Detailed Lesson Plan (Reading and Writing) Techniques in Critical ReadingAnjenette Columnas
This is a lesson plan that was collaboratively made with my fellow student interns during our internship days. It is about the techniques in critical reading and tips on how to distinguish and be a critical reader. Enjoy!
Detailed Lesson Plan (Reading and Writing) Techniques in Critical ReadingAnjenette Columnas
This is a lesson plan that was collaboratively made with my fellow student interns during our internship days. It is about the techniques in critical reading and tips on how to distinguish and be a critical reader. Enjoy!
Semi-Detailed Lesson Plan - Fact and Opinion (Junior High School - English 9)Anjenette Columnas
A Semi-Detailed Lesson Plan about Fact and Opinion in the English Subject. I'm now a professional teacher and this lesson plan was used during my teaching demonstration in Sicayab National High School.
technique that the writers use in developing ideas that are logically arranged.
transitional devices -help you determine the difference of one pattern from another.
Semi-Detailed Lesson Plan - Fact and Opinion (Junior High School - English 9)Anjenette Columnas
A Semi-Detailed Lesson Plan about Fact and Opinion in the English Subject. I'm now a professional teacher and this lesson plan was used during my teaching demonstration in Sicayab National High School.
technique that the writers use in developing ideas that are logically arranged.
transitional devices -help you determine the difference of one pattern from another.
Successful language learners — who are they? What is it that makes some students into fluent and confident users of English while others are struggling to wrap their heads around it?
In my talk I am going to argue that while dedication, effort, and motivation are all very important, it is our learning habits that help us become successful language learners and achieve our learning goals. Moreover, together we will link good learning habits to learner autonomy.
Finally, I will share some practical tips how to plant good learning habits in our students and help them grow into autonomous learners.
Three takeaways
Participants
1 will be able to define 'a good learning habit' and become aware of some examples of language learning habits;
2 will be able to describe an autonomous learner and bridge learner autonomy and learning habits;
3 will get some practical tips how to plant good learning habits in their students and promote learner autonomy.
Running head TITLE OF PAPER1TITLE OF PAPER2 Construct a D.docxtoltonkendal
Running head: TITLE OF PAPER 1
TITLE OF PAPER 2
Construct a Deductively Valid Argument
Write: Identify the components and structure of your argument by presenting your deductively valid argument in standard form, and explain how your conclusion follows from your premises.
Premise one: Because some arts and humanities classes take place after school hours, these studies keep children out of trouble after school.
Premise two: The arts and humanities enhance the learning experience for children.
Premise three: Arts deepens a child’s knowledge and understanding of other cultures and traditions.
Premise four: Participating in the arts and humanities can help children who may not be great at traditional studies but have a creative side.
Conclusion: Therefore, teaching children arts and humanities is necessary for a child’s development.
I feel that all of my premises are true and valid and can be proven to be true. My audience can also deduct that my premises are true and thus valid.
Discuss Icon Guided Response: Read the arguments presented by your classmates, and analyze the reasoning that they have presented. In particular, if you believe that their argument is invalid, explain a way in which it would be possible for the premises to be true and the conclusion false. If you believe that their argument has a false premise, explain why a reasonable person might take it to be false. Finally, see if you can help them to improve their argument. How can they alter their premises so that all of them are true? What might they change in order to make their argument valid?
Deductive Logic
Flipper is a dolphin, so Flipper is a mammal.
Missing premise to make the argument valid: Dolphins are mammals. Dolphins live in the water, but they are not fish. Therefore, not all mammals live on the land.
Premise one: Dolphins are mammals, not fish because they come to the surface to breathe air.
Premise two: Fish do not need to breathe air, however, live in water.
Conclusion: Not all aquatic beings are fish.
Hello Tania,
I don't agree with your premise. Maybe the missing item is that he lost his job or his car broke down so he didn't have the money or time to buy flowers.
Running head: TITLE OF PAPER 1
TITLE OF PAPER 3
Ashford 2: - Week 1 - Discussion
Your initial discussion thread is due on Day 3 (Thursday) and you have until Day 7 (Monday) to respond to your classmates. Your grade will reflect both the quality of your initial post and the depth of your responses. Reference the Discussion Forum Grading Rubric for guidance on how your discussion will be evaluated.
