School MARCELO H DEL PILAR NATIONAL HIGH SCHOOL Grade Level 11

Teacher SUSANA T. FAJARDO Learning Area Reading and Writing Skills

GRADE 11 Teaching Dates MAY 02-05, 2023 Semester 2nd

and Time
DAILY LESSON LOG

OBJECTIVES

Content Standard The learner understands the relationship of a written text and the context in which it was developed.

The learner creates a concept map to explain critical reading as reasoning,

Performance Standard

Most Essential Learning

Explain critical reading as reasoning
Competency

Write the LC code for each.

CONTENT The Use of Critical Reading as Reasoning

LEARNING RESOURCES

References Reading and Writing Skills Alternative Delivery Mode

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 Quarter 4 – Module 5: Critical Reading as Reasoning First Edition, 2020

Teacher’s Guide pages Most Essential Learning Competencies Matrix p. 538

Learner’s Materials pages

Textbook pages

Additional Materials from

Learning Resource (LR) portal

Other Learning Resource

PROCEDURES

DAY 1 DAY 2 DAY 3 DAY 4

Reviewing previous lesson or

presenting the new lesson

Ask the students read “The Policies

and Achievements of the Government
Establishing a purpose for the
and Regeneration of the Filipino” by
lesson Manuel L. Quezon and complete the
table provided.

The teacher will send/play a video

presentation showing instances of
Presenting examples/Instances of critical reading as reasoning.
Students will have to answer the

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the new lesson guide questions after watching the
video.

Discuss:

Discussing new concepts and Critical reading is engaging in

analytic activity which involves the
practicing new skills # 1
reader by asking questions about the
text and the author’s claim. Critical
readers are doing the process of
evaluating, analyzing, and
interpreting the assertion of the
hidden meaning of the whole text.

While reasoning as defined by

Merriam Webster dictionary is
Discussing new concepts and
an act of giving statements for
practicing new skills # 2
justification and explanation.
It is the ability of someone to
defend something by giving
out reasons.

Therefore, when reading

critically, it is necessary to
question the different
arguments used by the
author, as any problem can
weaken the authenticity of the
conclusion.

Remember that Critical

reading is not meant to

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 criticize but to assess the
validity of textual evidence.

Developing mastery Guide Questions:

(Leads to Formative Assessment) 1. What is critical reading,

and why is it important?

2. What are the steps

involved in critical reading?

3. How can critical reading

help you to develop your
reasoning skills?

4. What are the most

common barriers to
effective critical reading,
and how can you
overcome them?

5. How can you evaluate the

credibility and reliability of
the sources you are
reading?

6. How can you identify and

analyze the main
arguments and key points
in a text?

7. How can you use critical

reading to improve your

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 own writing and
communication skills?

8. How can critical reading

help you to become a
more informed and
engaged citizen?

9. How can you apply critical

reading skills to different
types of texts, such as
academic articles, news
reports, and opinion
pieces?

10. How can critical reading be

used to identify and
challenge biases and
assumptions in a text?

Finding practical application of Let the students answers Write a reflection journal then
concepts and skills in daily living the following questions: write down your takeaways from
the lesson and their impact on
1. What do you think was
your skill to think critically. Use
the intended message of
the template as your guide.
the excerpt? Support your
answer. (5 pts)
2. What are the themes of Look for Appendix C.
the excerpt? Support your
answer. (5 pts)

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 3. How would you compare
the Filipino today to the
ones being compared to
by Manuel L. Quezon in
the excerpt?
4. Do you agree with Manuel
L. Quezon’s statement in
hi excerpt, The Filipino of
today is soft and easy-
going.”? Explain your
answer. (5pts)

Making generalizations and

abstractions about the lesson

Evaluating learning The student will be asked to

make a semantic map. Look
Appendix D for an example.

V.REMARKS The Learning delivery mode is through modular and online classes.

VI. REFLECTION

No. of learners who earned 80% in

the evaluation

No. of learners who require additional

activities for remediation

Did the remedial lessons work? No. of

learners who have caught up with the
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 lesson

No. of learners who continue to

require remediation

Which of my teaching strategies

worked well? Why did this work?

