Grade 11 School BASALEM NATIONAL HIGH SCHOOL Grade Level 11

DAILY LESSON LOG Teacher JEANIE M. LAÑOJAN Learning Area Reading and Writing
Teaching Dates and Time MARCH 27, 2023 (7:30 – 8:30 AM) Quarter 3

(ANNOTATIONS)
I. OBJECTIVES -PPST INDICATORS/ KRA
OBJECTIVES/RUBRIC INDICATORS TO
BE OBSERVED DURING THE
CLASSROOM OBSERVATION
A. Content Standards The learner realizes that information in a written text may
be selected and organized to achieve a particular purpose
B. Performance Standards The learner critiques a chosen sample of each pattern of
development focusing on information selection,
organization, and development
C. Learning Competencies/ Objectives Knowledge: Identify claims explicitly or implicitly made in KRA 1, Objective 3, COT indicator 2
Write the LC code for each. a written text: a. Claim of fact, b. Claim of policy, c. Claim of Applied a range of teaching strategies to
value develop critical and creative thinking, as
Skill: Construct sentences in the different types of claims. well as other higher-order thinking skills.
Attitude: Express appreciation in the importance of the MOV--- Knowledge, skill, and attitude or
different types of claims. KSA is applied in lesson planning
objectives to meet curriculum
requirements based on the Curriculum
Guide/CG. Parts of the DLP are based on
the PPST Modules.
II. CONTENT/TOPIC Types of Claims in a Written Text
II. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages Reading and Writing Module 5
2. Learner’s Materials pages
3. Textbook pages
4. Additional Materials from Learning
Resource (LR) portal
B. Other Learning Resources Pictures, Smart TV, laptop, PowerPoint presentation, activity KRA 3, OBJECTIVE 9, COT indicator 8
cards, meta strips, cartolina, video clip Selected, developed, organized and used
appropriate teaching and learning
resources, including ICT, to address
learning goals.
MOV--- PowerPoint Presentations and
other printed materials like activity meta
strips were given for the students to see
and read clearly.
IV. PROCEDURES
A. Reviewing previous lesson or presenting  Prayer KRA 2, OBJECTIVE 5, COT indicator 5
the new lesson  Checking of attendance Managed learner behavior constructively
 Giving of Classroom Rules by applying positive and non-violent
 Reading Activity – Giving a God turn discipline to ensure learning-focused
 Review of the previous lesson environments.
Directions: Read each item carefully and determine if the MOV---To avoid and prevent
given statement is explicit or implicit. misbehavior, house rules/
Ex 1. It refers to information found or read in the text. standards/guidelines are set before the
Ex 2. The meaning is not vague; no further explanation is class starts or before doing an activity.
needed.
Im 3. It refers to information not directly stated in the text.
Im 4. Readers need to read between the lines to understand
the details that the writer is trying to tell.
Ex 5. Readers can see the piece of information stated in the
given passage.
B. Establishing a purpose for the Directions: Group the students into 3 and let them decode KRA 1, OBJECTIVE 1, COT indicator 1
lesson/Motivation/Motive Questions the words by looking at the number symbolizing the letters Applied knowledge of content within and
of the alphabet. No. 1 will be an example. across curriculum teaching areas.
DECODE ME! MOV-The use of Mathematics and
1–A 6–F 11 – K 16 – P 21 – U English in establishing the purpose of the
2–B 7–G 12 – L 17 – Q 22 – V lesson.
3–C 8–H 13 – M 18 – R 23 – W
4–D 9–I 14 – N 19 – S 24 – X
5-E 10 – J 15 - O 20 – T 25 – Y
26 - Z
1. 3+12+1+9+13 = CLAIM
2. 6+1+3+20 = FACT
3. 16+15+12+9+3+25 = POLICY
4. 22+1+12+21+5 = VALUE
Present the objectives of the day.
C. Presenting examples/instances of the new Show a video presentation about the three types of KRA 1, OBJECTIVE 2, COT indicator 2
lesson Claims. Used a range of teaching strategies that
enhance learner achievement in literacy
and numeracy.
MOV--- Presented the different
definitions of claim and its three types
that allow the learners to enhance their
literacy and numeracy skills.

