Republic of the Philippines

Department of Education
MIMAROPA REGION
SCHOOLS DIVISION OF PUERTO PRINCESA CITY
PALAWAN NATIONAL SCHOOL

Office of the Humanities and Social Sciences

A DETAILED LESSON PLAN

SCHOOL Palawan National School – SHS GRADE LEVEL Grade 11 – ARTS 2

TEACHER JOSEPH T. SERVANO LEARNING READING AND WRITING
AREA
TEACHIN FEBRUARY 11, 2025 | 12:45- SCHOOL 2024-2025 | FOURTH
G DATE 2:45 YEAR/QUARTE QUARTER
R
I. OBJECTIVES
A. CONTENT STANDARD
The learner understands the relationship of a written text and the context in which it
was developed.
B. PERFORMANCE STANDARD
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.
C. LEARNING COMPETENCY/OBJECTIVES
Explain critical reading as a form of reasoning
EN11/12RWS-IVac-8

D. SPECIFIC OBJECTIVES
At the end of the lesson, the learners should be able to:
1. Understand critical reading as a form of reasoning;
2. Identify the steps in critical reading as reasoning; and
3. Evaluate a particular text through critical reading.
II. CONTENT
Critical reading as reasoning

III. LEARNING RESOURCES

 REFERENCES: Guest. (n.d.-c). RWS11.2.4-5Critical Reading as Reasoning and
Formulation Evaluative Statements - PDFCOFFEE.COM. pdfcoffee.com.
https://pdfcoffee.com/rws1124-5critical-reading-as-reasoning-and-formulation-
evaluative-statements-pdf-free.htm
 OTHER LEARNING RESOURCES: Department of Education – Region 4A CALABARZON
Module
 MATERIALS: PowerPoint Presentation, Television, Pictures
IV. PROCEDUR TEACHER’S ACTIVITY STUDENT’S ANNOTATIO
ES RESPONSE NS
A. Preliminary Learning comes with paying
Activities attention. Good afternoon, class! Good afternoon, sir!

CO-1stQuarter-CBD

PALAWAN NATIONAL SCHOOL,

Bgy. Manggahan, Puerto Princesa City, Palawan
Telephone No.: Principal’s Office (048) 716 2786 ● Administrative Office (048) 434 4199
E-mail Address: [email protected]
 How’s your day so far? We are doing well and it
is nice to see you again,
Sir.
Greetings That’s good to hear! So, can I expect
a full blast of energy and active Yes, Sir Joseph.
participation from you?

Alright, but before we begin our Nikka volunteers to lead

lesson this afternoon, could the class in prayer
Prayer someone please lead us in prayer?

Yes, Nikka.
Thank you, Nikka. Before you settle The students pick up the
in your seats, kindly pick up all the pieces of paper and
trashes under your chairs and throw plastic.
them inside the trashcans/bins.

Checking of
attendance Let us check your attendance first.
Our class monitor, Alex. Who’s None, sir. Everybody is
absent? present.

Very good.

Classroom Before we dive into our class today, I

Manageme want you all to be guided by our
nt classroom agreement which all of
you should follow. In this class, I Marian raises her hand.
want everyone to be BOLDER.

Who wants to read? Yes, Marian. B-Be respectful

O-Obey your teacher’s
instructions
L-Love your
studies,classmates, and
yourself all the time
D-Don’t be shy and
always participate.
E-Enjoy learning
R-Raise your hand if you
have concerns,
I am hoping that everyone questions, or reactions.
understands our classroom rules.
Always be BOLDER. Understood, Yes, sir.
class?

Okay, I’m glad to hear that.

2
 To increase our involvement today,
let us do this energizer.

ACTIVITY: DANCE FOR ALL! Directions: The teacher

will first demonstrate
Please read the directions, Judy. simple steps for the
class to follow. After
practicing together, the
class will perform the
steps in sync with music.

Yes, Sir!

Did you enjoy our energizer?

Yes, Sir!
That’s great! I think you are now
energized and ready to learn.