What difficulties did I encounter which

my principal or supervisor can help me
solve?

What innovation or localized materials

did I use/discover which I wish to
share with other teachers?

Prepared: Checked:

SUSANA T. FAJARDO PAUL ANTHONY B. MENDOZA

Subject Teacher Subject Group Head—Languages
Master Teacher II

Date Submitted: April 24, 2023

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Appendix A

The Policies and Achievements of the Government and

Regeneration of the Filipino
(Excerpt)
by Manuel L. Quezon

National strength can only be built on character. A nation is nothing more nor less than its citizenry. It is the people that
make up the nation and, therefore, it cannot be strongest than its component parts. Their weakness is its failings, their
strength its power. Show me a people composed of vigorous, sturdy individuals, of men and women healthy in mind and
body; courteous, brave, industrious, self-reliant; purposeful in thought as well as in action; imbued with sound patriotism
and a profound sense of righteousness; with high social ideals and a strong moral fiber; and I will show you a great nation, a
nation that will not be submerged, a nation that will emerge victorious from the trials and bitter strifes of a distracted
world, a nation that will live forever, sharing the common task of advancing the welfare and promoting the happiness of
mankind.

We are engaged in the epic task of building our nation, to live and flourish, not for a day but for all time. We must find the
flaws, if there be any, in our concept of individual and community life, as well as in our character, and proceed at once to
remedy them.

I have an abiding faith in our people. I know that they have all the faculties needed to become a powerful and
enlightened nation. The Filipino is not inferior to any man of any race. His physical, intellectual, and moral qualities are as
excellent as those of the proudest stock of mankind. But some of these qualities, I am constrained to admit, have become
dormant in recent years. If we compare our individual and civic traits with those that adorned our forefathers, we will find, I
fear, that we, the Filipinos of today, have lost much of the moral strength and power for the growth of our ancestors. They
were strong-willed, earnest, adventurous people. They had traditions potent in influence in their lives, individually and
collectively. They had the courage to be pioneers, to brave the seas, clear the forest and erect towns and cities upon the
wilderness. They led a life of toil and communal service. Each one considered himself an active part of the body politic. But
those traditions are either lost or forgotten. They exist only as a hazy-mist in our distant past. We must revive them, for we
need the anchorage of these traditions to guide and sustain us in the proper discharge of our political and social obligations.

The Filipino of today is soft, easy-going. His tendency is towards parasitism. He is uninclined to the sustained strenuous
effort! He lacks earnestness. Face-saving is the dominant note in the confused symphony of his existence. His sense of
righteousness is often dulled by the desire for personal gain. His norm of conduct is generally prompted by expediency rather than
by principle. He shows a failing in that superb courage which impels action because it is right, even at the cost of self-
sacrifice. His greatest fear is not to do wrong, but of being caught doing wrong. He is frivolous in his view of life. His
conception of virtue is many times conventional. He takes his religion lightly. He thinks that lip-service and profession are
equivalent to deep and abiding faith. He is inconstant; he lacks perseverance; the first obstacles baffle him, and he easily
admits defeat. The patriotism of many Filipinos of today is skin- deep, incapable of inspiring heroic deeds. There are those
who are apt to compromise with ethical principles and to regard truth as not incompatible with misrepresentation or self-
deceit.

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This appraisal of the character of our people today may sound too severe. You will realize that I would be happier if I could
only shower praise upon my countrymen. But my responsibility as head of this Nation compels me to face and state
facts, however disagreeable they may be to me or to our people, for it is only thus that we can remedy existing evils that
threaten to destroy the vitality and vigor of the race. Because I have not lost faith that there is, within us, all the spiritual and
moral forces needed for the building of a great nation, I am ruthless in pointing out our present shortcomings. Our task—it is a
heroic task—is to awaken and apply these faculties so that our people should become what of right they should be: morally
strong, virile, hard-working, refined, enterprising, persevering, public-spirited.

