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    Observation (Implicit)

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    Rhea O. Marimla
    This document contains a daily lesson plan for an 11th grade English class focusing on explicit and implicit claims. The lesson plan identifies learning competencies and objectives around identifying explicit and implicit claims in written texts. It outlines activities and examples to help students understand the difference between explicit claims that are directly stated versus implicit claims that must be inferred. A group activity and assessment questions are included to evaluate students' understanding of identifying explicit and implicit information and claims.

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    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd

    Observation (Implicit)

    Uploaded by

    Rhea O. Marimla
    153 views4 pages
    This document contains a daily lesson plan for an 11th grade English class focusing on explicit and implicit claims. The lesson plan identifies learning competencies and objectives around identifying explicit and implicit claims in written texts. It outlines activities and examples to help students understand the difference between explicit claims that are directly stated versus implicit claims that must be inferred. A group activity and assessment questions are included to evaluate students' understanding of identifying explicit and implicit information and claims.

    Original Description:

    Implicit and Explicit Claims

    Original Title

    OBSERVATION (IMPLICIT)

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    This document contains a daily lesson plan for an 11th grade English class focusing on explicit and implicit claims. The lesson plan identifies learning competencies and objectives around identifying explicit and implicit claims in written texts. It outlines activities and examples to help students understand the difference between explicit claims that are directly stated versus implicit claims that must be inferred. A group activity and assessment questions are included to evaluate students' understanding of identifying explicit and implicit information and claims.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    153 views4 pages

    Observation (Implicit)

    Uploaded by

    Rhea O. Marimla
    This document contains a daily lesson plan for an 11th grade English class focusing on explicit and implicit claims. The lesson plan identifies learning competencies and objectives around identifying explicit and implicit claims in written texts. It outlines activities and examples to help students understand the difference between explicit claims that are directly stated versus implicit claims that must be inferred. A group activity and assessment questions are included to evaluate students' understanding of identifying explicit and implicit information and claims.

    Copyright:

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

    Republic of the Philippines

    Department of Education
    Region VI – Western Visayas
    Division of San Carlos City
    JULIO LEDESMA NATIONAL HIGH SCHOOL
    Senior High School Department

    Daily Lesson Plan


    English for Academic and Professional Purposes

    Grade Level 11 Section Optimistic/Hope/Faith/Tolerance


    Quarter 4th Quarter Semester 2nd Semester
    Duration 50 minutes/ meeting Date: February 6, 2020

    I. CONTENT
    The Learner…
    Understands the relationship of a written text and the context in
    Content Standards
    which it was developed.

    The Learner…
    Performance Standards Writes a 1000-word critique of a selected text on the basis of its
    claim/s, context, and properties as a written material.

    Learning The learner….


    Competencies/ a. Identifies claims explicitly or implicitly made in a written text
    Objectives EN11/12RWS-IIIij-6

    II. LEARNING OBJECTIVES


    A. Knowledge Identifies claims explicitly or implicitly made in a written text
    B. Skills State claims based explicitly or implicitly
    C. Attitude State opinion or ideas based on evidences
    III. SUBJECT MATTER
    Topic Explicit and Implicit Claims
    References
    Teacher’s Guide pages None
    Learner’s Material pages None
    Online Sources:
    Ramones, V. Explicit and Implicit Claims in a Text.
    file:///C:/Users/Aspire%
    20E%2014/Downloads/explicitandimplicitclaimsinatext-
    180614055155.pdf
    Textbook pages Ramones, V. Explicit and Implicit Claims in a Text.
    file:///C:/Users/Aspire%
    20E%2014/Downloads/explicitandimplicitclaimsinatext-
    180614055155.pdf
    file:///C:/Users/Aspire%20E%2014/Downloads/398011256-
    CLAIMS-pdf.pdf
    Power point presentation
    Additional Materials for
    Worksheet
    Learning Resource Portal
    Meta Strips
    IV. METHODOLOGY
    B. Before the lesson
    a. Preliminary Activities
    Greetings
    A. Reviewing the
    Prayer (Interfaith/Optional)
    previous lesson or
    Checking of attendance
    presenting the new
    Other instructions
    lesson
    b.Reviewing previous lesson or presenting the new lesson
    Review students about the characteristics of a good claim and the
    three different types of claim.

