Semi- Detailed Lesson Plan in Reading and Writing
Grade 11 - Ricceri
March 13, 2023
Prepared by: Queenie B. Cervantes
I. Objectives:
At the end of the sixty-minute period, the students should be able to:
a. differentiate facts from opinion, false claims, untested claims, generalizations,
deceptive arguments, and the use of persuasive language;
b. explain a better grasp of the logic and reasoning behind implicit claims ; and
c. write an persuasive essay to a particular chosen issue.
II. Subject Matter:
Topic: Read Between theLines
References: K to 12, Enhanced English Engagements, Reading and Writing pgs. 46-48
Materials:
Manila Paper
Pentelpen
PowerPoint Presentation
Video Presentation
Values Integration:
Identifying, Communicating and Observing
Skills:
Write a persuasive essay to a particular chosen issue.
III. Procedures:
A. Preliminary Activities
1. Routine Activities
a. Prayer
The teacher will ask one student to lead the prayer.
(Our Father
b. Greetings
The teacher and students will greet each other.
c. Classroom Routine
The teacher will ask the students to pick up the pieces of garbage
under their chairs and throw them into the garbage bins.
d. Checking of attendance
The teacher will ask the secretary to list the absent on the blue
book.
e. Classroom rules
The teacher will ask the students to recall the agreed classroom
rules.
1. Raise your right hand if you want to answer.
2. Avoid talking when the class is going on.
3. Always ask permission if you want to go out.
4. Avoid cheating.
5. Respect your teacher and your classmate.
f. Review
The teacher will ask the student about their previous topic which
is The Heart of the Argument
g. Motivation
The teacher will present a picture to guess.
h. Presentation
The teacher will ask the students to guess the topic for the day
based on their activity.
The teacher will reveal the subject matter which is the Read
between the Lines.
The teacher will let the students read the objectives that they will
attain for this lesson.
Objectives:
At the end of the sixty-minute period, the students should be able to:
a. differentiate facts from opinion, false claims, untested claims, generalizations,
deceptive arguments, and the use of persuasive language;
b. explain a better grasp of the logic and reasoning behind implicit claims ; and
c. write an persuasive essay to a particular chosen issue.
IV. Lesson Proper
The critical reading process does not end with identifying the heart of the argument. It is
equally important for a reader to read between the lines. In other words, understanding
the logic and reasoning behind an author’s claims and manner of presenting them allows
a reader to maintain objectivity and to stay in control of the process of interpreting
information presented by an author.
BIAS
o Is manifested through the use of statements that favor one person or idea over another.
Often, when bias is present, relevant and vital information are left out of the equation,
leaving an unassuming reader to focus only on what an author has laid on the table, rather
than what should have also been presented.
SLANTING
o Is the packaging of a subject or an idea for the purpose of manipulating perception. It is
clever and subtle way to lead a reader to feel or think a certain way about an issue or
topic.
Examples of slanting may be found in press releases, sales and marketing kits, and
propaganda.
HEDGING
o Is the use of vague statements that do not directly attempt to tackle an issue. Rather, it is
conscious effort to avoid making a clear stand on an issue. This includes the use of
language such as, among many others, may, might, probably and likely.
FACTS
o Are statements that are among the easiest to distinguish as they can be categorized as
either true or false. Authors use factual statements to support their case.
OPINIONS
o On the other hand, are personal statements that are not necessarily anchored on facts and
hold inconsequential value when used as evidence. These may include expressions of
personal beliefs or feelings that may not be universally true.
o An informed opinion, however, is the viewpoint of an authority on a subject matter.
These statements are based on knowledge of the facts and carefully principles. It relies on
evidence instead of limited personal experience. When evaluating evidence, a critical
reader will place more weight on an informed opinion from professional source.
UNTESTED CLAIMS
o Are statements that are not supported by solid evidence. A good example would be statements
presented in the articles or materials related to alternative medicine, among many other topics that
have not been thoroughly subjected to research. A critical reader should withhold judgment about
an untested claim until sufficient evidence is made available.
FALSE CLAIMS
o Are statements that have been debunked by solid evidence. For example, the ancient idea that the
world is flat supported by the visual evidence in our eyes, but contradicted by other convergent
and subsequent evidence. Including the more recent evidence from observations of astronauts.
Whether or not people ages ago were convinced that the world was flat, the earth, in fact, has
never been flat. Thus, the claim that the earth is flat is a false claim.
GENERALIZATIONS
o Are statements implying that an idea is universally true even when it only applies to a small
subset of the population. These are usually presented in an ambiguous manner and are
unquantifiable. Some of the words and phrases to look out for are:
a. The majority of…
b. Most of…
c. Many of…
d. A good number of…
V. Application
The teacher will give activity to the students.
Directions: Select an article from the opinion section of a newspaper. Identify a
statement, bias statement, a generalization, and instances of hedging, if any.
VI. Generalization
The teacher will ask the students to summarize the topic that we discuss. The teacher will
ask the students the following questions:
1. What are the examples of bias statement?
2. What are the examples of hedging statements?
3. How do you apply this statement on real life?
VII. Evaluation
The teacher will conduct a quiz to the class serve as evaluation of the learning.
Directions:
__OPINION 1. This is personal statements that are not necessarily anchored on facts
and hold inconsequential value when used as evidence. These may include expressions of
personal beliefs or feelings that may not be universally true.
_UNTESTED CLAIMS_ 2. These are statements that are not supported by solid
evidence. A good example would be statements presented in the articles or materials
related to alternative medicine, among many other topics that have not been thoroughly
subjected to research.
GENERALIZATIONS 3. These are statements implying that an idea is universally true
even when it only applies to a small subset of the population.
___FACTS_ 4. These are statements that are among the easiest to distinguish as they
can be categorized as either true or false. Authors use factual statements to support their
case.
FALSE CLAIMS 5.These are statements that have been debunked by solid evidence. For
example, the ancient idea that the world is flat supported by the visual evidence in our
eyes, but contradicted by other convergent and subsequent evidence.
_HEDGING 6. It is the use of vague statements that do not directly attempt to tackle an
issue. Rather, it is conscious effort to avoid making a clear stand on an issue.
__BIAS_ 7. It is manifested through the use of statements that favor one person or idea
over another.
_SLANTING 8. It is the packaging of a subject or an idea for the purpose of
manipulating perception. It is clever and subtle way to lead a reader to feel or think a
certain way about an issue or topic.
9-10. Give me an example of Bias content.
VIII. Assignment
Write an essay about a certain topic or an issue in our community based on the
claim that you’ve chosen.
