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Evaluative Statement

This document provides a detailed lesson plan for a 12th grade Reading and Writing Skills class. The 3-lesson plan focuses on critical reading by having students (1) formulate evaluative statements about texts, (2) differentiate between assertions and counterclaims, and (3) write an evaluative statement based on a speech about gender equality. Activities include group discussions, analyzing movie/novel examples, and presenting evaluative statements to the class. The goal is for students to understand how to make reasoned evaluations of texts and their contexts.

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Jessuel Larn-eps
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6K views3 pages

Evaluative Statement

This document provides a detailed lesson plan for a 12th grade Reading and Writing Skills class. The 3-lesson plan focuses on critical reading by having students (1) formulate evaluative statements about texts, (2) differentiate between assertions and counterclaims, and (3) write an evaluative statement based on a speech about gender equality. Activities include group discussions, analyzing movie/novel examples, and presenting evaluative statements to the class. The goal is for students to understand how to make reasoned evaluations of texts and their contexts.

Uploaded by

Jessuel Larn-eps
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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INSTRUCTIONAL PLANNING

(The process of systematically planning, developing, evaluating and managing the


instructional process by using principles of teaching and learning – D.O. 42, s. 2016)
Detailed Lesson Plan (DLP) Format

Bangcud National High


School Grade level 12
School
Reading and
Teacher Quenie Mariel M. Ilar Learning area
Writing Skills
August 13-24, 2018/
7:30-8:30, 8:30-9:30,
Date/time Quarter Second
9:45-10:45, 10:45-11:45,
1:00-2:00, 2:00-3:00
I.OBJECTIVES
The learner understands the relationship of a written text and
A.CONTENT STANDARD
the context in which it was developed.
The learner writes a 1000-word critique of a selected text on
B.PERFORMANCE STANDARD the basis of its claim/s, context, and properties as a written
material.
Explains critical reading as reasoning (EN11/12RWS-IVac-8)
and formulates evaluative statements about a text read
(EN11/12RWS-IVac-9)
C. Learning Competencies/Objectives a. Formulates assertions about the content and properties
of a text read ( EN11/12RWS-IVac-9.1)
b. Formulates meaningful counterclaims in response to
claims made in a text read (EN11/12RWS-IVac-9.2)
TEXT AND CONTEXT CONNECTIONS (CRITICAL
READING)
II. CONTENT
B. Critical Reading as Reasoning
1. Formulating Evaluative Statements
III. LEARNING RESOURCES
A .References
1.Teacher’s Guide
2. Learners Materials Pages pp. 45-56
3.Textbook pages
4.Additional Materials from Learning
Resources (LR )portal
B. Other learning Resources
IV. Procedures
Preliminary Activities:
-Prayer
-Reading of reflection of the day
A .Review previous lesson or
-Checking of attendance
presenting the new lesson
-Let the students recall the difference between intertext
and hypertext. Review the advantages and
disadvantages of the two context development.
At the end of the lesson, the students will be able to
B. Establishing a purpose for the
formulate an evaluative statement about a text selection that
lesson
they have read.
Introduce the importance of textual evidence and proper
reasoning in formulating evaluative statements in critical
reading.
Let the students group themselves into four. Each group shall
be given the following situations which they are required to
reason out before the judge.
1. Anna wants to have a movie date with her family,
which genre do you think is better to watch? Horror
C. Presenting examples/instances of or romantic movies?
the new lesson 2. Juan is planning to buy a phone, which brand do you
think he should buy? Samsung or Iphone?
3. Ella wants to go on a vacation, which tourist
destination is better for her to go to? Palawan or
Boracay?
4. Jhon is courting a girl from his class, which is more
romantic to give to her? Flowers or chocolates?
The teacher will act as the judge.

Explain what and evaluative statement is. Cite a movie/novel


which most of the class have watched. collect their insights
D. Discussing new concepts and about the movie/novel and relate this to an example of an
practicing new skills evaluative statement. Introduce the two types of evaluative
statements. Differentiate and assertion from a counterclaim.
Give examples for each type.

E. Discussing new concepts and new Enumerate and explain the types of assertion: basic assertion,
skills emphatic and I-Language. Provide examples for each type.

Let the learners read “An Excerpt of Emma Watson's Speech


F. Developing mastery on Gender Equality at the UN” and let them formulate either
an assertion or a counterclaim out of the text.

G. Finding practical application of Choose students to read their evaluative statements in front of
concepts and skills in daily living. the class.
H. Making generalization and Explain the importance of evaluative statement in academic
abstraction about the lesson. writing and speaking.
Let the students think of a movie/novel that affected their
I. Evaluate Learning beliefs and make an assertion based on one of the types
discussed earlier.
J. Additional activities for application
What is textual evidence in critical reading?
or remediation
Prepared by: Checked by:

QUENIE MARIEL M. ILAR GLENDA B. CACHARO


Special Science Teacher I SHS Coordinator

Noted by:

ARLENE DOYDORA
Academic Head

PASTOR P. ABEJUELA III


School Principal II

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