A Detailed Lesson Plan in English
Grade 11
I. Objectives:
At the end of the lesson, the students should be able to:
1. define unfamiliar words found in the text;
2. explain critical reading;
3. identify the five essential keys on how to think critically;
4. relate ideas to critical reading and critical thinking through semantic webbing; and
5. participate enthusiastically in classroom discussion and activities.
II. Subject Matter:
Topic: Critical Reading
References: Reading and Writing Skills 2016
Materials: PowerPoint Presentation
Hand outs
Activity Sheets
III. Procedure
Teacher’s Activity
Students’ Activity
A. Daily Routine
 Prayer
Before we start, let us pray.
(The class will be silent as they pray.)
 Greetings
Good morning class!
Good Morning Sir!
 Classroom Management
Kindly arrange your chairs properly and (The class will be seated.)
pick up any small pieces of paper under you seats.
You may now take your seats.
 Checking of Attendance
Is there any absentee today?
Answers may vary.
B. Activity
“My Phone Rings!”
1.1 Imagine receiving this kind of message out of (The students will share their thoughts and
nowhere.
answers.)
“Let’s see!”
1. Will you believe this message? How are you
going to react? What are you going to do about it?
No. I will just ignore the text message or report it
to the proper authorities.
2. Do you think you have chosen the right decision? Yes, because I know it is a scam.
Why?
Yes, you are all right. We have been a recipient of
this kind of text scam message; and before
believing the news and give your critical
information, you might have asked yourself like:
“Did I join such contest before?”
“Why is it asking for such confidential information
through text message?”
Asking such questions is a proof that you are
thinking critically.
What do you call the process validating information Critical Reading
though reading while thinking critically?
Do you have any idea what is critical reading?
Answers may vary.
1.2 To help the students understand critical reading,
the teacher prepares 5 refreshment and unfamiliar
words. The students will choose their answer on the
word ladder.
“What do you mean?”
1. Critical
Mr. Creed was critical when it came to checking
errors in the billing statement.
2. Assume
In the absence of the captain, the sergeant assumed
that he is in command of the squad.
Careful
judgements
aboutisthe
good
Thinking
that something
true,
to
andtake
bador
parts
of something
begin
to have
3. Evaluate
The teacher evaluates the students through quizzes.
To determine the quality, importance
or condition by careful study
4. Passive
After graduation, he remains passive in his life
without looking for a job.
To be not active or non-operating
5. Argue
The attorney argued to the judge and the opposing
lawyer referring to ordinances and constitutional
laws prove his client is innocent.
(The students and the teacher will further discuss
critical reading.)
An act of opposition to certain ideas
or simply against onto something like
issues or case
“Semantic Webbing”
(see presentation)
II. Analysis
To help the students understand critical reading, the
teacher provided a handout about the topic. The
teacher also shows three questions on the
presentation to initiate the discussion with the help
of “Semantic Webbing.”
1. What is critical reading?
It is basically thinking critically. It is also a form
of language analysis that does not take the given
text at face value, but involves a deeper
examination of the claims put forth as well as the
supporting points and possible counter arguments.
2. How do you think critically?
It goes through a process of seeking definition,
evaluating claims, judging information, demanding
proof and questioning assumption. It is not simply
reading the text alone but bringing and relating it
to our experiences and perspective and use these to
separate ourselves from the text and judge for
ourselves what can be considered important,
logical or right.
3. Why you should read critically?
By reading critically, we can gain numerous
benefits from mastering critical thinking skills,
such as better control of our own learning and
understanding for other points of view. It also
allows us to find out the author’s view on
something. We can also judge the text deeply so
that we can avoid such accidents or
misunderstanding.
III. Abstraction
“Come On!”
After the discussion, the students will be asked to Answers may vary.
provide examples on when they read and think
critically.
After all the activities, how can you define critical
reading?
Critical reading involves critical thinking. It allows
the reader to read deeper and a critical reader must
be open-minded and disciplined.
IV. Application
“A Competition We Can’t Afford To Lose!”
The students will be divided into 4 groups. Each
will be given an excerpt entitled, “The Policies and
Achievements of the Government and the
Regeneration of the Filipino” by Manuel L.
Quezon. They will analyze the text and then answer
the questions that follow. The students are given 5
minutes to do this task. They will also be guided
with the rubric. (see presentation)
“Things to ponder!”
1. What do you think is the intended message of the
excerpt? Support your answer.
2. What are the themes of the excerpt?
3. How would you compare the Filipino today to
the ones being compared to by Manuel L. Quezon
in the excerpt?
4. Do you agree with Manuel L. Quezon’s
statements in his excerpt, The Filipino of today is
soft and easy-going? Explain your answer.
Answers may vary.
Answers may vary.
Answers may vary.
Answers may vary.
Answers may vary.
V. Assignment
Search for the poem entitled, “The Telephone Conversation” by Wole Soyinka. What do you think is the
dilemma between the landlady and the African? Explain your answer briefly. This is peer checking, your
seatmate will check you work and vice versa. You will be guided with the same rubric used in the last
group activity.
Prepare by:
CHRISTIAN ESPIRITU
Subject Teacher