have valid evidence?
• When one cites the source of proof or provide an acceptable example to support one’s
claim.

Let us now analyze the scenario.

Jason’s family is going to the mall, but he doesn’t want to go. He argues that he should be allowed to
stay home and says that his friend Ray often stays at home alone.

Was Jayson able to provide valid evidence on his claim to support his argument for staying home alone?
Unfortunately, Jayson failed to provide valid evidence. His reason was not enough. He missed citing an
acceptable source for example to support his claim.
What is the justification (reasoning) of this argument?
In this scenario, it describes that a person’s age does not determine whether he or she is capable of staying
home alone. Just because Ray can stay home alone does not mean that Jayson can do it as well. It was not an
acceptable reason.
 The teacher will let the students check their answers on the activity 1
 The teacher will allow learners to express their ideas and opinions regarding the
unstoppable fake news circulating in social media.
 The teacher will ask the learners for further clarifications and questions.

F. APPLICATION
 The teacher will provide tasks for the learners using differentiated tasks.
Group A – Analyzers
Directions: Read the article provided and identify its claim, evidence and reasoning. Write your
answer thru graphic organizer.
Group B – Illustrators
Directions: Create a creative cartoon/drawing about the article that will be given to you. Provide
a brief explanation of your drawing.
Group C – Composers
Directions: Compose a 2-Stanza Poem highlighting the claim, evidence and reason presented in
an article.
Group D – Critics
Directions: In two paragraphs, the critics will assess the validity of the evidence. Their
assessment will focus on:
 Importance of the validity of the information read or listened to and its relevance to
the overspread of fake news.
 Its effect to the learners as the world of technology arises and where information is
everywhere.
RUBRIC

Presentation 20%
Content 30%
Relevance to the topic 20%
Timeliness 20%
Cooperation 10%

 General Guidelines:

1. The teacher will then repeat the protocols since this is a group activity.

2. The teacher will let the learners to choose a leader, secretary, and members
from their respective groups.

3. The teacher will present a rubric

4. Learners will be given 10 minutes to do the task

5. After ten minutes learners will then present their output for 2 minutes.

6. Flow of the presentation will start from Group A to Group D

7. The teachers will then congratulate for the efforts done by everyone.
G. EVALUATION

Directions: Choose the letter of the correct answer. Write your answer on your answer sheet.
1. It states a direct response to the question or prompt.

A. cite B. claim C. issue D. evidence

2. It refers to the information that supports the claim.

A. reference B. evidence C. cite D. issue

3. It explains how evidence supports claim.

A. reference B. issue C. statement D. reasoning

4. Which of the following is not an example of claim?

A. A healthy breakfast is necessary for memory retention.

B. Online video streaming has made video rental stores obsolete.
C. Women should be paid the same as men for similar work.
D. Facebook has users all over the world.
5. Which is valid evidence to support the following claim?

We need to stop cutting down forests.

A. If the current rate of deforestation continues, there will be no more forests in 100 years.
B. Forests are fun to walk through.
C. There are many different kinds of trees and animals that can be found in forests.
D. Flowers are pretty when they are planted in gardens around your home.
H. ASSIGNMENT
Write a 2-paragraph reflection on the importance of judging the validity of the text or information.