SCHOOL Sangley Point National High School-SHS GRADE LEVEL Grade 11

DAILY LESSON LOG STUDENT TEACHER Ehrieselle Garcia LEARNING AREA Reading and Writing Skills

TEACHING DATE AND TIME October 14 to 18 2024 QUARTER Second

SESSION 1 SESSION 2 SESSION 3 SESSION 4

I. OBJECTIVES

A. Content Standard The learner realizes that information in a written text may be selected and organized to achieve a particular purpose.

B. Performance The learner writes a 1000-word critique of a selected text on the basis of its claim/s, context, and properties as a written material.
Standard

C. Learning Formulate evaluative statements Formulate evaluative statements Formulate evaluative statements Formulate evaluative statements
Competency about a text read about a text read: about a text read: about a text read:
(MELC/S)
a. assertions about the content a. assertions about the content a. assertions about the content a. assertions about the content
and properties of a text read; and properties of a text read; and and properties of a text read; and properties of a text read; and
and b. counterclaims in response to and
b. counterclaims in response to
claims made in a text read
b. counterclaims in response to b. counterclaims in response to claims made in a text read
claims made in a text read claims made in a text read

EN11/12RWS-IVac-9; EN11/12RWS-
EN11/12RWS-IVac-9; EN11/12RWS-
IVac-9.1; EN11/12RWS-IVac-9.2
EN11/12RWS-IVac-9; EN11/12RWS-IVac-9; EN11/12RWS- IVac-9.1; EN11/12RWS-IVac-9.2
EN11/12RWS-IVac-9.1; IVac-9.1; EN11/12RWS-IVac-9.2
EN11/12RWS-IVac-9.2

At the end of the session, the At the end of the session, the At the end of the session, the At the end of the session, the
D. Specific Objectives students should be able to: students should be able to: students should be able to: students should be able to:

⮚ define Evidence and ⮚ define Evaluative ⮚ define assertions and ⮚ define counterclaims
identify the different Statement explain their role in critical sentence
types of evidence reading, specifically how
⮚ identify the different ⮚ identify parts of an
⮚ identify the importance they relate to evaluating
pointers in forming the truthfulness of a writer's arguments;
of evidence in critiquing
 paper works; and evaluative statements; and claims. ⮚ formulate counterclaims;
⮚ compose an essay about ⮚ identify different types of and,
⮚ formulate evaluate
their chosen strand. assertions (fact,
statements ⮚ analyze a passage using
convention, opinion,
preference) based on the four elements of an
their degree of certainty argument
and provide examples for
each type; and
⮚ analyze statements to
identify and classify
assertions as fact,
convention, opinion, or
preference, enhancing
their ability to critically
evaluate claims in various
contexts.

II. CONTENT Formulating and Evaluating Formulating and Evaluating Formulating and Evaluating Formulating and Evaluating
Statements Statements Statements Statements
(Evidence and Critique)
(Evaluating Statements) (Assertions) (Counterclaims)

III. LEARNING RESOURCES

A. References

1. Teacher’s Guide NA NA NA NA
pages

Quarter 4 – Module 6: Quarter 4 – Module 6: Formulating Quarter 4 – Module 6: Formulating Quarter 4 – Module 6: Formulating
2. Learner’s Materials Evaluative Statement Evaluative Statements Evaluative Statements
Formulating Evaluative
pages
Statements pp. 5-19 Written Text pp. 5-19 pp. 5-19

3. Textbook pages NA NA NA NA

B. Additional Materials from https://www.freedomgpt.com/

Learning Resource (LR) wiki/evidence-based-critiques
NA NA NA
portal
 https://wr1ter.com/how-to-write-
a-critique-paper#:~:text.

C. Other Learning
Resources

IV. PROCEDURES

A. PRELIMINARIES ● Greetings Recap of the previous lesson. Recap of the previous lesson. Recap of the previous lesson.
● Prayer
● Reviewing previous ● Attendance
lessons or presenting
the new lesson

B. ENGAGE Activity 1 Activity 1 Activity 1 Activity 1

● Establishing a Analyze the illustration and give (PICTO MATH) Here is a set of jumbled letters
your idea about the conversation that I want you to arrange to
purpose for the “Detective Feeling” Instruction: Guess the word
provided in the speech balloon. based on the pictures/clues come up with a sensible word.
lesson
presented.
The teacher introduces the topic
through an activity called Feeling
OUNCMATECRLI
Detective. The teacher present a
short video of a mystery riddle. 1. FAT CAT

- T + - A = _______ Clue: It is the opposite of an

opposing argument. Did you get
the answer?

