STA.

JOSEFA NATIONAL Grade

School 11
HIGH SCHOOL Level
READING AND
Students- Learning
Grade IRENE JOY MONTE ANUGOT WRITING
Teacher Area SKILLS
11
Detail
Teaching
ed 03 February 2025 / 1:00-
Dates and Quarter III
Lesso 2:00pm
Time
n Plan

A typical DLP contains the following parts: Objectives, Content, Learning Resources,
Procedures, Remarks and Reflection - D.O. 42, s. 2016)

The learner understands the relationship of a written text

A. Content Standard and the context
in which it was developed.
The learner writes a 1000-word critique of a selected text
B. Performance
on the basis of
Standard
its claim/s, context and properties as a written material.
C. Learning Explains critical reading as looking for ways of thinking
Competency (EN11/12RWS-IIIij-5)

At the end of the lesson, the learners are expected to:

a. define critical reading and its importance in
understanding texts;
b. explain how critical reading involves looking for
D. Learning Objectives different ways of thinking within a text;
c. identify various strategies used in critical reading
(questioning, evaluating evidence, identifying biases,
etc.); and
d. apply critical reading techniques to analyze a
selected text.
II. Content/s

CRITICAL READING AS LOOKING FOR WAYS OF

THINKING

III. Learning Resources

Kiancar, N. I. (2006). Developing reading and writing skills in
A. References the young learner’s classroom. The Internet TESL
Journal, 7 (11)
1. Teacher’s Guide None

2. Learner’s Material’s
pages

3. Textbook pages
4. Additional Materials
from Learning
Resources (LR) portal
 B. Other Learning
Laptop, Television
Resources

IV. Procedures

 Prayer
Daily  Checking of Attendance
A. Preliminaries
Routine  Setting of Standards
 Presentation of Lesson Objectives

PICTURE TALK. The initials letters of the

picture clues spell out five English words. If
you work them out correctly, you will see the
relationship of these words to the word given
in the sample. It is a word puzzle where you
are given pictures that represent different
words. The key is to identify the word each
picture is showing, and then focus on the
first letter of each of those words. These
first letters will spell out a new word or
phrase.

=
Poetry
B. Reviewing previous
lesson or the new
lesson
=

C. Establish a purpose MIXED-UP WORDS. Four terms related to

for the lesson energy are written below, but the order of the
D. Presenting letters has been scrambled. Unscramble the
examples/ instances letters and write the answer on the line
of the new lesson below.

1. Actively analyzing and evaluating a

text.
Tiarcilc Adinger
-------- -------
2. Approach or mindset a person uses to
 process information.
Ywas fo Gnihtik
---- -- -------
3. Attitude, viewpoint, or bias the author
brings to their writing.
Rthauo’s Espectrpeiv
------- -----------
4. Examining the reasoning, evidence,
and logic behind a claim or idea.
Nalyzigna Atnemrugs dna Seida
--------- --------- --- -----
E. Discussion new THE HUNT. The students will gain knowledge
concepts and acting on and understand the lesson through the
new skills #1 questions to be asked by the teacher, based
on the analysis of the sample statement or
opinions presented.

Show two contrasting opinions or statements

on the same issue.
 "Social media is harmful to mental
health."
 "Social media has a positive impact by
connecting people globally."

Ask the students: "Why do different people

have different views about the same topic?"
 This will lead into the idea that critical
reading allows us to explore why an
author holds a particular perspective
and how those perspectives shape the
message.

The teacher will have her proper discussion of

the topic.

 Introduction to Critical Reading

 Define Critical Reading:
Critical reading is more than just
understanding what a text says; it is
about questioning the text, evaluating
the author’s logic, examining the
evidence, and identifying any biases or
 assumptions. It’s an active, reflective
approach to reading.
 Explain "Looking for Ways of
Thinking":
Critical reading involves identifying the
author's perspectives, values,
reasoning, and how those influence the
way information is presented.
Key components of critical reading
include:
o Author’s Purpose: Why did the
author write the text? What
message are they trying to
convey?
o Point of View: What is the
author’s perspective or bias?
o Evidence: What kind of
evidence is presented? Is it
convincing?
o Assumptions: What beliefs or
ideas does the author assume
the reader will accept without
questioning?
 Presenting Critical Reading Strategies
 Key Strategies:
o Questioning: Always ask
questions like: What is the
author trying to persuade the
reader of? What are they
assuming? What evidence are
they using to back up their
claims?
o Contextualization: Consider
the context in which the text
was written. How does the time,
place, or culture of the author
influence their argument?
o Evaluating Evidence: Does the
author use credible and relevant
evidence to support their claims?
Are there any gaps or
weaknesses?
o Identifying Biases and
Assumptions: What beliefs or
assumptions might the author
have that could affect the way
the argument is presented?

