Reading and Writing Skills(Grade 11)- Lesson Plan
GRADE LEVEL QUARTER/ WEEK no. 10 DATE
Grade 11 DOMAIN March 5, 2025
2nd sem-2nd Quarter
I. OBJECTIVES
Subject Matter Reading and Writing Skills -Position Paper
A. Content The learner understands the requirements of composing academic writing and
Standards professional correspondence.
B. Performance The learner produces each type of academic writing and professional
Standards correspondence following the properties of well written texts and process approach to
writing.
C. Learning Identifies the unique features of and requirements in composing texts that are useful
Competency across disciplines EN11/12RWS-IVdg-12.4
The students are expected to:
1. identify and the essential components of a position paper
2. reflect on their own beliefs and values, and how these influence their position
on various issues.
3. make corrections and improvements to their outline drafts based on feedback.
II. CONTENT 1. Writing a position paper requires thorough research to gather
INTEGRATION evidence and support arguments. This aligns with the objectives of
Practical Research 1, which focuses on developing students'
research skills.
2. Writing a position paper can benefit from narrative techniques used in creative
writing, such as storytelling to illustrate points and engage the reader.
3. Disaster Risk and Readiness Reduction- Writing and presenting a position paper
can raise awareness about the importance of disaster preparedness and the
steps that can be taken to mitigate risks. This can influence public opinion and
encourage community involvement
III. LEARNING Reading and Writing Skills Quarter 4 – Module 8: page 29-33
RESOURCES https://www.slideshare.net/slideshow/position-paper-73298714/73298714
A. Reference
B. Other Learning Visual Projections/Printed materials
Resource
CLASSROOM Short Activity:
MANAGEMENT To prepare the class for the topic, the teacher will ask the students to sit properly on
6 counts. The teacher will also ask the students to pick up pieces of paper. The teacher
will then assign a student to lead the prayer. Students will be asked to raise their hand
whenever, they want to answer.
METHODOLOGIES Technology-based visualization and inquiry-based learning
IV. PROCEDURES
A. Reviewing the The teacher will review the previous lesson from research report connecting to position
previous lesson or paper.
presenting the new
lesson Ex. Reflect on how the skills you used in writing a research report (e.g., gathering and
analyzing data) can be applied to writing a position paper (e.g., using evidence to
support your argument).
B. (Activity) The teacher will start with a brief explanation of what a position paper is. Then, he will
Motivation show a short video clip or news segment on a current issue to grab students' attention.
C. Analysis Pre-reading: The students will be asked to read the definition of position paper
(Presenting altogether. The students then will be asked to answer the questions “critically”
examples/instance 1. HOTS- Questions
s of the new a. "What is the main argument or thesis presented in the video regarding
lesson) climate change?
Ex. Answer: "The main argument presented in the video is that urgent and
collective action is necessary to combat climate change.
b. “How could you address these counterarguments in a position paper to
strengthen your own argument?"
Ex. Answer: “Thus, the economic benefits of renewable energy, including job
creation and long-term savings from reduced environmental damage, make
it a viable and necessary solution to combat climate change."
D. Abstraction Pre-Reading Activity:
(Discussing new The position paper is a composition that highlights an opinion of an author or specified
concepts and entity about an issue. As a debate, it presents one side of an arguable opinion and persuades
practicing new the readers or audience that the author has a well-founded knowledge about the issue.
In writing the Position Paper, your goal as a writer is not only to state and defend your
skills)
position on the issue but also to show how your stance relates to other position.
You may ask yourself the following questions as issue criteria to ensure that you
will be able to present a strong argument:
1. Is it the actual and real issue?
2. Can you clearly identify two positions?
3. Are you an advocate of one of these positions?
4. Is the issue narrow enough to be manageable?
After choosing the argument to take, you must present relevant supporting evidence like:
1. Factual knowledge, which are valid and verifiable information
2. Statistical inferences, which are conclusions drawn from data gathered
3. Informed opinions, which are based on knowledge of the facts and carefully
considered principle, and rely on evidence instead of limited personal experience
4. Personal testimony, which are personal or first-hand experience of the writer or
knowledgeable party (Rutgers 1998)
Components of a position paper.
I. Introduction
II. Body
III. Conclusion
During Reading
Do remember that arguments should be supported with reasons and evidence, how about the
thesis statement?
(The students will answer voluntarily)
Pre-reading activity:
Your position paper should have a clear and relevant claim or argument. Choose
between A and B which you think is the better thesis statement.
1.
A. Milk tea is delicious.
B. Milk tea tastes better than other drinks because of its creamy and refreshing flavor.
2.
A. The governor is a bad and ungrateful man.
B. The governor has continually done the community a harm by failing to listen to his
constituents.
3.
A. Reading to babies is the best predictor of academic success.
B. Babies are born with the ability to swim.
4.
A. Drug use is disadvantageous to society.
B. Illegal drug use is dangerous because it encourages gang violence.
5
A. We should vote for candidates who are willing to make the necessary changes
because
our education system is in need of reform.
B. In this essay, I will persuade you to vote for candidates who support education
reform.
E. (Application) After Reading:
Finding practical
application of
concepts
F. Assessment Choose the letter of the best answer. Write the chosen letter on a separate sheet of
paper. (15 items multiple choice test) Identifying the unique features of and
requirements in composing texts
Do you feel ready to try writing it on your own now? Create an outline showing your
position on the topic: Children below 10 years old should not be given access to social
media. Please be guided by the score sheet below.
Description Highest Points Your Score
Has appropriate quality of 10 points
well-organized points
Highest Point 5 points to
support the topic
Has clear and specific 6 points
details
Grammar, spelling, and 4 points
punctuation marks are
correct
Total 20 points
G. Assignment Write a three-paragraph essay and try to win your readers’ vote by clearly stating your claim
and providing strong evidence. Choose one among the topics below:
1. Can smoking be prevented by raising the price of cigarettes?
2. Are we too dependent on computers?
3. Do young people’s behavior better or worse than it was years ago?
Prepared by: Noted by:
JUL ALVAN M. MATANOG MARK ANTHONY G. ARRIETA, MAEd
English Teacher School Head
