8

Activity Sheet for English 8

Quarter 3 – Week 2 – MELC 2
Analyzing Intention of Words or
Expressions Used in Propaganda
Techniques

REGION VI – WESTERN VISAYAS

English 8
Activity Sheet No. 2
First Edition, 2020

Published in the Philippines

By the Department of Education
Region 6 – Western Visayas

Republic Act 8293, section 176 states that: No copyright shall subsist in any work of
the Government of the Philippines. However, prior approval of the government agency
or office wherein the work is created shall be necessary for exploitation of such work
for profit. Such agency or office may, among other things, impose as a condition the
payment of royalties.

This Learning Activity Sheet is developed by DepEd Region 6 – Western Visayas.

ALL RIGHTS RESERVED. No part of this learning resource may be reproduced or

transmitted in any form or by any means electronic or mechanical without written
permission from the DepEd Regional Office 6 – Western Visayas.

Development Team of English Activity Sheet

Writer: James Lawrence C. Reyes

Editor: Vivian L. Doromal
Layout Artists: Camille V. Vestidas

Division of Capiz Management Team:

Salvador O. Ochavo, Jr., EdD, CESO V

Segundina F. Dollete, EdD
Shirley A. De Juan
Salvador Dale B. Artates

Regional Management Team:

Ramir B. Uytico, EdD, CESO IV

Dr. Josilyn S. Solana, CESO V
Dr. Elena P. Gonzaga
Donald T. Genine
Nestor Paul M. Pingil, EdD, PhD

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INTRODUCTORY MESSAGE

Welcome to English 8!

The Learning Activity Sheet is a product of the collaborative efforts of

the Schools Division of Capiz and DepEd Regional Office VI - Western Visayas
through the Curriculum and Learning Management Division (CLMD). This is
developed to guide the learning facilitators (teachers, parents, and responsible
adults) in helping the learners meet the standards set by the K to 12 Basic
Education Curriculum.

The Learning Activity Sheet is self-directed instructional materials

aimed to guide the learners in accomplishing activities at their own pace and
time using the contextualized resources in the community. This will also assist
the learners in acquiring the lifelong learning skills, knowledge and attitudes for
productivity and employment.

For learning facilitator:

The English 8 Activity Sheet will help you facilitate the teaching-
learning activities specified in each Most Essential Learning Competency
(MELC) with minimal or no face-to-face encounter between you and learner.
This will be made available to the learners with the references/links to ease the
independent learning.

For the learner:

The English 8 Activity Sheet is developed to help you continue

learning even if you are not in school. This learning material provides you with
meaningful and engaging activities for independent learning. Being an active
learner, carefully read and understand the instructions then perform the
activities and answer the assessments. This will be returned to your facilitator
on the agreed schedule.

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 Quarter 3, Week 2

LEARNING ACTIVITY SHEETS (LAS) NO. 2 IN ENGLISH 8

Analyzing Intention of Words or Expressions Used in Propaganda

Techniques

Name: ________________________ Grade and Section: ________ Date: ________

I. Learning Competency

Analyze Intention of Words or Expressions Used in Propaganda Techniques

II. Background Information for Learners

Propaganda is a form of communication which is intended to

manipulate, mislead, distort, and influence the attitude and the way
of thinking of people toward an issue.

In listening to propaganda, you should know how to discern and

make critical judgments to help you see if the propaganda is
truthful or factual, or if they are flawed or merely opinions.

To know how propaganda manipulates and distorts truth, here

are some devices or techniques which are commonly used to covertly
control or persuade people.

1. Bandwagon – a kind of propaganda

device which entices everyone to come
and join since everyone else is doing
it already. This device is very common
in food, shampoo, and soft drink
commercials or advertisements.

2. Glittering Generalities – this is a propaganda device that uses

strong emotional words or highly valued concepts such as love,
freedom, and honor to arouse passionate
emotions. Though the concepts are vague,
they have positive and moral
connotations which are intended to
arouse trust and confidence among
audiences and readers.
Donald Trump’s slogan when he
ran for presidency in 2016.

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 Quarter 3, Week 2

3. Testimonials – this is a propaganda device where a public figure or a

celebrity promotes or
endorses a product or a
political candidate. The
intention of using this
technique is for the people to
identify themselves with the
celebrity endorser and to make
the celebrity’s opinion and
beliefs as their own.
International celebrity Katy Perry endorsed Hillary Clinton
during the 2016 presidential election in America.

4. Name-Calling – This is a propaganda device that makes people form

judgments without benefit of evidence on which the judgment
should be based. The intention of this propaganda is to incite or invoke
fear and to arouse prejudices.

Ex: “My opponents in the presidential race are cowards.”

“This is why a woman shouldn’t do a man's job.”
“You wouldn't understand since you have never had to struggle.”

5. Plain Folks – this device is used

to present wealthy and
powerful as common or
ordinary people. The purpose
of using this technique is to win
people’s trust and confidence.

Former president Erap Estrada dropped by a local medical mission by the group MARE.
He even stayed for lunch as the organizers held a boodle fight for everybody.