The central tool of logic is the argument. Accordingly, constructing good arguments is the central element of this course. Each writing assignment in this course will give you an opportunity to construct and improve upon an argument that you will develop as the course progresses. This discussion post allows you to begin the process of developing your argument by presenting good ...
summative notesAssessment and Grading in the Differentiated C.docxdeanmtaylor1545
summative notes/Assessment and Grading in the Differentiated Classroom (Wormeli).pdf
Assessment and Grading
in the Differentiated
Classroom
Fair Isn’t
Always Equal
Rick Wormeli 2007-2008
For further conversation about any of these topics:
Rick Wormeli
[email protected]
703-620-2447
Herndon, Virginia, USA
(Eastern Standard Time Zone)
Define Each Grade
A:
B:
C:
D:
E or F:
A Perspective that Changes our Thinking:
“A ‘D’ is a coward’s ‘F.’ The
student failed, but you didn’t
have enough guts to tell him.”
-- Doug Reeves
• A
• B
• C
• I or IP or NTY
Once we cross over into D and F(E)
zones, does it really matter? We’ll do the
same two things: Personally investigate
and take corrective action
Prompt:
Write a well-crafted essay that provides a general
overview of what we’ve learned about DNA this week.
You may use any resources you wish, but make sure to
explain each of the aspects of DNA we’ve discussed.
Student’s Response:
Deoxyribonucleic Acid, or DNA, is the blueprint for who
we are. Its structure was discovered by Watson and
Crick in 1961. Watson was an American studying in
Great Britain. Crick was British (He died last year). DNA
is shaped like a twisting ladder. It is made of two
nucleotide chains bonded to each other. The poles of
the ladder are made of sugar and phosphate but the
rungs of the ladder are made of four bases. They are
thymine, guanine, and cytosine, and adenine. The
amount of adenine is equal to the amount of thymine
(A=T). It’s the same with cytosine and guanine (C=G).
(Continued on the next slide)
The sequence of these bases makes us who
we are. We now know how to rearrange the
DNA sequences in human embryos to create
whatever characteristics we want in new
babies – like blue eyes, brown hair, and so
on, or even how to remove hereditary
diseases, but many people think it’s
unethical (playing God) to do this, so we
don’t do it. When DNA unzips to bond with
other DNA when it reproduces, it sometimes
misses the re-zipping order and this causes
mutations. In humans, the DNA of one cell
would equal 1.7 meters if you laid it out
straight. If you laid out all the DNA in all the
cells of one human, you could reach the
moon 6,000 times!
Conclusions from
Sample DNA Essay Grading
The fact that a range of grades occurs among
teachers who grade the same product suggests that:
• Assessment can only be done against commonly
accepted and clearly understood criteria.
• Grades are relative.
• Teachers have to be knowledgeable in their subject
area in order to assess students properly.
• Grades are subjective and can vary from teacher to
teacher.
• Grades are not always accurate indicators of
mastery.
‘Interesting:
“The score a student receives
on a test is more dependent on
who scores the test and how they
score it than it is on what the
student knows and understands.”
-- Marzano, Classroom Assessment & Grading That Work
(CAGTW), p. 30
.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
1.4 modern child centered education - mahatma gandhi-2.pptx
Types-of-Claims.docx
1. COLLEGE OF EDUCATION
SCHOOL : Jose Rizal Memorial State University GRADE LEVEL : 11
TEACHER : Miss Kristine Karl V. Dagomo LEARNING AREA : English
DATE &TIME : March 6, 2023 @ 7:30 AM QUARTER : Third
I. OBJECTIVES
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 development.
C. Most Essential Learning Competency
Identify claims explicitly or implicitly made in a written text. EN1/12RWS-IIIij-6
a. Claim of facts EN1/12RWS-IIIij-6.1
D. Specific Objectives
At the end of the discussion, the students shall be able to:
1. Indicate claims explicitly or implicitly made in a written text
2. Recognize statements regarding claims of fact
II. CONTENT
Explicit and Implicit Claims in a Written Text
III. LEARNING RESOURCES
A. References
1. Reading and Writing Skills Module -pages 1-9
2. Additional Materials from LR Portal -none
B. Other Learning Resources:
https://www.studocu.com/ph/document/university-of-batangas/financial-
accounting-and-reporting-fundamentals/rws11-q3-mod3-explicit-and-implicit-
claims-in-written-text-final/33936541
C. Materials: PowerPoint Presentation, letter cards, scissor, scotch tape
IV. PROCEDURES
TEACHER’S ACTIVITY STUDENTS’ ACTIVITY
A. Preparatory Activities
Prayer
Let us all stand and have a prayer...
(The teacher calls on one student’s
name to lead the prayer.)
Okay, you may now take your seats.
Greetings
Good morning, my dear students!
How are you doing today?
That is good to hear.
