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DLP - 04 18 23

The document outlines a lesson plan for teaching students to recognize faulty logic, unsupported facts, and emotional appeals. It includes objectives, content standards, learning resources, procedures for introduction, development and engagement, assimilation, evaluation, and reflection. The lesson teaches students to determine the validity of ideas presented and judge the evidence listened to.

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lovely veran
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20 views3 pages

DLP - 04 18 23

The document outlines a lesson plan for teaching students to recognize faulty logic, unsupported facts, and emotional appeals. It includes objectives, content standards, learning resources, procedures for introduction, development and engagement, assimilation, evaluation, and reflection. The lesson teaches students to determine the validity of ideas presented and judge the evidence listened to.

Uploaded by

lovely veran
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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School: Grade Level:

Teacher: LOVELY C. VERAN Learning Area: English


Teaching Quarter:
Dates and
Time:

GRADE 9

TUESDAY
I. OBJECTIVES
A. Content The learner demonstrates an understanding of how Anglo-American literature and other text
Standards types serve as means of preserving unchanging values in a changing world; also how to use the
features of a full-length play, tense consistency, modals, active and passive constructions plus
direct and indirect speech to enable him/her competently performs in a full-length play.
B. Performance The learner competently performs in a full-length play by applying effective verbal and non-verbal
Standards strategies and ICT resources based on the following criteria: Focus, Voice, Delivery, and
Dramatic Conventions.
C. Learning EN9LC-IVf-13.3: Differentiate biases from prejudices.
Competencies/ Determining the Relevance and Truthfulness of Ideas Presented in the Material Viewed
Objectives EN9LC-IVh-2.15: Judge the validity of the evidence listened to

D. Enabling  Interpret the information listened to


Competencies  Recognize unfaulty logic, unsupported facts and emotional appeal
 Judge the relevance and worth of information/ideas
E. Specific At the end of the lesson, the students should be able to:
Objectives
1. recognize faulty logic, unsupported facts, and emotional appeal present in a certain
statement or article
2. suggest ways on how to be an instrument of true and valid information

II. CONTENT Determining the Relevance and Truthfulness of Ideas Presented in the Material Viewed
Judging the validity of the evidence listened to
III. LEARNING
RESOURCES
A. References
1. Teacher’s Department of Education. (2020). Corrigendum to the Enclosures in Regional order No.10
Guide Pages s.2020. Re: Guidelines on the Implementation of MELC Pivot 4A Budget of Work (BOW) in All
Learning Areas for Key Stages 1-4. p.105.

Kto12 Curriculum Guide in ENGLISH (Grade 1-10) May 2016


2. Learner’s English Grade 9 – Alternative Delivery Mode Quarter 3 Module 3 Judge the validity of the Eviden
Materials – : ce listened to First Edition, 2021
Pages Grade 9 Learners’ Packet (LeaP) Quarter 3- Week 6- Judging the validity of the evidence
listened to (Part 2)
3. Textbook
Pages
4. Additional https://www.slideshare.net/AnjenetteColumnas/fact-and-opinion-junior-high-school-english-9-
Materials powerpoint-presentation
from Learning slideshare.net/MiggzLangit/biasandprejudice-1pptx
Resources
B. Other Learning English Grade 9 Self-Learning Module on Recognizing Faulty Logic, Unsupported Facts, and Emotional Appeal)
Resources for https://www.slideshare.net/ezr001/lesson-19-identifying-topics-main-ideas-and-supporting-details
Development &
Engagement
Activities
IV. PROCEDURES
Introduction Preliminaries
The teacher will employ the following essential routinary activities:
 Greetings
 Checking attendance
 Classroom management

* Conduct a short review of the faulty logic and its different types.

* Take a look at this picture. What do you know about this TV Network?

DLL Template: CID_IMS


Process the answers given by the students using the following questions:
1. Is the statement a fact or just an opinion?
2. Does it provide evidence to be proven true?
3. How about the picture below? What message does it convey?
4. How are you affected by what you see in this photo?

.
Development Learning Task 1
Oral Activity
Let us try to recognize if the statement is faulty logic, unsupported fact, or emotional appeal.
(SLM 3Q_Module5 p.10)

Engagement Learning Task 2 (Collaborative)


Group Activity
Accomplish the Frayer model below. Be ready to present your output in class.

Learning Task 3 (Reflective)


Valuing
In this time that humans are experiencing a pandemic and much fake news about it is incredibly
spreading, you can show kindness to others by serving as a channel of truth and credible
information. How could you be an instrument of true and valid information? Give at least three
ways.

Assimilation

Generalization What is a fallacy?


What is the importance of recognizing fallacy in an argument?

Evaluation Identify whether the given statements are faulty logic, unsupported facts, or emotional appeal.
Write FL if it is faulty logic, UF for unsupported facts, and EA for emotional appeal. Write your
answer on a piece of paper. (SLM 3Q_Module5 p.12)
V. REFLECTION
A. I understand that There are some students who will find it difficult to decipher the lesson about fallacy since it might
be new to them.

B. I realized that As a teacher, I need to make sure that everyone is copping up, and I need to explain it to them
thoroughly or give examples as much as possible.

C. No. of learners
who earned 80%
on the formative
assessment
D. No. of Learners
who require
additional
activities for
DLL Template: CID_IMS
remediation
E. No. of learners
who have caught
up with the
lesson.
F. No. of learners
who continue to
require
remediation

Prepared by: Noted by:

LOVELY C. VERAN
(Student Teacher)

Date:

DLL Template: CID_IMS

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