Republic of the Philippines

UNIVERSITY OF EASTERN PHILIPPINES

PEDRO REBADULLA MEMORIAL CAMPUS
Catubig, Northern Samar
Web: http://uep.edu.ph Email: [email protected]

COLLEGE OF EDUCATION
LESSON PLAN IN ENGLISH 9

(Prepared by: James Roque T. Feliciano)

I. Objectives
At the end of the discussion, the students should be able to:
A. Identify and differentiate claims, counterclaims, reasons, and
evidence in a given text.
B. Demonstrate open-mindedness when evaluating arguments from
different perspectives.
C. Engage in a classroom debate or discussion, applying claims,
counterclaims, reasons, and evidence effectively.

Value Aim: Develop logical reasoning in evaluating arguments

II. Subject Matter

Topic: Differentiating Claims, Counterclaims, Reasons, And Evidence In A
Given Text.
References : English Quarter 4- Module 1: Lesson 1-3 Judging the Relevance and
Worth of Ideas, Soundness of Author’s Reasoning, and Effectiveness of the
Presentation.
Materials: Pictures, visual aids, Printed Text.
Time Allotment: 1 hour

III. Procedure

Teacher’s Activity Students’ Activity

A. Preliminaries

Prayer

Let’s start this day by asking

guidance from our Lord. (Students will start the prayer)

Greetings

Good morning, class!

Good morning, Sir!

Classroom Management
Before we start our session, I
want you to pick up the pieces of
paper under your chairs and arrange
(Students will pick up pieces of paper
you chair properly
and arrange their chairs)

Checking Attendance
Class monitor kindly submit the (Class monitor will give the list of all
list of the names of today’s absent students)
absentees.
 Yes, Sir.
Collecting of Assignments
Do we have an assignment? (Students will pass their assignment)

Okey, pass it to the front.

B. Review

Before we proceed to our new lesson

let us first have an activity to recap
what you discussed at the last It’s all about judging the relevance and
meeting. worth of ideas.

What was your topic all about?

Yes, sir.
Okay, very good! Do you still
It is a type of learning where individual
remember what vicarious learning is?
acquire knowledge or skills by observing
others’ action and the consequences of
Okay, what is it?
those actions, rather than through direct
experience.

Very good! So, why is it important to

Evaluating the relevance and worth of
evaluate the relevance and worth of
ideas is important to ensure that
ideas presented in the text before
conclusion and decision is based on
forming conclusions or making
accurate, credible, and meaningful
decisions?
information.

That’s right! You were able to answer

all of my question regarding to your
last topic, it indicates that you really Yes, sir.
listen during the discussion and I’m
hoping that you will also do that
during our time, is that okay?
None, sir.
Do you have questions or clarification
about your topic last meeting?

C. Motivation

If you don’t have any questions let us

have an activity.

Claim Sorting Challenge!

I have a set of statements. Some are

claims, and some are not. Your task is
to sort them correctly!

I will divide the class into two. Two

teams take turns drawing a
statement card and deciding if it
belongs in the 'CLAIM' or 'NOT A
CLAIM' box.
Yes, sir.
After placing the card, you must
explain why you made your choice.

Are you ready?

Alright! Let’s start. ✔ Claims

1. "School should give students

✔ Claims
longer lunch breaks."
✔ Claims
2. "Wearing a uniform makes
students more disciplined."
3. "Homework helps students ✔ Claims
learn better."
4. "Social media is bad for
students' mental health." ✔ Claims
5. "All students should have free
access to the internet for ✖ Not Claims
schoolwork." ✖ Not Claims
✖ Not Claims
6. "The sun rises in the east." ✖ Not Claims
(Fact) ✖ Not Claims
7. "Some students love playing
video games." (Observation)
8. "Ice cream is delicious!" ( each explanation may vary)
(Opinion)
9. "Many schools have uniforms."
(Fact)
10."Christmas is in December."
(Fact) All claims state an argument or opinion
that can be debated and need proof.
A strong claim is clear, specific, and
Alright! Great job, you can classify supported by reasons and evidence.
each paragraph and identify if they
are claim or not.
Claims and Counterclaims, sir.
What do all claims have in common?

What makes a strong claim?