2. FLOWER FENCE

https://www.youtube.com/ PRE + - LOW + - F = _____

watch?v=m0zrRIN_T5E&t=214s

Then, the teacher calls random 3. PIN LOTION

students to answer these O + PIN + - LOT = _____

questions:
a. Based on the statements
of the four suspects, who I Oh,
do you think was lying? can' plea 4. OVEN CAUTION
t se.
b. How did you know that CON + - O + - CAU = _____
beli Thos
the suspect was lying?
eve e
you' are 1. FACT
re
just 2. PREFERENCE
still
sup
rum 3. OPINION

port ors 4. CONVENTION

ing spre
that ad
cand by
idat their
e. oppo
Hav nent
e s.
you You
seen can't
the trust
scan the
dals
medi
they
a
've
bee thes
n e
invo days
lved
in?"
C. EXPLORE Activity 2 Activity 2 Activity 2 Activity 2

● Presenting samples Analyze the illustration, then Analyze the four pictures that will Answer the following that is What is a counterclaim?
answer the following questions be given, then answer the connected to the Motivational
of instances of the Now, compare your ideas/
provided. following questions provided. Activity.
new lesson understanding of assertion and
counterclaim.

Suppose your parents give you an 1. Did you enjoy the activity?
Assert Counte
option of the gift you want to rclaims
2. How do you find it? ions
receive on your graduation day.
This is for you to be motivated to 3. How did you come up with your
answers?
maintain your academic standing
in your class. Your choices are 4. Was it easy to form words out of
illustrated below those pictures?

5. Based on the activity, do have

Question to ask:
any hint/clue about the lesson we
1. What are your thoughts on the are going to

event depicted in the picture? discuss today?

2. How many people are there in

the illustration? Do you think
those people are important?

3. What kind of evidence do we

need if we encounter this kind of
scenario?

Answer the following questions

and write them on a sheet of
paper.

1. From the choices above, which

will you choose and why?

2. If you were your parents, what

 do you think would they tell you
after knowing your choice? Can
you list down the possible
statements you may hear from
them?

