Grade

School: Barretto Senior High School 11

GRADES Level:
1 to 12 Learning Reading and
DAILY Teacher: Shaira Mae A. Manuel
Area: Writing Skills
LESSON LOG Teaching Dates
March 11, 2025 Quarter: 4th
and Time:

TUESDAY
Objectives must be meet over the week and connected to the curriculum standards. To meet
the objectives, necessary procedures must be followed and if needed, additional lessons,
I. OBJECTIVES exercises and remedial activities may be done for developing content knowledge and
competencies. These are using Formative Assessment strategies. Valuing objectives support
the learning of content and competencies and enable children to find significance and joy in
learning the lessons. Weekly objectives shall be derived from the curriculum guides.
A. Content Standards: The learner understands the relationship of a written text and the context in which it was
developed.
B. Performance The learner writes a 1000-word critique of a selected text on the basis of its claim/s, context,
Standards: and properties as a written material.
C. Learning EN11/12RWS-IVac-10
Competencies/ Determine textual evidence to validate assertions and counterclaims made about a text
Objectives: read
Write the LC Code for Enabling Objective/s:
each A. Define assertions and counterclaims and explain their role in argumentative writing.
B. Identify assertions, counterclaims, and supporting textual evidence in a given text.
C. Evaluate the credibility and relevance of textual evidence in validating arguments.
Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to
teach. In the CG, the content can be tackled in a week or two.
II. CONTENT ASSERTIONS AND COUNTERCLAIMS
Lists the materials to be used in different days. Varied sources of materials sustain children’s
III. LEARNING interest in the lesson and in learning. Ensure that there is a mix of concrete and manipulative
RESOURCES materials as well as paper-based materials. Hands-on learning promotes concept development.
A. References
1. Teacher’s Guide
Pages
2. Learner’s Materials
Pages
3. Textbook Pages
4. Additional Materials K to 12 Most Essential Learning Competencies
from LR Portal
B. Other Learning
Resources

WEDNESDAY
These steps should be done across the week. Spread out the activities appropriately so that
students will learn well. Always be guided by demonstration of learning by the students which
IV. PROCEDURES you can infer from formative assessment activities. Sustain learning systematically by providing
students with multiple ways to learn new things, practice their learning, question their learning
processes, and draw conclusions about what they learned in relation to their life experiences
and previous knowledge. Indicate the time allotment for each step.
A. Reviewing Previous Activity: "What's Your Stand?"
Lesson or Presenting The teacher spins a roulette (or picks randomly) to choose one student at a time (total of 5
the New Lesson students). The selected student draws a statement from a virtual claw machine and reads it
aloud. The student gives their quick opinion on the statement in 1-2 sentences. Repeat for 5
different students, each with a new statement.

Statements:
"Homework should be banned on weekends."
"Video games help students improve their thinking skills."
"Students should have longer lunch breaks."
"Using AI tools in school assignments is acceptable."
"Curfew should be strictly implemented for teenagers."
B. Establishing a Purpose EXPLAIN THE TARGET OBJECTIVES.
for the Lesson The teacher will ask: "Have you ever disagreed with someone in a debate or argument? What
 did you do to support your opinion?"
The teacher will emphasize the importance of assertions and counterclaims in critical thinking,
academic writing, and daily conversations.
C. Presenting Examples/ The teacher will ask: "If someone claims that social media has more negative effects than
Instances of the positive ones, how would you respond? Would you agree or challenge their claim?"
Lesson
The teacher will present a sample assertion:
Assertion: "Social media negatively affects mental health by increasing anxiety and depression
among teenagers."
Then, the teacher will guide students in crafting a counterclaim:
Counterclaim: "On the contrary, social media provides a platform for emotional support and self-
expression, which can improve mental well-being."
D. Discussing New UNDERSTANDING ASSERTIONS AND COUNTERCLAIMS
Concepts and Assertion: A confident and forceful statement of fact or belief.
Practicing New Skills Counterclaim: A statement that opposes the assertion by presenting an alternative perspective
#1 or evidence.
Example:
Assertion: "Online learning is more effective than traditional face-to-face learning."
Counterclaim: "Some students struggle with online learning due to a lack of access to
technology and internet connectivity."

