GRACE MISSION COLLEGE

Catiningan, Socorro, Oriental Mindoro

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A Detailed Lesson Plan in Reading and Writing 11

Date:
Time:
CONTENT STANDARD
The learner understands the relationship of a written text and the context in which it was
developed.
PERFORMANCE STANDARD
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.
LEARNING COMPETENCY
Explain critical reading as a form of reasoning. (EN11/12RWS-IIIij-5)
I. Objectives
At the end of the lesson, the students are expected to:
A. Define critical thinking and critical reading;
B. Reflect on the importance of critical reading; and
C. Apply critical reading strategies to a text.

II. Subject Matter:

A. Topic: Critical Reading
B. Reference:
https://www.studocu.com/ph/document/city-college-of-calamba/research/module-4-week-11-
lessons-5-and-6-critical-reading-as-reasoning/28204909
https://www.studocu.com/ph/document/trinidad-municipal-college/secondary-education/
detailed-lesson-plan-in-reading-and-writing-skills/85738522
C. Instructional Materials: visual aids, monitor, laptop, and power point
presentation

III. Teaching-Learning Process/Procedures

Teacher’s Activity Student’s Activity
A. Preliminary Activities
1. Prayer

Everybody please stand up and let us pray

Can anyone lead the prayer? (The volunteer student will lead the prayer)

2. Greetings
Good morning Ma’am
Good morning class!

3. Classroom Management
Please pick up the pieces of paper under your chairs
 and arrange your seats properly.
You may now seat.

“None Ma’am”
4. Checking of attendance
Is anyone absent today?

5. Checking of assignment
Please pass your assignment.

6. Review
Okay, before we start our lesson let us first have a “Yesterday we have discussed about
review of yesterday’s lesson. identifying the context in which a text was
developed through hypertext and intertext.”
Very good! Thank you.

B. Lesson Proper
1. Pre-Assessment
“Before heading on to our lesson, let us first check
what you already know.”

DIRECTION: Read the statements carefully, and “Okay ma’am, ready!”

determine if they are TRUE or FALSE, then write your
answers on the blanks provided before each number.
1. FALSE
_______1. Critical reading is simply recognition of the text’s 2. TRUE
meaning and restating it in your own words. 3. FALSE
_______2. Critical reading examines the author’s choice of 4. TRUE
content, language and structure. 5. TRUE
______ 3. Critical reading teaches the readers to accept all the
presented facts without further examination.
_______4. A statement of fact can be verified through
experimentation, personal observation or credible sources.
_______5. A statement of opinion needs further evidence and
other valid supporting details to be proven true.

2. Motivation (THINK LIKE A DETECTIVE)

The teacher will group the class into three groups, each
group will be given a board where they will write their
answers.

A presentation of riddles on the monitor will be

displayed.

“Okay class we will have a simple game to test how

you read and think critically. I will show you a bunch
of riddles and each group will write their answer on the
board I provided, are you ready?”

ACTIVITY 1: THINK LIKE A

 “You only have 20 seconds to answer each.” DETECTIVE

The group starts answering.

Each group raised their answer as the time

runs out.

“Ma’am, the answer is battery.”

“Very good! Thank you.”

The group starts answering.

Each group raised their answer as the time

runs out.

“Ma’am, the answer is letter M.”

“Okay very good! Thank you.”

The group starts answering.

Each group raised their answer as the time

runs out.

“Ma’am, the answer is letter ‘She shot a

photograph of him’.”

After the game, the teacher will ask the following

question: “I solved it by looking closely at the clues
a. How did you solve the riddle? What strategies did and thinking different meanings.”
you use?
“It’s called critical reading, ma’am.”
b. Now, what do we call a critical thinking while
reading to validate information? Any idea?

“Very good, you are all right.”

3. Presentation of Topic/Objectives
“As I observed, ma’am, our topic is
“Basing from the activities that we do and the questions explaining critical reading as reasoning.”
you have answered. What do you think is our topic for
the today?”

“Yes, very good.”

The teacher will post the objectives on the board.

“At the end of the lesson, we are expected
 to:
“Okay everyone, read our objectives for this a. Identify the different argument in
discussion.” critical reading;
b. Appreciate the importance of critical
reading; and
c. Apply critical reading strategies to a
text.

“Very good, thank you!”

4. Discussion
a. Familiarization
For our next activity, I will show a picture and you will
guess the word.

1.
ACTIVITY 1: GUESS THE PAIR

Direction: Guess the word that is being

depicted by the pair of pictures.
CR T C L T NK G 1. CRITICAL THINKING
2. CRITICAL READING

2.

CRITICAL R AD G
“Thinking carefully and smartly to make
The teacher will ask the following question: good decision based on evidence and
a. What is critical thinking? reasoning.”

“It is basically thinking critically. It is also a

b. What is critical reading? form of language analysis that does not take
the given text at face value, but involves a
deeper examination of the claims put forth
as well as the supporting points and possible
counter arguments.”