That’s right! Based on our activity,

what do you think our lesson is for
today?
At the end of the discussion, the
Close enough! Because our topic for students should be able to:
today is all about Differentiating A. Identify and differentiate
Claims, Counterclaims, Reasons, claims, counterclaims, reasons,
And Evidence In A Given Text and and evidence in a given text.
here are the objectives that we have B. Demonstrate open-mindedness
for today’s session. when evaluating arguments from
different perspectives.
C. Engage in a classroom debate or
discussion, applying claims,
counterclaims, reasons, and
evidence effectively.

Yes, sir.

Are we clear about the learning

objectives?
D. Activity

Alright! Now before we proceed with

our new lesson. Let us have another
activity.

Today, we’re going to play a game

where you’ll decide if a statement is a
claim or not. A claim is an argument
or statement that someone can agree Yes, sir.
or disagree with.

I will read the statement and after

that you will go to the side of the
room that represents your answer.
✔ Claims:
If you think it’s a claim, they move to
✔ Claims:
the "CLAIM" side.
If you think it’s not a claim, they ✔ Claims:
move to the "NOT A CLAIM" side.

Are you ready? ✖ Not Claims

✖ Not Claims
Let’s begin then. ✖ Not Claims

 "Homework should be banned No, sir.

in schools."
 "Video games improve Claims are statements that express an
problem-solving skills." opinion or argument. They can be
 "School uniforms should be agreed or disagreed with, and they
mandatory." usually need support to be convincing.

A strong claim is clear, specific, and

 "The sky is blue."
debatable. It is not just a fact or a
 "Math is the hardest subject."
personal opinion but something that can
 "Some schools have uniforms. be supported with reasons and evidence.

Good job, class! Do you find it hard to Yes, because without proof, a claim is
accomplish this activity? just an opinion. Evidence and reasons
make a claim more credible and
Alright! What do you notice about persuasive. However, some claims may
claims? not need proof if they are universally
accepted truths.

What makes a statement a strong

claim?

Do all claims need proof? Why or why

not?

A claim is like an opinion, right?

Great point! Since you already have

the grasp of all the ideas about our
topic for today I think they you are
ready to dwell deeper into our
discussion. So, a claim is like taking a stand on
something?
E. Analysis
Alright, class, today we’ll learn about
claims, counterclaims, reasons,
and evidence. Let’s use an example
from literature to understand these
concepts.
Yes. sir! But how do we prove that?
Let’s start with a simple question.
What do you think a claim is?

Close! A claim is a statement or

argument that someone believes to So, reason explains why the claim makes
be true. sense, and evidence proves it?

For example, “I believe that William

Shakespeare is the father of English That’s where a counterclaim comes in,
sonnets because he made 154 right?
sonnets in his lifetime.”

Exactly! But a claim needs a reason

to support it. In this case, the reason
is that Shakespeare wrote 154
sonnets, which shows his contribution Sir, so the counterclaim challenges the
to English poetry.
claim by saying Shakespeare didn’t
invent the sonnet?
Understood?

Good question! That’s where

evidence comes in. Evidence is
factual support, such as historical
records that confirm Shakespeare
wrote 154 sonnets.

Yes, sir.
Exactly! But what if someone
disagrees with the claim?
Yes, sir.
Yes! A counterclaim is the opposing
argument. In this case, the
counterclaim is: “Sir Thomas Wyatt
introduced the concept of the sonnet
to English writers, and he developed
a rhyming scheme that even
Shakespeare used.”

Correct! And just like a claim, a

counterclaim also needs a reason
and evidence. The reason here is
that Wyatt brought the sonnet form
to England before Shakespeare, and
the evidence could be historical
records showing Wyatt’s influence.

Understand? “Children today are just as sociable as

previous generations.”
So, take note that every argument
needs a reason and evidence,
whether it’s a claim or a counterclaim. “Studies suggest that screen time does
not have a major effect on children’s
Let’s look at another example from social skills.”
modern times.
“A study from Ohio State University
Claim: “Children today are less found that children’s social behavior
sociable because they spend too remains stable despite an increase in
much time on their gadgets.”
screen time.”
Reason: “Gadgets reduce face-to-
face interactions, which affects
communication skills.”
Evidence: Studies show that
excessive screen time can decrease
the time children spend socializing in
person. Yes, sir.
Now, how could we form a
None, sir.
counterclaim to this statement?

Very good! Now, can you provide a

reason to support that counterclaim?

Excellent. And for evidence? A claim is a statement that presents an

argument or opinion, but it needs
support to be strong.

Well done! As you can see, both

claims and counterclaims must be
We need evidence to prove that the
supported with logical reasoning and
claim is true.
factual evidence. Understanding both
sides of an argument helps us
become critical thinkers.

