LEARNING PLAN IN READING AND WRITING

Teacher: ________________________________________Date: April 18 and 24, 2023

No. of meeting/s: 2 sessions Checked by: Signature: _______Date: ______

I. Learning Outcomes
By the end of the 120-minute period, the Grade 11 students with 75% accuracy shall have:
A. identified the different types of textual evidences;
B. explain the importance of textual evidence in writing and discussions; and
C. cite directly stated evidence to support an assertion.
II. Subject Matter
Most Essential Learning Competency:
Determine textual evidence to validate assertions and counterclaims made about a text
read. (EN11/12RWS-IVac-10)
Topic:
Text and Context Connections: Textual Evidence
Reference/s:
Academic Reading and Writing for Senior High School.
Most Essential Learning Competency
Curriculum Guide in Reading and Writing Module

Materials:
 Cell phone/Laptop
 PowerPoint Presentation/Visual Aids
 Chalk and Board
Time Frame:
120 minutes
III. TEACHING-LEARNING ACTIVITIES
Preliminaries (5 minutes)
 Routine
 Review on the previous lesson on “Assertion and Counterclaim” by answering the two
questions below:
a. How is assertion and counterclaim differ from each other?
EXPLORE (15 minutes)
Activity 1: “ARRANGE ME”
Students will be divided into four groups. In this activity they will arrange the scrambled letters. The
first group to arrange it correctly will be the winner.
 A verified text that has been collected from the original source or document that supports a
 thesis or an argument, often appearing as a quotation or descriptive text
ETXUTAL DIVEENCE
(TEXTUAL EVIDENCE)
The students will answer the following questions;
1. What is textual evidence base on the term itself (textual and evidence)?
2. Why is textual evidence important in writing assertion?
Introduction of the Topic
With the answers given by the students, the teacher introduces the topic “Textual Evidence” and
projects the learning outcomes of the day.
Transitional Statement: Knowing these targets for the day, let us perform the following activities.
Following that, we will recall and assess these learning objectives to see if we met them.
FIRM-UP
(5 minutes)
Activity 2

“GIVE IT UP, BUTTERCUP!”

The students will be working by group. The class will be divided into four (4) groups and each
group will have a group name. In this game, each group must choose one representative. The
students’ job for two minutes is to find the subtopics of our new lesson by removing all the names
of ordered numbers which they can find in this material. After removing all such, just connect the
remaining letters that will make up each subtopic.
RONEETWOFETHREEFOURRENFIVESIXCISEVENNG
(Referencing)
PONEATWORTHREEAPHFOURFIVERASIXSEVENEIGHTSININENG
(Paraphrasing)
SUONETWOTHREEMFOURMAFIVESICSEEVENRIEIGHTNINEZTENING
(Summarizing)

QONETWOTHREEUFOURFIVEOTSIXSEVENIEIGHTNINENTENG
(Quoting)

DEEPEN
(60 minutes)

The students will read the definition of textual evidence and the teacher will ask the students to
give their own claim and provide it with evidence as to why their claim is right or wrong.
a. Having read the definition of the assertion, in your own opinion what is assertion? The teacher
will then discuss the 4 types of assertion and counterclaim.
Integration of Values: (Excellence and Integrity)
Being able to recognize the types of textual evidence is vital in reading and writing and citing these
evidences in a claim makes one gives proper credit to intellectual properties.

Performance/ Practice:
“RESTATE ME”.
In this activity students will be paraphrasing someone else’s work using their own words
without losing the original idea of the text.

“Religious gatherings represent Filipinos’ faithfulness to God. We may have different religions but
we commonly believe in one Supreme Being. Masses, processions, feast of Saints, weddings,
baptism are Filipinos’ best practices to celebrate life with God.”

TRANSFER
(25 minutes)

Test Your Intellectual Originality and Creativity!

Directions: Read the text carefully. Identify the text evidence and general statement. All you need
to do is to put the text in which you think they belong.

General Statement Text Evidence

1. “One way of stopping the spread of COVID-19 virus is through Physical distancing. In humans,
corona viruses cause respiratory tract infections that can range from mild to lethal. Through
physical distancing, you are preventing yourself from catching the saliva and getting in touch of the
body parts of an infected person.”
2. “In order to prevent teenage pregnancy, teenagers need to have a comprehensive
understanding of abstinence, contraceptive techniques, and consequences. Although there are
many different ways to prevent a teenage girl from becoming pregnant, the only one that is
absolutely effective is sexual abstinence.”
MEANINGFUL CLOSURE
(5 minutes)
 3-2-1 Activity
This activity will serve as a summary of the discussion. The teacher will let the students have exit
tickets. The exit ticket should contain the three Hs, which are head, heart, and hand. The head is
the topic, the heart is the content of the discussion, and the hand is how you should use the
knowledge in your life.