DAILY LESSON PLAN (DLP)

SY 2022-2023

Name of Teacher: JEDIDIAH DANIEL L. HERBILLA Year & Section: 11 – Duterte

Subject: Reading and Writing Skills Topic: Types of claims
Date: March 27 – 31, 2023 Time: 7:30AM - 12:00 PM
School Grade Level Grade 11
Teacher Learning Area English
Teaching Date and Time Quarter Third
Objectives must be met over the week and connected to the curriculum standards. To meet the
objectives, necessary procedures must be followed and if needed, additional lessons, exercises and
remedial activities may be done for developing content knowledge and competencies. These are assessed
I. OBJECTIVES 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 realizes that information in a written text may be selected and
organized to achieve a particular purpose.
B. Performance The learner critiques a chosen sample of each pattern of development focusing on
Standards information selection, organization, and development.
Learning Competency:
 Identify a written claim explicitly or implicitly made in a written text
EN11/12RWS-IIIij-6
EN11/12RWS-IIIij-6.1
EN11/12RWS-IIIij-6.2
C. Learning EN11/12RWS-IIIij-6.3
Competencies/ Learning Objectives:
Objectives  define claim and identify various claims in written text;
 determine proof of requirements in establishing claims; and
 identify claims explicitly and implicitly made in a written text.
a. Claim of fact
b. Claim of policy
c. Claim of value
II. CONTENT Properties of a Well-Written Text
III. LEARNING RESOURCES teacher’s guide, learner’s module
A. References
1. Teacher’s Guide Reading and Writing Skills Quarter 3 Module 3 – Division of Davao City
2. Learner’s
Reading and Writing Skills Quarter 3 Module 3 – Division of Davao City
Materials
3. Textbook pages Reading and Writing Skills for SHS Students, Mutya, Pages 42-46
4. Additional
Materials from
Learning Resource
(LR) portal
B. Other Learning https://theteacherforum/blog/patterns-of-a-well-written-text/
Resources https://www.elcomblus.com/properties-of-a-well-written-text/
These steps should be done across the week. Spread out the activities appropriately so that
pupils/students will learn well. Always be guided by demonstration of learning by the pupils/ students
which you can infer from formative assessment activities. Sustain learning systematically by providing
IV. PROCEDURES pupils/students with multiple ways to learn new things, practice the 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.
Review previous lesson by letting the students answer the exercise.
A. Review previous lesson
1. Have you ever expressed an argument and claim?
or presenting the new
2. Have you ever seen commentaries and book reviews?
lesson
3. What are thr types of claims.
The teacher lets the students realize that the concept of learning to identify types of
B. Establishing a purpose claims would help them in their writing efficiency and research. Writing and
for the lesson research efficiency could contribute to student literacy that could induce higher
base knowledge and strategies. This could help them reach life goals.
C. Presenting examples/ The teacher divides the class into three groups. Each will receive a sample text
instances of the new containing a specific type of text. All groups must read and scrutinize the text, its
lesson style and the way the content is presented. Two members from each group must
present their exploration and observation about the given text sample. The teacher
let each group create their task for 3 minutes and present it afterwards. After the
 activity, all groups will answer the following questions based on what they observed
and analyzed.
1. What did you observe about the text give to you?
2. What are your realizations after the activities?
3. What are these types of text?
The teacher continues the topic and presents the remaining properties of a well-
written text. Furthermore, he/she uses the observation and exploratory learning for
students to freely uncover their skill in applying their knowledge based on the three
types of claims. This can be done by letting students examine another given text
and interpret its construction. They will also identify the specific claim of each text.
Claim is a sentence that summarizes the most important thing that the
writer wants to say as a result of his/her thinking, reading, or writing. Claims
in texts are significant propositions/arguments.
Example of texts to observe, examine and criticize:

1. The sampaguita’s roots are used for medicinal purposes, such as an

D. Discussing new anesthetic and a sedative. This inference is based on scientific
concepts and observation results, and research
practicing new skills #1 2. Due to this COVID-19 outbreak, classes were opened in October,
2020 as declared by DEPED and approved in Malacanang. This is in
relational-causal events/concept, and prediction based on plausible
evidence.
3. Food for thought on Sunday of the 18th week in ordinary time on
August 2, 2020 by Monsignor Bonifacio Burlaza, ―Do I acknowledge
my need for God’s help or do I look to other things to satisfy this
need?
4. In the bank, for deposits received offline, account balance will be
updated upon resumption of online operations, BDO will not
assume responsibility for any damage from non-outright crediting of
the deposit. (6 more items...)
The teacher continues to present the different types of claims using a paragraph.
Students will be able to identify claims written in text or paragraph form.

E. Discussing new
concepts and
practicing new skills #2

F. Developing mastery Directions: Write the number of the text and the type of claim on the
(leads to formative appropriate column of the chart. It is possible to have an unequal number of
assessment 3) items per category in the table.
No. 1 is done for you
G. Finding practical The teacher relates the different types of claims on students’ needs on developing
applications of writing strategies for multiple purposes such as job and scholarship application.
concepts and skills in Senior high school students are in need of writing discourse training for formal jobs,
daily living requirement submissions and researches.
H. Making generalizations Using transitional devices/words and organizational writing skills helps us develop
and abstractions about each type of claim. Correct text/paragraph construction, usage of appropriate
the lesson transitional words/devices leads the writer to effectively write his/her point of view.

I. Evaluating Learning

J. Additional activities or
remediation
Both the teacher and the students will exhibit the value of critical thinking
in valuing all the efforts made by both parties. Activities given were student-
V. REMARKS
centered, allowing the student to do a peer/group discussion so that all the
students could understand the topic.
VI. REFLECTION Reflect on your teaching and assess yourself as a teacher. Think about your
students’ progress. What works? What else needs to be done to help the
 pupils/students learn? 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 Thirty-eight out of forty-two learners earned eighty percent of the
80% of the evaluation evaluation.
B. No. of learners who require Six learners out of forty-two learners scored below eighty percent and
additional activities for
remediation who scored required additional activities
below 80%
C. Did the remedial lesson Yes, the remedial lesson work. Six out of forty-two learners have caught up
work? No. of learners who
have caught up with the with the lesson.
lesson.
D. No. of learners who continue None of the learners continue to require remediation.
to require remediation
Grouping and reporting of the output in front of the class. By grouping the
E. Which of my teaching
students, the leaders of each group were able to help in realizing the
strategies worked well? Why
did these work? student’s progress in the lesson. Students were able to demonstrate the
correct solution to problems assigned to them.
Some students encountered a hindrance in demonstrating correct
F. What difficulties did I knowledge because some needed to recall the concepts subject, predicate,
encounter which my principal
or supervisor can help me and copula, which is the structure of the proposition. Some students also
solve? need to employ comprehension in understanding propositions and
statements.
The use of audio-visual presentation and, at the same time, the teacher's
elaboration of discussing the topic at this point, the learners are set to
G. What innovation or localized direct their attention to the presentation and stop writing. This teaching
materials did I use/ discover
which I wish to share with strategy corresponds to Dale’s Cone of Experience, which states that the
other teachers more senses are involved in learning, the better the understanding will be.
The motivation, which is a game, captures the learner’s attention, making
them participative towards the end of the lesson.

Prepared by: Approved by:

JEDIDIAH DANIEL L. HERBILLA VINCENT S. VERANO

SHS Teacher II School Head