Do you understand our topic?

Then they can present a counterclaim,
Do you have any questions or which is an opposing argument.
clarification?

F. Abstraction
It helps us become better critical
Now that we have discussed claims, thinkers because we can see both sides
counterclaims, reasons, and evidence, of an argument.
let’s summarize what we have
learned. What is the main purpose of
a claim?

Correct! A claim must always be

supported by a reason that explains
why it is valid. What else do we need
to strengthen a claim?

Exactly. Evidence includes facts,

research, or expert opinions that
provide proof. But what happens if
someone disagrees with a claim?

Very good! And just like a claim, a

counterclaim also needs a reason Yes, sir.
and evidence to support it. Why is it
important to understand both claims None, sir.
and counterclaims?

That’s right. When we analyze both

claims and counterclaims, we develop
stronger reasoning and
argumentation skills, which are useful
in writing, debates, and real-world
discussions.

So, to make a strong argument, we

must always have a claim, a reason,
and evidence. And if we disagree, we
should support our counterclaim with
facts too.

Understanding these components

allows us to evaluate arguments
carefully and make informed
decisions.

Again, do you understand now our

topic for today?

Any questions or clarifications?

Since there are no questions let us

have an activity.

G. Application
I will divide the class into 2. Your
activity is called “The Debate Duel”

Team A must come up with a Yes, sir.

reason and evidence to support
the claim.

Team B must come up with a

counterclaim, a reason, and
evidence to challenge it.

Each team takes turns presenting (Students will have to rebut the given
their arguments claims)
(claim/reason/evidence vs.
counterclaim/reason/evidence). (Students will give themselves a round of
applause)
After both teams present, they are
Yes, sir.
allowed a 1 (one) minute rebuttal to
respond to the opposing team’s
None, sir
argument.

The rest of the class (those not

debating in that round) act as judges
and vote on which team presented a
stronger argument.

Switch roles so that every student

gets a chance to argue for both a
claim and a counterclaim.
✅ Answer: A
Are you ready?

Okay, let’s begin!

Claims:
“Online learning is better than face-
to-face learning.”
✅ Answer: C
“Social media does more harm than
good.”
“Video games make students
smarter.”

Alright! Let’s give yourselves round of

applause.

Did you enjoy our activity?

 ✅ Answer: A
Do you have any questions or
clarification?

IV. Evaluation

If there is none let’s test if you really

listen to our discussion.

Instructions: Read each question

carefully and choose the best answer.

1. Which of the following is an ✅ Answer: B

example of a claim?
A. "Fast food is unhealthy because it
contains high amounts of fat and
sodium."
B. "Many people eat fast food."
C. "Fast food restaurants are
everywhere."
D. "Some people like fast food."

2. Why is it important to include

evidence when making a claim?
A. To show that opinions are more ✅ Answer: B
important than facts.
B. To make the claim sound more
complicated.
C. To provide proof that supports the
claim.
D. To confuse the reader or listener.

3. Which of the following is the

best example of a counterclaim? Yes, sir
Claim: "Online learning is better than
face-to-face learning."
A. "Face-to-face learning is more (Students sill pass their paper to the
effective because students can front)
interact directly with teachers."
B. "Many students like online
learning."
C. "Online learning uses the internet."
D. "Face-to-face learning is a method
of education."

4. What is the difference between

a reason and evidence?
A. A reason is a fact, while evidence is
an opinion.
B. A reason explains why a claim is
made, while evidence provides proof
to support the reason.
C. A reason is based on emotions,
while evidence is based on guesses.
D. A reason is a counterclaim, while
evidence is a claim.

5. Which of the following is an

example of strong evidence?
A. "I think social media is bad because
I don’t like it."
B. "Studies show that 70% of teens
spend more than 5 hours daily on
social media."
C. "Some people believe social media
is harmful."
D. "My friend stopped using social
media."

Are you done?

Alright! Pass your paper to the front.

VI. Assignment

Class, for your assignment copy this.

Directions: Choose ONE of the following topics. Write a claim and a counterclaim
about the topic you choose.
📌 Topics to choose from:
 Should students have homework every day?
 Is online learning better than face-to-face learning?
 Should mobile phones be allowed in school?

That’s it for today. I hope you have gained knowledge and enjoyed our discussion.
Goodbye, class.

JAMES ROQUE T. FELICIANO Mr. Jan

Howard P. Lluz
Pre-Service Teacher Cooperating Teacher