GRADES 1 to 12 SCHOOL: Palomoc National High School Grade Level: 11

DAILY LESSON TEACHER: Mary Joy S. Arceo Subject: Reading and Writing
Plan skills
th
QUARTER: 4 Date and Time: April 15, 2024
3:00-4:00 PM

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 Competency Critical Reading as Reasoning
At the end of the lesson, students are expected to:

a. Define critical reading as reasoning

b. Write down salient points of a reading material
c. Appreciate the importance of critical reading in improving one’s writing.

I. Content Critical Reading as Reasoning

II. Learning Resources ADM Quarter 3 Module 1

A. References K-12 Curriculum Guide for Senior High School
1.Teacher’s Guide pages
2.Learner’s Materials pages Music Quarter 3 – Module 1: Contemporary Philippine Music
B. Other Learning Resources PowerPoint Presentation, Chalk
III. Procedures
A. Reviewing previous lesson or I. Prayer
presenting the new lesson. II. Checking of Attendance
III. Classroom Rules
IV. Value Focused: Respect and Cooperation
1. Exercise your hand by raising it up if you want to
answer.
2. Show respect by listening to the who is talking.
 3. Avoid making unnecessary noise.
4. Observe Cleanliness. Throw your trashes to the
right bins.

As a short review from our previous lesson, let’s have first an activity.
Activity 1: Hypertext and Intertext

1. 1. What is hypertext, and how does it differ from traditional linear text?
2. 2. How does hypertext facilitate non-linear navigation and exploration of textual content?
3. 3. What are some examples of hypertext platforms or formats commonly used in digital
4. communication?
5. 4. How does intertextuality enhance the meaning and interpretation of a text?
6. 5. Can you provide examples of intertextual references in literature, film, or other forms of
7. media?

B. Establishing a purpose for

the lesson. At the end of the lesson, students are expected to:
a. Define critical reading as reasoning
b. Write down salient points of a reading material
c. Appreciate the importance of critical reading in improving one’s writing.

The students will be asked:

Why do you think it is important to dig deeper into reading a text by thinking about its meaning and
significance?
C. Presenting Examples/ Teacher directs the students to picture this:
Instances of the Lesson Your phone vibrates, signaling a new message. You open the message. It is from unknown number,
but what catches your attention is its content. The only thing you need to do to claim your prize is to
provide your personal information, along with some credit card details.
*Ask: Would you do it? Why or why not?
*Accept varied answers form the students and tell students that such instance requires critical thinking.

D. Discussing New Concepts Incite students to give and share five personal traits, which they think a critical reader should embody.
and Practicing of New Skills 1
E. Discussing New Concepts and Teacher discusses the definition of critical reading, the reasons why reading critically is important, the
Practicing of New Skills 2 definition of reasoning and its connection with critical reading.

Critical Reading
 This type of reading goes beyond passively understanding a text, because you process the
author's words and make judgments after carefully considering the reader's message.
Why should you read critically?
 Reading critically means you are thinking critically. This shows that you do not simply accept
the message on the page. You bring to your reading your own experience and perspective and
use these to separate yourself from the text and judge for yourself what you consider important,
logical or right.
This interaction between the text and the reader is necessary because reading results from
negotiation of meaning between the text and the reader. By reading critically, you find out the
author’s views on something, ask questions, evaluate the strength and weaknesses of the
author’s argument, and decide to agree or disagree with it. Thus, critical reading allows you to
enter into a dialogue with the author – and this deepens your understanding of the issue or topic
discussed. Therefore, to arrive at a sufficient interpretation of the text, you need to be become a
critical and active reader.

What is reasoning?
 According to Merriam-Webster Dictionary, reasoning is an act of giving statements for
justification and explanation. It is the ability of someone to defend something by giving out
reasons.

Critical Reading as Reasoning

 You have learned that as a critical reader, you should be able to use textual evidence when
asked by your teacher to support analysis of the implicit and explicit information presented by a
writer in a text.

 Given the same text to other readers, you may encounter questions that will really require your
answer. In that case you should have the skills of reasoning out and giving analysis and
 evaluative statements.

F. Developing Mastery Teacher directs the students to read the following excerpt from the presidential address of Manuel L.
Quezon delivered to students and teachers on August 19, 1938. (See Attachment)
*Have them read the excerpt critically and be able to answer the following questions:
1. What type of audience is addressed?
2. What are the writer’s assumptions?
3. What are the writer’s intentions?
4. How well does the writer accomplish these?
5. How convincing is the evidence presented?
6. How reliable are the sources? Are they based on personal experience, scientific data or outside
authorities?
7. Did the writer address opposing views on the issue?
8. Is the writer persuasive in his/her perspective?
*Process students’ responses.

G. Finding practical The teacher lets the students give some instances that require critical thinking.
applications of concepts and *Process their answers.
skills in daily living
H. Making generalizations and Teacher prompts the question:
Abstractions about the lesson Why do you need to read critically or to be an active and critical reader? Explain.

I. Evaluating Learning Answer the following questions:

1. Explain critical reading as reasoning.
2. What are the benefits of becoming a critical reader?
3. How does critical reading improve your writing?

4. How does critical reading improve your reasoning skills?

Evaluation Rubrics
CRITICAL READING AS REASONING

Criteria Poor (1 pt.) Accomplished (3 pts.) Exemplary (5 pts.) SCORE

 Originality The statement is There are one or two The statement is
copied from a variables similar with entirely original.
source. others.
Clarity The statement is There are one or two The statement has
entirely written jargons used in the appropriate, simple,
with jargons. statement. and understandable
language.
Conciseness Unnecessary There are one or two The statement is
words crowd the unnecessary words in direct to the point.
statement. the statement.
Specificity The statement is There are one or two The focus of the
broad. broad variables. statement is
specifically stated.
TOTAL SCORE

J. Additional activities for Reading and Writing Skills Quarter 4 – Module 6: Formulating Evaluative Statements
application or remediation.
V. REMARKS
IV REFLECTION

Prepared by: Noted by:

Mary Joy S. Arceo Amelda F. Codinera

Teacher 1 Head Teacher 1