I want our people to grow and be like the molave, strong and resilient, rising on the hillside, unafraid of the raging flood, the
lightning or the storm, confident of its own strength. If we have the will to survive and the will to achieve social efficiency,
we cannot delay this task of spiritual regeneration. Let us begin to mold the typical Filipino.

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To insure the accomplishment of this task of national spiritual reconstruction, we shall formulate and adopt a social code—a
code of ethics and personal conduct—that can be explained in the schools, preached from the pulpits, and taught in the
streets and plazas, and in the remotest corners of our land. We shall indoctrinate every man, woman, and child in its
precepts. By every means and power at my command, I shall strive to enforce its principles and to require that they be so
universally and constantly observed, that our children may breathe it in the air and feel it in their very flesh. Every Filipino is a
part and an objective of this great national movement, the success of which depends upon his own success in building up
his character and developing his faculties.

This undertaking—the regeneration of the Filipino—constitutes the paramount interest of my administration. My most
cherished ambition is to see it realized. It is the greatest prize that I can crave for my life. I call upon all the teachers, the
ministers of every faith, the political and social leaders, and particularly upon you, young men and young Women, to be at the
vanguard of this crusade.

We have attained our freedom, but our spirit is still bound by the shackles forged from the frailties of our nature. we owe it to
ourselves and our posterity to strike them down.

Other peoples of the world are straining themselves to attain higher levels of progress and national security. We shall
not lag behind. the sun!

The Filipino people are on the march, towards their destiny, to conquer their place in the sun.

Name: Date:
Title :
Author of the article:
Paragraph
Question/s & page no. Answer/s with
supporting detail/s

What issue is given focus by the

writer?
Is the writer able to take a clear
stand on is issue?

What is the writer’s purpose

writing the article?

What is the writer’s tone? Why?

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 Does the writer’s assume the
readers to agree with his /her
stand?

What are the evidence presented

by the writer to support his
argument?

Critical reading is engaging in analytic activity which involves the reader by asking questions
about the text and the author’s claim. Critical readers are doing the process of
evaluating, analyzing, and interpreting the assertion of the hidden meaning of the whole
text.

While reasoning as defined by Merriam Webster dictionary is an act of giving

statements for justification and explanation. It is the ability of someone to defend
something by giving out reasons.

Therefore, when reading critically, it is necessary to question the different arguments

used by the author, as any problem can weaken the authenticity of the conclusion.

Remember that Critical reading is not meant to criticize but to assess the validity of
textual evidence.

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Appendix B
Steps Used in Critical Reading As Reasoning
by Maxine Rafaella C. Rodriguez and Marella Therese A. Tiongson

1. Identifying assertions

Identify by a common type of assertion such as fact, convention, opinion and preference

2. Formulating counterclaim

Counterclaims are made to rebut a previous claim

3. Determining evidence

Evidence is the details given by the authors to support his/her claims

Example

You are asking your father for an android cellphone, that is your claim.
Then your father answers you. “No, you can’t!” this is his counterclaim. He
might say that you already have a cellphone.

Therefore when you are going to formulate reason for the counterclaim, you
should state the reason why you are asking for an android cellphone. You might
say that you could use it in your online classes because Android cellphone
would be very useful in this new normal classroom set-up.

When you write your counterclaim, you are expressing unfavorable statements. Therefore
it is needed to use hedges words or phrases to be able to give a courteous tone.

Different forms of hedges

Modals: may, could, would, should, might, certain, must, etc.
Frequency adverbs: usually, generally, commonly Probability
adverbs: probably, possibly, presumably

Example:

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With hedges:

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The common colds caused by a virus.

The common colds must be caused by a virus.

The common virus is certain to be caused by a virus.

Appendix C
Get your reflection journal then write down your takeaways from the lesson and their
impact on your skill to think critically. Use the template as your guide.

My takeaways from the lesson How will I apply them in my everyday

life?

Appendix D

It is thinking critically.

Seek Evaluate Judge Demand Question

Definitions Claims info. proof assumption

This shows that you do not simply accept

the message on the page. You bring to 14
your reading your own experience and
perspective, and use these to separate
yourself from the text and judge for
yourself what you consider Important,
logical, or right.
Example of Semantic Map

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