Student Intern: James L.

Sajol
Teaching Internship Mentor: Mrs. Mary Grace F. Bucio
Date: March 27, 2023

Semi-Detailed Lesson Plan in English 9

I. Objective
At the end of the lesson, students are expected to;
a. Knowledge: Identify the types of assertions,
b. Psychomotor: Display skill in identifying evidences in an essay, and
c. Affective: Value the importance of evidences.

II. Subject Matter

Topic: Judge the validity of the evidence listened to. (EN9LC-IVh-2.15)
Reference: Almonte, Liza R. et.al. A Journey Through Anglo-American Literature
2014,p.239 Grade 9 Learner’s Material, p.239, Teacher’s Guide,p.135-136
Materials: Handouts, PowerPoint presentation

III. Procedure
A. Preliminary Activities
1. Prayer
2. Greetings
3. Checking of Attendance
4. Activating Prior Knowledge
5. Motivation

B. Lesson Proper
a. Activity: Directions: Choose from the box the ideas you may be able
to connect or relate the given word below:
body of facts, invalid, false
.
information, acceptable truth,
valid and authentic, proof, attestation,

b. Analysis
1. How do
you come up with the words that you connect to “validity of
evidence”?

2. What is the meaning of validity? What is the meaning of

evidence?

c. Generalization/Abstraction

Oxford language dictionary defines validity as the quality or being

factually sound; the legally or officially binding or acceptable.
 Evidence is the available body of facts or information indicating
whether a belief or proposition is true or valid.
In this digital age of instantaneous information, opinion and
blog content coming from across the internet, student reports or
writers have an even tougher job to trace the “source behind the
source” to get at the facts and present them objectively. To judge
the validity of the evidence listened to, you need to employ various
skills and understanding of the text. You can use the values you
have instilled in you in thinking ability and emotional stability. You
can also use your prior knowledge or schema or human experience
in order to arrive with the correct judgment.
In order to use one’s skill in judging the validity of the evidence
listened to, one must learn how to make argumentative content. An
argumentative content tries to change the reader’s mind by
convincing him/her to agree with the writer’s point of view. It is a
piece of writing that takes a stance on an issue. The writer attempts
to persuade readers to understand and support their point of view
about a topic by stating their reasoning and providing evidence to
back it up. It should have a straightforward structures so they are
easy for readers to follow. The goal of an argumentative content is
to clearly outline a point of view, reasoning, and evidence.

Parts of Argumentative Content

1. Introduction (includes the Thesis Statement)
2. Body (this is where you provide evidences to support your claim)
3. Conclusion

d. Evaluation
Directions: Look the pictures below illustrating COVID-19 pandemic
and answer the given questions. Use another sheet of paper for
your answer.

1. Is the information educational? Why? _____________________.

2. Does the pictures provide reliable, accurate information about
covid-19? Why? ________________________________________.
3. Is it timely? ______ Why? ______________________________.
 4. Does it raise awareness of an important social or a community
issue? Why? ___________________________________________.
5. Do the pictures provide vivid, clear and concise information in
solving the issue on covid-19? _____Why? ___________________.

IV. Assessment
Direction: Analyze the essay entitled “Aggressive Driving Should be Avoided”.
Encircle the thesis statement and underline the evidences provided.

Aggressive Driving Should be Avoided

Aggressive driving is a phenomenon, which has only recently got the public worried. The National
Highway Traffic Safety Council (NHTSC) defines aggressive driving as the “operation of a motor
vehicle in a manner that endangers or is likely to endanger persons or property”. Actions such as
running red lights, improper passing, overtaking on the left, improper lane change, failing to
yield, improper turns, running stop signs, tailgating, careless driving, and speeding are examples of
aggressive driving. Such actions are dangerous to other road users. Aggressive driving should be
avoided because it causes crashes, injuries, and fatalities.

The first reason why aggressive driving should be avoided is it causes crushes. According
to NHTSC, between78 percent (excessive speed) and 100 percent(improper passing) of the
cases of aggressive driving resulted in traffic crashes and 96 percent of the drivers cited for
“following too closely” or tailgating caused crashes as a result of their aggressive driving.
Moreover, “running red light”, “improper passing” and “overtaking on the left” topped other
categories of aggressive driving in contributing to traffic crashes.

Another reason why aggressive driving should be avoided is it causes injuries. NHTSC
states that the percentages of the injuries caused by aggressive driving are, in almost all
categories of aggressive driving, above 100 percent.

Aggressive driving also causes fatalities. “Overtaking on the left” appears to be the most
contributing factor in traffic fatalities as it relates to aggressive driving. “Improper lane change”, “running
red light” rank second through four in terms of their contribution to traffic fatalities.

The above evidence shows that aggressive driving causes crash injuries and fatalities. Hence,
aggressive driving should be avoided. Since the opening on the North-South Highway, the number
of kilometers of roads in the country has increased by one percent while the number of vehicle
miles driven has increased by 35 percent. More cars and more drivers are also on the road
leading to more aggressive drivers.

V. Assignment
Direction: In a ¼ sheet paper, list the different types of evidences.

Remarks: The objectives set were attained. Students were able to identify the types
of assertions, distinguish the type of assertion the given statements are, and display
self-independence in identifying assertions.

Reflection: ___ out of ___ students have achieved mastery of the competency; thus
the teacher can move forward to the next lesson.