Lesson guides
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This document outlines a lesson plan for teaching critical reading skills. The lesson introduces the concepts of claims of fact, policy, and value. Students will practice identifying these three types of claims by analyzing statements from texts. They will work in groups to create a graphic organizer distinguishing the different claim types based on a speech by Manuel Quezon. The lesson evaluates students by having them choose a technique for developing critical reading skills and create an individual output, as well as research and define intertextuality and hypertext.
Lesson guides
- 1. CONTENTSTANDARD: The learner understands the relationship of a written text and the context in which it was developed. PERFORMANCESTANDARD: The learner writes a 1000-word critique of a selected text on the bases of its claim/s, context, and properties as a written material. Learning competencies:(BasedontheCurriculumGuide) Explains critical reading as looking for ways of thinking. EN11/12RWS-IIIij-5 I. OBJECTIVE/Present a selected technique in developing critical reading skill II. SUBJECT MATTER Critical Reading and Critical Reading Skills MATERIALS/References Chalk and Board, Handouts/ Reading and Writing Skills by Tiongson& Rodriguez 2016 page 18 III. PROCEDURE A.Motivation Read the situation found in page 14 of the reference book. (Scam message) B.Presentation In your own words, how do you deal with this dilemma? What is the significance of critical reading? Ask the students to list their expected characteristics of a critical reader. C.LessonProper Ask the students to read the speech excerpt of Manuel Quezon and discuss Critical Reading Critical Reading Text D.Application Create a thesis statement and supporting evidences for a quality output. This is done in a group of four (4) students. IV. ASSESSMENT Choose a particular technique in developing critical reading skills and produce an output to submit. V. ASSIGNMENT Define the following: Claim of fact Claim of policy Claim of value
- 2. During Exposure to treatment CONTENT STANDARD:The learner understands the relationship of a written text and the context in which it was developed. PERFORMANCE STANDARD:The learner writes a 1000-word critique of a selected text on the bases of its claim/s, context, and properties as a written material. Learning competencies:(Based onthe Curriculum Guide) Identifies claims explicitly or implicitly made in a written text. EN11/12RWS-IIIij-6 I.OBJECTIVE/SDifferentiate the three types of claim. II.SUBJECT MATTER Types of claim MATERIALS/References Chalk and Board, Handouts/ Reading and Writing Skills by Tiongson& Rodriguez 2016 page 20 III.PROCEDURE A.Motivation Review the different techniques in developing critical reading skills: 1. Keeping a journal 2. Annotating the text 3. Outlining the text 4. Summarizing the text 5. Questioning the text B.Presentation How do you define claims? What is being examinedif one is verifying the truthfulness of an issue? Or a solution to a specific problem? C.Lesson Proper Discuss the following: Claims of fact Claims of value Claims of policy D.Application Identifying Claims. Identify each statement below, taken from or inspired by the previous text, as a claim of fact, value, or policy. Briefly explain your choice. 1. National strength can only be built on character. (Please refer to page 27 of the reference book for the complete items.) IV. ASSESSMENT Group 1 (Graphic Organizer) Using a graphic organizer reflect the three types of claim. Your output should be based from the text titled “The Policies and Achievements of the Government and Regeneration of the Filipino by Manuel Quezon. Note: Students’ speaking engagement will be rated individually while working with with their chosen adjunct display as aid in the oral presentation of their output. V. ASSIGNMENT
- 3. Research on the following topics. Intertextuality Hypertext