Detailed Lesson Plan (DLP) Format

[Instructional Planning (iPlan)
(With inclusion of the provisions of D.O. No. 8, s. 2015 and D.O. 42, s. 2016)
Detailed Lesson Plan (DLP) Format
DLP No.: Learning Area: English Grade Quarter: 4rth Duration: 1

Level:11 quarter WEEK
Learning Code:
Competency/ies:
Explains critical reading as reasoning EN11/12RWS-IVac-8
Formulates evaluative statements about a text read EN11/12RWS-IVac-9
Formulates assertions about the content and properties of EN11/12RWS-IVac-9.1
a text read
Formulates meaningful counterclaims in response to claims EN11/12RWS-IVac-9.2
made in a text read
Determines textual evidence to validate assertions and EN11/12RWS-IVac-10
counterclaims made about a text read
Key Concepts/ Critical Reading as Reasoning:

Understanding to be
Developed a. Formulating Evaluative Statements
b. Determining Textual Evidence
1. OBJECTIVES
Knowledge Differentiate assertions and counterclaims found in a text read.
Skills Perform critical reading activities in various contexts.
Write argumentative essays showing textual evidences.
Attitude Participate in a classroom debate to show assertions and counterclaims.
Values Apply assertions and counterclaims in real life situation.
2. CONTENT Understands the relationship of a written text and the context in which it was developed.
3. LEARNING https://www.pna.gov.ph/articles/1093588 ,
RESOURCES https://www.google.com.ph/amp/s/climate.nasa.gov/causes.amp
https://www.slideshare.net/marykaterinebelino/critical-reading-as-
reasoning-78474306
4. PROCEDURES
Introductory Activity * Prayer
__15__ minutes * Attendance Checking
* Recap
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React on these photos. What do you feel about them?
In general, does it has good or bad effect to us?
What you are your solutions about it if it has bad effects?
How can you apply your claims (assertion) in real life?
Activity
__15__ minutes
Students will be group into 4, They will be asked to read the article “Calida details ABS-
Analysis CBN monopoly practces in qou warranto suit” with in-depth analysis and they have to
_15_minutes discuss it among themselves. There will be a presentation/reporting of their group
discussion about their claims on the article – whether they agree with it (assertions) or
otherwise (counterclaims). They have to prove their assertions / counterclaims based on
their reading.
The teacher asks:

1. How was it reading the article with in-depth analysis?
2. What are your personal claims towards the article?
3. Do you agree with it? Why or why not?
4. What textual evidence can you get gather from the article which find credible
and powerful to prove a claim?
5. Based on the discussion, differentiate assertion and counterclaim?
The teacher will ask the students to state their understanding on the concept of critical
reading as reasoning.
Assertions are declarative sentences that claim something is true about something else.
Simply put, it is a sentence that is either true or false.
Consider the following examples:
- The sampaguita’s roots are used for medical purposes, such as an
Abstraction anesthetic and a sedative
_15___ minutes - The sampaguita belongs to the genus Jasminum of the family Oleaceae.
- The popularity of sampaguita flowers is most evident in places of worship.
- Sampaguitas are the most beautiful and most fragrant of all flowers.
There are four common types of assertion, which are classified according to the degree of
certainty they can be judged as true or false.
➢ Fact – This is a statement that can be proven objectively by direct experience,
testimonies, of witnesses, verified observations, or the results of research.
➢ Ex: The sampaguita’s roots are used for medicinal purposes, such as an
anesthetic and a sedative.
➢ Convention – It is a way in which something is done, similar to traditions and norms.
Conventions depend on historical precedent, laws, rules, usage, and customs.
Ex: The sampaguita belongs to the genus Jasminum of the family Oleaceae.
➢ Opinions – They are based on facts, but are difficult to objectively verify because of the
uncertainty of producing satisfactory proofs of soundness.
Ex: The popularity of sampaguita flowers is most evident in places of worship.
➢ Preferences – They are based on personal choice; therefore, they are subjective and can
not be objectively proven or logically attacked.
Ex: Sampaguitas are the most beautiful and most fragrant of all flowers.
Formulating Counterclaims
Counterclaims are claims made to rebut a previous claim. They provide a
contrasting perspective to the main argument.
Determining Textual Evidence
Evidence is defined as the details given by the author to support his / her claim.
❖ In the same group.

❖ Teacher will provide two sets of situations. For every situations, each group will be
Application given only 5 minutes to brainstorming, then convince the judges about their claims or
_20__ minutes counterclaims.
❖ Two representatives from G3 and G4 will judge the G1 & G2 and vice versa.
❖ G1 and G2 (Additional of Senior High School from old curriculum is burden or
beneficial?)
❖ G3 and G4 (Having in a relationships to opposite sex serve as an inspiration or
destruction to study.)
✓ Teacher will provide a handouts to the students and have an in-depth critical reading of
Assessment the article “The Causes of Climate Change”.
__20__ minutes
✓ Students will write their reaction about it by stating their own claim towards the topic
and proving it by textual evidences.
Assignment
_5___ minutes Create a scenario or a narrative report that you can” apply assertions and counterclaims in
real life situation.” maximum of 250 words.
Prepared by: Artemio Cuervo Checked by: Daisy Ann Ramirez

Student Teacher Student Teacher Mentor
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[Instructional Planning (iPlan)

Detailed Lesson Plan (DLP) Format

DLP No.: Learning Area: English Grade Quarter: 4rth Duration: 1

Key Concepts/ Critical Reading as Reasoning:

b. Determining Textual Evidence

Skills Perform critical reading activities in various contexts.

Write argumentative essays showing textual evidences.

Attitude Participate in a classroom debate to show assertions and counterclaims.

Values Apply assertions and counterclaims in real life situation.

The teacher asks:

Counterclaims are claims made to rebut a previous claim. They provide a

contrasting perspective to the main argument.

Determining Textual Evidence

❖ In the same group.

Prepared by: Artemio Cuervo Checked by: Daisy Ann Ramirez

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