Daily Lesson Plan in Reading and Writing Skills

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 Competencies : At the end of the lesson, 80% of the leaners A. will be able to determine textual
evidence to validate assertions and counterclaims made about a text read. (EN11/12RWS-IVac-10)

II. Content

A. Subject Matter : Determining Textual Evidence

B. Integration :

C. Strategy : 4As and Small Group Discussion (SGD)

III. Learning Resources

A. References o Agena, M.G., Gabelo, N., Geron, C., (et. al.). (2016). Reading-Writing Connection for the 21st
Century Learners for Senior High School. Malabon City: Mutya

B. Other References

C. Materials: PowerPoint, Reading Materials, Manila paper, Marker, Tape, TV and Laptop

IV. Procedure

A. Activation of Prior Knowledge (10 minutes)

o The teacher will present two (2) different statements to the students.
o The teacher will ask the students to read, understand, and evaluate each statements by telling whether the
statement is an assertion or a counterclaim.
Statement 1:
I agree with the writer that animals are being subjected to cruelty when they are killed to become our
food. This claim of the writer is reflected in the first part of the text wherein the writer makes the
readers think of how the meat ended up on their dinner plates. The writer deliberately chose to say that
whenever he looks at the food on his plate, he also has mental images of what had to be done to the
animal for it to become someone’s food. By using the phrase “processes that brought it to their plate,”
the readers are made to imagine what an animal goes through just to end up on our dinner plates.
Statement 2:
I disagree with the writer when he challenged some people to copy predatory behavior of animals and
prey on the weak. This is reflected in the sentence “Prey on the weak. See where that takes you.”
Although he might have been sarcastic to prove a point when he said this, it paints an unnecessary
violent mental picture for the readers and some readers might actually take it literally.

o Then, the teacher will ask 2-3 students to discuss and share their insights about the given statements.

B. Analysis (5 minutes)
o The teacher will ask the following question to solicit ideas from the learners:
1. What were your guiding principles in evaluating the given statements?

2. What significant learning you have learned from the activity?

o Then, the teacher will consolidate the answers of the students and lead them to the new lesson.

C. Abstraction (25 minutes)

o The teacher will tell the students that in this lesson they will learn how to locate and use textual evidence to
strengthen their ideas about a text they agree or disagree with some claims in the text.
o The teacher will group the class with five (5) members and distribute in each group a copy of a reading text
with samples of two different evaluative statements.
o The teacher will instruct all the groups to read and understand the given reading text, and to evaluate and
determine the textual evidence presented in the following statements.

An excerpt of Meat Culture

By Steve Pavlina

When I see a piece of flesh on someone’s plate, I also see the processes that brought it to their plate. Some
people argue that plants may be harmed by being eaten. I happen to agree. If we care about minimizing harm to
plants, then we’ll do much less harm by eating them directly as opposed to grinding them up, feeding them to
animals, and then grinding up and eating the animals. If we stopped growing crops to feed to animals and fed
those crops to people directly, it’s estimated that we’d have enough food to feed the whole planet five times
over. So if you do actually care about plants, then you can greatly reduce your plant harm by eating plants
directly. Another way to reduce harm to plants is to favor fruits that can be eaten without killing the plants. You
can eat a wide variety of fruits, both sweet and non-sweet, without seriously hurting the plant that spawned it.
And that same plant will often continue to bear even more fruit. I think a more sensible and realistic approach is
to keep leaning towards a more conscious, compassionate, and ecologically sound way of eating.

If you want to argue that we should model predators’ diets to justify meat culture, I encourage you to go ahead
and try being a truly predatory person for a while. Do it consciously. Prey on the weak. See where that takes
you.

