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DAILY
LESSON School Dauin National High School Grade Level Grade 11
LOG Teacher Cristhel T. Gabriel Learning Area Reading and Writing
Teaching Dates and
Semester/Quarter 2nd Semester/3rd Quarter Time
Session 1 Session 2 Session 3 Session 4
I. OBJECTIVES K: Explain why critical reading is imperative to sound reasoning.
S: Respond to questions asked.
A: Value the use critical thinking in accomplishing tasks.
A. Content The learner understands the Standards relationship of a written text and the context in which it was developed.
B. Performance 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. Standards C. Learning Explain critical reading as a form of reasoning. EN11/12RWS-IVac-8 MELCS/Objectives (Write the MELC code for each) Critical Reading as a Form of Reasoning II. CONTENT Reasoning Characteristics of Critical Readers Ways to become a Critical Reader Steps in Critical Reading III. LEARNING
Reading and Writing
RESOURCES A. References 1. Teacher’s Guide pages 2. Learner’s Materials pages 3. Textbook pages 4. Additional Materials from Learning Resources (LR) portal B. Other Learning Resources
IV. PROCEDURES
Begin with classroom routine:
a. Prayer b. Reminder of the classroom health and safety protocols c. Checking of attendance d. Quick “kumustahan” A. Recall (Elicit) Ask the learners about the previous Ask the learners about the previous Ask the learners about the previous Ask the learners about the previous topic—Hypertext and Intertext. topic—Reasoning. topic—Characteristics of Critical topic—Ways to Become a Critical Readers. Reader. B. Motivation What is your insight on the quotation (Engage) below:
Reading and Writing
“Reading is asking questions of printed text.” -Frank Smith in Reading without Nonsense (1997) C. Discussion of Teachers discusses about Teachers discusses about Critical Teachers discusses about Teachers discusses about Steps in Concepts Reasoning through a PowerPoint Reading through a PowerPoint Characteristics of a Critical Critical Reading through a (Explore) Presentation. Presentation. Readers and Ways to Become a PowerPoint Presentation. Critical Reader through a PowerPoint Presentation.
D. Developing In the lesson, you learned about
Mastery our everyday use of reasoning in (Explain) making decisions.
1. Make a list of decisions
you've been faced with recently in a ½ crosswise, like deciding whether to go to a party or deciding what to wear to an important event. 2. Write the steps in making these decisions. 3. Recognize the type of reasoning you used in making your decision. E. Application and Reflect on what you have learned Generalization after taking up this lesson.
I thought ___________________________.
I learned that
Reading and Writing
___________________________. F. Evaluation Multiple Choice.
1. Is a type of reasoning that
uses formal logic and observations to prove a theory or hypothesis.
a. Decompositional reasoning b. Critical thinking c. Deductive reasoning d. Inductive reasoning
2. Uses theories and
assumptions to validate observations.
a. Decompositional reasoning b. Critical thinking c. Deductive reasoning d. Inductive reasoning
3. Is the process of breaking
things into constituent parts to understand the function of each component and how it contributes to the operation of the item as a whole.
a. Cause-and-Effect reasoning b. Critical thinking c. Deductive reasoning
Reading and Writing
d. Inductive reasoning
4. Involves extensive rational
thought about a specific subject in order to come to a definitive conclusion.
a. Decompositional reasoning b. Critical thinking c. Deductive reasoning d. Inductive reasoning
5. Is a type of thinking in which you show the linkage between two events.
a. Decompositional reasoning b. Critical thinking c. Deductive reasoning d. Inductive reasoning
Session 1 Session 2 Session 3 Session 4
J. Additional Direction: (1/2 crosswise) activities for 1. Let the learners think of two or application or three characters from a story or remediation film that they know well. 2. Let them go through the process of forming a reasoned opinion of those characters as illustrated in the lesson.
Reading and Writing
Guide Question: 1. Are any of these opinions different from how you thought of the character before you learned this lesson? V. REMARKS VI. REFLECTION A. No. of learners who earned 80% on the formative assessment B. No. of learners who require additional activities for remediation C. Did the remedial lessons work? No. of learners who have caught up with the lessons D. No. of learners who continue to require remediation E. Which of my teaching strategies worked well? Why did this work? F. What difficulties did I encounter which my principal or supervisor can help
Reading and Writing
G. What innovation or localized material did I use/discover which I wish to share with other teachers?