    Explain to students that at the end of the lesson, they will be able to
    Establishing a purpose
    identify claims that are explicitly or implicitly made.
    for the lesson
    Activity 1:
    Picture Analysis:
    a. Flash a picture and let the students write in the meta strips what
    Presenting examples/ they think about the picture.
    instances of the new (elicit information by asking them their observation, description,
    lesson predictions about the image)
    b.Let students post their answers to the board.
    c. After students posted their work, let them group their work
    according to “Directly Stated” and “Not Stated”
    Analysis:

    Discuss Explicit and Implicit Claims


    Recognizing the Explicit
    Explicit information is any idea that is stated. With explicit
    information, you see the text explained! Since you are looking for
    explicit information in what is read, the explicit information will be
    written in the text. There is no need to look for clues. Just read. If
    the information is written it is explicit.

    Discussing new concepts Example:


    and practicing new skills In a TV commercial, a voice says “This shampoo will make your
    #1 hair look smooth and shiny”

    Processing the Implicit


    Implicit information is understood but it is not stated. To find
    implicit information in what is read, you will have to think about
    what you read. Look for clues as you read. Implicit information is
    not written.

    Example:
    Every one of the beautiful models in a TV commercial for shampoo
    has long, shiny, and curly hair.
    Inference
    When things are not directly stated readers (infer) would have to
    guess what is being implied.
    Imply – to express or indicate something
    Infer – to guess or speculate or conclude from evidence and your
    own prior knowledge.
    Recognizing the explicit and implicit:

    “Though possessed of a half a dozen hats, it took him some time to


    find one, then there was a hunt for the key, which last discovered in
    his pocket.” (Alcott, Little Women)

    1. What explicit claim can we get from the text?

    2. What implicit claim can we infer from the text?

    Abstraction
    Making generalizations
    When can we say that a claim is explicit or implicit?
    and abstractions about
    What should you consider before making inferences?
    the lesson
    Application
    Group Activity (Value Focus)

    Finding practical
    application of concepts
    and skills in daily living

    Discuss with your group what you can infer from the given quote.
    Share your claims to the class.
    Assessment
    Wendy was walking home from school when she found a sick
    bird lying on the ground under a tree. She stopped and gave the bird
    a look. She looked up and noticed a nest in the branch above her.
    She looked forward and continued walking home. What implicit
    information can you obtain from this story?
    a. Wendy loves animals.
    b. Wendy is running late for an appointment.
    c. Wendy is a selfish person.
    d. Wendy needs to get home before dark.
    2. Sam and his cousin walked to the store. Sam bought a bag of
    chips while his cousin bought a bottle of water. If I asked the
    question.” What did Sam buy?” What type of claim is being
    asked?
    a. Implicit
    1. Evaluating learning b. Explicit
    3. Amanda needed to finish her Science project by the end of
    February. She had everything she needed except her typed report.
    She knew that her typed report was worth 50% of her grade. She
    was going to fail, What explicit information can you pull from
    this story?
    a. Amanda is lazy.
    b. Amanda already has a high grade in science.
    c. Amanda ran out of time
    d. Amanda was not able to do her typed report.
    2. Since it was getting late, the band decided to go home and get
    some rest. The lead singer decided he wanted to stay a little
    longer and practice some of the new songs. What can be a piece
    of implicit information in this story?
    a. The band needed rest
    b. It was getting late
    c. The lead singer has great decisions
    d. The band has some new songs.
    3. My family went to the circus We saw the funny clowns, watched
    the lion act, and ate a lot of treats and popcorn What is the story
    about?
    a. Eating treats and popcorn
    b. Going to the circus
    c. Clowns
    d. Lions

    Prepared by:

    RHEA O. MARIMLA

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