“Very good.”

b. Critical Reader “Okay ma’am.”

“Before anything else, let us all know first what it

means to be a critical reader.”

ACTIVITY 2: BELIEVE ME, YOU WON!

Directions: Analyze the text.

The teacher will show a phone with a displayed text

message on it.

“I want you to look at my phone and tell me what you

see.”
“It is a text message about winning a huge
amount of money ma’am.”

“Read it carefully and analyze if the text

message is true or not, and if it’s a scam I
The teacher will ask the following question: will report the sender.”
a. If you happen to receive a text message saying that
you won this huge amount of money, what would
you do?

“That is right, very good.”

“I know that most of us already knew that this kind of

message is a scam, and reading it and verifying your
hunch is a step of being a critical reader. Now let us
proceed to the real thing.”

c. Critical Reading as Reasoning

“I have here a text and we will all read it and analyze it
carefully.”

The teacher will post the “A Close Reader” on the

board.

“These are the things you need to consider on being a

critical reader.”
 ACTIVITY 3: HOW REASONABLE ARE YOU?
DIRECTIONS: The following statements are to be
analyzed as factual if opinionated. Reason/s can also be
presented to support the assertions.

“Yes ma’am, by analyzing the text based

from the evidence it provides.”
The teacher will ask the following questions:

1. Does critically thinking helps you answer the activity?

How? “If the statement provides evidence that
support the statement and does not rely on
just a mere insight.”

2. How do you know if a statement is factual or

opinionated?

“That is right!”

“By answering those, you have achieved being a

critical reader, and you are critically reading”

“Critical reading focuses on what the text says or to

simply say, what is the interpretation of the text.
ACTIVITY 3: AM I COMPARABLE?
DIRECTIONS: In ½ sheet of paper, compare and
contrast reasoning and argument using Ven Diagram.

“Very good!”

“Reasoning and argument enhance critical reading by

promoting deeper understanding, active engagement,
and thoughtful analysis.”

1. Application
DIRECTIONS: In an essay form, apply what you
have learned in our discussion by analyzing the text
below using critical reading strategies.

2. Generalization
VALUING: ORAL QUESTIONS
1. Why is it important to think and read critically.
2. How does it contribute to problem-solving in
everyday life?

3. Evaluation Answer:
I. DEFINITION
 DIRECTIONS: Choose the best answer for each 1. C
question. 2. B
3. B
1. What is the main goal of critical reading as a form of 4. B
reasoning? 5. A
A. Memorizing facts 6. B
B. Quickly skimming through text 7. B
C. Actively evaluating and analyzing text 8. C
D. Reading for entertainment 9. C
10. C
2. Which best describes critical reading?
A. Reading without focus
B. Reading with questioning and analysis
C. Reading without understanding
D. Reading only headlines

3. What is a key part of critical reading in terms of reasoning?

A. Blind acceptance of information
B. Thoughtful analysis and evaluation
C. Reading as fast as possible
D. Avoiding engagement with the text

4. Which is NOT a characteristic of critical reading as

reasoning?
A. Making connections with personal experiences
B. Blindly accepting the author's claims
C. Evaluating evidence and arguments
D. Forming conclusions based on analysis

5. How does critical reading contribute to reasoning skills?

A. By promoting skepticism
B. By discouraging critical thinking
C. By accepting all information as true
D. By focusing on surface-level understanding

6. What summarizes the relationship between critical reading

and reasoning?
A. Critical reading is passive; reasoning is active
B. Critical reading involves active evaluation, a key aspect of
reasoning
C. Reasoning is irrelevant to critical reading
D. Critical reading means summarizing texts

7. What role does questioning play in critical reading as

reasoning?
A. Questioning impedes understanding
B. Questioning deepens understanding and uncovers
assumptions
C. Questioning is unnecessary for comprehension
D. Questioning is only for academic texts

8. How does critical reading as reasoning contribute to

informed opinions?
A. By discouraging critical thinking
B. By fostering understanding of diverse perspectives
C. By promoting blind acceptance of information
D. By focusing on emotional responses

9. Which is NOT a step in critical reading as reasoning?

A. Analyzing the author's background
B. Identifying key arguments and evidence
C. Accepting all claims without evaluation
D. Evaluating the logic of the text

10. Why is critical reading an essential skill?

A. It promotes narrow-mindedness
B. It encourages passive absorption of information
C. It fosters analytical thinking and informed decision-making
D It restricts intellectual growth

4. Assignment
FIND A PARTNER!
Create your own text with facts and evidences and
let your partner analyze it using his/her
understanding in our lesson.

Prepared by:
Corrected by:
MARIA CLARISSA A. LARGADO
Student Teacher ANGEL LYN V. TAMARES
Cooperating Teacher

Noted by:

MARIA ANGELICA M. DENIA

Academic Coordinator