A Semi – Detailed Lesson Plan in English 8

“Propaganda Devices”

Prepared by:

ALMA MAE G. ROBLES

TEACHER I

Checked by:

ALMA B. RAMIREZ
HEAD TEACHER II, ENGLISH DEPARTMENT
Quarter: Fourth
Lesson: Propaganda Devices
Time and Date: 7:50 – 8:40 Grade 8 – A. Bonifacio February 6, 2020
Time Allotment: 50 minutes

Content Standard:
The learner demonstrates understanding of: South and West Asian literature as an expression of philosophical and
religious beliefs; information flow in various text types; reality, fantasy, and opinion in listening and viewing materials;
word decoding strategies; and use of information sources, active/passive constructions, direct/reported speech, perfect
tenses, and logical connectors in journalistic writing.
Performance Standard:
The learner transfers learning by composing a variety of journalistic texts, the contents of which may be used in
composing and delivering a memorized oral speech featuring use of properly acknowledged information sources,
grammatical signals for opinion-making, persuasion, and emphasis, and appropriate prosodic features, stance, and
behavior.

Learning Competencies:
EN8RC-IVa-12.1: Recognize propaganda techniques used in a given text

I. LEARNING OBJECTIVES
At the end of the lesson, the students are expected to:
1. Define propaganda
2. Identify the strategy used in each of the propagandas.
3. State the relevance of using propaganda devices in making advertisements.
4. Create advertisements that will convince the consumers to buy products in Pagsanjan, Laguna using the
different propaganda strategies.

II. SUBJECT MATTER

A. Topic Propaganda Devices
B. References K-12 Curriculum Guide
Learning module pp. 360- 361
https://www.youtube.com/watch?v=nJub11RBEPs&list=PLi8t4ejK8-
C. Instructional Materials Pictures, Video clips and Visual aids
D. Teaching Strategies Group Activity, Brainstorming, Discussion, Questioning, Game
III. LEARNING PROCEDURE
Preliminary Activities
1. Prayer
2. Greetings
3. Classroom Management
4. Checking of Attendance
5. Review of the past lesson
Use the idiomatic expressions posted on the board in meaningful sentences.

“ Miss the boat” “Barking up the wrong tree”

Motivation
A video clip will be shown to the class promoting the country of the Philippines. Based on the video clip, the students
will observe the tag line used and describe how the country promotes its place.

Activity
A group from the boys and a group from the girls with 5 members will be formed from the class. Each group will
receive an improvised board and a piece of chalk. The task of the group is to guess the name of the television
commercial based on the “tagline” that will be read by the teacher.

Mechanics:
a. The teacher will read the tagline twice.
b. When the students hear the word “go”, they will start brainstorming.
c. They will be given 5 seconds to think and to write their answer.
d. When they hear the word “stop”, they will raise their board.
e. In case of late response, the group’s answer will not be credited, but they may participate again in the next item.
f. The highest pointer will be declared as the winner.

1. “We find ways” - Banco de Oro (BDO)

2. “Caramel na merong sweet linamnam” – Great Taste White Caramel
3. “Batang may Laban” – Bonakid
4. “I love you Sabado” – Jolibee
5. “Para sa Malinis at Bangong Tumatagal - Surf Fabric Conditioner
6. “Macho Ganado” - Mang Tomas Siga and Spicy
7. “Tibay Araw-Araw” – Bear Brand
8. “O’ Barr sa Sarap” – Fudgee Barr
9. “The Light and Refined Fragrance” – Axe
10. “Para Laging Good Vibes” - Dolfenal

Analysis
The students will answer the following questions orally.
1. What did you observe in the presented commercials?
2. Do the commercials affect you in different ways?
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?

Abstraction

Card Stacking: The strategy of Plain Folks: The use of everyday

showing the product‘s best
features, telling half-truths, and
omitting or lying about its
potential problems.
Glittering Generalities: The act of
people to sell a product or service.
referring to words or ideas that evoke a
Speakers and ads appear to make the
positive emotional response from an
person to be ―one of the people.
audience. Virtue words are often used.

Application
The class will be divided into 3 groups and will be using a specific propaganda strategy to promote / endorse the
products of Pagsanjan.

GROUP PROPAGANDA PAGSANJAN THROUGH

STRATEGY PRODUCT
Group 1 Card Stacking Sing A Ling Song
Group 2 Glittering Generalities Aling Taleng’s Halo Poster
Halo
Group 3 Plain Folks Villa Socorro’s Act
Banana Chips

IV. Assessment
Each group’s presentation will be graded by the other group using the Rubric.

V. ASSIGNMENT
Direction: Read the following lines, phrases or sentences from the scenes in the Philippine TV Commercials.
Each contains a propaganda technique/ device, identify the device used.
1."Don't let those bunny huggers take away our right to hunt."
2. Juan dela Cruz needs you to fight all the bullies in the world!
3. Buy Coca cola now in new King size bottle!
4. It‘s a great honor talk to the talented students, the cream of the crop! This new batch of graduates will
definitely bring a difference in our country. Congratulations!
5. A brand of snack food is loaded with sugar (and calories). The commercial boasts that the product is low in
fat, which implies that it is also low in calories.

VI. REMARKS

VII. REFLECTION