Republic of the Philippines

DEPARTMENT OF EDUCATION
Region IX, Zamboanga Peninsula
Division of Zamboanga Sibugay
Kabasalan Science and Technology High School
Kabasalan, Zamboanga Sibugay

Semi-Detailed Lesson Plan in

Disciplines and Ideas in the Applied Social Science
(CLASS OBSERVATION 4)
March 3, 2020

I. OBJECTIVES
A. Content Standards The learners demonstrate an understanding of professionals and practitioners in communication.
B. Performance The learners should be able to undertake participant observation (e.g., a day in a life of a communicator/ journalist) to adequately
Standards document and critique their roles, functions, and competencies.
C. Learning The learners identify career opportunities for communicators and journalists. INDICATOR 7
Competencies/ (HUMSS_DIASS12-Ij-34) -Plans, manages and implements developmentally
Objectives sequenced teaching and learning processes to
Write the LC code OBJECTIVES: meet curriculum requirements and varied contexts.
for each. a. define advertising MOV--- Knowledge, skill and attitude or KSA is
applied in lesson planning objectives in order to
b. identify the functions of advertising meet curriculum requirements based on the
c. explain why advertising is important in society Curriculum Guide/CG. Parts of the DLP are
based on the PPST Modules

II. CONTENT/TOPIC  Advertising

II. LEARNING RESOURCES

A. References
1. Teacher’s Guide pages Curriculum Guide p. 4
2. Learner’s Materials pages
3. Textbook pages Disciplines and Ideas in the Applied Social Sciences pp. 191-202
4. Additional Materials from
Learning Resource
B. Other Learning Dela Cruz,RD. 2016. Disciplines and Ideas in the Applied Social Sciences.
Resources Phoenix Publishing House, Inc. Quezon City, Philippines.
IV. PROCEDURES
A. Reviewing previous  Preliminary Activities (Daily Routine) INDICATOR 5
lesson or presenting -Manages learner behavior constructively by
the new lesson Prayer applying positive and non-violent discipline to
Greetings ensure learning-focused environment.
Attendance MOV---To avoid and prevent misbehavior,
Class Rules house rules/ standards/guidelines are set
REVIEW – Give work areas where journalists work. before the class starts or before doing an
activity.
PRE-TEST
Instruction: Match the items in column A with those in column B.
T I-III RUBRIC, INDICATOR 9
A B
-Designs, selects, organizes and uses
1. Function of advertising a. Buy products or
diagnostic, formative and summative
in society. services assessment strategies consistent with
2. Action desired by the b. Stimulates the curriculum requirements.
advertiser economy MOV- Diagnostic assessment is utilized in this
3. Refers to a name rather c. Identifiable source activity.
than anonymous message
4. A paid form of d. Action
communication
5. The presence of a e. Advertising
medium like TV, radio or
billboard
f. Mediated
B. Establishing a MOTIVATION: WHICH IS BETTER? INDICATOR 3
purpose for the - Applies a range of teaching strategies to
lesson/Motivation/ develop critical and creative thinking, as well as
Motive Questions Video Presentation of Jollibee advertisement compared to a display of food in other higher-order thinking skills.
MOV- Engaging students through this activity
an ordinary fastfood.
will help them think critically by analyzing the
pictures.

INDICATOR 4
-Manages learner behavior constructively by
applying positive and non-violent discipline to
ensure learning-focused environment.
MOV---This reward system will encourage the
students to act responsively and cooperatively
during the learning session.

T I-III RUBRIC, INDICATOR 8

Ask the class to provide feedback in comparing the video and the ordinary display of food in a Selects, develops, organizes, and uses
carinderia. How does this mode of promoting the product affect the perception of the appropriate teaching and learning resources
consumers? including ICT to address learning goals.
MOV-Downloaded and empty comic strips
could be a means of ICT integration in
addressing learning goals.
PRESENTATION OF TOPIC AND OBJECTIVES

C. Presenting Through concept map the teacher will engage into a discussion on the definition of advertising. INDICATOR 3
examples/instances of - Applies a range of teaching strategies to
the new lesson develop critical and creative thinking, as well as
other higher-order thinking skills.
MOV- Engaging students in this activity will
enhance students critical thinking in analyzing
the correct information.
 Advertising is “a paid, mediated form of communication from an identifiable source, designed
to persuade the reader (listener, or viewer) to take some action, now or in the future.”(Jeff Curan)

“Mediated” refers to the presence

of medium like television, radio or
billboard, to convey the message
from senders to receivers.