B. LESSON
PROPER

REVIEW OR At this point, to assess if you truly Our topic last meeting
understood the topic last meeting, was all about hypertext
INTRODUCTION
can someone tell me what our and intertext, Sir.
lesson was last meeting? Yes, Trisha.
a. Reviewing
the Hypertext is a non-linear
previous That is correct, Trisha. Then what is way to present
hypertext and intertext?Yes, Pia. information and is
lesson or
usually accomplished
presenting using “links” or system
the new of text that is linked to
lesson other texts, while
intertext refers to the
relationship between
Exactly, Pia. And what are the types texts, where one text
of intertext?Yes, Eman. influences, refers to, or
interacts with another.
Sir.

Well done, Emman. The types of intertext

are Retelling, Quotation,
Allusion, and Pastiche,

3
 Very good! I am pleased that you Sir.
can still remember our last lesson.
Before we move on, for today’s
lesson, we come up with three
goals/objectives which you need to
develop or master at least within
you at the end of this lesson.
DAILY
OBJECTIVES Please read our obejctives for today, At the end of the lesson,
Blanchie. the learners should be
able to:
b. Establishin
g a purpose 1. Understand critical
for the reading as a form of
lesson reasoning;
2. Identify the steps in
critical reading as
reasoning; and
3. Evaluate a particular
text through critical
Thank you, Blanchie! reading.
PRE-ACTIVITY
Prior to our discussion, I want to ask, Yes, sir. I realized that
have you ever seen a news article or those posts were fake
c. Presenting
post online that turned out to be because of they lacked
examples
false? How did you realize it? evidence and logical
or
reasoning.
Instances Alright, at this point, to give you
of the new further knowledge about our topic,
lesson let us have an activity.

Activity: REAL OR FAKE?

Please read the directions, Emman.

Directions: You will be
Headlines: divided into four groups.
Work together to sort
the headlines into ‘real’
or ‘fake’ by evaluating
the source, evidence,
and language. After
sorting, justify your
choices and explain your
reasoning to the class.
You will be given 5
minutes to complete the
task.

The groups present their

findings and reasoning.

4
 Processing questions:
Possible answer:
1. What role does evidence and
reasoning play in verifying 1. Evidence and
information? reasoning help us
2. How can we avoid being misled by determine whether
false claims? information or headlines
are credible and
accurate, allowing us to
decide if they are real or
fake.
2. To avoid being misled
by false claims and
information, we should
always fact-check
sources, analyze
evidence, and evaluate
the logic of the article or
Exactly! We have to be critical text's claims.
reader and actively question, assess,
and interpret information rather than
accepting it at face value.

It seems that you really learned

something from the activity that we
I think our topic for
had. Now, based on our activity,
today is about critical
what do you think is our topic for
reading, Sir.
today? Yes, Yuan.

That’s right, Yuan. Our topic for

today will focus on critical reading as
a form of reasoning.

ACTIVITY At this point, we will have another

activity for you to be more familiar
d. Discussing with our topic for today.
5
new
concepts Please read the directions, Josh.
Directions: You will be
and
Activity: LOOK CLOSELY! divided into three
practicing groups. Each group will
new skills analyze the given
(#1) opinion piece excerpt
Excerpt: and formulate at least
three critical thinking
questions related to
reasoning about the
excerpt. Afterward, each
group will present their
questions to the class.
Group assigned aspects:
You will have 10 minutes
to complete the task.

Processing questions: Possible answer:

1. How did questioning the text 1. Questioning the text

change your understanding of the deepened my
argument? understanding by
2. Why is it important to analyze and making me look beyond
not just accept claims? the surface of the
argument, allowing
myself to weigh the
argument's credibility
and factuality.
2. Analyzing claims
instead of blindly
accepting them is crucial
Excellent! Alright, connected to what for making informed
you have said earlier, our topic for decisions, avoiding
today is about critical reading as misinformation, and
reasoning. developing critical
thinking skills.

By definition, critical reading means,

John Rey, please read.

Critical reading is
engaging in analytic
activity which involves
the reader by asking
And those who are involved in that questions about the text
activity are called critical readers and the author’s claim.
because.. Please read, Joash.
Critical readers are
doing the process of
evaluating, analyzing,
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 and interpreting the
assertion of the hidden
On the other hand, reasoning is meaning of the whole
defined by Merriam Webster text.
dictionary as… Please read, Anna.
Reasoning is defined by
Merriam Webster
dictionary as an act of
giving statements for
Let us all remember that critical justification and
reading is not about criticizing but… explanation.
Please read, Lex.
Remember that Critical
reading is not meant to
criticize but to assess
Combining the two, please read the the validity of textual
critical reading as reasoning, Jasper. evidence.

