QUARTER NUMBER: SECOND

CORE SUBJECT TITLE: READING AND WRITING

GRADE: 11/12

TOPIC / LESSON NAME Critical Reading as Looking for Ways of Thinking and Reasoning

CONTENT STANDARDS Understands the relationship of a written text and the context in which it was developed.

PERFORMANCE STANDARDS
BEYOND MINIMUN
PERFORMANCE STANDARD
LEARNING COMPETENCIES
Writes a 1,000 words critique of a selected text on the basis of its claim/s, context, and properties as a written
material.
Writes a 1,500 word critique on various texts across discipline.
1. Formulates evaluative statements about a text read.
a. Formulates assertions about the content and properties of text read.
b. Formulates meaningful counterclaims in a response to claims need in a text read.

BEYOND MINIMUN 1. Write an evaluative essay about various texts read in various discipline.
LEARNING COMPETENCIES
SPECIFIC LEARNING 1. The learner is able to formulate an evaluative essay using an excerpt of a known speaker such that the
OUTCOMES final written output is suitable for the presentation at the forum.
TIME ALLOTMENT 1:30 hour/minutes

LESSON OUTLINE:
During the lesson, the learners will:
1. Introduction/Review: (Do-Re-Me Game)
The students are asked different questions from the previous topic.
2. Motivation: (Think-Pair- Share)
The students share their experiences where they have to prove that his/he is right with the decision he/she has made.
3. Delivery: (Textual Analysis)
The students analyze sample excerpt about the different claims they have found.
(Watching a video)
4. Practice:
The students identify and analyze different textual evidences in the texts given.
5. Enrichment: (Group Task)
The students evaluate the evidence text.

6. Evaluation:
 The students write an evaluative essay based on the various texts given in various discipline.

LCD Projector
MATERIALS Laptop
Video Clips
Reading and Writing Skills
RESOURCES Authors: Marella Therese A. Tiongson
Maxine Rafaella C. Rodriguez

PROCEDURE MEETING THE LEARNERS’

NEEDS
Introduction/Review: (Do-Re-Me Game)
The students are asked different questions from the previous topic. Teacher Tip. The previous lesson will be
able to remember by the students to
Questions for the Review of the Previous Lesson: connect to the next lesson.
1. What are some techniques to help you develop your reading skill?
2.Explain the following:
 Keeping a reading journal
 Annotating the text
 Outlining the text
 Summarizing the text
 Questioning the text

Motivation: (Think-Pair- Share) Teacher Tip. The teacher prepares

The students share their experiences where they have to prove that he/she is right with the decision questions to be answered by the students
he/she has made. which serve as the guide.
1. The students share his/her experience to his/her seatmate.
2. There are some students share their answer in the class.

Delivery: (Textual Analysis)

The students analyze sample excerpt about the different claims they have found.
(Watching a video)

1. The students take note the details about the different claims presented in the video.
2. The students form groups consisting of 5 members to analyze the given texts on different claims
present in the text considering the following: quantifiable assertion, moral, and philosophical.
3. The students present their output in the class based on the given rubric.
Practice:
The students identify and analyze different textual evidence in the texts given considering facts and
statistics, opinion from experts and personal anecdotes used.

Enrichment: (Group Task)

Given an excerpt from President Quezon’s speech: The students evaluate the evidence provided. They
give their own piece of evidence to better support the claim. They provide a one-sentence explanation of
why they chose to give that example, or how it would make the claim stronger

Evaluation:
The students write an evaluative essay based on the various texts given in various discipline.
- You are an editor for your school paper. Your teacher has given you the freedom to choose any opinion
article about the Association of Southeast Asian Nations (ASEAN) integration. It can be from any
discipline such as science or social studies. You are tasked to review your chosen article; it will be
featured in the issue of the school paper. Your critique should consist of 1,000 words. A good review will
identify the claim of the text, describe its context, and evaluate the evidence provided.
 Evaluative Essay Rubric

4 3 2 1
There is one
Main idea is Main idea is not
clear, well-
somewhat clear, clear. There is a
focused topic. Main idea is
but there is need seemingly
Main idea is clear, but the
Focus on topic for more random
supported by general.
supporting collection of
detailed
evidence. information.
information.
Details are Details are
placed in a placed in a Some details are
There is no clear
logical order and logical order, but not in a logical
introduction of
the way they are the way they are or expected
the main topic or
Organization presented presented order, and this
structure of the
effectively keeps sometimes make distracts the
paper.
the reader’s the writing less reader.
interest. interesting.
Formulates a
thought- Writer takes a Fails to take a
Writer’s position
provoking, well- clear position on clear position, or
is evident,
Originality and developed, and an issue, though writer
though it is
strength of ideas fairly original it is not contradicts
vague.
position on an developed fully. herself.
issue.
Offers only
Offers adequate general reasons
Provides specific Provides less
– though or evidence or
reasons and/or than adequate or
perhaps vague or none, or offers
evidence that contradictory
Evidence and/or incomplete – evidence
demonstrate reasons or
reasoning supporting contradictory to
understanding evidence to
reasons and/or the writer’s
and insight. support position.
evidence thesis or main
idea.
Command of
conventions Weak control of
Correct use of Use of grammar
exhibited. grammar and
Command of grammar and and conventions
Creative word conventions.
grammar and conventions (for interferes with
choice and Errors
conventions the most part). understanding.
varied sentence distracting.
structure.
 Writing attracts Writing fails to
Technically well
Author’s voice reader’s interest. engage the
written;
is strong and Author’s voice reader. Does not
however,
Voice engaging. Draws shows demonstrate
author’s voice is
reader in. engagement with writer’s interest
weak.
the topic. in topic.

Adapted from Rubric for Editorial – Commentary Essay from LAEP.org and the 6+1 Traits of Writing Rubric from Readwritethink.org