Advertising

Identifiable source refers Action refers to the

to a named, rather than behavior that is desired by
an anonymous message. the advertiser, such as
buying a product or service

D. Discussing new The teacher will present two examples of advertisements and the class will identify the INDICATOR 3
concepts and practicing medium, the source and the action desired by the advertiser using meta strips. - Applies a range of teaching strategies to
new skills #1 develop critical and creative thinking, as well as
Example #1. Radio advertisement other higher-order thinking skills.
Example #2. Billboard MOV- Engaging students in this activity will
enhance students critical thinking in analyzing
the correct information.
Example 1 Example 2

Medium Medium

Source Source

Action Action
 Did you know?
INDICATOR 2
During the 2016 National Election, the party of President Duterte paid P65M worth of spots Uses a range of teaching strategies that
(airtime) for his presidential campaign advertisement. (PhilStar Global) enhance learner achievement in literacy and
numeracy skills.
MOV--- Engaging students through this activity
will help them use their math skills in computing
the total amount to be paid.

T I-III RUBRIC, INDICATOR 1

-Applies knowledge of content within and
across curriculum teaching areas.
MOV-Brief discussion about politics.

E. Discussing new The teacher will present the different functions of advertising and let the class think critically INDICATOR 3
concepts and practicing on how these functions were performed and give examples. - Applies a range of teaching strategies to
new skills #2 develop critical and creative thinking, as well as
other higher-order thinking skills.
 Functions MOV- Engaging students through this game will
develop their critical and creative thinking skills
- as marketing tool through their ability to answer the questions.
- as transmitter of information
- as an economic stimulant
- a purveyor of values

F. Developing mastery Comte O-Shopping Challenge

(leads to Formative
Assessment 3) Each group will send their three best representatives to promote in live advertising, a product INDICATOR 8
that is found inside their bag. - Uses differentiated, developmentally
appropriate learning experiences to address
Advertisement can either be in English or Filipino. learners’ gender, needs, strengths, interests
and experiences.
It must be creative, realistic, and should highlight the important features of the said product.

Interaction and live demo is also required to foster audience participation.

Rubrics

Content / Features of the Product 30 points

Objectivity 25 points

Credibility 25 points

Creativity 20 points

G. Finding practical
applications of concepts
Ask:
and skills in daily living
In today’s life, what is the importance of advertising in the society? As a
businessman? As a consumer?
H. Making
generalizations and
Ask:
abstractions about the
lesson 1. What is advertising?
2. What are the functions of advertising?
3. How does advertising affect the perception of the consumers?

I. Evaluating learning Multiple Choice: Read the questions carefully. Write only the letter of the correct answer. T I-III RUBRIC, INDICATOR 9
-Designs, selects, organizes and uses
1. It is a paid form of communication designed to persuade the viewer or listener to take some diagnostic, formative and summative
action. assessment strategies consistent with
a. Journalism b. Advertising c. Broadcasting d. Arts curriculum requirements.
MOV- Summative assessment is utilized in this
2. Which of the following is not a function of advertising? activity.
a. Marketing tool c. Transmitter of information
b. Economic stimulant d. Entertain the public

3. How would you make use of advertising to promote your product as far as possible?
a. Use a kind of medium like radio that can reach even the remotest area of provinces.
b. Put billboards on places of the city where the traffic is heavy.
c. Pay for TV advertisements
d. Having a very large tarpaulin outside your production site.

4. It refers to the conveyor of message from the senders to the receivers like television, radio
and billboards.
a. Action
b. Medium
c. Source
d. Message

5. What event could happen if two companies having the same products but company A uses
TV as a medium of advertising while company B does not have any advertisement?
a. There is a big possibility that sales of company A is much greater than company B
b. Sales of both company is just the same
 c. Company B has larger sales than company A
d. Advertising has no significant effect in sales aspects

J. Additional activities
for application or
remediation

V. REMARKS

VI. REFLECTION
A. No. of learners who
earned 80% in the
evaluation
B. No. of learners who
require additional
activities for
remediation
C. Did the remedial lessons
work? No. of learners
who have 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: Checked and Reviewed by: Approved by:

Dannielle Benzar A. Tayag Steven R. Ambuhot Gernin S. Laraño, Ed.D.

Teacher II Head Teacher IV Secondary School Principal II