Ask the following questions:

What is a claim?
- A claim is a statement saying that something happened a
 certain way or will happen a certain way; a statement
saying that something is true when some people may say it
is not true. – Merriam Webster
- A claim is an arguable statement – an idea that a speaker
or writer expects an audience to accept. A claim is an
opinion, idea, or assertion.
Based on the activity earlier, what do you think are the
three types of a claim?
- Claim of Fact, Claim of Policy, and Claim of Value
D. Discussing new concepts and practicing Types of Claims: KRA 3, OBJECTIVE 7, COT indicator 7
new skills #1 1. Claims of Fact. (Existence of something/definition Planned, managed and implemented
or classification/facts -- inferences about past developmentally sequenced teaching
present or future) and learning processes to meet
Types of factual claims (generally "objective") curriculum requirements and varied
1. Factual / historical, 2. Relational - causal connections,3. teaching contexts.
Predictive MOV---The teacher discussed the topic
Proof requires: sequentially and let the learners read the
4. sufficient and appropriate grounds slide and give examples of the types of
5. a clear distinction between fact and inference. claims.
2. Claims of Value (Taste & morals / good-bad) [make
value judgments/ resolve conflict between values/
quasi policy (rightness of it; relative merit)]
Proof requires: 1. Establishing standards of evaluation (i.e. a
warrant that defines what constitutes instances of the
relevant value) 2. note the priority of the value in this
instance. 3. Establish the advantage (practical or moral) of
your standards. 4. Use examples to clarify abstract values 5.
Use credible authorities for support.
3. Claims of Policy (action / should or ought) - usually
involves sub-claims of fact and value
Proof requires: 1. Making proposed action clear 2. need
(justification) 3. plan, (must be workable) 4. benefit
(advantages) 5. consider opposition / counter arguments

E. Discussing new concepts and practicing Claims of Fact: ➢ Did it happen? ➢ Does it exist? ➢ Is it KRA 1, OBJECTIVE 1, COT indicator 1
new skills #2 true? ➢ Is it a fact? Applied knowledge of content within and
Example: When you insist a paper was turned in on time across curriculum teaching areas.
even if the professor cannot find it, or that you were not MOV---A video clip on Types of Claims
exceeding the speed limit when a police officer claims that was presented to the class and the
you were, you are making claims of fact. teacher deepen the discussion on the
Claims of Value: ➢ Is it good or bad? ➢ How bad? ➢ How topic.
good?
➢ Of what worth is it? ➢ Is it moral or immoral? ➢ Who KRA 2, OBJECTIVE 6, COT indicator 6
thinks so? ➢ What do those people value? ➢ What values or Used differentiated, developmentally
 criteria should I use to determine its goodness or badness? appropriate learning experiences to
Example: When you claim that sororities and fraternities are address learners’ gender, needs,
the best extracurricular organizations for college students to strengths, interests and experiences.
join, you are making a claim of value. MOV---The teacher discussed and
Claims of value, as their name implies, aim at establishing encourage the learners to share their
whether the item being discussed is either good or bad, ideas about each type of claim.
valuable or not valuable, desirable or not desirable.
Claims of Policy: ➢ What should we do about it? ➢ How KRA 1, OBJECTIVE 3, COT indicator 3
should we act? ➢ What should our future policy be? ➢ How Applied a range of teaching strategies to
can we solve this problem? ➢ What concrete course of develop critical and creative thinking, as
action should we pursue to solve the problem? well as other higher-order thinking skills.
Example: When you claim that all new students should MOV---The teacher encouraged the
attend orientation or that all students who graduate should learners to read and share their ideas
participate in graduation ceremonies, you are making claims and opinion about claims using their
of policy. mother tongue and other languages.
A claim of policy often describes a problem and then
suggests ways to solve it.
F. Developing mastery (leads to Formative Directions: Learners will go to their group, and they will be KRA 2, OBJECTIVE 4, COT indicator 4
Assessment 3) given 10 minutes to fill in the graphic organizer by Managed classroom structure to engage
identifying the meaning and the sentences in the meta learners, individually or in groups, in
strips given to them. meaningful exploration, discovery and
hands-on activities within a range of
Meaning CLAIMS Example physical learning environments.
OF FACT MOV--- allow all learners to share their
opinion on the different types of claim by
accepting the groups’ outputs.
Meaning CLAIMS Example
KRA 1, OBJECTIVE 1, COT indicator 1
OF Applied knowledge of content within and
VALUE across curriculum teaching areas.
Meaning CLAIMS Example MOV---Use of non-linear in organizing
ideas.
OF
POLICY
G. Finding practical applications of concepts *Differentiated Activity in three groups, each group will have KRA 1, OBJECTIVE 1, COT indicator 1
and skills in daily living a leader, secretary, time keeper, & encourager. The Applied knowledge of content within and
