LESSON PLAN IN ENGLISH 8 QUARTER 4, WEEK 1

Grade
CRISOSTOMO O. RETES NATIONAL 8
School: Level & POTASSIUM
HIGH SCHOOL
Section
Teacher: RONIEL S. IBERO Quarter FOURTH
Teaching
Learning 2.5
ENGLISH &
Area: HOURS
Duration
I. OBJECTIVES
The learner demonstrates communicative competence
A. Grade Level through his/ her understanding of Afro-Asian Literature and
Standards other texts types for a deeper appreciation of Philippine
Culture and those of other countries.
Using Appropriate Grammatical Signals Suitable to Each
B. Learning
Pattern of Idea Development: General to Particular and
Competency
Claim and Counterclaim
Knowledge: Recognize the structure of a claim and
counterclaim pattern of idea development.
Skill: Construct an essay that follows the claim and
counterclaim pattern of idea development.
C. Objectives
Attitude: Demonstrate appreciation for the importance of
coherence in writing by actively engaging in the lesson,
contributing ideas, and incorporating the claim and
counterclaim pattern into their writing.
I. CONTENT/TOPIC Pattern of Idea Development (Claim and Counterclaim)
II. LEARNING
RESOURCES
A. References
1. Teacher’s Guide
pages
2. Learner’s
Quarter 4 – Module 1; Pages 6-7
Materials pages
3. Textbook pages
4. Additional
Materials from
Learning Resource
(LR) portal
Learning Materials:
B. Other Learning
Laptop, Television, MS PowerPoint presentation,
Resources
Worksheets
III. PROCEDURES
A. Reviewing 1. Starts with a prayer.
previous lesson or 2. Checks attendance.
presenting the new 3. Outlines classroom rules.
lesson
4. Reviews previous lesson (Refer to MS PowerPoint
presentation).
5. Introduces new lesson by flashing a broad statement
on the screen.

“Going to college is a waste of time.”

6. Asks students to counter argue the statement.

 7. Synthesizes students' answers, highlighting another
pattern of idea development, which involves
countering a claim. This is called the claim and
counterclaim pattern of idea development, which
will be the focus of discussion for the lesson.

8. Presents the following lesson objectives:

Knowledge: Recognize the structure of a claim and
counterclaim pattern of idea development.
B. Establishing a Skill: Construct an essay that follows the claim and
purpose for the counterclaim pattern of idea development.
lesson Attitude: Demonstrate appreciation for the importance of
coherence in writing by actively engaging in the lesson,
contributing ideas, and incorporating the claim and
counterclaim pattern into their writing.

9. Presents students an example of a claim and

counterclaim pattern of idea development.

Going to college is not a waste of time because it provides

valuable knowledge, networking opportunities, and better
C. Presenting job prospects. A degree increases the chances of securing
examples/instances
stable and higher-paying careers. However, some argue that
of the new lesson
real-world experience is more important than formal
education. While experience is valuable, college equips
individuals with critical thinking skills and specialized
training that can lead to long-term success.

10. Prompts students to notice how the idea is arranged.

D. Discussing new
concepts and 11. Discusses what is a claim and counterclaim pattern of
practicing new idea development using the example essay in Item C.
skills #1 a. Claim - persuades, argues, convinces, proves, or
provocatively suggests something to a reader who
may or may not initially agree with you.
Ex. Going to college is not a waste of time because it
provides valuable knowledge, networking
opportunities, and better job prospects.
b. Evidence/Explanation - supporting details, facts,
or examples that justify the claim.
c. Counterclaim - is the argument (or one of the
arguments) opposing your thesis statement.
Ex. However, some argue that real-world experience
is more important than formal education.
d. Rebuttal statement/paragraph - the response
that refutes or weakens the counterclaim,
reinforcing the original claim.
Ex. While experience is valuable, college equips
individuals with critical thinking skills and
specialized training that can lead to long-term
success.

12. Prompts students to analyze the placement of the

 claim, evidence/explanation, counterclaim, and
rebuttal statement in the given paragraph.

Homework should be banned because it causes stress and

takes away time for rest and extracurricular activities.
Studies show that too much homework leads to burnout,
affecting students' well-being. However, some argue that
homework reinforces learning and responsibility. While this
may be true, excessive homework can be overwhelming.
Schools can use in-class activities instead to ensure effective
learning without added stress.

13. Discusses the transition signals used in claim and

counterclaim pattern of idea development.

