Claims (Final Demo) (LP)

Mindanao State University – Maguindanao
ARMM Regional Science High School

Sarmiento, Parang, Maguindanao
SEMI-DETAILED Teacher: Jaheria A. Abas Students: Grade 11

LESSON PLAN Subject: Reading and Writing Schedule: Weekdays
I. OBJECTIVES
a. Content The learner understands the relationship of a written text and the context
Standards in which it was developed.
b. Performance The learner writes a 1000-word critique of a selected text on the basis of
Standards its claim/s, context, and properties as a written material.
The learner identifies claims explicitly or implicitly made in a written text.

(EN11/12RWS-IIIij-6).
Learning Outcomes:
At the end of the 60-minute lesson, the students can:
c. Learning
a. identify claims in a written text;
Competency
b. appreciate the importance of identifying claims in a written text;
c. classify the examples of claim of fact, claim of policy, and claim of
value; and
d. write a reaction paper on science fiction movies and identify the claims
made in the movie.
II. SUBJECT MATTER
a. Lesson Critical Reading; Explicit and Implicit Claims in a Text

b. Materials Visual aids, PowerPoint, module, and laptop.
c. References DepEd-BLP
III. PROCEDURES 4 A’S
Introductory Activity A. Preliminary Activities
Daily Routine
1. Prayer
2. Greetings
3. Checking of Attendance
4. Review
 The teacher will give mini flashcards containing numbers which will
be the basis for calling the students in the activity.
 The teacher will ask the students to recapitulate the previous lesson.
Motivation
Lesson Proper  The teacher will introduce an activity called “Unlock the Jumbled
Letters.”
 The teacher will put jumbled letters in the board and the students will
form a word from the given letters.
 Four (4) students will be called to arrange the letters and another
four (4) students will be called to unlock the difficulty by looking for
the definition of each word.
Directions: 4 students will arrange the letters to form a word from

the jumbled letters in the board and another 4 students will unlock
the difficulty by matching the definition to the right word.
1. Claim – a new statement of something one believes to be the

truth, usually when the statement has yet to be verified or without
valid evidence.
2. Fact – something real or concrete used as a basis for further
interpretation.
3. Policy – a principle of behavior, conduct, and etc. desirable or
necessary as formally expressed by a government or other
authoritative body.
4. Value – that which is valued or highly esteemed, such as one’s
morals, morality or belief system.
Activity
 The teacher will play a video related to the topic.
 The students will watch the video and try to observe what are
claims mentioned in the video and what are the methods used to
identify them.
Analysis
 The teacher will ask the following questions to the students;
a) How was the activity?
b) Were you able to observe something from the video shown?
c) What did you observe in the video?
d) Based on the video, what do you think is the significance or
importance of identifying claims?
Abstraction
 The teacher will be discussing “Critical Reading as Looking for
Ways of Thinking; Explicit and Implicit Claims in a Text.
 The teacher will be guided by the following questions;
1. What is the definition of a claim/s?
2. What are the types of claim/s?
3. What are the roles of claims in a text?
4. What is the importance of using claims in a text?
5. What are examples of claims?
Application
 The students will be grouped into 5.
 Each group will be given a sample text and the students will identify
the claims in the text.
 The teacher will choose 1 student from the group to justify their claims.
Directions: In 5 minutes, identify the claims in the given text and write
your answer in a ½ sheet of paper. Justify your answer orally.
Generalization
 The teacher will ask the students what they learned from the day’s
session.
Directions: Classify the following claim of fact, claim of policy, claim of
value to their respective box.
Claim of Fact Claim of Policy Claim of Value
IV. EVALUATION
1. The popularity of SUVs in America has caused pollution to increase.

2. Instead of drilling for oil in Alaska, we should be focusing on ways to
reduce oil consumption.
3. Public schools are better than private schools.
4. Dogs can make the best pets.
5. To compete globally, the Department of Education adapted the K to 12
curriculum.
6. Honesty is the best policy.
Directions: In a 1 whole sheet of paper, write a reaction paper of your

chosen science fiction movie. Identify the claims mentioned in the movie.
The reaction paper will be scored based on the following rubrics;

Writing Craft 1 2 3 4
Organization The paragraph grabs your attention.
The paragraph used the patterns of developmental writing
V. ASSIGNMENT
Development of The writer engages you in his essay/idea by presenting
ideas examples, anecdotes, citations, and convincing claims.
Use of language The writer’s word choice is purposeful and precise.
and conventions Grammar, punctuation, spelling are flawless.
Prepared by: Observed & Checked by:
JAHERIA A. ABAS LEAH D. HENORIO, LPT

Pre-Service Teacher Cooperating Teacher

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Mindanao State University – Maguindanao

ARMM Regional Science High School

SEMI-DETAILED Teacher: Jaheria A. Abas Students: Grade 11

Standards in which it was developed.

The learner identifies claims explicitly or implicitly made in a written text.

II. SUBJECT MATTER

a. Lesson Critical Reading; Explicit and Implicit Claims in a Text

Directions: 4 students will arrange the letters to form a word from

1. Claim – a new statement of something one believes to be the

Claim of Fact Claim of Policy Claim of Value

1. The popularity of SUVs in America has caused pollution to increase.

Directions: In a 1 whole sheet of paper, write a reaction paper of your

The reaction paper will be scored based on the following rubrics;

Prepared by: Observed & Checked by:

JAHERIA A. ABAS LEAH D. HENORIO, LPT

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