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Learning Legal Skills and Reasoning
(The process of systematically planning, developing, evaluating and managing the instructional process by using principles of teaching and learning – D.O. 42, s. 2016)
School
Bangcud National High School
Grade level
12
Teacher
Learning area
Reading and Writing Skills
Date/time
Quarter
Second
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, and properties as a written material.
C. Learning Competencies/Objectives
II. CONTENT
Explains critical reading as reasoning (EN11/12RWS-IVac-8) and formulates evaluative statements about about a text read (EN11/12RWS-IVac-9) a. Formulates assertions about the content and properties of a text read ( EN11/12RWS-IVac-9.1) b. Formulates meaningful counterclaims in response to claims made in a text read (EN11/12RWS-IVac-9.2) TEXT AND CONTEXT CONNECTIONS (CRITICAL READING) B. Critical Reading as Reasoning 1. Formulating Evaluative Statements
III. LEARNING RESOURCES A .References 1.Teacher’s Guide 2. Learners Materials Pages
pp. 45-56
3.Textbook pages 4.Additional Materials from Learning Resources (LR )portal B. Other learning Resources IV. Procedures
A .Review previous lesson or presenting the new lesson
B. Establishing a purpose for the lesson
C. Presenting examples/instances of the new lesson
Preliminary Activities: -Prayer -Reading of reflection of the day -Checking of attendance -Let the students recall the difference between intertext and hypertext. Review the advantages and disadvantages of the two context development. At the end of the lesson, the students will be able to formulate an evaluative statement about a text selection that they have read. Introduce the importance of textual evidence and proper reasoning in formulating evaluative statements in critical reading. Let the students group themselves into four. Each group shall be given the following situations which they are required to reason out before the judge. 1. Anna wants to have a movie date with her family, which genre do you think is better to watch? Horror or romantic movies? 2. Juan is planning to buy a phone, which brand do you think he should buy? Samsung or Iphone? 3. Ella wants to go on a vacation, which tourist
destination is better for her to go to? Palawan or Boracay? 4. Jhon is courting a girl from his class, which is more romantic to give to her? Flowers or chocolates? The teacher will act as the judge.
D. Discussing new concepts and practicing new skills
Explain what and evaluative statement is. Cite a movie/novel which most of the class have watched. collect their insights about the movie/novel and relate this to an example of an evaluative statement. Introduce the two types of evaluative statements. Differentiate and assertion from a counterclaim. Give examples for each type.
E. Discussing new concepts and new skills
Enumerate and explain the types of assertion: basic assertion, emphatic and I-Language. Provide examples for each type.
F. Developing mastery
Let the learners read “An Excerpt of Emma Watson's Speech on Gender Equality at the UN” and let them formulate either an assertion or a counterclaim out of the text.
G. Finding practical application of concepts and skills in daily living. H. Making generalization and abstraction about the lesson. I. Evaluate Learning J. Additional activities for application or remediation V. REMARKS VI.REFLECTION A. No. of learners who earned 80% in the evaluation B. No of learners who require additional activities for remediation C. Did the remedial lessons work? No. of learners who have caught up the lesson. E. Which of my teaching strategies worked? Why did these work? 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 teacher?
Choose students to read their evaluative statements in front of the class. Explain the importance of evaluative statement in academic writing and speaking. Let the students think of a movie/novel that affected their beliefs and make an assertion based on one of the types discussed earlier.