E. Discussing new
concepts and
practicing new
skills #2 14. Prompts students to identify the purpose of each
transition signal used in the paragraph below.

Homework should be banned because it causes stress

and takes away time for rest and extracurricular
activities. Studies show that too much homework
leads to burnout, affecting students' well-being.
However, some argue that homework reinforces
learning and responsibility. While this may be true,
excessive homework can be overwhelming. Schools
can use in-class activities instead to ensure effective
learning without added stress.

F. Developing 15. Tasks the whole class to identify which among the
mastery (leads to given statements follow the claim and counterclaim
Formative pattern of development.
Assessment 3)
Instructions: Identify which of the following
statements follow the claim-counterclaim pattern of
development. Write YES if the statement follows the
pattern and NO if it does not.

1. Online learning provides students with flexibility in

their schedules, allowing them to learn at their own
pace. However, some argue that it reduces face-to-
face interaction, which is essential for developing
communication skills.
2. Reading books improves vocabulary and enhances
critical thinking skills. For instance, it allows them to
encounter words that are unfamiliar.
3. Social media helps people stay connected with loved
 ones regardless of distance. On the other hand, critics
claim that excessive social media use leads to
decreased in-person social interactions.
4. A strict dress code in schools promotes discipline and
a sense of unity among students. Conversely, others
believe that it limits self-expression and creativity.
5. Regular exercise improves physical health and
reduces stress levels. However, some say that too
much exercise without proper rest can lead to injuries
and exhaustion.
6. Many students enjoy playing sports because it helps
them stay active and develop teamwork skills.
7. Using renewable energy sources helps reduce
environmental damage caused by fossil fuels. Yet,
some argue that the initial costs of switching to
renewable energy are too high for many households.

16. Tasks students to construct an essay following the

claim and counterclaim pattern of idea development.
Instructions:
a. Find a pair.
b. With the given details, construct a short coherent
essay following the claim and counterclaim pattern of
idea development.
Claim: Gadgets pose threats to the learning process
of students.
Evidence/Explanation:
- Students can easily become distracted by social
media, games, or other non-educational apps
during lessons, hindering their focus and
productivity.
- Studies show that excessive screen time is linked
G. Finding practical
to reduced attention span and lower academic
applications of
performance.
concepts and skills
Counterclaim: Gadgets can enhance learning by
in daily living
providing access to educational apps, resources, and
online platforms that support learning and
engagement. They can be useful tools for research
and collaboration.
Rebuttal Statement: Gadgets often lead to
distractions if not monitored. Teachers can use
technology to guide and structure learning, but
without proper regulation, gadgets can ultimately
detract from the educational experience.
c. Output is to be graded following the criteria:

Organization of ideas – 10 pts.

Content – 5pts.
Grammar and Conventions – 5 pts.
Total – 20 pts.
17. Gives feedback to all the outputs.
H. Making
18. Asks some students to summarize the main points of
generalizations and
the lesson.
abstractions about
19. Teacher synthesizes and processes the responses.
the lesson
 Part I. Give what is asked.
1. This pertains to a statement that presents the main
argument or position in an essay.
2. This provides the supporting details, facts, or
examples that justify the main argument.
3. This presents an argument that opposes or challenges
the main claim.
4. This is a statement or paragraph that responds to and
weakens the opposing argument, reinforcing the
original claim.
5. In the sentence: "While real-world experience is
important, education equips individuals with critical
thinking skills that are essential in today’s
workforce," what part of the argumentative structure
is this?

Part II. Fill out the appropriate transition signals in each

item.
I. Evaluating
learning Many argue that technology in the classroom is beneficial
for students' learning. 1. ___________it helps engage
students and allows for personalized learning experiences.
2_______, some people believe that technology can be
distracting and may hinder face-to-face communication
skills. 3_______, despite these concerns, studies show that
the proper use of technology can enhance student
performance and engagement. 4________, it is clear that
when used appropriately, technology can be a powerful tool
for education. 5_________, it is important to carefully
balance the use of technology in classrooms to ensure it
complements traditional learning methods.

Choices:
a. Thus
b. Therefore
c. However
d. On the other hand, some people say
e. Certainly, some people say

J. Additional
activities for
application or
remediation

IV. REMARKS

Prepared by:

RONIEL S. IBERO
Student-Teacher
Noted by:

GRACE O. DE AUSEN
Teacher 1
Cooperating Teacher

ANALYN B. PIALAGO
Teacher In-Charge