grouping will be based on their preferences. across curriculum teaching areas.
MOV---Group 1 will use science lessons.
Rubrics in Participation/Group Activities: Group 2 will integrate Homeroom
Guidance lessons. Group 3 will write
4 sentences from Physical Education
5 3 2 1
Very lessons.
Criteria Excelle Satisfacto Fai Poo
satisfacto
nt ry r r
ry KRA 1, OBJECTIVE 2, COT indicator 2
 Present the Used a range of teaching strategies that
activities enhance learner achievement in literacy
with and numeracy skills.
accuracy MOV--- Learners were given tasks to
Perform the write sentences, thus enhancing their
activity literacy skills.
With
interpretati KRA 1, OBJECTIVE 3, COT indicator 3
on Applied a range of teaching strategies to
Observe develop critical and creative thinking, as
cooperation well as other higher order thinking skills.
& MOV--- Learners develop their critical
teamwork and creative thinking skills by writing
Group 1: Claims of Fact (News reporting) sentences and presenting their output in
Directions: Write 2 sentences about science lessons showing a creative way.
claims of fact. Present your output via News reporting.
Group 2: Claims of Value (Choral reading) KRA 2, OBJECTIVE 6, COT indicator 6
Directions: Write 2 sentences about Homeroom Guidance Used differentiated, developmentally
lessons showing claims of value. Present your output via appropriate learning experiences to
Choral reading. address learners’ gender, needs,
strengths, interests and experiences.
Group 3- Claims of Policy (Song presentation) - IPs MOV--- Differentiated Activities per
Directions: Write 2 sentences about Physical Education group. Grouping of learners were based
lessons showing claims of policy. Present your output via on their learning abilities. Easier activity
song presentation. was given to the slow ones, and the
teacher designed specific learning
Group Presentations activity for the IP learners.
- not to exceed 4 minutes for each group presentation
(Learners are given utmost recognition in the task they are
presented.)
H. Making generalizations and abstractions Ask the following questions: KRA 2, OBJECTIVE 5, COT indicator 5
about the lesson 1. What is a claim? Managed learner behavior constructively
2. What are the three types of claims? Define each. by applying positive and non-violent
3. Why is it important to know the different types of discipline to ensure learning-focused
claim? environments.
MOV—Encourage learners to share their
learning openly and accept them
willingly.
I. Evaluating learning Evaluation: KRA 4, OBJECTIVE 10, COT indicator
Direction: Write the letter of the correct answer. 9
D 1. What is an arguable statement – an idea that a Designed, selected, organized, and used
speaker or writer expects an audience to accept? diagnostic, formative, and summative
a. Claim of Fact c. Claim of Policy assessment strategies consistent with
b. Claim of Value d. Claim curriculum requirements.
 A 2. What is a claim that asserts some empirical truth? MOV—Formative test with TOS.
a. Claim of Fact c. Claim of Policy
b. Claim of Value d. Argument
B 3. What is a claim that asserts judgment?
a. Claim c. Claim of Policy
b. Claim of Value d. Claim of Fact
C 4. Which is a claim that asserts an action should be
taken?
a. Claim of Fact c. Claim of Policy
b. Claim of Value d. Argument
D 5. Students should wear their identification card inside
the school campus.
a. Claim of Fact c. Claim
b. Claim of Value d. Claim of Policy
J. Additional activities for application or Assignment:
remediation Write one sentence each type of claims (fact, value, and
policy) with the issue of social media and bullying.
V. REMARKS
VI. REFLECTION
A. No. of learners who earned 80% in the 18 students
evaluation
B. No. of learners who require additional 0
activities for remediation
C. Did the remedial lessons work? No. of No remedial lesson needed
learners who have caught up with the
lesson
D. No. of learners who continue to require 0
remediation
E. Which of my teaching strategies worked Differentiated Activities for different types of learners and
well? Why did these work? critiquing of learners’ outputs.
F. What difficulties did I encounter which my Provision of Teaching Materials such as projector and manila
principal or supervisor can help me solve? paper
G. What innovation or localized materials did Localized Video Lesson
I use/discover which I wish to share with
other teachers?

Prepared by: Checked by:

JEANIE M. LAÑOJAN ARTEMIO C. SADMON, EdD

Teacher II School Head
BASALEM NHS BASALEM NHS

Republic of the Philippines

DEPARTMENT OF EDUCATION
Region IX, Zamboanga Peninsula
Schools Division of Zamboanga Sibugay
Pangi, Ipil, Zamboanga Sibugay
Basalem National High School
Basalem, Buug, Zamboanga Sibugay

TOS – CO 1
READING AND WRITING – GRADE 11
COMPETENCIES No. of % No. of REMEMBERING UNDERSTANDING APPLYING ANALYZING EVALUATING CREATING
Days Items

Identify claims explicitly or

implicitly made in a written text
40% 2 #1
(EN11/12RWS-IIIij-6)
a. Claim of fact (EN11/12RWS- 20% 1 #2
IIIij-6.1) 1
b. Claim of policy (EN11/12RWS- 20% 1 #4
IIIij-6.2)
c. Claim of value (EN11/12RWS- 20% 1 #3 #5
IIIij-6.3)
TOTAL 5 DAYS 100% 5 3 1 1

Prepared by: Noted by:

JEANIE M. LAÑOJAN ARTEMIO C. SADMON, EdD

Teacher-II School Head