Republic of the Philippines

Department of Education
Region XI
SCHOOLS DIVISION OF DAVAO DE ORO
Compostela East District
COMPOSTELA NATIONAL HIGH SCHOOL
Poblacion, Compostela, Davao De Oro
“Center Stage of Education Performance”

ACCOUNTANCY, BUSINESS, & MANAGEMENT

Detailed Lesson Plan
(The process of systematically planning, developing, evaluating and managing the instructional process by using Principle of
Teaching and Leaning - DepEd Order 42, S. 2016)
School Compostela National High School SHS Grade Level Grade 11 – ABM 2
Dept.
Learning READING & WRITING
Teacher DORIS R. BRIONES
Area
Time & Dates 8:30 – 9:30 AM on APRIL 11, 2023 Quarter 3rd
I. OBJECTIVES Performance
Indicator
A. Content Standards The learner understands the relationship of a written text and
the content in which it was developed.
B. Performance The learner writes 1000-word critique of a selected text on
Standards the basis of its claim/s, context, and properties as a written
material.
C. Learning At the end of the session, the learners are expected to:
Competencies/Objec a. determines ways on how explicit and implicit
tives. information is stated in the text;
Write the LC code b. identify the types of claims of fact presented in a
for each reading selection; and
c. construct sentences and paragraphs expressing
claims of fact effectively.
II. CONTENT Identify Claims Explicitly and Implicitly in a Written
Text:
Claim of Fact
III. LEARNING
RESOURCE
S
A. References
1. Teacher’s Guide K to 12 Basic Education Curriculum page 2
pages
2. Learner’s Reading and Writing Module – Quarter 3
Materials pages
3. Textbook pages Critical Reading and Writing for the Senior High School by
Dayagbil page 91 - 98
4. Additional
Materials from
Learning
Resource (LR)
Portal
B. Other Learning PowerPoint Presentation, Television, Laptop, Videoclips, Rubrics,
Resources Activity Sheets
IV. PROCEDURES
Preliminaries  Prayer INDICATOR 5
 Greetings Established safe and
 Checking of Attendance secure learning
 Check students with impairments such as poor hearing and environments to
eyesight must sit in front row. enhance
 Ask if there are indigenous students for the teacher to use learning through the
appropriate languages in the discussion. consistent
 Reminding learners about the classroom’s do’s and don’ts. implementation
● The lesson can be integrated with Empowerment Technology,
of policies, guidelines
History or Social Studies, Math, English and others. and
● Reminding learners about the classroom’s do’s and don’ts.
procedures.

Activity 1: The learners will answer the jumbled letters

(Activi shown in the powerpoint presentation. INDICATOR 3
ty) Properties of a Well – Written Text Applies a range of
1. N Z A O O I R G N I T A – the structural framework of teaching strategies to
A. Reviewing previous writing develop critical and
creative thinking, as
lesson 2. H E RO N E C E C – one main unifying thought
well as other higher-
3. E A C H S M I N C – set of conventions on how to spell, order thinking skills.
abbreviate, punctuate, and capitalize
4. G U N L A G E A E U S – the appropriateness of words
5. I N S O C E O H – the overall meaning of the text
Motivational Task: OBJECTIVE 1:
Determine ways on
(Analysis) Read an excerpt of story entitled “The Small Key” by Paz
how explicit and
Latorena
implicit information is
A. Establishing a stated in the text.
On the porch, a woman past her early twenties stood regarding
purpose for the
the scene before her with eyes made incuriously by its familiarity.
lesson. All around her the land stretched endlessly it seemed and vanishes INDICATOR 3
Applies a range of
into the distance. There were dark, newly plowed furrows where
teaching strategies to
in due time timorous seedling would give rise to sturdy stalks and develop critical and
golden grain, to rippling yellow sea in the wind and sun during creative thinking, as
B. Presenting harvest time. A promise of plenty and reward for hard toil! With a well as other higher-
examples/instances sigh of discontent, however, the woman turned and entered a order thinking skills.
of the new lesson. small dining room where a man sat over a belated midday meal.
• The learners will give their comprehension response on the INDICATOR 8
excerpt of “The Small Key”. Selects, develops,
1. Who is the character of the story? organizes, and uses
2. Where is the location of the story? appropriate teaching
3. What did the woman see in front of her? and leaning resources,
4. In the excerpt, what time of the year is in it in the farm? including ICT, to
5. How will verify a factual statement? address learning goals.
Directions: Read the sentences taken from the excerpt. On
the space provided below, put a check mark (/) if the
statement is explicit (directly stated) and cross mark (x) if
implicit (indirectly stated).
____1. The woman is standing in the porch.
____2. She is twenty-six years old.
____3. There were dark, newly plowed furrows.
____4. Planted on those furrows is the vast rice plantation.
____5. The man is eating his late lunch.
Present the day’s objectives / goals.
Presentation of the Lesson: (35 minutes) INDICATOR 1
(Abstraction)  The learners will listen to the discussion with a Applied knowledge of
content within and
powerpoint presentation about Identifying Claims across curriculum
A. Discussing new Explicitly or Implicitly made in a Written Text: teaching areas.
concepts and practicing Claim of Fact
new skills. Explicit Statement:
● directly stated in the text
● they are clearly written and explained to avoid
confusion on the readers.