Critical reading as
reasoning means
engaging with a text
analytically rather than
Critical reading as reasoning passively accepting the
involves some process. Please read, information.
Monica.
Critical reading as
reasoning involves:

 Assessing the
validity of
arguments
 Identifying biases
and assumptions
 Examining evidence
used to support
claims
 Forming logical
conclusions based
on reasoning

We also have types of critical Types of Reasoning in

reading. Please read the first one, Critical Reading:
Jonas.
1. Deductive
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 reasoning- It is a way
of thinking where we
start with a general rule
and apply it to a specific
situation to reach a
logical conclusion.

Example:
General Rule: All birds have
wings.
Specific Case: A sparrow is a
bird.
Conclusion: Therefore, a
sparrow has wings.

General Rule: All students

must take an exam to pass the
course.
Specific Case: Mark is a
student.
Conclusion: Therefore, Mark
must take the exam to pass
the course.
Thank you, Jonas. Please read the
second one, Alma. 2. Inductive
reasoning- it is a way
of thinking where we
start with specific
observations and use
them to form a general
conclusion.

Example:
Observation: The sun has risen
in the east every day I’ve seen
it.
Pattern: The sun always rises
in the east.
General Conclusion: The sun
will always rise in the east.
Observation: Every dog I’ve
seen has four legs.
Pattern: All the dogs I’ve
encountered have four legs.
Thank you, Alma. Please read the General Conclusion: All dogs
third one, Alvin. probably have four legs.

3. Abductive
reasoning- It is a way
of thinking where we
make the best possible
guess based on limited
information. It involves
looking at clues, forming
a logical explanation,
and choosing the most
likely answer, even if it’s
not certain.
Example:
Observation: A patient has a

8
 fever, cough, and sore throat.
Possible Causes: It could be
the flu, a cold, or another
illness.
Thank you, Alvin. Please read the Best Guess: The doctor infers
last one, Arnold. that the patient most likely has
the flu based on the
symptoms.

4. Analogical
reasoning- It is a way
of thinking where we
compare two similar
situations to draw a
conclusion.
Example:
Known Situation (Case A):
Learning to ride a bike took
practice and patience.
Similar Situation (Case B):
Now, let’s have an activity to help Learning to drive a car also
you fully grasp the concept of critical requires practice and patience.
Conclusion: Since practice
reading as reasoning.
ANALYSIS helped in learning to ride a
bike, it will likely help in
/ ABSTRACTION Activity: FIND ME! learning to drive.

Please read the directions, Marian.

e. Discussing
new
concepts
and
Directions: With your
practicing group, you will be given
new skills a short passage from an
(#2) article, speech, or essay.
Read the passage
carefully, underline the
main claim, highlight the
supporting details, and
write counter argument.
You will have 10 minutes
to complete the task.
Afterward, present your
work to the class.

Processing question:

1. Why is it important to evaluate The students present

claims and supporting statements their works in front
when reading?
Possible answer:

9
 Evaluating claims and
supporting statements is
essential for determining
Precisely!It is important to evaluate the credibility, accuracy,
information carefully in today's and reliability of the
world, where we encounter a vast information presented,
amount of content through news, allowing us to
social media, advertisements, and distinguish facts from
academic texts, as some of which opinions or false
may be fake. information.

With that, let us determine the Steps

Used in Critical Reading As
Reasoning.

Please read the first one, Anabelle.

We have types of assertions. Please

read the first one, Jolina. 1. Identifying
Assertions- An
assertion is a statement
or claim made by the
author.

Types of Assertions:
 Fact – A statement
that can be proven
true or false through
research,
observation, or
Please read the second one, Amelyn. evidence.
Example: "Water boils at
100°C." (Scientific fact)

How to Identify: Can this

statement be verified with
data or credible sources?

 Convention – A
statement based on
social norms,
traditions, or
commonly accepted
rules.
Please read the third one, Jay-r.
Example: "Shaking hands is a
sign of respect." (Cultural
norm)

How to Identify: Is this widely

accepted in a particular

10
 society or culture?

 Opinion – A
statement based on
personal beliefs,
feelings, or
Please read the fifth one, Marlo. judgments rather
than objective facts.
Example: "Chocolate is the
best dessert." (Subjective
opinion)

How to Identify: Can different

people disagree based on their
own experiences?

