School
Teacher
Teaching Date
Teaching Time
I. OBJECTIVES
A. Content Standards
B. Performance Standards
C. Learning Competencies
II. CONTENT
III. LEARNING RESOURCES
A. Reference
1. Teacher’s Guide Pages
2. Learner’s Materials
Pages
3. Textbook Pages
4. Materials from Learning
Resource (LR) portal
5. Other Learning Resources
Balingasa High School Grade Level Grade 12
Mrs. Jeremay T. Pilapil Learning Area English for Academic and Professional Purposes
November 28-December 2, 2022 Quarter 2nd Quarter
8:30am, 9:30am, 10:30am, 12:00nn, 1:00pm Sections HUMSS A, HE A, HE B, ICT, HUMSS B
DAY 1 DAY 2 DAY 3 DAY 4
 Define what an argument is ● determine different kinds of logical fal ● identify factors on authenticity and
 Read a sample Man
  
 The learner understands the principles and uses of a position paper.
 The learner presents a convincing position paper based on properly cited factual evidence; produces an insightful statement of principles and reasons for
establishing a student organization coming up with a group exhibit of creative works etc.
 Writing Various Kinds of Position Paper (CS_EN11/12A-EAPPIIa-d-5)
 Writing Various Kinds of Position Paper 
n/a
 Alternative Delivery Mode Quarter 2: Module Defends a Stand on an Issue
 Alternative Delivery Mode Quarter 2 – Module 1: Analyzes the Arguments
by Presenting Reasonable Arguments Supported by Properly Cited Factual
Used by the Writer/s in Manifestoes (Rawis, Legaspi City)
Evidence (Rawis, Legaspi City)
n/a
n/a
n/a
IV. PROCEDURES
 Prayer -to be led by a student  Prayer -to be led by a student  Prayer -to be led by a student  Prayer -to be led by a student
1. Review previous lesson
 Review of the previous lesson  Review of the previous lesson  Review of the previous lesson  Review of the previous lesson
or presenting a new
 Presenting the Lesson Objective  Presenting the Lesson Objective  Presenting the Lesson Objective  Presenting the Lesson Objective
lesson – ELICIT

 VOCABULARY LIST  VOCABULARY LIST  VOCABULARY LIST  VOCABULARY LIST

Position Paper: A formal, usually Arguments- reasons or the reasoning Fallacy - an error in reasoning which Stand – viewpoint
2. Establishing a purpose given for or against a matter under weakens an argument Evidence - these are proofs or evidence
detailed written statement,
for the lesson – discussion — compare evidence, proof Claims - these are statements that to strengthen the author’s claim
especially regarding a single issue,
ENGAGE support the author’s stand, ARGUMENT Counterclaims – arguments opposing a
that articulates a position, view
stand
point, or policy, as of government,
organization, or political candidate.
 PRE-ACTIVITY  PRE-ACTIVITY  PRE-ACTIVITY
The teacher will ask some students to The teacher will present an image then The teacher will present five statements
present/read the manifesto they were answer the question: and the students need to identify if the
 PRE-ACTIVITY able to search. “Which would you follow, the decision statement is true or false.
The students will read a sample that your mind is saying or the choice
2. Presenting examples/ manifesto and will answer the following
instances of new lesson Students need to determine under what that your heart is dictating?” 1. Logical fallacies are errors in
questions: category of manifesto it will fall under.
– ENGAGE reasoning that invalidates an
argument.
2. Opinions are better than facts in
supporting an argument.
3-5
 LESSON PROPER  LESSON PROPER  LESSON PROPER  LESSON PROPER
3. Discussing new Define what MANIFESTO means. Define what ARGUMENT means. What are these logical fallacies? Why is Factors on Authenticity and Validity of
concepts and practicing 1.
new skills #1 – EXPLORE Manifesto is a document publicly Argument is defined as a reason or the
declaring th
4. Discussing new The teacher will discuss the three major The teacher will discuss the steps in The teacher will discuss the 22 Types of The teacher will discuss the Presentation
concepts and practicing categories of manifesto analyzing an argument Fallacy of Reasonable Arguments and Factual
new skills #2 – EXPLORE 1. Evidence to Defend a Stand
A. 1. False Dilemma
2. Appeal to Ignorance Guidelines in presentation of reasonable
3. Slippery Slope arguments and factual evidence to
4. Complex Question defend a stand:
5. Appeal to Force
6. Appeal to Pity
7. Appeal to Consequences
8. Bandwagon
 9. Attacking the Person - up to 22

1. 1.

5. Developing mastery
(Leads to formative 1.
assessment) –

I. Finding practical
applications of How important evidence in the stand
How important the presentation of Why is it important to familiarize
concepts and skills What is the importance of a manifesto? you are making in an issue?
arguments in a manifesto? yourselves to the types of fallacies?
in daily living –
ELABORATE
II. Generalizing and
abstractions about
the lesson –
ELABORATE
III. Evaluating learning 1.
1.
– EVALUATE
IV. Additional activities 1.
for application or
remediation –
EXTEND
V. Remarks

VI. Reflection
A. No. of learners who earned
80% in the evaluation
B. No. of learners who require
additional activities for
remediation who scored
below 80%
C. Did the remedial lessons
work? No. of learners who
have caught up with lesson
D. No. of learners who continue
to require remediation
E. Which of my teaching
strategies worked well? Why
did this 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: Noted by: Checked by:

JEREMAY T. PILAPIL AMERITO S. APITA JOSEPHINE OBLIGAR

Teacher I Head Teacher, English Principal II