DAILY LESSON LOG School Taguig National High School Grade Level 9

Teacher Ms. Mariel C. Toyor Learning Area ENGLISH

Teaching Dates Thursday Quarter 3rd
and Time Grade 9 - Aster
2:00 – 3:00 PM

DAY: 3 _
I. OBJECTIVES
The learner demonstrates understanding of how Anglo-American
A. Content Standards literature and other text types serve as means of connecting to the
world; also how to use ways of analyzing one-act play and different
forms of verbal for him/her to skillfully perform in a one-act play.
The learner skillfully performs in one-act play through utilizing
B. Performance Standards effective verbal and non-verbal strategies and ICT resources based on
the following criteria: Focus, Voice, Delivery, and Dramatic
Conventions.
LC: Recognize faulty logic, unsupported facts, and emotional appeal
CODE: EN9LC-IIId-6.5
Specific Objectives:
100% of the students must be able to attain at least 80%
C. Learning Competencies/Objectives proficiency in:
Write the LC code for each a. Recognize and explain faulty logic, unsupported facts, and
emotional appeal in statements and advertisements
b. Perform given tasks
c. Demonstrate collaboration through various-related activities

II. CONTENT LOGIC, FACT OR APPEAL

 Faulty logic, unsupported facts, and emotional appeal

III. LEARNING RESOURCES

A. References
1. Teacher’s Guide pages P 154
2. Learner’s Material pages P 282—284
3. Textbook pages
4. Additional Materials from Learning 1. https://www.coursehero.com
Resource (LR) portal 2. https://www.youtube.com/watch?v=-VSN qAWD5c0
3. https://www.youtu.be/dWw_Xkt8EAo
4. https://www.youtube.com/watch?v=oG2jPG pN0Zs
5. https://www.youtu.be/2pNWpojebcj
B. Other Learning Resources

IV. PROCEDURES
A. Reviewing previous lesson or
presenting the new lesson

TASK 1: FACT or BLUFF?!

The class plays “Pass- the- ball’ game. When the music plays,
students need to pass the ball around. And, when the music stops, the
student with the ball has to answer the given questions.

Questions:
1. FALLACIES are mistaken beliefs based on unsound arguments. They
derive from reasoning that is logically incorrect, thus undermining
an argument’s validity. FACT

B. /Establishing a purpose for the lesson
C. Presenting examples/instances of the
new lesson
D. Discussing new concepts and
practicing new skills #1
E. Discussing new concepts and
practicing new skills #2
2. “If you don’t study on Sundays, your grades will suffer. If your
grades suffer, you won’t graduate with honors. You won’t get a
good job; you’ll have to live on the streets.” Is an example of HASTY
GENERALIZATION? BLUFF
3. APPEAL refers to the power of arousing a sympathetic response.
FACT
4. The image expresses APPEAL TO EMOTION. FACT
TASK 2: SHARING THOUGHTS
 How are you going to sell someone a product you know
nothing about?
 What are you going to do to convince someone of what you
are talking about?
TASK 3: PHILIPPINE TV ADS
The students will be shown four (4) TV commercials in the Philippines.
Commercial 1:
Source: https://www.youtube.com/watch?v=-VSN qAWD5c0
Commercial 2:
Source: https://www.youtu.be/dWw_Xkt8EAo
Commercial 3:
Source: https://www.youtube.com/watch?v=oG2jPG pN0Zs
Commercial 4:

F. Developing mastery
(Leads to Formative Assessment 3)
Source: https://www.youtu.be/2pNWpojebcj
Directions: The class will be divided into four (4) groups. Each group
needs to answer the given questions accordingly based on the
Philippine TV commercials. Each group will be given fifteen (15)
minutes to do the said task.
GROUP 1
A. What makes the commercial convincing?
B. In the first commercial, is there any connection with the tag line and
the situation?
GROUP 2
A. What makes the commercial convincing?
B. In the second commercial, are you convinced to buy the products
more than you‘re moved with the story it presents?
GROUP 3
A. What makes the commercial convincing?
B. In the third commercial, is there an evidence supporting the claim
that the product is the best?
GROUP 4
A. What makes the comme3rcial convincing?
B. In the fourth commercial, is there a relation on the situation we
have in present time?
PRESENTATION OF OUTPUTS
Outputs of each group will be rated according to the criteria below:
RUBRICS FOR GROUP ACTIVITY
 MINI LECTURETTE
WHAT IS FAULTY LOGIC, UNSUPPORTED FACTS and EMOTIONAL
APPEAL?
Faulty logic is a kind of persuasive technique having fault or imperfect
reasoning or sound judgment.
Unsupported fact is not upheld by evidence or facts; unsubstantiated
(unconfirmed).
Emotional appeal is a method of persuasion appealing to both the
brain and the heart.
 G. Finding practical applications of concepts
and skills in daily living
TASK 4: Read carefully the following statements. Identify the
statements which have faulty logic, unsupported facts, or emotional
appeal.
1. I argued with Mrs. Bam before I turned in my homework so I got a
bad grade on my paper.
2. A teenager argues against the family's vacation plans and mother
responds by saying, "When you pay the bills, you can make the
decisions."
3. After making it clear that he values employee "loyalty" a supervisor
asks for "volunteers" to help a fellow supervisor move on the
weekend.
4. Exercising makes you feel good.
5. I know why you failed all your classes last semester. You study.

H. Making generalizations and abstractions Metacognitive Statements for Knowing Concept (Journal Writing) (5
about the lesson pts.)
Make sure that there is relation in all your answer and a unified
thought.
 I now know something about____________.
 First, _____________.
 Second, _________.
 Further, ____________________.
 Finally, ____________.
Now you know on what I know something about ______.

CHECKPOINT
I. Evaluating learning Identify the statements which have faulty logic, unsupported facts or
emotional appeal.
1. Everyone wants to get married someday. A good self-concept is
important in attracting a husband or wife. Therefore, everyone should
develop a good self-concept.
2. An ordinary Jew was required to wash and change his clothes before
visiting the inner court of the temple.
3. Students who take earth science instead of physics are lazy. Susie
took earth science instead of physics. She should be kicked out of
school.
4. ―I loved that movie we saw last night with Brad Pitt. I am going to
rent all of his movies, and I am sure I‘ll like all of them.
5. Ms. Bauer is an incompetent math teacher. She is "a big fat idiot."

ILAGAY YUNG BOX NA TATLO PARA ICHECHECK KEME!!!!!!

J. Additional activities for application or
remediation

V. REMARKS

VI. REFLECTION
SECTIONS
A. No. of learners who earned 80% on the
formative assessment
B. No of learners who require additional
activities for remediation
C. Did the remedial lessons work? No. of learners who
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?

Prepared by:

School: TAGUIG NATIONAL HIGH SCHOOL

MARIEL C. TOYOR
Position/Designation: SST 1 Division: TAGUIG CITY AND PATEROS
Contact Number: 0949578133 Email Address: toyormariel@deped.gov.ph

Noted by:

Lorna R. Artuz
English Department Head

Approved by:

Santiago T. Alvis
Principal II