 Preference – A
statement that
Alright, please read the second step expresses personal
of critical reading as reasoning, John. choices or desires.
Example: "I like reading
fiction." (Individual preference)

How to Identify: Does the

statement reflect a personal
liking rather than a general
truth?

2. Formulating
Counterclaims- It is a
statement that
challenges or opposes
the main argument
(claim).
We also have characteristics of the
strong counterclaim. Please read, Example:
Anamie. Claim: "Online learning is the
best mode of education."

Counterclaim: "Face-to-face
learning is more effective for
hands-on subjects."

Characteristics of a
Strong Counterclaim:

 Based on logic and

reasoning (not just
personal opinion).
 Uses evidence to
Moving forward, let us know the support the
third step of critical reading as opposing
reasoning. Please read, Venus. viewpoints.
 Recognizes both
sides of an
And we have the types of evidences. argument, making
Please read the first one, Jona Mae. the discussion more
balanced.
11
 3. Determining
Evidence- It is
information used to
support claims and
counterclaims.

Types of Evidence:
Please read the second one, Mark.
 Statistical
Evidence – Uses
numbers, surveys,
or data to support a
claim.

Example: "A study found that

75% of students prefer online
Please read the third one, Alexis. learning."

 Anecdotal
Evidence – Uses
personal
experiences or real-
life examples.
Example: "I improved my
grades after switching to
And please read the last one, Mauie. online learning."

 Expert Testimony
– Uses statements
from credible
experts in the field.
Example: "Dr. Smith, an
education expert, states that
blended learning improves
student engagement."

And when you write your  Textual Evidence –

counterclaim, you are expressing Uses quotes or
unfavorable statements. Therefore, references from
it is needed to use hedges words or books, studies, and
phrases to be able to give a articles.
courteous tone. By definition, Example: "According to a
hedges means, please read, Analou. Harvard study, students learn
better in structured online
environments."

Hedges are words or

phrases that soften the
statement, making it
more tentative, polite, or
open-ended instead of

12
 sounding too direct or
confrontational.
Example:
Example Without Hedges (Too
We have the different forms of Harsh)
hedges. Please read, Jomer. "Your argument is completely
wrong. Online learning is
ineffective."

Example With Hedges (More

Respectful)
"Your argument may not fully
consider that online learning
can be ineffective for some
students, particularly those
who need hands-on learning."

Different forms of
In a nutshell, how do you define
hedges:
critical reading as a form of
reasoning in your own words? Yes,
Modals: may, could,
JM.
would, should, might,
certain, must, etc.
Frequency adverbs:
usually, generally,
commonly
Probability adverbs:
probably, possibly,
Bravo, JM. Then, what are the types
presumably
of critical reading? Yes, Carmela.

Critical reading as
reasoning goes beyond
understanding words—it
involves questioning,
analyzing, and
evaluating information
logically, Sir.
Excellent, Carmela! Now, Give me
the Steps in Critical Reading as
The types of critical
Reasoning, yes, Pamela.
reading are: Deductive,
Inductive, Abductive,
and Analogical
reasoning.
Precisely! It seems to me that you
really understood what we have
discussed earlier.

Is everything about critical reading

The steps in Critical
as reasoning clear, class?
Reading as Reasoning
are: Identifying
Assertions, Formulating
Any questions, clarifications?
Counterclaims, and
Determining Evidence.
If none, let us dive into our next
13
activity.

Yes, Sir.

None so far.

14
To further strengthen your
understanding about our topic, I
prepared another activity for you.

Activity: ONION PEELING

Please read the directions, Jomar. Directions: The "onion,"

will be passed around
while music is playing.
As the music plays,
students must quickly
pass the onion from one
person to another. When
the music stops, the
student holding the
onion will peel off one
layer, read the question
inside, and answer it
aloud. The game
continues until all layers
are peeled, leading to
the final core question.

Questions inside the layer of the

onion: Possible answer:

Processing question: Possible answer:

1. How did identifying assertions, 1. Identifying assertions,

counterclaims, and evidence help counterclaims, and
you understand a text better? evidence helped me
understand a text better
by allowing me to
15
 Activity: REWRITE THE WEAK!

