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    A. Claim of Fact En11/12Rws-Iiiij-6.1 B. Claim of Policy En11/12Rws-Iiiij-6.2 C. Claim of Value En11/12Rws-Iiiij-6.3 Text and Context Connections

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    jessica laran
    The document is a daily lesson log from an 11th grade English class covering reading and writing. It outlines the lesson objectives of understanding how written texts relate to their context, and having students write a critique analyzing claims, context, and properties of a selected text. The procedures involve identifying explicit and implicit claims in texts, discussing how context influences a text's development, and presenting information integrating context and intertextuality. The importance of understanding claims of fact, value and policy and relating texts through hypertext and intertext is emphasized for daily living.

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    A. Claim of Fact En11/12Rws-Iiiij-6.1 B. Claim of Policy En11/12Rws-Iiiij-6.2 C. Claim of Value En11/12Rws-Iiiij-6.3 Text and Context Connections

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    jessica laran
    883 views4 pages
    The document is a daily lesson log from an 11th grade English class covering reading and writing. It outlines the lesson objectives of understanding how written texts relate to their context, and having students write a critique analyzing claims, context, and properties of a selected text. The procedures involve identifying explicit and implicit claims in texts, discussing how context influences a text's development, and presenting information integrating context and intertextuality. The importance of understanding claims of fact, value and policy and relating texts through hypertext and intertext is emphasized for daily living.

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    week 6

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    The document is a daily lesson log from an 11th grade English class covering reading and writing. It outlines the lesson objectives of understanding how written texts relate to their context, and having students write a critique analyzing claims, context, and properties of a selected text. The procedures involve identifying explicit and implicit claims in texts, discussing how context influences a text's development, and presenting information integrating context and intertextuality. The importance of understanding claims of fact, value and policy and relating texts through hypertext and intertext is emphasized for daily living.

    Copyright:

    © All Rights Reserved
    Download as DOC, PDF, TXT or read online from Scribd
    Download as doc, pdf, or txt
    883 views4 pages

    A. Claim of Fact En11/12Rws-Iiiij-6.1 B. Claim of Policy En11/12Rws-Iiiij-6.2 C. Claim of Value En11/12Rws-Iiiij-6.3 Text and Context Connections

    Uploaded by

    jessica laran
    The document is a daily lesson log from an 11th grade English class covering reading and writing. It outlines the lesson objectives of understanding how written texts relate to their context, and having students write a critique analyzing claims, context, and properties of a selected text. The procedures involve identifying explicit and implicit claims in texts, discussing how context influences a text's development, and presenting information integrating context and intertextuality. The importance of understanding claims of fact, value and policy and relating texts through hypertext and intertext is emphasized for daily living.

    Copyright:

    © All Rights Reserved
    Download as DOC, PDF, TXT or read online from Scribd
    Download as doc, pdf, or txt
    of 4

    School Maasin City National High School Grade Level 11

    GRADES 1 TO 12 Teacher Jessica E. Laran Learning Area READING &


    DAILY LESSON LOG WRITING
    Teaching Dates and Time January 6-10, 2020 Quarter 1st
    Session 1 Session 2 Session 3
    I. OBJECTIVES
    A. Content Standards Understands the relationship of a written text and the context in which it was developed.
    B. Performance Standards Writes a 1000-word critique of a selected text on the basis of its claims, context and properties as a written material.
    Identifies claims explicitly or implicitly made in a written
    Identifies the context in which a text was
    text
    C. Learning Competencies/ developed
    Objectives a. Claim of fact EN11/12RWS-IIIij-6.1
    a. Hypertext EN11/12RWS-IVac-7.1
    b. Claim of policy EN11/12RWS-IIIij-6.2
    b. Intertext EN11/12RWS-IVac-7.2
    c. Claim of value EN11/12RWS-IIIij-6.3
    II. CONTENT Text and Context Connections Review and Quiz
    III. LEARNING RESOURCES
    A. References
    1. Teacher’s Guide pages
    2. Learner’s Materials pages
    3. Textbook pages
    4. Additional Materials from Learning
    Resource (LR) portal
    B. Other Learning Resources Fernandez, E., et. al (2013). A Work text in English 2 Writing in the Discipline. Quezon City: C & E Publishing, Inc
    IV. PROCEDURES
    ACTIVITIES The students will react on this quotation of Carl Sagan, The teacher divides the class into five groups. He/ She
    “Extraordinary claims require extraordinary evidence”. shows among the students photos of mythological, folk
    A. Reviewing previous lesson or presenting
    the new lesson Use one half sheets (crosswise) of paper. or local heroes. Each group picks one photo and thinks
    There will be an interactive class discussion about the of other characters or stories which resemble to the
    quotation. story of their chosen hero. Each group also thinks of
    associations (music, objects, and graphics) which they
    can relate with the picture through an idea map.
    SPRINGBOARD/MOTIVATION The teacher shows in class a short video presentation
    B. Establishing a purpose for the lesson The students will be grouped into three. They will be about one of the Philippines’ well- known local legend
    C. Discussing examples/ instances of the
    asked to read the article with in-depth analysis and they hero, the Legend of Bernardo Carpio through
    new lesson
    have to discuss it among themselves. There will be a https://www.youtube.com/watch?v=c9wpjL38020.
    presentation/reporting of their group discussion about
    their claims on the article. More so, they have to identify The teacher also provides necessary information on the
    claims of fact, value, and policy from it. Consider the many versions of this tale.
    assigned task to be followed for the presentation:

    A.2 ANALYSIS The teacher asks: Based on the activity, the teacher raises the following
    D. Developing mastery
    E. Finding practical applications of concepts
    questions to the students.
    and skills in daily living 1. How was it reading the article with in-depth analysis? The teacher asks:
    2. What are your personal claims towards the article? 1. What is the legend about?
    3. State the claims in relation facts, values and policies. 2. When was the work written?
    4. Differentiate claims of fact, value and policy. 3. To what other texts can you relate the story of
    Bernardo Carpio?
    Cite specific instances or situation to support your
    answer.
    The class reflects on the answers they provided in the
    A.3 ABSTRACTION activities. The teacher asks “What is context?” and “How
    F. Making generalizations and abstractions
    The teacher will ask the students to state their
    can one analyze the context of a text’s development?”
    about the lesson understanding on the properties of a well written text.
    (Note: The teacher provides necessary information on
    the topic.)
    SHOW IT!

    The students will be grouped into five. They have to The teacher divides the class into five groups for the
    present a short roleplaying (2-3 minutes) showing explicit activity. Each group is tasked to apply their knowledge of
    expressions (directly stated) and implicit impressions context, intertextuality and hypertext in a three-minute
    (indirectly stated). multi-media presentation on a topic which will reflect
    their advocacy as a Tayabense.
    Consider the following venues as the springboard of The presentation is graded using the rubric below.
    conversation:

    Venue 1 - Restaurant
    Venue 2 - Resort
    A.4 APPLICATION
    G. Developing Mastery Venue 3 - Shopping Mall
    Venue 4 - Farm
    Venue 5 – Street

    VALUING
    What is the importance of claim of fact, value and policy daily What is the importance of Hypertext and Intertext in our daily
    H. Finding practical applications of concepts
    living? living?
    and skills in daily living
    EVALUATION Create a composition/essay about your claims (Claims of FORMATIVE ASSESSMENT
    I. Evaluating learning
    fact, value, policy) towards a relevant issue in our
    country. Decide whether the following statements are TRUE or
    Make at least three paragraphs including the FALSE. Write INTERTEXTIALITY if the statement is true. If
    introduction, body and conclusion. the statement is false, write HYPERTEXT.
    Write in cursively in one whole sheet of paper. _________1. Intertext is a nonlinear way of showing
    information.
    _________2. Hypertext is a relatively new way of
    Consider the following criteria for rating. reading a text online.
    _________3. Context is defined as social, cultural,
    political, historical, and other related circumstances that
    surround the text.
    _________4. Intertextuality does not recognize
    connects between or among different texts.
    _________5. Hypertext connects topics on screen to
    related information, graphics, videos, and music.
    V. AGREEMENT Study on how to formulate evaluative statements about a text Study Text and Context Connections for our quiz next
    J. Additional activities for application for read.
    remediation
    meeting.

    VI. REMARKS
    REFLECTION
    A. No. of learners who earned 80% on the
    formative assessment
    B. No. of learners who require additional
    activities for remediation.

    Prepared by: Reviewed by: Noted by:

    JESSICA E. LARAN IAN R. MAGLINES TEOFILA B. EPIS


    Teacher I Master Teacher II School Principal II

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