This document provides an overview of a lesson plan on critical reading and writing for week 1. It includes the following: 1. Objectives of the lesson which are to define critical reading, identify requirements of critical reading, and apply critical reading skills. 2. An introduction to key concepts like comprehension, critical reading, and requirements of critical reading like posing questions, gathering evidence, and forming arguments. 3. Examples of exercises for students including situations to critically analyze and justify a response, statements to question, and identifying claims and evidence in a passage on education.

1. READING
AND
WRITING
WEEK 1

2. TABLE OF CONTENTS
OBJECTIV
ES
EXPECTE
D
OUTCOM
PRE-
ASSESSMEN
T
CONVINCE
ME!!
LESSON
PROPER
1. CRITICAL
READING AS
REASONING
2. REQUIREMENTS
IN CRITICAL
EVALUATIO
N
APPLICATI
ON
01
02 03 04

3. 1. define and understand what critical
reading is;
2. identify and analyze different
requirements needed in critical reading;
and
3. apply different requirements in critical
reading in showing their reasoning skills.
LESSON
OBJECTIVES:

4. Read each
situation. Select
the best choice and
share your
reason/s for

5. 1. Auntie Kidang wants to
have a vacation. Which place
is best for her to visit? Justify.
a. Palawan
b. Cebu
c. Bohol

6. 1. Your mother wants you to
finish a degree. What course
will you choose? Justify.
a. Teacher
b. Attorney
c. Engineer

7. LET’S DIG
DEEPER!!!

9. Remember that the ultimate
outcome of reading is
comprehension. It is the most
important ongoing activity of
reading. Without comprehension,
how can we explain how readers

10. 1. READING
COMPREHENSI
ON
- RECEPTIVE
SKILL
Receive and understan
something.

11. Harida (2016)
suitable strategies or techniques
that should be applied in the
reading activities.

12. Karlin (1960)
- to read critically is to read
intelligently.

13. Karlin (1960)
- efforts to develop this
ability must be made
through practice and
proper instructions.

14. Karlin (1960)
- Interpreting the content of the text
is a comprehension ability that
involves going beyond what is actually
read wherein reasoning skills is highly
involved.

15. KABIRI,
2012
demands the reader
to make judgments
about what they read
CRITICA
L

16. RICHARDS & SCHMIDT,2002
Reading in which the reader reacts critically
to what he or she is reading, through relating
the content of reading material to personal
standards, values or beliefs
CRITICAL

17. ACTIVATE
YOUR
IMAGINATION
S

18. teenagers are
more concerned
with their
physical
appearance than
male teenagers.

19. do well in
academics during
high school years
but boys get
ahead of them in
college.

20. Do you believe and agree
with the statements after
reading them? Would you
question their veracity?
How would you react after
reading statements?

21. The Essays of Francis
Bacon, “Read not to contradict
and confute; nor to believe and
take for granted; nor to find
talk and discourse, but to
weigh and consider.”

22. THOMPSON (2002)
- Active process of
discovery because when
you read critically, you are
not just receiving
information but also making
an interaction with the
CRITICAL

23. 1. ability to pose
problematic questions.
2. ability to analyze a
problem in all
dimensions

24. 3. to define its key terms,
determine its causes, understand
the history, appreciate its human
dimension and its connection to
one's own personal experience,
and appreciate what makes it

25. 4. ability to find, gather,
and interpret data, facts,
and other information
relevant to the problem.

26. 5. ability to imagine
alternative solutions to the
problem, to see different ways
in which the question might be
answered and different

27. 6. ability to analyze competing
approaches and answers, to
construct arguments for and
against alternatives, and to
choose the best solution in the
light of values, objectives, and

28. 7. ability to write an
effective argument
justifying your choice
while acknowledging

29. carefully. Find the
claim, evidence, and
the reasoning in the
passage. Use the
different requirements
needed in reading
critically in explaining
your reasons.
PRACTICAL
EXERCISE

30. Education is a process of learning
through which we acquire knowledge. It
enlightens, empowers, and creates a
positive development. Education gives
an individual the knowledge and skills
to work with virtue. It aids the all-
round mental, physical, and intellectual
growth and development of an

31. Education boosts and develops the
commercial scenario as well as benefits
the overall economy of the country. Higher
the level of education, the better are the
chances of development. Therefore, it is
highly important to educate the children
and youth to live a productive life and
help in the development of society and the
nation.

32. WRITE THE FOLLOWING:
CLAIM
What is the
text all about?
REASON
S
EVIDENC
E
Facts from the
text that will
make it
accurate.

33. ASSIGNMENT:
List down 3 books you love
reading and give your reasons
why. BOOK TITLE REASONS
1.
2.
3.

34. CREDITS: This presentation template was
created by Slidesgo, including icons by
Flaticon, and infographics & images by
Freepik.
THANKS FOR
PARTICIPATI
NG!
Do you have any
questions?

35. READING
AND
WRITING
WEEK 1
(continuation)

36. What did we discuss last
meeting?
What is critical reading?
Give at least one requirement
on critical reading / thinking.

37.  ANNOTATING
 PREVIEWING
 SCANNING & SKIMMING
 FACTS vs. OPINION
 DRAWING CONCLUSIONS

38.  MONITORING ONE’S OWN
COMPREHENSION
 SUMMARIZING
 PARAPHRASING
 SYNTHESIZING and

39.  PLANNING FOR THE
READING
 PRE-READING LEARNING
and RETAINING
ACADEMIC VOCABULARY

40.  RESPONDING A WRITING
TASK
 UTILIZING SENTENCE
STARTERS and
TEMPLATES

41.  IDENTIFYING TIME
AND AUTHOR’S
PURPOSE
 RECOGNIZE BIAS

42. 1. IDENTIFYING WRITER’S
ASSERTIONS
- fact, convention, opinion,
and preference. In addition, in this
phase formulate assertions (your
claim or point of view or stand)
about the content and properties
of the text.

43. 2. FORMULATING A
MEANINGFUL
COUNTERCLAIM
- Counterclaim is the
opposition you make about
the claim of the writer.

44. 3. DETERMINING
EVIDENCES
- Evidences are the
details given by the
authors to support
his/her claims.

45. 1. IDENTIFYING WRITER’S
ASSERTIONS
- fact, convention, opinion,
and preference. In addition, in this
phase formulate assertions (your
claim or point of view or stand)
about the content and properties
of the text.

46. When you write your counterclaim,
you are expressing unfavorable
statements. Therefore, it is
needed that you use hedges, -
words or phrases that give a
courteous tone

47. word or phrase that minimizes
negative impact of a criticism.

48. DIFFERENT FORM OF
HEDGES
May, could,
would, should,
certain, must
usually,
generally,
commonly
probably,
possibly,

49. 1. Obesity is caused by the
bad food choices being
offered by the food industry.
2. The common cold is caused
by a virus.

50. 1. Obesity is probably caused
by the bad food choices
being offered by the food
industry.

51. 2. The common cold must be
caused by a virus.

52. CREDITS: This presentation template was
created by Slidesgo, including icons by
Flaticon, and infographics & images by
Freepik.
THANKS FOR
PARTICIPATI
NG!
Do you have any
questions?