detailed lesson plan

1. DETAILED LESSON PLAN
I. OBJECTIVES The learners will be able to:
1. identify the steps in data gathering procedure;
2. ; and
3. give their own examples of the different types of claims through group presentation.
A. Content Standards The learner realizes that information in a written text may be selected and organized to achieve a particular purpose.
B. Performance Standards The learner critiques a chosen sample of each pattern of development focusing on information selection, organization and
selection.
C. Learning Competencies / Objectives
Write LC code for each
The learner…
gathers and analyzes data with intellectual honesty using suitable techniques
II. CONTENT LEARNING
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide Pages
2. Learner’s Material Pages
3. Textbook Pages
4. Additional Materials from Learning Resource
(LR) Portal
-Internet
B. Other Learning Resources -Laptop, Power Point Presentation,Television Objective 9, MOV 1, 2
-Chalk and Board
-Marker,Manila, Paper
- Pen and Paper
IV. PPROCEDURES -Prayer:
T: Let us all stand and pray.
S: The students stand and pray.
School San Jacinto National High School Grade Level Grade 12
Teacher ELSA Q. TERRE Learning Area Inquiries, Investigation and Immersion
Time & Date 9:00-10:00 ( FEBRUARY 7,2020) Quarter II
Region I
PANGASINAN DIVISION II
SAN JACINTONATIONALHIGH SCHOOL
SAN JACINTO
Republic of the Philippines

2. -Greetings:
T: Good afternoon everyone!
S: Good Morning Ma’am
T: Kindly arrange your chairs and pick up the pieces of papers/ trashes under your area.
You may take your seat now.
-Checking ofAttendance:
T: Who are absent today? Very good, nobody is absent.
S: (Secretary will update for the attendance)
-Motivation/Recall:
Game: Fact or Bluff?
-Lesson Discussion:
(Recitation: Discussion on types of claims)
-Assessment and Checking: Performance Task no. 2
(Group Presentation)
-Agreement:
(Advance Reading on hypertext and intertext)
Introductory Activity
(11 minutes). This part introduces the lesson content.
Although at times optional, it is usually included
to serve as a warm-up activity to give the
learners zest for the incoming lesson and an idea
about what it to follow. One principle in learning
is that learning occurs when it is conducted in a
pleasurable and comfortable atmosphere.
Group Activity: (Presentation ofOutputs)
Motivation/Recall:
Factor Bluff
“
Special Task for the one who commits mistake…
 He/she will sing,act, dance,recite his/her composition depending on his/her talent. Objective 6, MOV 3
Sample question to test literacy skills ofthe students. (Objective 2,MOV1, 2, 3)
It is a type of claim that is/are often procedural, organized plans..
Follow-up questions:
1. What is the appropriate verb for that statement?
Answer:It is the verb “ïs””.
2. In terms punctuation marks, what makes the sentence incorrect?
Answer:It is the double dots or two periods. Remove or omit the other period.

3. Sample question to test numeracy skills ofthe students ( Integration ofResearch Subject) . (Objective 2, MOV1, 2,3)
At the end of November 2019, a total of 2,494 laboratory confirmed cases of Ncov or Middle East Respiratory Corona
Virus, with 858 associated deaths (case:fatality rate 34.40 %) were reported globally, and the majority of these cases were
reported from Saudi Arabia (2, 102 cases including 780 death cases _ a fatality rate of 37.10 %”is an example of what claim?
Reference: https://www.who.int/emergencies/mers-cov/en/
Follow-up questions:
1. How did we arrive with the fatality rate of 34.40% ? How to compute the percentage or rate?
Answer:We got the percentage of 34.40 % by dividing 858 to 2,494 and multiply the quotient to 100.
fx = 858 × 100
2,494
= 34.40
Note: We use frequency counts and percentages in Research and most of the time in the profile of the respondents or in the factor
isolating question. And of course, if you notice, there is a citation of reference or source to avoid being charged of plagiarism.
Presentation ofTopic and Objectives: (Recitation)
T: Based from the activity that we have, who can identify the types of claims and a short description of each claim.
S: Claims of value and policy. Claims of value involve judgments, appraisals, and evaluations while
claims of policy typically provide a solution or another series of questions in response to the claims of fact.
T: Very good! You can already differentiate the two types of claims.
Activity/Strategy
(15 minutes). This is an interactive strategy to
elicit learner’s prior learning experience. It
serves as a springboard for new learning. It
illustrates the principle that learning starts where
the learners are. Carefully structured activities
such as individual or group reflective exercises,
group discussion, self-or group assessment,
dyadic or triadic interactions, puzzles,
simulations or role-play, cybernetics exercise,
gallery walk and the like may be created. Clear
instructions should be considered in this part of
the lesson
Group Activity: (Presentation) Using Collaborative learning strategy (Objective 2,MOV3)
Title: Claims of Talents
1. Each group will have 5-6 members. Objective 4 , MOV 3 (KRA 2)
2. Mechanics:
a. The class is divided into four groups. Each group will perform a presentation showing either claims of value or claims of
policy. The criteria for judging or giving grades is based on the following:
Creativity/Resourcefulness- 25%
Content/ Relevance of presentation to the theme (types of claims)- 30%
Quality of voice or presentation- 25%
Originality/ Uniqueness of the presentation- 20%
Total 100%