Please read the directions, Avegail. Directions: You will be

provided with a weak
Example: argument containing
flaws such as
unsupported claims or
logical errors. Identify at
least three weaknesses,
then rewrite the
argument to make it
stronger by providing
clear reasoning and
supporting evidence.
You will be given 10
minutes to complete the
task.
APPLICATION
You are still guided by our criteria
g. Finding
practical
application
of
concepts
and skills in
daily living

Topic per group:

This time, I have a question for you.

GENERALIZATION
If you were analyzing a politician’s If I were analyzing a
/ ABSTRACTION
speech, how would you identify politician’s speech, I
whether they are using logical would first examine
reasoning or just appealing to whether their claims are
emotions? Yes, Analiza. supported by credible
h. Making evidence such as facts,

16
 statistics, and expert
opinions. Also, I would
look in to their language
if it provokes
emotionally appealing
emotional state of the
generalizatio audience without
concrete and logical
ns and
evidence. If so, then I
abstractions can tell that the speech
about the is nothing but a piece of
lesson propaganda.

Teacher calls at least

Well done, Analiza. You have shown three volunteers.
that you really learned about our
lesson for today!

Now, I believe you are very much

ready for our assessment.
To assess your understanding of our
ASSESSMENT topic today. Let us have our
assessment for this lesson.

Please read the directions, Henrix.

Directions: For numbers
i. Evaluating 1. Which of the following best 1-4, it is a multiple
learning describes the purpose of critical choice test. For numbers
reading as a form of reasoning? 6-10, it is a written
assessment.
a) To summarize the text and memorize the
key points
b) To analyze the text’s logic, identify
Possible answer:
weaknesses, and assess the evidence
c) To read quickly for enjoyment without
questioning the content 1.B
d) To focus solely on the author’s opinions 2.B
and emotions
3.B
4.C
2. What is the first step in critical
reading when evaluating an
argument?
a) Identifying counterclaim
b) Identify the author's claim or assertion
c) Determining evidence
d) Ignore any evidence that does not align
with your viewpoint

3.What should you focus on when

assessing the strength of reasoning
in a text?
a) The emotional appeal used by the author
b) The credibility of the author’s sources and
the logical consistency of the argument
c) The length and complexity of the text

17
 d) The use of vivid language and storytelling

4.Which of the following indicates

weak reasoning in a text?
a) Uses clear and well-supported evidence to
justify the argument
b) Presents a fair and balanced discussion of
opposing viewpoints
c) Contains logical fallacies such as false
dilemma
d) Includes thoroughly researched data and
relevant examples

5-10:
Directions: You will be
Article given an article. After
reading, identify at least
2 weaknesses in the
argument. Once you
have identified the
weaknesses, rewrite the
argument to make it
stronger. Ensure that
your revised version
includes clear reasoning,
well-supported
evidence, and a
balanced perspective.
You will be given 5
Okay, if you’re done . Please pass all minutes to complete the
your papers in front. task.

Do you have any questions?

None so far, Sir.

If there’s none. Please copy your
assignment.
Goodbye, Sir!
Thank you for teaching
us today!
ASSIGNMENT / For next meeting, please copy this
REMEDIATION as your assignment and do advance
reading about them.
j. Additional 1. Assertions
activities 2. Counterclaims
for
18
 Once you are done copying your
assignment, pick up all the trash Yes, sir.
application
under your chairs before leaving
or this room.
remediation
I’ll see you all next meeting. Goodbye, sir. Thank you
Goodbye, class. for teaching us today!

REMARKS

III. REFLECTION
Reflect on your teaching and assess yourself as a teacher. Think about your student’s progress
this week. What works? What else needs to be done to help the students learn? Identify what
help your instructional supervisors can provide for you so that when you meet them, you can
ask them relevant questions.
A. No. of learners who earned 80% in the evaluation.

B. No. of learners who require additional activities for remediation who scored below 80%.

C. Did the remedial lessons work? No. of learners who have caught up with the lesson.

D. No. of learners who continue to require remedition.

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

F. What difficulties did I encounter that my principal or supervisor can help me solve?

G. What innovation or localized materials did I use/discover that I wish to share with other

teachers?

Prepared by: Checked and Approved:

JOSEPH T. SERVANO CARMENCITA B. DACULAP

Pre-Service Teacher Teacher III, HUMSS Department

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