SUBJECT ENGLISH 8

Date: NOVEMBER 4, 2019

OBJECTIVES
Content Standard The learner demonstrates understanding of: Southeast Asian literature as mirror to
a shared heritage ; coping strategies in processing textual information; strategies
in examining features of a listening and viewing material; structural analysis of
words and propaganda techniques; and grammatical signals for opinion- making,
persuasion, and emphasis.
Performance The learner transfers learning by composing and delivering a persuasive speech
Standard based on an informative essay featuring use of properly acknowledged information
sources, grammatical signals for opinion-making , persuasion, and emphasis, and
appropriate prosodic features, stance, and behavior.
Learning EN8RC-IIIa-12.1: Recognize propaganda techniques used in a given text.
Competencies/ EN8VC-IIIc-18: Determine the issue and stand presented in the material viewed

Objectives 1. Define propaganda.

2. Determine the issue and stand presented in the propaganda strategies.
II. CONTENT Propaganda Strategies
III.LEARNING
RESOURCES
REFERENCES
Additional K-12 Curriculum Guide p.
Materials from
Learning Resource
(LR) portal
Materials Learning module pp. 360- 361 3.
OTHER https://www.youtube.com/watch?v=nJub11RBEPs&list=PLi8t4ejK8-
LEARNING UgGs2aDpAvo794Xb0S92AB&index=34
REFERENCES
IV.PROCEDURES
Reviewing Previous The class will be divided into 7 groups. Each group will receive an improvised
Lesson or board and a piece of chalk. The task of the group is to guess the name of the
Presenting New television commercial based on the “tagline” that will be read by the teacher.
Lessons
Establishing A What is a PROPAGANDA?
Purpose for the
Lesson Describe it in your own understanding.
Presenting Propaganda
Examples / Publicly to promote something: information put out by an organization or
Instances of the government to promote a policy, idea, or cause misleading publicity: deceptive or
New Lesson distorted information that is systematically spread.
Discussing New Basic Propaganda Strategies
Concepts and
Practicing New 1. Bandwagon - persuading consumers by telling them that others are doing the
Skills # 1 same thing.
 2. Testimonial - when a product is sold by using words from famous people or
authority figures.
3. Transfer - when a product is sold by the name or picture of a famous person or
thing but no words from the said person or thing.
4. Repetition - when the product‘s name is repeated at least four times in the ad
5. Emotional Words - words that will make a consumer feel strongly about
someone or something are used.
DEVELOPING The students will watch the Breeze-Good Experiment Commercial, Voice Combo
MASTERY Sandwich and Nolan’s Cheddar. After that, they will answer the checklist about the
(LEADS TO commercial.
FORMATIVE
ASSESSMENT 3)
Finding Practical
Applications of The
Concepts And Skills
In Daily Living
Making The students will answer the following questions orally.
Generalizations And 1. What did you observe in the presented commercials?
Abstractions About 2. Do the commercials affect you in different ways?
The Lesson 3. Which among the three commercials do you like the most? Why? 4. Did the
commercials persuade/ encourage you to buy or patronize them product?
5. Which among the 5 characteristics of Commercial No.1 encouraged you to buy
the product?
How about Commercial No.2?
How about Commercial No.3?
A. Evaluating The students will identify the device used in each of the propaganda.
Learning
The answers will be written in their notebook. The propagandas are the following:
1."OK" | NESTEA- https://youtu.be/sgOR2SY2sGU
2. Jollibee - I love You Sabado
https://youtu.be/mFDGPu0hosk?list=PLC1C5hxn_j98zPhWW3y4TDymjOX_lxEpI
3. Stik-O- https://youtu.be/TF3eXcrvpS0
4.MAGGI Magic Sinigang –https://youtu.be/xDBu6qkoY60
5. Camay- https://youtu.be/SOA-kr2-GkQ

Answers;
1. Emotional Words 2. Bandwagon 3. Repetition 4. Testimonial 5. Transfer
ASSIGNMENT
V. Remarks Items Cattleya
5
4
3
2
1
0

Mean
 MPS

VI. REFLECTION
No. of learners
who require
additional
activities for
remediation.
Did the remedial ___Yes ___No
lesson work? No. ____ of Learners who caught up the lesson
of learners who got
caught up in the
lesson
Number of ___ of Learners who continue to require remediation
learners who
continue to require
remediation.
Which of my Strategies used that work well:
teaching strategy ___ Group collaboration
worked well? Why ___ Games
did this work? ___ Power Point Presentation
___ Answering preliminary
activities/exercises
___ Discussion
___ Case Method
___ Think-Pair-Share (TPS)
___ Rereading of Paragraphs/
Poems/Stories
___ Differentiated Instruction
___ Role Playing/Drama
___ Discovery Method
___ Lecture Method
Why?
___ Complete IMs
___ Availability of Materials
___ Pupils’ eagerness to learn
___ Group member’s Cooperation in doing their tasks
What difficulties __ Bullying among pupils
did I encounter __ Pupils’ behavior/attitude
which my __ Colorful IMs
principal or
supervisor can
help me solve?
What innovation Planned Innovations:
or localized __ Localized Videos
materials did I __ Making use big books from
used to discover views of the locality
which I wish to __ Recycling of plastics to be used as Instructional Materials
share with the __ local poetical composition
teachers?

Prepared by:

_________________________
ELLAINE REBECCA A. LIMOSINERO
ENGLISH 8 Teacher

Approved by:

_____________________________
DR. HEIDI C. LANTACON
Principal