4. Analysis
(10 minutes). Essential questions are included to
serve as a guide for the teacher in clarifying key
understandings about the topic at hand. Critical
points are organized to structure the discussions
allowing the learners to maximize interactions
and sharing of ideas and opinions about expected
issues. Affective questions are included to elicit
the feelings of the learners about the activity or
the topic. The last questions or points taken
should lead the learners to understand the new
concepts or skills that are to be presented in the
next part of the lesson.
Lesson Discussion: Recitation
Based from the presentation of the different groups showing different talents, what are the two types of claims which
were the focus of the activity?
Answer: The claim of value and claim of policy?
What particular scene did you use claim of value and claim of policy? Objective 3, MOV 3
*Powerpoint Presentation on the Claims ofvalue and policy (The teacher will ask the students to recite and she will
praise them every time they volunteer to answer whether their answer is correct or not) Objective 5, MOV 1,2, 3,4,5
Abstraction
(3 minutes). This outlines the key concepts,
important skills that should be enhanced, and the
proper attitude that should be emphasized. This
is organized as a lecturette that summarizes the
learning emphasized from the activity, analysis
and new inputs in this part of the lesson
Class Activity: Recitation
(Recapitulation)
T: What is the difference between claim of value and claim of policy?
S: Making a claim of value requires that you evaluate your topic or an aspect of your topic or using evaluative arguments while
claims of policy suggest a solution to a problem that has been defined or described by an argument.
Application
(3 minutes). This part is structured to ensure the
commitment of the learners to do something to
apply their new learning in their own
environment
Class Activity:
T: Where do you usually use claim of value and policy?
Possible Answer/s:
We use claim of value to assess whether the argument is good or bad, desirable or undesirable, valuable or not valuable while
the claim of policy is being utilized if we want to suggest solution/s to problems.
Assessment
(25 minutes). For the Teacher to:
a) Assess whether learning objectives have been
met for a specified duration,
b) Remediate and/or enrich with appropriate
strategies as needed, and
c) Evaluate whether learning intentions and success
criteria have been met. (Reminder: Formative
Assessment may be given before,during, or after
the lesson).
(REMINDER:Formative assessment may be given
before, during or after the lesson)
Activity no. 2
Claim it if you Want to Have it!
Individual Activity: Pen and Paper
Identify the types of claims used in the following statements and defend your answer.
1. Increased tax dollars for education of prisoners will result in a decrease in the number of released prisoners who re-offend.
2. The right to bear arms in the US is an important one.
3. Having preventive measures to avoid NCOV will help to avoid the increasing number of the victims.
4. Global warming is one of the problems we are facing nowadays.
5. The sale of assault weapons should be banned in the U.S.
Additional activities for application or remediation
 Assignment/Agreement
Agreement:
Make an advance reading on hypertext and intertext.

5. (1 minute). Fill-in below any of the four
purposes
 Reinforcing /strengthening the day’s lesson
 Enriching / inspiring the day’s lesson
 Enhancing / improving the day’s lesson
 Preparing for the new lesson
V. Remarks
Indicate special cases including but not limited
to continuation of lesson plan to the following
day in case of re-teaching or lack of time,
transferof lesson to the following day,in cases
of class suspension,etc.
VI. Reflection
Reflect on your teaching and assess yourself as a
teacher. Think about yourstudent’s progress.
What works? What else needsto be done to help
the students learn? Identify what help your
instructional supervisorscan provide foryou so
when you meet them, you can ask themrelevant
questions. Indicate below whichever is/are
appropriate.
A. No. ofLearners Who Earned 80% on the
Formative Assessment
B. No. ofLearners Who Require Additional
Activities For Remediation
C. Did the remedial lessons work? No. of
learners who have caught up with the lesson
D. No. oflearners who continue to require
remediation
E. Which of my teaching strategies worked well?
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
teachers?
Prepared by: Checked by: Noted by:
ELSA Q. TERRE, Ed.D MIKE G. DACASIN PERLITA B. OSTREA
Teacher III Assistant Principal II Principal IV