6. Stereotyping – in this propaganda device, people hold negative

judgment or unpleasant public belief about a certain group of people
or individual who do not belong to their class or level. Their attitude
stems from a generalization which leads to inaccuracies. Like name-
calling, the purpose of using this type of propaganda is to arouse the
prejudices of an audience. The most widespread categories of stereotyping
are race, religion, sex, sexual orientation, and physical ability.

Ex: Mountain people are dog eaters.

Teenagers are rebels.
“All trans people are mentally ill.”

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 Quarter 3, Week 2

III. References

English in Perspective, Afro-Asian Literature. Abiva Publishing House, Inc.

Abiva Bldg. 851 G. Araneta Ave., Quezon City. 2016. pp. 437-440.

Photo Credits:

https://metromanila.politics.com.ph/2016/01/29/look-erap-brings-loi-to-
local-boodle-fight/

https://www.vice.com/en/article/vb4mv3/how-much-celebrity-
endorsements-actually-influence-election-results

https://propaganda.mediaeducationlab.com/rate/make-america-great-
again-campaign-meme

https://time.com/5607209/uk-gender-stereotypes-adverts/

https://www.pinterest.ph/pin/455215474811355867/?autologin=true

IV. Activities

Activity 1. Analyze the sentences below and state what type of propaganda
device is used in each. Write your answers on the space provided before the
numbers.

1. A presidential candidate had a “boodle” fight meal

with the barrio folks.
2. A popular actress endorses Juana Dela Cruz for the
2022 elections.
3. Old people are forgetful.

4. "You didn't even finish high school. How could you

possibly know about this?"

5. What the world needs now is love!

6. Famous celebrities are now using this top of the

line, newly released cellular phone. Join them to
have a taste of good life and be in the trend!
7. Invest your money now and get a 100% return!
Don’t be left out! Join thousands who are now
enjoying a good life!

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 Quarter 3, Week 2

8. Mayor Juan Dela Cruz interacted with his town

mates in T-shirt and rubber slippers.
9. Millennials are known to be as an entitled
generation.
10. The Filipinos are worth dying for!

Activity 2. Examine the different propaganda techniques used in the

following advertisement. State their types and the motives in using each of
them.

1. Type: _______________________

Intention: _______________________
_______________________
_______________________

2. Type: _______________________

Intention: _______________________
_______________________
_______________________

*Created/retrieved from canva.com

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 Quarter 3, Week 2

3.
Type: _______________________

Intention: _______________________
_______________________
_______________________

*Created/retrieved from canva.com

4. Type: _______________________

Intention: _______________________
_______________________
_______________________

5. Type: _______________________

Intention: _______________________
_______________________
_______________________

*Created/retrieved from canva.com

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 Quarter 3, Week 2

Activity 3: Using any type of

propaganda device you have learned,
draw/design your own poster or
advertisement to convince or entice
people to take part in certain causes or
issues you believe in. Be guided by the
rubric for scoring your advertisement.

* Sample poster encouraging everyone to

register and vote (sample poster retrieved from
canva.com)

RUBRIC FOR SCORING PROPAGANDA POSTER

Category 3 points
Message The message is clearly
identifiable
Target The target audience is
Audience clearly identifiable
Propaganda Clearly demonstrates
Technique the use of a
propaganda technique
Grammar & Makes no errors in
spelling grammar or spelling
that distract the
reader from the
content of the poster
Neatness Uses color, visual
images and words to
clearly communicate
the intended message.
The poster is neat and
cleanly presented
TOTAL
2 points 1 point Total
The message is not No clear message can
clearly identifiable be identified
The target audience is No target audience
not clearly identifiable
Does not clearly Demonstrates no
demonstrate the use of propaganda
a propaganda technique
technique
Makes a number of Makes many
grammatical and grammatical and
spelling errors that spelling errors that
minimally distract the distract the reader
reader from the poster’s from the poster’s
content content.
Makes some use of Does not use color,
color, visual images visual images or
and words to convey words to
the intended message. communicate the
The poster is lacking in message. The poster
overall neatness and is sloppy and poorly
presentation presented.

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 Quarter 3, Week 2

V. Reflection: What I Have Learned: Assess your learning progress by

completing the following statements.

1. I have learned that _____________________________________________________

___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________

2. I have realized that _____________________________________________________

___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________

3. I believe I can deepen my understanding through________________________

___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________

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 8
Activity 1:
1. Plain folks
2. Testimonial
3. Stereotype
4. Name-calling
5. Glittering generalities
6. Testimonial
7. Bandwagon
8. Plain folks
9. Stereotype
10. Glittering generalities
Activity 2:
1. Type: Stereotyping
Intention: Answers may vary
2. Type: Bandwagon
Intention: Answers may vary
3. Type: stereotype
Intention: Answers may vary
4. Type: name-calling
Intention: Answers may vary
5. Type: Glittering generalities
Intention: Answers may vary
VI. Answer Key
Quarter 3, Week 2