Class Rules
Before we begin our lesson, kindly keep all
your phones inside your bag so that you
will not get distracted and remember that
you can get your phones only if I say so.
To be fair, yes, you may turn the volume on
in case there is an emergency call.
If someone is speaking in front, what will
(The students take a stand and start the
prayer.)
(The students sit down.)
“Good morning, teacher Karl!
“We are fine, ma’am.”
“Stay silent and listen, ma’am.”
Registration No.
62Q17082
Republic of the Philippines
JOSE RIZAL MEMORIAL STATE UNIVERSITY
The Premier University in Zamboangadel Norte
Gov. GuadingAdaza St., Sta. Cruz, Dapitan City
Province of Zamboanga del Norte
2. you do?
Very well, and if you want to answer,
you may raise your hand or just call for
my attention.
How about during group activities?
Alright, thank you, class! Let us all
cooperate in maintaining these rules
throughout the time, okay?
B. Review
Let’s have a short recap about our discussion last
week. Who can share to the class what the lesson
was about?
Thank you. Another hand... how about Cohesion
and Coherence?
Very good! It seems that you are keeping up with
your lessons and are now very ready for a new
one. Are you all with me?
C. Activity
Establishing Purpose for the
Lesson/Motivation
Now let's have an initial activity to test our
knowledge about things and at the same
time, to energize our bodies. Are you
familiar with FACT OR BLUFF?
Alright! I have here the words "fact" and
"bluff". I will give these to you after you
have your groupings finalized. So basically,
I will divide the class directly into two
groups. This part right here is group 1 and
on the left side is the group 2.
Listen attentively to my instruction class...
You are then going to identify some
statements as FACT or BLUFF. Each
group must have one representative who is
going to raise your winning word. So after I
recite the statement, I will give you 30
seconds to decide with your groupmates.
Reminder, there is no changing of answer
once you've shown your word and on my
cue, raise the word FACT if you think that
the statement is factual and BLUFF if the
statement is misleading.
Is everything clear?
Very well, team up with your group now
and prepare for the game.
Let's begin!
(The teacher will recite the statements one
by one with 30-second time in between
each statement sentence. Correct answer
will be given and further explained by the
teacher itself at the end of the round.)
First statement: Eating junk food is good
for the health. (BLUFF)
Second statement: Batanes is the smallest
province in the Philippines. (FACT)
Third statement: Mayon Volcano is
considered the world’s most perfect cone-
“Yes, ma’am.”
“Participate, ma’am.”
“As always, ma’am!”
“Last meeting, we talked about
Properties of a well-written Text.”
“Cohesion is a subset of coherence
where it focuses on grammar and style,
while coherence is the proper relations
of sentences as a whole.”
Some answers ‘yes’, some ‘no’.
“Yes, ma’am!”
The students will do as told.
3. shaped volcano. (FACT)
Fourth statement: Teeth are considered
part of the skeletal system and counted as
bones. (BLUFF)
Fifth statement: SM City North Edsa in
Quezon City ranks 9th among the largest
malls in the world. (FACT)
And we are done! Thank you everyone for
your participation.
D. Analysis
(The teacher will facilitate the students and provide
further explanation depending on their answers.)
How did you find the game activity, class?
How did you arrive at your answers?
Did you have confusions on which statements were
fact or bluff? Why?
Why should we be critical in what we read?
Presentation
Now that I have learned your opinion, what
do you think is our lesson today?
Okay, so at the end of the lesson, you are
expected to:
1. indicate claims explicitly or implicitly
made in a written text; and
2. Recognize claims of fact presented in
written texts.
(The teacher will now present the topic to the class)
Today, we are going to learn about Implicit and
Explicit Claims, as well as the Claims of Fact.
E. Abstraction
Claim- logical conclusion based on information,
evidence, and reasoning that we know and have
observed.
-claims in text are significant in supporting
propositions or arguments.
-statement that is not considered accepted by all. It
may be controversial or universal to a certain
degree. Usually related to one side of an issue.
Explicit Claim- clearly and directly stated in the
text which means that you can easily point out the
information in the passage.
According to Stephanie Mitchell (2013), the word
explicit means:
clear and fully expressed
no question as to what it means
no hidden connotations
no room for misunderstanding
Implicit Claim- indirectly expressed but are being
suggested or implied to be the meaning of the text.
-information is not directly presented in the text
Examples:
1. “it was dark and gloomy night” – EXPLICIT
– leaves no room for debate; the reader
cannot assume, by any stretch of the
The students participate in the activity.
The students’ answers may vary.
“About facts, ma’am, or claims on such
statements.”
