Detailed Lesson Plan in

Reading and Writing Skills

I. Objectives
At the end of lesson number 7, students should be able to attain at least 80%
performance level to:
1. identify and explain textual evidence that supports assertions and counterclaims
in a given text,
2. demonstrate an appreciation for the importance of validating claims by actively
engaging in class discussions and providing constructive feedback on peers’
arguments, and;
3. analyze a given text and present well-supported assertions and counterclaims
using appropriate textual evidence through a written or oral argument.

II. Subject Matter

A. Content Standard: Understand the relationship of a written text and the context in
which it was developed
B. Performance Standard: Write a 1000-word critique of a selected text on the basis of
its claim/s, context, and properties as a written material.

C. Topic: Determining Textual Evidence to Validate Assertions and Counterclaims Made

About a Text Read
D. Reference(s):

Cenizal-Raymundo, H. (2016). Reading and Writing Skills. Makati City: DIWA Learning
Systems, Inc.

What is Textual Evidence? (2020, March 26). Retrieved from reference.com:

https://www.reference.com/world-view/textual-evidence-2e5523a825f478da
Teaching learning English (2021). Intertext/ Intertextuality/ Context of Text
Development: Reading and Writing Senior High School. Retrieved from
https://www.youtube.com/watch? v=xyFHEKC6hz4
E. Lesson Number: 7
III. Lesson Proper
Procedures Teacher’s Activity Students’ Activity
A. Routine Prayer
House Rules

Good morning, class! Please be reminded of G –Give Respect: Listen, speak kindly,
our house rules, could someone please read and value others' opinions.
it?
E –Engage Actively: Participate in
discussions and complete tasks.

T –Take Responsibility: Own your actions

and learning.

S –Strive for Excellence: Do your best and

stay motivated.

Checking of Attendance

Thank you very much. For our Kumustahan

Check in Activity, please take a moment to
write on a 1/8 sheet of paper how you're
feeling today or something you'd like to
share. Once done, pass it forward so I can
check attendance.
 Recapitulation/ Review
Let’s take a quick trip down memory lane! Last time, we talked about the different
Can anyone share what our last lesson was types of claims.
all about.

Well said. What are the different types of There are mainly three types: claims of
claims? fact, which state something that can be
proven true or false; claims of value,
which express judgments about something
being good or bad; and claims of policy,
which argue for or against a specific
course of action.

Very good. Can someone explain the key What really stuck with me is how claims
ideas that stood out to you or that you really of policy often lead to debates because
understood? they focus on what should be done, which
makes them more persuasive and
challenging to prove.

That is correct. It is good that you still

remember our previous discussion because
that is related to our new topic today.
B. Development of Motivation Question
New Lesson Why do you think it's important to base your Being honest and factual is important
arguments on facts and evidence? because it makes our arguments stronger
and more credible. When we use evidence
to back up our claims, it shows that we are
not just giving our opinions but supporting
them with real facts, which makes our
position more convincing

Articulation of Purpose and Objectives

That’s a great point! Basing our arguments on
facts and evidence is crucial because it builds
trust and makes our claims more convincing.

As an intelligent member of the society, Objectives:

you're expected to think carefully and 1. Identify and explain
understand the importance of using facts in textual evidence that
your ideas and arguments. That is why at the supports assertions and
counterclaims in a
end of today’s lesson you are expected to given text,
achieve the following learning objectives, 2. demonstrate an
can someone please read it? appreciation for the
importance of
validating claims by
actively engaging in
class discussions and
providing constructive
feedback on peers’
arguments, and;
3. analyze a given text
and present well-
supported assertions
and counterclaims
using appropriate
textual evidence
through a written or
oral argument.

C. Presentation of Our lesson for today is Determining Textual

the Lesson Evidence to Validate Assertions and
Counterclaims Made About a Text Read
Activity
Alright, class, today we’ll practice making
arguments for and against different
statements. Here’s how it will work:
1. I’ll divide you into groups and give
each group a controversial
statement from subjects like English,
Math, or Social Studies.
2. One group will support the
statement, and the other will oppose
it. You’ll have 5 minutes to
prepare—no phones allowed.
3. After 5 minutes, each group will
present their argument. Then, we’ll
have a brief discussion.
This will help you think critically and No question, Sir!
express your ideas clearly. Any questions
before we begin?

Topic:
For the First 2 groups: (Students present their arguments)
Learning math is more about practice than
memorization.

And for group 3 and 4: (Students present their arguments)

Globalization has a negative impact on local
cultures.

Abstraction
Our activity showcased your ability to Textual evidence is information stated in a
evaluate textual evidence What are textual given text that is used to support
evidences? inferences, claims and assertions. It is
considered the basis of argument and
analysis in the composition of a critical
analysis paper.

Very good. To make it simpler: Text is

written work. Evidence is proof. Text +
Evidence= getting the proof from the reading
material. A keyword here is proof. You are
proving the validity of the ideas presented in
a text through evidence found in the text,
itself.

But why are these important? By applying our critical reading and
thinking skills, we can gather textual
evidences to validate the information that
we gathered.

