DETAILED LESSON PLAN IN
READING AND WRITING
Prepared by:
JHON FELIX M. MALAMUG
Student Intern
Checked by:
MARY ANN B. UNCIANO
Cooperating Teacher
Noted by:
VICTOR F. TACCAD
School Principal 1
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,
properties as a written material.
C. Learning Competencies At the end of the lesson the learners:
Identifies the claims explicitly or implicitly
made in a written text (EN11/12RWS-IIIij-6)
focusing on Claim of Value (EN11/12RWS-
IIIij-6.3)
II. CONTENT EXPLICIT AND IMPLICIT CLAIMS IN A
TEXT (CLAIM OF VALUE)
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide Pages: N/A
2. Learner’s Material Page: N/A
3. Textbook Pages: N/A
4. Additional Materials from N/A
Learning Resource (LR) Portal
B. Other Learning Resources PowerPoint Presentation, Laptop, TV Monitor
IV. PROCEDURES
A. Reviewing Previous Lesson or Presenting the New Lesson
TEACHER’S ACTIVITY STUDENT’S ACTIVITY
Good afternoon class!
Good afternoon, Sir!
Before we start may we have Clark to lead the
prayer.
A student leads the prayer.
Before you settle down, please pick up the scraps
under your chairs and make sure that your seats are
properly aligned.
May I request Ace to check the attendance today.
A student recites.
We are already done with Claim of Policy. Can
anyone here recall what is Claim of Policy again?
Yes LJ? Sir, based on our discussion last week we said that
claim of policy suggests an action or a solution to a
problem!
Very Good, LJ! Now we are down to the last Claim
that is still under Explicit and Implicit Claim in a
text but before that let us have first a short activity
to activate your neurons.
Activity: "Which Is Better?"
Instructions:
1. Present two choices to the class (e.g., coffee
vs. milk tea, books vs. movies, black vs.
white).
2. Ask the class: "Which is better?"
3. Have students vote by raising their hands or
moving to different sides of the room based
on their preference.
4. Call on volunteers to explain their choice,
encouraging them to justify their answers.
We all had different opinions on which is better and
gave reasons to support our choices. This is what a
claim of value is, judging something as good, bad,
better, or worse. Today, we’ll learn more about how
to identify and support these kinds of claims.
B. Establishing a Purpose for the Lesson
At the end of the lesson, students will be able to
identify explicit and implicit claims in a text;
specifically, this lesson will help them to:
Define what is Claim of Value,
Show openness to different perspectives when
evaluating claims of value in a text, and
Formulate and present arguments supporting or
challenging a claim of value.
C. Presenting examples/Instances of the lesson
Task 1. "Agree or Disagree?"
Students will identify and evaluate claims of
value by expressing their stance and justifying
their opinions.
Instructions:
1. Read a statement with a claim of value
aloud.
2. Students will raise their hands if they
agree and keep their hands down if they
disagree.
3. Call on volunteers from both sides to
explain their reasoning and justify their
stance.
4. Repeat the process with different
statements, encouraging students to support
their opinions with logical explanations.
1. "Coffee is a more satisfying drink Answers may vary.
than milk tea."
2. "Wearing black makes a person
look more sophisticated than
wearing white."
3. "Yin and Yang represent the perfect
balance needed for a meaningful
life."
4. "Small acts of kindness are more
impactful than grand but insincere
gestures."
5. "Reading books is a better way to
learn than watching movies."
Remind students to speak in English when
expressing their opinions.
Note: These opinions are claims of value because
they express personal judgments that require
support.
D. Developing Mastery
Task 2: Claim of Value or Not?
Instructions: Read each statement aloud and have
students identify whether it is a Claim of Value or
Not a Claim of Value by raising their hands and
explaining their reasoning. Answers:
1. "Milk tea is the best drink for students." 1. "Milk tea is the best drink for students."
2. "Dogs make better pets than cats." (Claim of Value)
3. "The Philippines is an archipelago." 2. "Dogs make better pets than cats." (Claim
4. "White symbolizes purity and peace." of Value)
5. "A year has 12 months." 3. "The Philippines is an archipelago." (Not a
6. "Studying in a big school provides better Claim of Value)
opportunities than studying in a small 4. "White symbolizes purity and peace."
school." (Claim of Value)
7. "Water freezes at 0°C." 5. "A year has 12 months." (Not a Claim of
8. "Classical music is more relaxing than rock Value)
music." 6. "Studying in a big school provides better
9. "A balanced diet is important for good opportunities than studying in a small
health." school." (Claim of Value)
10. "Yin and Yang create the perfect balance in 7. "Water freezes at 0°C." (Not a Claim of
life. Value)
8. "Classical music is more relaxing than rock
music." (Claim of Value)
9. "A balanced diet is important for good
health." (Not a Claim of Value—factual
statement)
10. "Yin and Yang create the perfect balance in
life." (Claim of Value)
Great job, everyone! Remember that you can
identify claims of value by checking if the
statement expresses a judgment or opinion about
something being good, bad, better, or worse. These
statements often include subjective words like best,
more important, superior, beneficial, harmful, or
valuable and require justification or reasoning to
support them.
E. Finding Practical application of Concepts and Skills to Daily Living
Task 3. Defend Your Claim!
Instructions:
1. Present a claim of value to the class.
2. Divide the class into two groups: one
supporting the claim and one challenging it
(or allow students to choose their stance).
3. Give them 10 minutes to formulate
arguments using reasoning and examples
from real-life experiences.
4. Each group will take turns presenting their
arguments while the other listens.
Topic:
📌 Online learning is better than face-to-face Answers may vary.
learning.
F. Making Generalization and Abstraction about the lesson
Job well done class!
Now, what makes a strong claim of value argument?
Sir, a strong claim of value argument should have
clear reasoning and evidence.
Very good, if you say that face-to-face learning is
better than online learning for instance, you need to
explain why, like how it helps students focus more
and interact better with teachers. You should also
consider the other side, like how online learning is
more flexible, and then explain why face-to-face
learning is still the better choice.
Class, remember that a strong claim of value
argument has the following key elements:
1. Clear Judgment – The claim clearly
expresses an opinion about something being
good, bad, better, or worse.
2. Strong Reasoning – It provides logical
explanations to support the judgment.
3. Relevant Evidence – Real-life examples,
expert opinions, or experiences back up the
claim.
4. Consideration of Opposing Views – It
acknowledges counterarguments and
explains why the claim remains valid.
5. Persuasive Language – Uses convincing
and well-structured arguments to engage the
audience.
By including these elements, an argument becomes
more credible and convincing.
V. REMARKS
VI. REFLECTION
a. No. of learners who
earned 80% on the
Formative
assessment.
b. No. learners who
require additional
activities for
remediation.
c. Did the remedial
lesson work? No. of
learners who have
caught up with the
lesson.
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
me with?
g. What innovation or
localized materials
did I use/discover
which I wish to
share with other
teachers?
Prepared by:
JHON FELIX M. MALAMUG
Student Intern
Checked by:
MARY ANN B. UNCIANO
Cooperating Teacher
Noted by:
VICTOR F. TACCAD
School Principal 1
