GRADES 11 School ROSARIO QUESADA INTEGRATED NATIONAL HIGH SCHOOL Grade Level 11
DAILY LESSON LOG Teacher Kayzee Nicole M. Orillosa Learning Area Reading and Writing
Teaching Dates and Time February 24-25 & 27-28, 2025. Quarter Fourth (Second Semester)
Monday Tuesday Thursday Friday
I. OBJECTIVES At the end of the lesson, the students are expected to:
1.Formulate assertions and counterclaims.
2. Extract textual evidences that validate learners’ counterclaims and assertions.
3. Use critical thinking in writing a 300-word critique on the text’s claim and counterclaim
A. CONTENT STANDARDS The learner understands the relationship of a written text and the context in which it was developed.
B. PERFORMANCE STANDARDS 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 Competencies/ Objectives At the end of this module, students are expected to:
Write the LC code for each
1. Formulate evaluative statements about a text read (EN11/12RWS-IVac-9);
a. assertions about the content and properties of a text read (EN11/12RWS-IVac-9.1); and
b. counterclaims in response to claims made in a text read (EN11/12RWS-IVac-9.2)
2. Determine textual evidence to validate assertions and counterclaims made about a text read (EN11/12RWS-IVac-10)
II. CONTENT Module 6 -Reading and Writing Skills on formulating assertions and
counterclaims and determining textual evidence.
III. LEARNING CONTENT
A. References
1. Teacher’s Guide Pages English – Grade 11 Alternative Delivery Mode
Quarter 3– Module 6 -Reading and Writing Skills on formulating assertions and
counterclaims and determining textual evidence.
Second Edition, 2021
2. Learner’s Materials Pages
3. Textbook Pages
4. Additional Materials from Learning
Resources (LR) portal
B. Other Learning Resources Laptop, TV Cartolina/Manila Paper, Tape, Marker, Laptop, Laptop, TV, Cartolina, Tape Laptop, TV
TV
IV. PROCEDURES
A. Reviewing previous lessons or - The students will have a short graded Reviewing yesterday’s discussion and Short recap about Tuesday’s discussion then Short recap about Tuesday’s discussion then
presenting the new lesson recitation as a review for the previous presentation of their group activity. proceed to review quiz. proceed to not graded oral recitation.
topic. Questions:
Questions: REVIEW QUIZ:
What is Reasoning? Directions: Choose the type of assertion for
What is Critical Reading? each statement below. Select the correct
What are the characteristics of Critical answer from the choices inside the box.
Readers?
What are the ways to become a critical
reader?
What are the steps in critical reading in…
-before you read
-While you read
-After you read?
-Responding the text
- In presenting the new lesson, the
student will be asked a question.
What is your love language?
In love, which is more important, WORDS or
ACTION? Explain.
Which came first? Egg or Chicken?
B. Establishing a purpose for the lesson. PRE-TEST. The student will be asked a question.
Directions: Identify the following. Choices are
inside the box. Write your answers in ¼ Do you have a friend, friends, or even a partner
sheet of paper. who always contradicts everything you say?
The kind of person who never backs down and
insists they're always right?
C. Presenting examples/ instances of the Motivational Activity: DEBATE The student will analyze these pictures: Presenting a 1min video clip ( Source: Continuation of Yesterday’s
new lesson. https://www.youtube.com/watch? discussion
Debate Instructions: "Abortion – Agree vs. v=FDia4kM0C-A )
Disagree"
Form Two Groups:
1. Team Agree – Supports abortion.
2. Team Disagree – Opposes abortion.
Speaking Rules:
1. Each speaker has 1 minute to present their
argument.
2. Teams will take turns speaking: Agree →
Disagree → Agree → Disagree, and so on.
3. After all speakers have presented, each team
will have one final rebuttal (1 minute per
speaker).
Debate Rules:
1. Speak clearly and stay within the time limit
2. No interrupting or personal attacks—focus on
the issue.
3. Use logical reasoning and facts to support
your side.
Wrap-Up:
1. The teacher will decide which team had
stronger arguments.
(The students will watch a 1min video clip
https://www.youtube.com/watch?
v=76yjTs9UYVM )
D. Discussing new concepts and practicing ASSERTIONS vs. COUNTERCLAIMS Building Inference Skills ( 1min Formulating Counterclaims ( 2mins
new skills #1 COMMON TYPES OF ASSERTIONS video clip : video clip
https://www.youtube.com/watch? https://www.youtube.com/watch?
v=1oqdI5JMJnM ) v=RmqETlEJLyk )
DETERMINING TEXTUAL EVIDENCE
E. Discussing new concepts and practicing GROUP ACTIVITY. Interactive Board Work:
new skills #2 The class will be divided into two groups. Directions: Underline the word that shows the
Each group will provide a cartolina/Manila indicator for reason, and circle the conclusion.
paper, tape, and a marker. They will create a
Venn diagram comparing Assertions vs. 1. Because regular exercise improves heart
Counterclaims. Once finished, they will health, therefore, doctors recommend daily
present their work in front of the class next workouts.
meeting. 2. His argument is based on scientific
research; thus, it is highly credible.
3. As indicated by the rising temperatures,
climate change is accelerating, which means
that urgent action is needed.
4. Since he didn't study for the test, which
leads to his failing grade.
5. As the demand for electric cars increases,
which is why more companies are investing in
battery technology.
F. Developing mastery (Leads to . ASSESSMENT:
Formative Assessment 3
Directions: Using the selection below, write a
300-word critique on the text’s assertion and
counterclaim. Validate the assertion and
counterclaim by examining textual evidences.
G. Finding practical applications of
concepts and skills in daily living
H. Making generalizations and abstractions The learners will be asked if they have The learners will be asked if they have The learners will be asked if they have
about the lesson questions and whether they have questions and whether they have understood questions and whether they have understood
understood the discussion. the discussion. the discussion.
I. Evaluating learning
J. Additional activities for application or
remediation
V. REMARKS
IV. REFLECTION
A. No. of learners who earned 80%
in the Evaluation
B. No. of learners who require
additional activities for remediation
who scored below 80%
C. Did the remedial lesson works?
No. of learners who have caught up
with the lesson
D. No. of learners who continue to
require remediation
E. Which of my teaching strategies
worked well? Why did this work?
F. What difficulties did I encounter
which my principal or supervisor can
help me solve?
G. What innovations or localized
materials did I use/discover which I
wish to share with other teachers?
Prepared by: Checked by: Approved by:
KAYZEE NICOLE M. ORILLOSA ALISON T. POTESTADES ADRIAN D. MAAÑO REMPSON P. SUMILANG
Practice Teacher Cooperating Teacher Head Teacher III, Asst. School Head OIC – Office of the School Principal
