LESSON PLAN IN READING AND WRITING 2
Grade
Level
11
I.
II.
III.
IV.
QUARTER
3rd Quarter
WEEK & DAY No.
Week 8, Day 1
Date & Time:
April 25,
2022
10:00-12:00
I. Lesson Standards
Understands the relationship between a written text and the context in
which it was developed.
A. Content
Standards
The learner critiques a chosen sample of each pattern of development
B. Performance
focusing on information selection, organization, and development
Standard
1. Identify claims explicitly or implicitly made in a written text.
C. Learning
(EN11/12-RWSIIIij-6)
Competency &
a. Claim of a fact (EN11/12-RWSIIIij-6.1)
Code
b. Claim of policy (EN11/12-RWSIIIij-6.2)
c. Claim of value (EN11/12-RWSIIIij-6.3)
D. Lesson
At the end of the lesson, the learners are expected to:
Objectives:
1. distinguish and classify types of claims,
2. formulate a statement for each type of claim, and
3. relate claim to personal experiences.
II. Content:
Scope: Written Text and Context Development
Topic: Types of Claim
III. Learning Resources:
A. References
B. Other Learning
Materials
IV. Procedure
A. PreAssessment
B. Activity
Reading and Writing Skills by DIWA
https://www.youtube.com/watch?v=93IiZsyCtoc
Preliminaries: (5 minutes)
1. Greetings!
2. Setting standards
3. Checking student’s attendance
4. Review of past lesson
(5minutes)
Activity 1: Raise the Button!
Let the students REACT to the given statements by raising the buttons.
Students can gain 3 points for each reaction for the brain button, 2
points for the hand button, and 1 point for the heart button.
(Each student will be provided with the following)
Brain Button
Hand Button
Heart Button
These are the following statements:
Statement 1: It is wrong to use social media to bully someone.
Statement 2: Facebook has over 2 billion users worldwide, with 47% of
those users being over the age of 35. Twitter, in
comparison, has 271 million users worldwide, with 35%
of those users being aged between 18 and 29.
Statement 3: Facebook should ban some types of content that
degrades, sexualizes, and otherwise harasses elected
officials, celebrities, activists, and journalists.
Statement 4: By following the safety protocols, we can resist ourselves
to get infected by the virus.
Statement 5: People must wear face masks in indoor areas of public
transportation traveling into, within, or out of the Philippines and indoors
at Philippines transportation hubs, including airports.
Statement 6: COVID-19 is a public health emergency. In months,
millions have been infected and over one million people have died
around the world.
C. Analysis
(5 minutes)
Let the students answer the following:
1. What have you noticed about the following statements in our
activity? What do these statements give us?
2. How are these statements being classified?
3. What do these statements on the brain button trying to imply?
How about the statement on the heart button and the statements
on the hand button?
4. How do these statements assure, persuade, convince, argue,
prove and suggest to us?
D. Abstraction
(30 minutes)
1. 1. What is a Claim?
It defines writing’s goals,
direction, and scope
It is what the writer tries
to prove in the text by
providing details,
explanations,
and other types
of evidence
CLAIM
It summarizes the most
important thing that the
writer wants to say as a
result of his/her thinking,
reading, or writing.
2. 2. In what way is a claim good?
It is written explicitly and
implicitly
3. Let the students explain or share their understanding of the following
in connection to the given example.)
4.
5. Example: Abortion should be legalized.
argumentative
and debatable
A good
claim is
specific and
focused
interesting
and engaging
logical,
reasonable and
provides enough
evidences
6. 3. What are the types of claims?
7. discuss
8. (Let the students figure out by using the reaction buttons.)
Types of Claims
claim of fact
hand button
claim of policy
heart button
claim of value
9. 4. How can we effectively distinguish claims of fact, policy, and value?
10. (Let the students distinguish and classify the specific features of each
type of claim through images and claim statements given below.)
Distinguishing Among Types of Claim
Claim of Fact
Claim of Policy
Claim of Value
Specific Features
Connect on the Examples
(based on the activity)
-Facebook has over 2
billion users worldwide,
with 47% of those
-Facebook should ban
some types of content
that degrades,
-It is wrong to use social
media to bully someone.
users being over the
age of 35. Twitter, in
comparison, has 271
million users
worldwide, with 35% of
those users being
aged between 18 and
29.
-COVID-19 is a public
health emergency. In
months, millions have
been infected and over
one million people
have died around the
world.
sexualizes, and
otherwise harasses
elected officials,
celebrities, activists,
and journalists.
-People must wear face
masks in indoor areas
of public transportation
traveling into, within, or
out of the Philippines
and indoors at
Philippines
transportation hubs,
including airports.
-By following the safety
protocols, we can resist
ourselves to get infected by
the virus.
5. How will you defend each type of claim?
 Discuss the following steps on how to defend a claim.
Ways on how to defend a claim
fact
policy
• State clearly
•Convince your
•Define terms that
may be controversial
or ambiguous so that
readers know exactly
what you mean.
audience that a
problem exists.
•Make sure that
your evidence fulfills
the appropriate
criteria.
•Establish that there
is a need for a change.
•Support the
proposal with solid
data by not
neglecting the moral
considerations and
the common-sense
reasons.
•Make your proposal
clear.
•Consider the
opposing arguments.
•Support the proposal
with solid data by not
neglecting the moral
considerations and
the common-sense
reasons.
value
•Try to make clear that
the values or principles
you are defending should
have priority on any scale
of values.
•Suggest that adherence
to the values you are
defending will bring
about good results in
some specific situation or
bad results if respect for
the values is ignored.
•Use Comparisons and
contrasts.
•Use the testimony of
others to prove that
knowledgeable or highly
regarded people share
your values.
6. Let the students make a summary or generalization of the topic.
E. Application
(15 minutes)
Instruction: Formulate a claim of fact, a claim of policy, and a claim of
value regarding your personal experiences on the start of the limited
face-to-face classes. Write it on a ½ sheet of paper.
Instruction…answer it orally in the class.
claim of fact: __________________________________________
claim of policy: ________________________________________
claim of value: _________________________________________
F. Assessment/
Evaluation
(15 minutes)
Direction: Read the statement below. Tell what type of claim is implied
in each the statement,
1. Winning by cheating is worse than losing honesty.
2. The recent earthquake in the Philippines in January 2021 registered
7.0 on the Richter scale.
3. Teachers are expected to retire on or before their 60th birthday.
4. The increase in population threatens the environment.
5. Hospital will prioritize severe COVID -19 symptoms.
6. “The Lord of the Rings” shaped the modern fantasy genre.
7. Moscow instigated the current crisis by placing more than 100,000
troops on the border of Ukraine, with no similar military activity on the
Ukrainian side of the border.
8. Animal testing is the worst way to test medical products.
9. Extrajudicial killings are killing innocent civilians.
10. ASEAN integration should be made part of the curriculum.
G. Agreement/
Assignment
V.
VI.
Remarks
Reflection
VII. Intervention
Plan
Direction: Research some related videos/articles about the Russian
and Ukrainian Conflict. Make at least 2 claims of fact, 2 claims of
value, and 2 claims of policy out from it. Write it on a ½ sheet of
paper.
No. of students attained mastery: _______
No. of student needs remedial: _________
MPS rating of the assessment: _________
A. Remedial for not mastered:
B. Enrichment for those who mastered:
Prepared by:
CYRRHA FE C. QUESABA
Subject teacher
Checked and Reviewed by:
ARCHIE G. LAYAOG, MT II
TVL Track Head
Noted by:
JOCELYN B. PACON, PIII
School Principal