Grade 7 English

Quarter IV- Week 4

Content Standard:
The learner demonstrates understanding of how to persuade through persuasive devices
to construct basic mass communication.
Performance Standard:
The learner creatively constructs persuasive letter and essay using the persuasive
strategies basic mass communication materials such as print radio and TV
advertisement and campaigns
I. Objectives/SLO (Day 1)
At the end of 60-minute period 25 out of 30 students should have done the following with at
least 80%-89% proficiency
a) use the different persuasive strategies by writing a letter;
b) present a song, a role play, a news reporting using persuasive strategies; and
c) appreciate the lesson by actively participating on the group and individual activities
II. Subject Matter:
Topic: Ethos, Logos, Pathos (Persuasive Strategies)
Materials: Visual Aid, Pictures, Task Cards
Reference: www.calstatela.edu/faculty/jgarret/3waypers.htm Serrano, Josephine. Better
English for Philippine High Schools. Phoenix Publishing House, Inc., 2004
Competency: W and Composition
III. Strategies/Procedures/Activities:
W: Present the SLO’s of the lesson in the class and explain it vividly.

H: Teacher will divide the class into 4 group each group will get their task cards. The first group
who will finish to solve the puzzle will earn points. They will post the pictures on the board and
describe it in one sentence.
E: The teacher will present the topic persuasion and the three ways to persuade according to
Aristotle Logos, Ethos and Pathos and its example. So then then the students will play a game
“Jigsaw Reading” each has a task card. The teacher will ask the following questions:
1) What did you understand on the passage?
2) Have you tried asking your parents about something before? How did you do it?
 3) Does anyone know the word for trying to convince someone to change his or her mind
Once the students have shared, explain that sometimes when you believe in something, you
want others to believe in it also. You might try to get them change their minds. PERSUASION-
is the act of persuading someone to do or to believe in something. According to Aristotle, a
Greek philosopher, there are three ways to persuade:
1) ETHOS- an appeal to credibility or character ex. “We won’t be all children, Mother. Our
teachers will be with us and take good care of us.” said Ana.
2) LOGOS- an appeal to logic or reason ex. “Here is the letter my teacher told me to give you.”
Ana showed a letter to her mother. Her mother looked at her and read the letter.
3) PATHOS- an appeal to emotion ex. “Why not, Mother? I would be very happy if you will
allow me to go.” Ana sounded very much disappointed
R: Group the students into 4 group. Call a representative from each group and let them pick one
from the task cards.

 Each group will be given five (5) minutes to prepare and two (2) minutes to present.
TASK CARD #1: NEWS REPORTING
1) From the short passage, assume that you will also ask permission from your parents to join
the field trip. 2) Interview Olaf and the teacher about the field trip.
3) Use Ethos to persuade your parents.
4) Everyone must have a role in the news reporting.
5) Enjoy!
TASK CARD #2: ROLE PLAYING
1) From the short passage, role play the benefits you will get if your parents will allow you to
join the field trip.
2) Use Logic or reasons to persuade your parents.
3) Everyone must have a role in the role playing.
4) Enjoy!
TASK CARD #3: SONG WRITING
1) From the short passage, write a song on how you would feel if your parents will allow you to
join the field trip.
2) Use Pathos or emotion to persuade your parents.
3) Everyone must sing the song in front.
4) Enjoy!
E: The students will task to convince their teacher that their corresponding group perform well on that
day through writing a letter using the three ways to persuade.
I. Objectives/SLO (Day 2)
At the end of 60-minute period 25 out of 30 students should have done the following
with
at least 80% -89% proficiency
A. Make a persuasive essay for their Mother using the three strategies to persuade
B. Generate the significance of a mother’s love and wisdom

II. Subject Matter:

Topic: Persuasive Writing
Reference: www.youtube.com
Materials: Projector, Cartolina, Working sheets and Colored Paper
Competency: Writing and Composition; Grammar Awareness, Listening Comprehension

III. Strategies/Procedures/Activities:

W: The teacher will read the SLO’s of the lesson and explain it afterwards.

H: The teacher will play a song entitled Iingatan ka by Carol Banawa the students will give
their observations to the song.

E: The students will describe their mother by providing words w/c starts w/ MOTHER and
share it to the class.

R: The students will share the advice from their Mother and explain from the class.

E: The students will write a persuasive essay for the Love of their Mother.

I. Objectives/SLO (Day 3)
At the end of 120-minute period 25 out of 30 students should have done the following
with at least 80% -89% proficiency
1. Generate an understanding for the AIDA formula and can apply it in their analysis of ads (by
observation).
2. The students will construct their own Advertisement

II. Subject Matter:

Topic: The Power of Persuasion in Advertisements

Reference: http://businesstips.ph/list-of-famous-filipino-brand-names-and-slogans/
Materials: Markers, pencil crayons, etc. Magazines (from the library or home),
or ads from the Internet
Competency: Writing and Composition; Grammar Awareness, Viewing Comprehension

III. Strategies/Procedures/Activities:

W: The students will read the SLO through projector and the teacher will explain it.
 H: The students will watch a short TV Ads and they will describe the characteristics of the
Ads.