Implicit Statement:
● they are only implied or suggested in the text.
● readers would use clues to make inferences
OBJECTIVE 2:
The teacher will discuss the answer on the pre-test above: Identify the types of
/ 1. The woman is standing in the porch. claims of fact presented
X 2. She is twenty-six years old. in a reading selection.
/ 3. There were dark, newly plowed furrows.
INDICATOR 3
X 4. Planted on those furrows is the vast rice plantation. Applies a range of
X 5. The man is eating his late lunch. teaching strategies to
What is a Claim? develop critical and
creative thinking, as
Claim is the writer’s point or position. It is the central well as other higher-
argument in the text where the writer tries to prove by order thinking skills.
providing explanation, justification, and evidence.
Examples:
 COVID -19 ca be transmitted through air.
 An individual could still be called Filipino though he / INDICATOR 4
she is not born in the Philippines. Manages classroom
 Wearing of mask outside homes should be required to structure to engage
protect every individual from acquiring the virus. learners, individually
or in groups, in
 Social distancing is important during the coronavirus meaningful
pandemic. exploration, discovery
Characteristics of a Good Claim: and hands – on
activities within a
 argumentative and debatable range of physical
 specific and focused learning environments.
 interesting and engaging
 logical
Claim of Fact is a statement that report, describe, predict, INDICATOR 5
and make a casual claim. Manages learner
 It asserts that something has existed, exists, or will behavior constructively
exist based on the data. by applying positive
 It relies on reliable sources or systematic procedure to and non-violent
discipline to ensure
be validated through science or history. learning- focused
Characteristics of Claim of Fact: environments.
 arguable / debatable
 can be objectively proven
 based on reasonable inference
 can be justified and validated
Examples:
 Converting to solar energy can save homeowners INDICATOR 7
Plans, manages and
money. implements
 Neil Armstrong was the first man to step foot on the developmentally
moon. sequenced teaching and
 Corona virus can spread through droplets of the saliva learning process to
meet curriculum
of an infected person.
requirements and
varied teaching
contexts.
 Developing mastery Activity: Partner Version OBJECTIVE 3:
Construct sentences
● Pair up a student and have each interview the other to and paragraphs
gather a fact about your pair. Encourage them to share facts expressing claims of
for certain themes such as childhood, personal information fact effectively.
(name, age, eye color, address), hobbies, things they are
great at, etc. INDICATOR 1
●Once you have interviewed each other, formulate a Applied knowledge of
sentence that is a supported by evidence or a claim of fact. content within and
● Finally, have them share it with each other. across curriculum
teaching areas.

The teacher will give another activity to the learners.

(Application) Activity 3: INDICATOR 6
Uses differentiated
developmentally
A. Finding practical ● Each group must be able to present/make at least 1 statement appropriate learning
applications of for each type of claim about Covid – 19 (your observations, experiences to address
concepts and skills in feelings, and experiences during this time of pandemic) learner’s gender, needs,
according to their assigned category. strengths, interest, and
daily living. experiences.
● Each group is given ten (10) minutes to finish the task and at
least 2 minutes for the presentation.
● Rubric will be provided as a guide.
INDICATOR 4
Manages classroom
structure to engage
learners, individually
or in groups, I
meaningful
exploration, discovery
and hands – on
activities within a
range of physical
learning environments.

Directions: INDICATOR 1
In a ¼ sheet of paper, put a check mark (/) if the statement ia Applied knowledge of
content within and
a claim of fact and put a cross mark (x) if it is not. across curriculum
V. Assessment 1. The Department of Education shows readiness on the teaching areas.
“new normal” in the teaching and learning process.
2. Curfew must be enforced by parents to their children.
3. Vaping can have same side effects as smoking.
INDICATOR 9
4. The closing of Philippine borders to tourist is one Designs, selects,
way to slow down the spread of Covid 19. organizes, and uses
5. Doing videos in Tiktok is more exciting than diagnostic, formative
vlogging. and summative
6. Research says that people can reduce stress by taking assessment strategies
consistent with
a nap. curriculum
7. It is more beneficial for a child to grow up speaking requirements.
more than one language than knowing only his or her
mother tongue.
8. National ID system should be implemented in the
 Philippines.
9. Neil Armstrong made a history as the first man to
walk on the moon.
10. Watching K-drama is the best form of entertainment.
(Individual) The learners will compose a short paragraph INDICATOR 1
Applied knowledge of
VI. Agreement with not less than 200 words regarding COVID – 19
content within and
pandemic containing claims of facts statement. across curriculum
teaching areas.
VII. REMARKS

Prepared by: Checked and observed by:

DORIS R. BRIONES MARISSA S. JUNTILLA

Teacher II Head Teacher III