D. EXPLAIN Evaluative Statement - It is a Assertions are declarative A counterclaim should start with a
Evidence refers to information, statement that states one's sound sentences that give one’s belief topic sentence that
● Discussing new facts, or data that support a judgment about something about something else as if it is true acknowledges the opposing side
concepts and claim, argument, or belief. It can though it may not be.
through writing which is supported and references the previous
take various forms.
practicing new skills by reasons and evidence. It also It is expressed as an argument. paragraph to create a smooth
#1 presents the strengths and Usually, these assertions contain transition. Counterclaims should
Importance of evidence in
● Discussing new critiquing paper works - The goal weaknesses of something based languages that expresses also include credible sources as
of an evidence-based critique is on a set of criteria which needs to evaluation such as useful, evidence for the opposing side.
concepts and
to identify any gaps or be factual, substantial, and significant, important, insightful,
practicing new skills
weaknesses in the existing body unbiased. detailed, up-to-date,
#2
of knowledge and to suggest comprehensive, practical, Counterclaims are claims made
● Developing mastery ways to improve future research impressive, etc. to rebut a previous claim. To
(Leads to Formative efforts. In essence, it provides a How to Formulate an Evaluative rebut means to contradict
Assessment) systematic way to evaluate
Statement - To formulate an someone’s statement through a
claims and arguments by Four types of assertions
evaluative statement, one needs formal argument. They provide a
objectively assessing their (according to the degree of
to read the entire text carefully contrasting perspective to the
supporting evidence. certainty)
and critically to understand and to main argument.
Evidence plays a critical role in check for possible fallacies in the 1. FACT- is a statement that can
critiquing for several reasons: argument presented by the writer. be proven objectively by direct
Just like any other writing, the experience, testimonies of To be able to locate
1. Supports Arguments: witnesses, verified
formulation of the evaluative counterclaims to an argument,
Evidence provides a solid statements is done in the same remember the following:
observations, or the results of
foundation for claims,
way except that the statement is research.
making critiques more 1. Show competence and
about your own judgment of the
persuasive and credible. Example: familiarity with the writer’s topic.
text’s content and properties. You
2. Enhances Objectivity:
may formulate your evaluative According to experts, seawater 2. Examine different perspectives
Relying on factual
statements in two ways such as contains high amounts of minerals and not just passively accepting
information helps
formulating assertions and such as sodium, chloride,
minimize personal bias, the writer’s claim.
sulphate, magnesium and
allowing for a more counterclaims. Meanwhile, you will
3. Consider the topic, and make
 balanced evaluation. be formulating meaningful calcium. sure you are willing to engage
3. Clarifies Assumptions: counterclaims at the second part different viewpoints from your
Evidence can expose of this module. own.
underlying assumptions in 2. CONVENTION- is a way in which
a work, prompting something is done similar to 4. Clarify your personal position
deeper analysis and traditions and norms. Its on the topic.
Different pointers in forming
discussion. truthfulness can be verified
evaluative statements:
4. Facilitates Constructive
only by reference to historical
Feedback: By grounding Example:
precedents, laws, rules, usage,
critiques in evidence,
1. Begin with the positives before and customs. Something to note
reviewers can offer Martha is an incoming grade 11
you point out the negatives. about conventions is
specific, actionable student. She has been using a
suggestions for Remember that your evaluative that they may sound factual due basic cell phone ever since she
improvement. statement should be factual, to their being derived from was in junior high school. She is
5. Encourages substantial and unbiased. When customs, but because they are very eager to go back to
Accountability: Using giving your negative feedback, it socially accepted ways of school and be productive but
evidence encourages should not sound insulting on the when she learned about the
doing things, they cannot be
creators and researchers part of the evaluator (one who is integration with technology and
verified objectively by
to justify their claims, digital tools to extend in the
evaluated). measurements.
promoting rigor and classrooms beyond the
integrity in their work. Example: constraints of traditional walls,
6. Promotes Critical particularly in the public school
Thinking: Evaluating 2. Suggest a solution/s or Seawater is classified as a
due to the global pandemic,
suggestion/s on how to improve heterogenous and homogenous
evidence requires critical her excitement turned into
the written material being mixture.
analysis, fostering a frustration. Martha desperately
deeper understanding of evaluated and provide wants to have a smartphone so
the subject matter justification how these will work. she can have access to the
3. OPINION- is a statement based
internet. Having this in mind, she
Critique is a careful and on facts but is difficult to
tells her father, Mang Tonyo,
systematic examination or objectively verify because of the
3. Keep your feedback concise uncertainty of producing that she needs a smartphone.
analysis of something—often a
and precise. Mang Tonyo, thinking only of
piece of art, literature, or an satisfactory proof of soundness. the additional expense, simply
idea. It involves evaluating the Opinions result from ambiguities; says, “No.” Martha has made
strengths and weaknesses, the more ambiguous a statement, her claim – asking for a
offering insights, and sometimes 4. Be careful in giving your
the more difficult smartphone. Mang Tonyo has
providing constructive feedback. Since evaluations pass
made his counterclaim –
feedback. Critiques can be judgment onto works of authors, it is to verify. Thus, they are open
opposing Martha’s claim
formal, like in academic settings, they must be written and to disputes.
Martha must offer valid reasons
or informal, like discussions expressed with care and much Example: to convince Mang Tonyo that
 diligence. Swimming in seawater is the best
she needs the smartphone
among friends. The goal is usually activity to refresh and relax your
because it has access to the
to deepen understanding and mind, body, and soul.
internet and so he needs to
provoke thought, rather than
provide her with one. Martha
simply to judge or dismiss. Would
might provide evidence of the
you like to explore a specific 4. PREFERENCE- states a personal necessity of using smartphones
type of critique, like literary or choice in which the writer is under
nowadays as part of the new
artistic no obligation to support or prove
normal life in the time of
the
7 Steps on How to Start a Critique CoronaVirus. Martha’s
Paper truthfulness of the statement. They reasoning may include a
are subjective and cannot be description of how important
1. Before starting the writing objectively proven or logically smartphones are as far as
process, students must attacked. convenience and flexibility in
understand the work under on-line distance learning are
Example:
discussion after reading it and concerned.
learning its main ideas or I love to make frequent trips to
messages. places with seawater rather than
those without it. In this example of counterclaim,
The following steps lead to better Mang Tonyo now needs to
results: studying the work under support his refusal to provide
consideration; making notes on Martha with a smartphone. He
relevant sections; appreciating
should be ready to give solid,
the main argument and the
substantiated reasons for his
purpose of the object or work;
refusal to provide something that
considering how the work relates
to a broader issue or context. the family has been spending for
all those years. This may include
2. Writing an Introduction One evidence of the family’s inability
must write a short introduction. In to send her and her siblings to a
this case, the opening private school, and that his
paragraph should be budget is not sufficient enough to
approximately 10% of the overall afford a brand new smartphone
word length of a critique paper.
since the family income has
Hence, the introductory part
suffered due to COVID-19.
should: identify the work under
review, the date of formation
and author or creator; explain
the context of the composition Four Elements of Argument
under evaluation – the required
information may include social
or political context and place of 1. CLAIM- is a statement that
work in an academic tradition; asserts facts based on one’s
have a thesis statement that understanding about a particular
indicates the type of evaluation topic or issue. In the given
used. example, Martha asking his father
to buy her a smartphone is an
3. Summary Students must
example of a claim.
summarize the main points
objectively. In particular, the
process includes stating how
authors portray original 2. COUNTERCLAIM- is just the
messages using characters, opposite of claim. It is a
ciphers, media, or styles, statement that contradicts one’s
covering how to write a critique claim and is usually proven and
paper. In practice, summaries supported by both reasons and
should be shorter than evidence. Mang Tonyo’s
evaluation parts. negative response to Martha’s
claim is an example of
4. Critical Evaluation &
counterclaim.
Interpretation Critical evaluation
gives a detailed appraisal of
various elements of critique
essays. In this case, students 3. REASON- is the part of an
determine the inventor’s argument where a statement
effectiveness in achieving the offers an explanation behind a
core purpose. As a result, the party’s claim. Martha’s offering of
practical analysis must: valid reasons to convince Mang
deconstruct the work; identify Tonyo that she needs the
key strengths and weaknesses; smartphone is an example of
examine the success of the reason.
source in achieving the primary
purpose.