E: Using magazines, or Internet images projected on the SMART board, have students
examine 1 or more ads. Using the AIDA formula for an advertisement design (see below),
have the students analyze the effectiveness of the advertisement.
AIDA Formula:
A=Attention; I=Interest; D=Desire; A=Action
1. A = CAPTURING THE CONSUMER’S ATTENTION by using sound effects, color,
graphics, visuals, and headlines.

2. I = INTEREST – being able to answer the consumer’s question: “What’s in it for me?”
Most ads can gain a consumer’s attention, but not sustain their interest because they tend to
focus on the product’s features, not on consumer benefits.

3. D = DESIRE - motivating consumers to acquire more information about the product by

showing people enjoying their products

4. A = ACTION - if the process is successful, then the consumer will want to purchase the
product, so you need to provide them with the necessary information to make that purchase.
In other words, as they look at the ad, do they believe the ad captures the consumer’s
attention, focus on consumer benefits, make the product desirable to the consumer, and give
them the necessary information to buy the product?
The students will go through the AIDA formula with the first ad and continue by using at
least 1 or 2 more examples.
In order, to have all students participate with the discussion, consider using the
“Think/Pair/Share” approach with these ads (students analyze the ad independently, then
share their ideas with a partner, then share their ideas with the whole class). Ensure the
discussion of these ads includes an analysis of demographics and how the ads appeal to the
interests and desires of these particular groups of consumers.
R: After you have confidence in their understanding of the AIDA formula, assign the
students the following project: “Alone or with others, THEY will create a full-sized print ad
for a product that They will MARKET TO TEENAGERS. They MUST choose a product
that has not traditionally been marketed to teens (lawnmowers, body itch powder, household
products, insurance ) but the ad MUST appeal to teenagers. On the back of your
advertisement, write a short paragraph explaining how and why this ad will appeal to
teenagers. Your product must be original with a brand name, a logo, and a slogan.

E: The students will need the rest of the period, and possible another class to complete the
project. Once completed, the students (alone or in groups) will present their advertisement
using the AIDA formula to justify the contents and argue its effectiveness.

I. Objectives/SLO (Day 4)
At the end of 60-minute period 25 out of 30 students should have done the following
with at least 80% -89% proficiency
A. Identify elements and features of print, radio, and TV ads and campaigns;
B. Compose an advertisement

I. Subject Matter:

Topic: Elements and Features of print, radio, and TV ads and campaigns

Reference:

a) http://businesstips.ph/list-of-famous-filipino-brand-names-and-slogans/

b) http://slymarketing.com/elements-of-a-successful-tv-commercial/c.

c) https://www.youtube.com/watch?v=YAjzcignrLU

Materials: Visual Aid (photo scenario of print, radio and TV ads and campaigns). Sample of
materials for the print and radio and TV ads and campaigns.
Competency: Writing and Composition; Grammar Awareness, Viewing Comprehension

II. Strategies/Procedures/Activities:

W: The teacher presents the SLO’s of the lesson by showing it through projector and explain it
to his/her students.
H: Present pictures to the students, logos, titles and lines from the advertisements and
campaigns. Have them recognize what advertisements of logos, titles and lines are being
presented.

E: Prepare a paper ball containing forms of advertisement and campaigns. Starting from the
right side of the row, instruct every student to pass the ball to the right side of their classmates
while singing the Jingle “brush, brush, brush” from Colgate Toothpaste commercial. If the song
stops, the student who holds the ball will pick forms in the box and give example of
advertisement line or jingle in which others will have to identify the product out of it.

R: Think-Pair-Share
Show them a sample short TV ad and let them collaborate with partner about the elements
included in the ad. Write their answer in ¼ sheet of paper and answer the question below at the
back of the paper. Select at least 2 elements you have written and justify your answer by citing
evidences in one paragraph

E: Writing Advertisement (Group Activity)

Group the students into five groups. In ½ sheet of paper, write a simple advertisement about the
product they want to sell in the school for the Love Month in one paragraph only. Have them
pick one product to sell or advertise. (Selling: Red Cupcakes, Heart Candies, Rose, Photo Print
and Couple Bracelet). In every group, have them assign one member to draw the product they
want to sell.
Goal- To make an attractive and popular advertisement.
Role- As an advertiser you would edit and think a unique concept that could help to hook
the interest of consumers.

Audience- The cosmetics company assigned you to make an advertisement for the
beauty soap product that could hook and persuade the interest of the consumers.

Situation- The cosmetics company gives you 24-hour to pass the advertisement.
Performance/Product- After you made the Ads for the beauty soap you will
explain it why you acquire to that concept.

Standard- The criteria below would be the guide to evaluate your work.
 Category Description Total Points Points Earned
Possible
Slogan Catchy slogan 10
Picture or diagram Picture or diagram 10
included & represents
product well
Use of the product Clearly explains the use 10
of the product
Where the product can be Indicates where product 5
purchased can be purchased

Target audience Overall advertisement 5

is suitable for its target
audience
No spelling, grammar or No mistakes – spelling, 10
punctuation errors grammar, punctuation

Creativity & organization Overall advertisement 10

is creative, and
organized
On time Advertisement pass to 10
company by due date
 DAILY LESSON PLAN
IN FILIPINO 9

Submitted in Partial Fulfillment of the

Requirements in Edu 022

Submitted by:
Jeramie Clavo – Filipino II
Submitted to:
Dr. Corazon Amarille