Thank you for that answer! Textual evidence Explicit textual evidence is information
is stated in two forms: explicit and inferred. that is directly stated in a text. Inferred
How are they different from each other? textual evidence is information that can be
gathered through clues given thought the
text.

Very good! Take note that these work no 1) Read and understand the question
matter what kind of text you are examining or claim.
(fiction or non-fiction). We will learn more 2) Closely read the text to find the
tips later on, but for now, here are some answer.
important general steps as strategies in 3) Note inferences and quotations
locating textual evidences, can someone from the passage that support the
please read it? answer or claim.
 4) Analyze the evidence. How does
this textual evidence support a
claim or idea from the passage?
What makes this evidence strong?

The formulation of the evaluative statements

is done in the same way you do any other
writing except that the statements are about
your judgment of the text’s content and
property.

You may compose your evaluative

statements in two steps:
1. Formulating assertions about the content
and the properties of a text read
2. Formulating a meaningful counterclaim in
response to a claim made in the text read

Base on our activity earlier, what is assertion An assertion is a statement or claim that
and counter claim? expresses a strong belief or opinion about
a topic. It is typically supported by
evidence and reasoning.

A counterclaim is the opposing argument

or response to an assertion. It challenges
the original claim by presenting a different
perspective, often backed by its own
evidence.

Very good! Let us first examine how to

formulate assertions. You have to examine
which ideas are facts or opinions, make
inferences or conclusions, and assess the
overall quality of the text. These assertions
usually contain evaluative languages such as
useful, significant, important, insightful,
detailed, up-to-date, comprehensive,
practical, etc. A way to convince a critical
reader to accept the writer’s claim is to
formulate assertions. Assertions, as defined
by Tiongson (2016), are “declarative
sentences that claim something is true about
something else.”

What do you think is the function of Function of an Assertion is to let readers

assertion? feel that they should not disagree or
dispute what they read or hear; rather, they
should accept the idea or notion as an
indisputable fact

There are different types of assertion 1. Basic Assertion-a simple and

1. Basic Assertion straightforward statement for expressing
2. Emphatic Assertion feelings, opinions, and beliefs and usually
3. Escalating Assertion a simple "I want" or "I feel" statement
4.Language Assertion
Could you please read the definition and the 2. Emphatic Assertion-conveys sympathy
example? to someone; usually has two parts: a.
encompasses recognition of the feelings or
situations of the other person b. shows
support for the other person’s viewpoint,
feelings, or rights
 3. Escalating Assertion -occurs when
someone is not able to give a response to
a person’s basic assertions, and therefore,
that person becomes firm about him or her
and may include the mention of resulting
action on the speaker’s part.

4. Language Assertion -involves the

first-person pronoun “I,” and is
useful for expressing negative
feelings; it constructively lays
emphasis on a person’s feelings of
anger.

Thank you! The Counterclaim is the These are claims made to rebut a previous
opposition you make about the claim of a claim, alternative views, the other side of
writer. What is counterclaim and why is it the argument. By anticipating
important? counterclaims to your own claims, you
will be prepared for other people’s
criticisms of your own ideas.

The counterclaims in the text are usually a. What are the major points on which you
presented in a straightforward way. After and the author can disagree?
spotting these statements, you, as a reader or
writer, can clearly define your position in a b. What is their strongest argument? What
particular topic. Tiongson gave the following did they say to defend their position?
questions that can help one formulate a
counterclaim. Could you please read it? c. What are the merits of their view?

d. What are the weaknesses or

shortcomings in their argument?

e. Are there any hidden assumptions?

f. Which lines form the text best support

the counterclaim you have formulated?
D. Generalization Class, to wrap up our discussion, I want you
to reflect on what you’ve learned today using
the E.A.R. (Explanation, Application,
Reflection) method. On a sheet of paper,
answer the following:
1. Explanation: Briefly explain what
you have learned about textual
evidence, assertions, and
counterclaims. How do they help in
understanding and analyzing a text?

2. Application: Connect this lesson to

real life. How can supporting
assertions with evidence and
recognizing counterclaims help you
in discussions, decision-making, or
even in addressing real-world issues?

3. Reflection: Why is it important to

base arguments on facts and
evidence? How will this skill help
you become a more critical and
responsible thinker in everyday life?

Take your time to think about your answers.

Be clear and concise. After a few minutes,
 we’ll have some of you share your thoughts
with the class.

E. Application Formative Assessment

Instructions: Read each question carefully

and choose the best answer.
1. Which of the following best defines b) A strong statement or claim supported
an assertion? by evidence
a) A statement that opposes another
claim
b) A strong statement or claim
supported by evidence
c) A personal opinion without any
proof
d) A question that challenges an
argument
2. Why is textual evidence important b) It provides facts or proof to support
when making an assertion? the claim
a) It helps make the claim sound more
emotional
b) It provides facts or proof to support
the claim
c) It makes the argument more
confusing
d) It allows the writer to express
opinions without reasoning

3. What is the purpose of a counterclaim c) To present an opposing viewpoint

in an argument? with evidence
a) To confuse the reader
b) To support the original assertion
c) To present an opposing viewpoint
with evidence
d) To restate the main claim in
different words

4. Which of the following is an example b) "Face-to-face learning is better than

of a counterclaim? online learning because it improves
a) "Online learning is more effective social interaction."
than face-to-face classes because it
allows flexibility."
b) "Face-to-face learning is better
than online learning because it
improves social interaction."
c) "Education is important in
developing a country."
d) "Reading books can help improve
vocabulary skills."