5. Conclusion The closing 4. EVIDENCE - is the statement

paragraphs contain a summary that proves the truth of a claim
of the overall evaluation of the and generally leads to the
work. Basically, one should conclusion of an argument.
include: key reasons identified Martha provides evidence of the
 necessity of using smartphones as
during the assessment process; part of the new normal life in the
purpose of the evaluation; time of CoronaVirus as an
recommendations for improving
example of evidence.
the whole work.

6. Reference List The reference

list in critique essays contains
cited credible sources. In turn,
students should confirm the
required referencing style to
meet the rules on how to write a
critique paper.

7. Proofreading Revising critique

papers helps to identify major
grammatical mistakes. In this
case, taking adequate time to
read through the composition
improves the quality and
expected outcomes..

E. ELABORATE Activity 3 Activity 3 ( Group Activity ) Activity 3 Activity 3

● Finding practical Compose an essay of at least 3 Read the poem written by ( I AM THE PICTURE, YOU ARE THE Below is a representation of our
to 5 sentences about your Meigma, a senior high school SENTENCE) modern-day heroes, our OFWs
applications of
chosen strand after that your student. Construct 2- 3 evaluative created by Wendell Almasco, a
concepts and skills
classmate will critique your statements about it by answering former senior high school student.
in daily living Instruction: Construct sentences
paper. the questions written in the table Formulate counterclaims out of
● Making out of the given pictures and
below. Focus on its content and write it on the board. Others will the claims written on the table
generalizations and properties. Please be guided by below. Be guided by the scoring
check if each sentence is fact,
abstractions about the format given in the table and opinion, convention or rubric that follows after the claim.
the lesson the scoring rubric that follows after preference.
Scoring Rubrics: the poem below. (Read from the
bottom to the top)
I hate my life And I won’t say I’m
good in my own way I’m the worst
And you can’t tell me I did my
1.
best Because I knew I’m a failure
It’s not true that I’m awesome But I
know People hated me I’m a
disaster A distress They call me
Fool Stupid Unworthy All these
insults I keep to myself For a long Claim Counterclaims
time Is this really me? Are all of
these true? Believing in myself It 2. 1. Millions of
seems so hard To be what they Filipinos have
demand How I wish What does it left the
feel? To be myself Philippines in
order to look
for greener
pastures
QUESTIONS TO PONDER: Follow this
abroad.
format in writing your evaluation
of the poem. Please use another 2. Most Filipinos
sheet of paper for your essay. are more
excited to see
3.
the
balikbayan
First Second Third boxes than
Paragrap Paragrap Paragrap their OFW
h (Give h h families and
positive (Mention Suggest relatives.
feedbac about ways on
k to the the how the
writer weaknes writer
specifyin ses you can 4.
g the saw in improve
Well Exc Am Awe
strengths the the
Don elle azin som
of the poem). poem).
e nt g e
poem).
(20) (15) (10) (5)
What What In what Clai Cou Cou Cou Cou
can you part of ways do m1 nter nter nter nter
say the you think clai clai clai clai
about poem the writer m is m is m is m or
the did you can shar clea men refut
poem? find less improve 5. p, r tion e is
Mention interestin the disti and ed. uncl
3-5 things g? Why? poem? nct mai Refu ear
that List down and ntai te is and
make it at least 3 mai ned poor not
impressiv ways. ntai thro ly sup
e. ned ugh sup port
thro out. port ed.
ugh Refu ed.
out. te is
Refu pres
5 3 1 te is ente
well d
The The The thou and
evaluatio evaluatio evaluatio ght con
n has an n has an n has no out vinci
evaluativ evaluativ evaluativ and ng
e e e con
statemen statemen statemen vinci
t that t but did t. ng.
used an not use
evaluativ an Clai Cou Cou Cou Cou
e evaluativ m2 nter nter nter nter
languag e clai clai clai clai
e. languag m is m is m is m or
e. shar clea men refut
p, r tion e is
The The The disti and ed. uncl
evaluatio evaluatio evaluatio nct mai Refu ear
n n n is and ntai te is and
contains contains incomple mai ned poor not
positive either te and it ntai thro ly sup
and positive lacks the ned ugh sup port
negative and suggestio thro out. port ed.
 feedbac negative ns for the ugh Refu ed
k as well feedbac improve out. te is
as k but ment of Refu pres
suggestio there the te is ente
ns to were no written well d
improve suggestio work. thou and
the ns ght con
poem. provided out vinci
. and ng
con
The The The vinci
evaluatio evaluatio evaluatio ng
n is clear, n is clear n is clear
concise, and but not
and concise concise
precise. but not and
precise. precise.

