INSTRUCTIONAL PLANNING

(The process of systematically planning, developing, evaluating and managing the instructional process by
using principles of teaching and learning – D.O. 42, s. 2016)
Detailed Lesson Plan (DLP) Format

Bangcud National High

School Grade level 12
School
Quenie Mariel M. Ilar Reading and
Teacher Learning area
Writing Skills
August 13-24, 2018/ 7:30-8:30,
Date/time 8:30-9:30, 9:45-10:45, 10:45- Quarter Second
11:45, 1:00-2:00, 2:00-3:00

I.OBJECTIVES
A.CONTENT STANDARD
B.PERFORMANCE STANDARD
C. Learning Competencies/Objectives
II. CONTENT
III. LEARNING RESOURCES
A .References
1.Teacher’s Guide
2. Learners Materials Pages
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
The learner understands the relationship of a written text and
the context in which it was developed.
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.
Explains critical reading as reasoning (EN11/12RWS-IVac-8)
and formulates evaluative statements 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
pp. 45-56
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.

Explain what and evaluative statement is. Cite a movie/novel

D. Discussing new concepts and
practicing new skills
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 Enumerate and explain the types of assertion: basic assertion,
skills emphatic and I-Language. Provide examples for each type.

Let the learners read “An Excerpt of Emma Watson's Speech

F. Developing mastery 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 Choose students to read their evaluative statements in front of
concepts and skills in daily living. the class.
H. Making generalization and Explain the importance of evaluative statement in academic
abstraction about the lesson. writing and speaking.
Let the students think of a movie/novel that affected their
I. Evaluate Learning beliefs and make an assertion based on one of the types
discussed earlier.
J. Additional activities for application or
What is textual evidence in critical reading?
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?

Prepared by: Checked by:

QUENIE MARIEL M. ILAR GLENDA B. CACHARO

Special Science Teacher I SHS Coordinator

Noted by:

ARLENE DOYDORA
Academic Head

PASTOR P. ABEJUELA III

School Principal II