5. Which statement best explains the c) An assertion is a claim supported by

difference between an assertion and a evidence, while a counterclaim presents
counterclaim? the opposing side with its own
a) An assertion presents a claim, reasoning.
while a counterclaim supports it.
b) An assertion is a personal belief,
while a counterclaim is always
factual.
c) An assertion is a claim supported
by evidence, while a counterclaim
presents the opposing side with its
own reasoning.
 d) A counterclaim is always stronger
than an assertion.

Learning Assessment
For you Group Enhancement Activity
Group Activity: Evaluating Assertions and
Counterclaims in a Text
Instructions:
1. The class will be divided into six
groups.
2. Each group will analyze and evaluate
the given text by identifying
assertions, counterclaims, and
supporting textual evidence.
3. Answer the guide questions as a
group and be ready to present your
findings.
4. You will be given 15 minutes to
discuss and prepare your answers.

Text for Evaluation:

"The Impact of Social Media on
Communication"
Many believe that social media has
revolutionized the way people communicate.
It has made it easier to connect with others,
regardless of distance, fostering global
conversations and friendships. Social media
platforms provide instant messaging, video
calls, and group discussions that allow
people to share their thoughts instantly.

However, others argue that social media has

weakened face-to-face communication
skills. While it allows instant connection, it
often leads to a lack of deep, meaningful
conversations. People tend to prefer texting
over in-person discussions, which can reduce
their ability to express emotions effectively.
Furthermore, social media has empowered
people to voice their opinions on social and
political issues. It has given a platform to
those who may not have had one before,
increasing awareness and civic engagement.

On the other hand, critics argue that social

media has also become a source of
misinformation and biased arguments.
While it enables free expression, it also
spreads false claims that can mislead the
public.

Guide Questions:
1. Identify the assertions and
counterclaims presented in the text.
2. What textual evidence is used to
support each assertion and
counterclaim?
3. Are the assertions and counterclaims
well-supported by evidence? Why or
why not?
 4. How does the presence of
counterclaims affect the strength of
the arguments?
5. Based on your evaluation, how would
you determine if an argument is
credible and reliable?

F. Assignment Assignment: Professional Correspondence

Instructions:
1. Scenario:
You’ve completed part of a research
project and need to update your
supervisor or professor on your
progress. Write a formal email to
inform them about your progress and
ask for guidance on the next steps.
2. Include the following in your email:
o A clear subject line
o A formal greeting
o A brief introduction stating
the purpose of your email
o A summary of the progress
made
o A request for feedback or
guidance
o A professional closing (e.g.,
"Sincerely," or "Best
regards,")
3. Reflection:
Write a brief reflection (150-200
words) on the importance of
professional correspondence in your
academic or future professional life.

Rubric for Evaluating Group Activity: Textual Evidence, Assertions, and Counterclaims
Criteria Excellent (5) Good (4) Satisfactory Needs Score
(3) Improvement
(2)
Identification Clearly Identifies most Identifies Fails to identify
of Assertions identifies all assertions and some key assertions
and assertions and counterclaims assertions and and
Counterclaims counterclaims with minimal counterclaims counterclaims
in the text with errors. but with or makes
full accuracy. several errors. significant
errors.
Use of Textual Provides strong Provides Provides Provides little
Evidence and relevant sufficient limited or or no evidence
textual evidence, but somewhat to support
evidence to some may be weak evidence claims or
support weak or with little evidence is
assertions and slightly relevance to irrelevant.
counterclaims. irrelevant. claims.
Critical Analyzes Analyzes Offers basic Lacks analysis
Evaluation of evidence in- evidence analysis but or provides
Evidence depth, clearly with a lacks depth in superficial or
explaining how reasonable explaining the unclear
 it supports or explanation of evidence's explanations of
weakens the how it supports relevance. evidence.
assertions and the claims.
counterclaims.
Clarity and Presents ideas Presents ideas Presentation is Presentation is
Organization logically and in a mostly somewhat unclear or
coherently, with logical order, unclear or disorganized,
clear transitions though some disorganized, making it hard
between points. parts may lack making it to understand.
clarity. difficult to
follow.
Team All group Most members Some Limited
Collaboration members are are involved members involvement or
and actively with some contribute lack of
Participation involved and contributions more than contribution
contribute from all, others, with a from some
equally to the though few doing group
task. uneven. minimal work. members.
Creativity and The group The group The group The group
Engagement demonstrates demonstrates shows little lacks creativity
creative some creativity, with and does not
thinking and creativity and minimal engage in the
actively engagement in engagement. discussion.
engages in the the discussion.
discussion.
Total Score:
(Out of 25 points)
• 21-25: Excellent
• 16-20: Good
• 11-15: Satisfactory
• 6-10: Needs Improvement