F. Discussion new
concepts and acting
new skills #2
G. Developing Mastery DIGGING HOLES. The students will read and
analyze the Sample News Article Excerpt
entitled, “The Impact of Social Media on
Mental Health: A Growing Concern”, source:
The Daily Times. After reading, they will be
asked to analyze the excerpt through the
author’s purpose, author’s point of view,
evidence, assumptions, and bias. An excerpt
presented on the screen while students are
reading the news article.

Social Media and Mental Health: A

Growing Concern

In recent years, experts have raised concerns

about the effects of social media on mental
health. Platforms like Instagram, Facebook,
and TikTok have been praised for connecting
people across the globe, allowing users to
share experiences, ideas, and information.
However, recent studies have shown that
excessive use of these platforms can have
detrimental effects on mental well-being,
particularly among teenagers and young
adults.
Dr. Jane Smith, a clinical psychologist,
explains, "The pressure to maintain a curated,
idealized image of oneself online can lead to
feelings of inadequacy, anxiety, and
depression. Constant comparisons with
others, especially influencers and celebrities,
can distort a person's sense of self-worth."
A study conducted by the National Institute of
Health found that teenagers who spend more
than three hours a day on social media are
more likely to report symptoms of depression
and anxiety. The study also notes that the
content users are exposed to—often filtered
or exaggerated—can create unrealistic
expectations and exacerbate feelings of
loneliness.
On the other hand, some experts argue that
social media has the potential to be a positive
force in mental health. "When used
responsibly, social media can offer support
networks for people dealing with mental
health issues. It can foster a sense of
community, where individuals can connect
with others who share similar struggles," says
Dr. Michael Wong, a mental health advocate.
While the debate continues, one thing is
clear: the impact of social media on mental
health is multifaceted. Parents, educators,
and mental health professionals must work
together to guide young people toward
 healthy digital habits.

Critical Reading Focus Questions:

1. Author’s Purpose:
What is the main message the author
is trying to convey about social media’s
impact on mental health?
2. Author’s Point of View:
Does the author appear to have a
particular stance on social media's
impact? Is there a visible bias toward
either the negative or positive effects?
3. Evidence:
What evidence does the author use to
support the claim that social media can
be harmful to mental health? Is the
evidence credible and convincing? Are
there statistics, studies, or expert
opinions provided?
4. Assumptions:
What assumptions does the author
make about the readers’ understanding
of social media and mental health? Are
there any ideas presented as facts
without further explanation or
evidence?
5. Bias:
Can you identify any potential biase s
in the text? For example, does the
article lean more heavily on negative
or positive perspectives about social
media use?

H. Finding practical Critique Wars. Write a 1000-word critique of

application of a selected text based on its claim, context
concepts and skills and properties as a written material using
in daily living your own words and based on your own
opinion.

Critique of the Text: “The moon glowed

brightly over the sleepy town, casting long
shadows across the cobblestone streets.
People walked by in silence, their footsteps
the only sound in the still night air. It was as
though the world had stopped moving,
holding its breath in anticipation of something
yet to come.”

The critique will be rated based on the

following criteria:
 Content & Originality (40%)
Organization & Clarity (25%)
Tone & Mode (15%)
Grammar & Mechanics (20%)
TOTAL 100%
OUTLINING. The students will summarize
their learning by filling out the graphic
organizer below.

I. Generalizations and
abstraction

Exit Ticket. The students will write a short

response to the following question on a piece
of paper.
J. Evaluating Learning
"How does critical reading change your
understanding of the text you read? Give one
example from today’s lesson."
K. Additional activities
for application or
remediation

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 lesson
D. No. of 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 innovation or localized materials did I use/discover which I wish to share with other teachers?
Prepared
Prepared by: by: C hecked and reviewed by:

RAZIEL B. LOZANO LEE C. APAS

Teacher II MT-I/ SHS C oordinator
IRENE JOY MONTE ANUGOT
Student-Teacher

Checked and reviewed by:

KIM TADULAN TALHA

Cooperating Teacher