The The The

evaluatio evaluatio evaluatio
n has no n has 1 n has 4 or
error to 3 more
when it errors errors
comes to when it when it
mechani comes to comes to
cs mechani mechani
(gramma cs. cs.
r,
capitaliz
ation
and
punctuat
ion)

F. EVALUATE Students will submit their essay Answer the following question. Identify the type of assertion in Identify whether the following
after their classmate critiques Write Re-al if the statement is each statement. (FACT, statements are CLAIM,
● Evaluation learning their paper. The teacher will correct and Fa-ke if the statement CONVENTION, OPINION, COUNTERCLAIM, REASON or
assess their work based on how is wrong. PREFERENCE) EVIDENCE. Then pick out the
they critique their paper. word, clause, or phrase that
 proves your answer.

1. Evaluative statement is a 1. I think that green is the best ____________ 1. If you want to
statement that states one's color. keep people around you,
sound judgment about continue to open the door of
2. Corazon Aquino was the 11th
something through writing friendship and always
president (and first female
which is supported by accentuate the positive.
president) of the Philippines. She
reasons and evidence. ____________ 2. I am a child of a
restored democracy after the
loving God who created me after
2. To formulate an evaluative long dictatorship of Ferdinand
His own image. I am happy for
statement, you need to Marcos.
who I am, and I don’t have to be
sing the entire text
3. I would rather watch shows someone I am not.
carefully and critically to
than play computer games.
understand and to check ____________ 3. I don’t think so.
for possible fallacies in the 4. In America, the bride's family Charles Darwin’s Theory of
argument presented by pays the majority of the wedding Evolution explains that humans
the writer. costs. evolved from monkeys.

3. Keep your feedback 5. Roses grow best in soil made of ____________ 4. I did not come
concise and precise. ¾ clay and ¼ sand and loam. from the apes because I don’t
look like one of them!
4. Don’t be careful in giving
your feedback. ____________ 5. Since we are
blessed with the freedom to act
5. Begin with the positives
for ourselves, it is up to us to
before you point out the
choose good from evil.
negatives.

V. ASSIGNMENT
NA NA

VI. REFELECTION

A. Number of learners who

earned on the formative
assessment

B. Number of learners who

require additional
 activities for remediation

C. Did the remedial lesson

work? Number of learners
who have caught up with
the lesson

D. Number of learners who

continue to require
remediation?

E. Which of my teaching
strategies worked well?
Why did these work?

F. What difficulties did I

encounter which my
principal or supervisor
can help me solve?

G. What innovations or
localized materials did I
use/ discover which I
which to share with other
teachers?

Prepared by: Checked by Approved by Verified

EHRIESELLE GARCIA JASMIN R. BANTA RAQUEL P. MONTEFALCON CHERRY LEEN C. MARQUEZ

Student Teacher Teacher III Subject Group Head Principal II