TUESDAY
These steps should be done across the week. Spread out the activities appropriately so that
students will learn well. Always be guided by demonstration of learning by the students which you
IV. PROCEDURES can infer from formative assessment activities. Sustain learning systematically by providing
students with multiple ways to learn new things, practice their learning, question their learning
processes, and draw conclusions about what they learned in relation to their life experiences and
previous knowledge. Indicate the time allotment for each step.
E. Discussing New STRENGTHENING ARGUMENTS WITH EVIDENCE
Concepts and The teacher will explain that both assertions and counterclaims must be supported with
Practicing New Skills evidence.
#2 Examples of types of evidence:
o Facts and statistics
o Expert opinions
o Real-life examples
F. Developing Mastery ACTIVITY: BATTLE OF PERSPECTIVES
(Leads to Formative The teacher will divide students into small groups. Each group will pick a controversial statement
Assessment 3) randomly. One group will create an assertion, while the other will present a counterclaim.
Groups will share their arguments, and the other groups will provide feedback.

Statements:
"Senior high school students should be able to choose all their subjects."
"School uniforms should not be required in senior high school."
"K-12 is good for students in the Philippines."
"Students should not have too much homework."
"Final exams should be removed and replaced with projects."
"AI tools like ChatGPT should be allowed for schoolwork."
"Students should be allowed to use cellphones in class."
"Social media is more harmful than helpful to students."
"Online classes are better than face-to-face classes."
"E-books should replace printed books in school."
"Speaking English is more important than speaking Filipino."
"Students should be allowed to vote in elections."
"Living alone at a young age helps students become responsible."
"All students should join community service programs."
"ROTC should be required for senior high school students."
"Senior high school students should be allowed to have part-time jobs."
"Freelancing is a better job than working in an office."
"Students should be allowed to take a break after high school before going to college."
"Doing both academics and extracurricular activities is better than focusing on one."
"All students should learn how to save and manage money in school."
G. Finding Practical "How can understanding assertions and counterclaims help you in real-life situations, such as
Applications of debating social issues or defending your opinions online?"
Concepts and Skills in
 Daily Living

TUESDAY
These steps should be done across the week. Spread out the activities appropriately so that
students will learn well. Always be guided by demonstration of learning by the students which
V. PROCEDURES you can infer from formative assessment activities. Sustain learning systematically by providing
students with multiple ways to learn new things, practice their learning, question their learning
processes, and draw conclusions about what they learned in relation to their life experiences
and previous knowledge. Indicate the time allotment for each step.
H. Making "Why is it important to acknowledge counterclaims when making an argument?"
Generalizations and
Abstractions about the
Lesson
I. Evaluating Learning TRUE OR FALSE QUIZ: ASSERTIONS AND COUNTERCLAIMS
Instructions: Read each statement carefully. Write T if the statement is true and F if it is false.

1. An assertion is a statement that expresses a strong belief or opinion.

2. A counterclaim supports the assertion made in an argument.
3. An assertion should always be based on facts and evidence.
4. Counterclaims are unnecessary in a good argument.
5. A strong assertion does not need supporting details.
6. Counterclaims help make an argument more balanced and fair.
7. Assertions can be opinions, but they should be supported by reasoning or evidence.
8. A counterclaim disagrees with the main argument or assertion.
9. Assertions and counterclaims are only used in debates, not in writing.
10. When writing an argument, you should address counterclaims to strengthen your point.
ANSWER KEY:
1. T
2. F
3. T
4. F
5. F
6. T
7. T
8. T
9. F
10. T
J. Additional Activities Write a short argumentative paragraph (5-7 sentences) on a relevant topic "Should students
for Application or have a shorter school week?" Ensure that it includes both an assertion and a counterclaim,
Remediation supported by reasoning or evidence.
VI. REMARKS

Reflect on your teaching and assess yourself as a teacher. Think

about your student’s progress this week. What works? What else
needs to be done to help the students learn?
VII. REFLECTION Identify what help your instructional supervisors can provide for
you so when you meet them, you can ask them relevant
questions.
A. No. of learners who earned 80% in the evaluation
B. No. of learners who require additional activities for
remediation
C. Did the remedial lessons work? 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 work well? Why
did these work?
F. What difficulties did I encounter which my principal
or supervisor can help me solve?
G. What innovations or localized materials did I
used/discover which I wish to share with other
teachers?

Prepared: Checked: Reviewed: Noted:

SHAIRA MAE A. MANUEL ROMNICK O. SEGUIBAN EDJHON HAROLD F. TOMBOC MARIA CRISELDA GESTIADA
Teacher II SGH/MT-II MT I/OIC-Assistant Principal Principal IV