DAILY Teacher NONIE ANN G.

GALANG Grade Level 11

LESSON School/District Rawis National High School Learning Area Reading and Writing Skills
LOG Teaching Date March 03, 2025 Quarter 4
(DLL) Time 9:45-10:45 -Persephone Week 2
1:00- 2:00 -Hestia

I.OBJECTIVES
A. Content Standard The learner understands the relationship of a written text and
the context in which it was developed.
B. 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.
C. Learning Competency/s Explain critical reading as a form of reasoning
(EN11/12RWS-IVac-8)
D. Learning Objective/s
II.CONTENT Critical Reading as Reasoning
III.LEARNING RESOURCES
A. References
1. Teacher’s Guide
2. Learner’s Material’s/Pages Reading and Writing Quarter 4 Module 5: Critical
Reading as Reasoning, pp. 1-9
3. Textbook/Pages
4. Lesson Exemplars/Pages
5. Lesson Scripts/Pages
6. Additional Materials from Learning http://academic.shu.edu/english/1201/
Resources (Portal/Online) Reading/critical-reading-strategies.htm

https://harbur.region10ct.org/for_staff/
t_w_s/rhea_o__connor/language_arts/
reading_comprehension__three_main_categories_
B. Instructional Materials/ Localized, etc.
IV. PROCEDURES
A.Before/ Pre-Lesson Proper
1. Activating Prior Knowledge Energizer: (Think-Pair-Share)
Students pair up to discuss a text they read recently and
identify its main arguments and reasoning.
a. Teaching Strategy Cooperative Learning
b. Instructional Materials Chart paper and markers for group brainstorming
2. Lesson Purpose/ Intention The learners will delve into the concept of critical
reading, which is vital for understanding and analyzing
the texts we encounter in various contexts. By learning
to read critically, learners can better evaluate
arguments and perspectives, enhancing their overall
comprehension and analytical skills.
3. Lesson Language Practice/Unlocking of Key Terms:
Difficulties 1. Critical Reading
2. Reasoning
3. Evaluative Statements
Key Concepts:
1. Critical reading requires active engagement with the text to
interpret and analyze its meaning.
2. Reasoning is the process of thinking logically about the
information presented in a text.
B.During/ Lesson Proper
1. Reading the Key Idea Critical reading is an active process that involves reasoning to
analyze and evaluate texts for deeper understanding.
2. Developing Understanding of the Key Activity: Critical Reading Circle
 Idea/Stem Teaching Strategy: Cooperative Learning
Materials: Selected texts for analysis (can be digital or
printed).
Significance: Students will collaboratively analyze a text,
fostering critical thinking and peer discussion.
Instructions:
1. In groups, read the assigned text and identify key
arguments and reasoning used by the author.
2. Discuss how the author's reasoning affects the overall
message of the text.
3. Prepare to share your group's findings with the class.
Rubrics:
- Depth of Analysis: 5 pts.
- Group Collaboration: 5 pts.
- Clarity of Presentation: 5 pts.
Assessment Questions:
1. What was the main argument of the text?
2. How did the author support their reasoning?
3. What evaluative statements can you make about the text?
3. Deepening Understanding of the key Activity: Critical Reasoning Debate
Idea/ Stem Teaching Strategy: Inquiry-based Learning
Materials: None required.
Significance: This activity encourages students to apply critical
reasoning in a debate format, fostering deeper
understanding.
Instructions:
1. Divide the class into two groups, each representing a
different viewpoint on a controversial topic from a text.
2. Prepare arguments and counterarguments based on critical
reasoning.
3. Engage in a structured debate, focusing on reasoning and
evidence presented.
Rubrics:
- Use of Evidence: 5 pts.
- Clarity of Arguments: 5 pts.
- Engagement in Debate: 5 pts.
Assessment Questions:
1. How did you use reasoning to support your arguments?
2. What was the strongest counterargument made by the
opposing team?
3. How did the debate enhance your understanding of critical
reading?
C.After/ Post-Lesson Proper
1. Making Generalizations and Abstractions The learners will give their takeaways in the learning session.

(In today's lesson, we learned that critical reading is an

essential skill that requires active reasoning and the ability to
formulate evaluative statements about texts. This skill not
only enhances comprehension but also fosters critical
thinking, which is vital in our daily lives. By practicing these
techniques, we can become more informed readers and
thinkers.)
2. Evaluating Learning Teaching Strategy: Direct Instruction
Questions:
 1. What does critical reading involve?
2. Why is reasoning important in evaluating texts?
3. How can you formulate an evaluative statement about a
text?
For Higher Order Thinking Skills:
Questions:
1. How might different perspectives influence the
interpretation of a text?
2. What role does context play in critical reading?
3. Why is it important to question the author's reasoning?
Answers:
1. Different perspectives can lead to varying interpretations,
highlighting the subjective nature of reading.
2. Context provides background that can significantly affect
how a text is understood and evaluated.
3. Questioning the author's reasoning helps readers develop a
deeper understanding and encourages critical engagement
with the text.
3. Additional Activities for Application or 1. Write a reflective journal entry analyzing a text of your
Remediation (if applicable) choice, focusing on its arguments and your evaluative
statements. This can be completed at home with any writing
materials available.
V. REMARKS
VI. REFLECTION
A. No. of learners who got 80% in the evaluation
B. No. of learners who require additional
activities for remediation who scored below
80%.
C. Did the remedial lesson work? No. of learners
who have caught up with the lesson.
D. No. learners who continue to require
remediation.
E. Which of my teaching strategies worked
well? Why did these works?
F. What difficulties did I encounter which my
principal or supervisor can help me solve?
G. What innovations/ localized materials did I
use/discover which I wish to share with the
teachers?

Prepared by: Checked by: Noted by:

NONIE ANN G. GALANG MIGUELA C. ESTRELLADO JOSEPH A. ORTECIO, EdD.

Subject Teacher Mater Teacher I School Head