Statement 1
I agree with the writer that animals are being subjected to cruelty when they are killed to
become our food. This claim of the writer is reflected in the first part of the text wherein the writer
makes the readers think of how the meat ended up on their dinner plates. The writer deliberately chose
to say that whenever he looks at the food on his plate, he also has mental images of what had to be
done to the animal for it to become someone’s food. By using the phrase “processes that brought it to
their plate,” the readers are made to imagine what an animal goes through just to end up on our dinner
plates.
Statement 2
I disagree with the writer when he challenged some people to copy predatory behavior of
animals and prey on the weak. This is reflected in the sentence “Prey on the weak. See where that takes
you.” Although he might have been sarcastic to prove a point when he said this, it paints an unnecessary
violent mental picture for the readers and some readers might actually take it literally.

o After five (5) minutes, the teacher will call a representative from each group to share their group
understandings to the whole class.

o Then, the teacher will present a powerpoint to the class containing the following:

Textual Evidence

In formulating assertions and counterclaims about a text, it is important that you support your statements with
textual evidence. Textual evidence is information gathered from the text that supports your assertion or
counterclaim about the text.

Informational Texts – we read for all kinds of reasons. Sometimes, our reading merely entertains us. Sometimes,
it tries to persuade us. Sometimes, it informs us, sometimes, it does all of this at the same time. A piece of
writing with the primary purpose of conveying knowledge about a topic.

Informational texts can be history books, biographies, science texts, how-to books, volumes about art or music,
business texts, or any other book that is chiefly focused on telling you something you didn’t know before.

Support your statements with textual evidence to come up with strong or solid arguments, and make your ideas
more credible. You can come up with good textual evidence by selecting the most relevant section of the text
that strongly supports your statement about the text.

Textual Evidence Sentence Starters

How to cite explicit evidence

1. On page ______, it said …

2. The author wrote …

3. The graphic showed…

4. An example is …

5. In the text it said …

6. I know because…

7. According to …

8. In the first paragraph…

9. The text states …

10. State your idea.

11. Cite what in the text led you to that idea. (Give supporting evidence from the text by paraphrasing or
quoting. You can the sentence starters)

12. Explain the evidence. (Explain how the quotes or paraphrase you pointed out supports your idea. Sentence
starters – this means…, this reveals…, this illustrates…,

TIPS for Reading Info Text (pre-reading steps)

1. Think about what you already know about the subject.

2. Determine what you want to learn from the text.

3. Survey the text (look at the headings, scan the pictures and graphics. This will help you get an idea on the
content)

 TIPS in Understanding a Text

1. BE AN ACTIVE READER

2. Read the Text slowly so you don’t miss anything.

3. Take notes (underline, highlight, circle, make notes on the side/margins)

4. Pause after each chunk to write to write a one- or two-sentence summary of what you just read.

5. Reread as necessary.

In expressing your judgment about the text,

1. First, state your idea about the text.

2. To determine evidence from the text, look for clues and keywords that support your idea about the text.

3. Quote or paraphrase the part of the text that helped you come up with your idea.

4. Use quotation marks to quote a part of the text. If it is from a book, indicate the page number at the end of
your sentence.

5. Lastly, express how the quote supports your idea.

Below are types of textual evidence:

 Paraphrasing is restating the text in your own words.

 Summarizing is restating the text in a shorter way using your own words.

 Referencing is mentioning a specific section of the text.

 Quoting is stating a part of a text in the exact way it was written.

D. Application (20 minutes)

o The teacher will ask the grouped students to read “Two Days with No Phone” then answer the questions that
follow by determining and citing textual evidence/s.
o The teacher will iterate to the students to use details from the text (text Evidence) to support their responses.

“Two Days with No Phone”

‘
E. Assessment
Directions: Read carefully the selection that follows and answer the questions briefly

1. In the passage, Douglass explains that slavery was humiliating. Cite an example from the text that most clearly
supports this idea.
_________________________________________________________________________________
__________________________________________________________________________
2. Find the additional text examples that also supports the idea that slavery was humiliating.
_________________________________________________________________________________
__________________________________________________________________________

F. Assignment
Research about counterclaim.

PREPARED BY:

BRIAN B. BENGUA
TEACHER 1
OBSERVED BY:

ELSA J. MAYORMITA
HEAD TEACHER 1