The students engage to the discussion.
4. imagination, that the story is in fact taking
place on a sunny day.
2. (Franz Kafka, The Metamorphosis) As
Gregor Samsa awoke one morning from
uneasy dreams, he found himself
transformed in his bed into a monstrous
vermin. – EXPLICIT – although shocking
and confusing, it is still stating the
information explicity.
3. (J.M. Barrie’s Peter Pan) All children,
except one, grow up. – IMPLICIT – we are
not told explicitly, “there was a boy named
Peter Pan, and he magically never grew
older”, but we are prepared for that
eventual knowledge by this implicit
sentence.
Claim of Fact- relate to the statements that can be
verified, no matter how difficult
-derived from factual information like definition,
data, history, or connections
-not dependent merely on a person’s preference,
but can be true or false
Note: a claim of fact is NOT a fact. It only claims to
be a fact. It talks about what is or what is not. They
say that certain conditions exist.
Examples:
1. The atmosphere has too much carbon
dioxide.
2. Smoking marijuana is less harmful than
smoking cigarettes.
3. Cancer is not contagious.
Examine the basis of the author’s claims by asking
the following questions:
Are the author’s claims backed by
research findings?
Did the author use a credible source of
information?
Did the author accurately deliver the data
presented by the original source or was
the statement a product of his or her own
conclusion?
(The teacher stops the discussion at the first type
of claims for today.)
Did you understand the lesson, class?
If you have any question still, please do not be shy
to ask me so that we can put an end to your
confusions and with this, we learn together. I would
be very happy to answer all your questions
regarding the topic.
E. Application
Since you’ve got the lesson, we are going to have
an activity.
I will divide you into three groups. We will have the
groupings later on after my first instruction.
For Group 1, you are going to list at least three
‘implicit information’ that you can find in the text
which I will present after.
Group 2, list as many explicit information possible.
Group 3, make your own claims of fact about the
same text.
Alright, count off starting from the first row...
The students listen attentively.
The students listen to the instruction
noticeably.
The students will do as told.
5. Go to your groups now and settle down.
Now that everyone’s settled, I will distribute the
activity sheet for each group. However, you are not
allowed to write anything on it, so please provide
another 1 whole paper for your answers. You only
have 10 minutes to do your activity. After the given
time, choose 1 representative from your group to
discuss your work for 2 minutes.
You may start answering now, class.
(The teacher gives 10 minutes for all the groups to
do their work.)
Time is up, go back to your original seats now and
please prepare group representatives for the
discussion of your answers.
Group 1...
Group 2...
Group 3...
The students will do as told and
participates with their group.
The students start presenting their work
to the class and explain their answers.
6. (The teacher will provide feedback for each group
after their 2-minute discussion)
Thank you, class, for your active participation of the
activity.
Generalization
Again, what do you mean by implicit and
explicit claims?
Is claim a fact?
How do you write claims of fact? What
basis do you have to consider?
Excellent!
F. Evaluation
This time, kindly get ½ sheet of paper, crosswise,
and answer the following for 15 minutes.
Test 1. Identifying implicit and explicit information
Directions: Write (ei) if the given text is an explicit
information and (ii) if the text displays implicit
information.
___1. I like to eat mangoes because they are
yummy and nutritious.
___2. Joseph wakes up early and sleeps late. His
phone is always connected to the charger.
___3. When I went to my friend’s birthday party, I
ate everything they served except pork.
___4. All living things are made up of cells. That
means, plants too, have cells.
___5. Mrs.Buhian is afraid of heights. It all started
when her co-worker jokingly pushed her while she
was on the railings of a mountain resort.
Test 2. Recognizing claims of fact
Direction: Write yes if the statement is true about
claims of fact, no if it is false.
___6. A claim of fact is not a fact, it only claims to
be a fact.
___7. It does not talk about what is or what is not.
___8. Claims of fact show implicit information.
___9. Derived from factual information like
definition, data, history, or causal connections.
___10. Claims of fact are not verifiable.
Alright, time is over. Kindly pass all papers to me.
Our lesson for today ends here, I’ll see you class
tomorrow.
Thank you and good bye, everyone.
Students’ answers may vary.
The students will do as told.
The students answer the quiz
individually.
“Thank you and good bye, Ma’am.”
V. REMARKS
VI. REFLECTION
________ A. No. of learners who earned 80% in the evaluation.
________ B. No. of learners who require additional activities for remediation who scored below 80%.
________ C. Did the remedial lessons work? No. of learners who have caught up with the lesson.
________ D. No. of learners 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?