Module Code: PASAY-EN9-Q3-W6-01

Name : ___________________________________________ Date : ______________________

Name of Teacher: ________________________________ Section: ____________________

DEPARTMENT OF EDUCATION – NATIONAL CAPITOL REGION

SCHOOLS DIVISION OF PASAY CITY

MODULE IN ENLISH 9
Third Quarter/ Week 6/ Day1

OBJECTIVE: Extract important information from persuasive text. EN9LC-IIIa-6.1

YOUR LESSON FOR TODAY

PERSUASIVE TEXT

• The term “persuasive” is an adjective derived from verb “persuade,” which means
“to convince somebody.”
• A persuasive essay is full of all the convincing techniques a writer can employ. It presents a situation, and
takes a stand – either in its favor, or against it – to prove to readers whether it is beneficial or harmful for
them.

HOW IS A PERSUASIVE TEXT STRUCTURED?

• A persuasive text is organized to include a ‘statement of position’, ‘arguments’ and a ‘reinforcement of
position statement
• The statement of position gives an overview of the argument and reveals the position to be argued.
• Next is the arguments section which is a series of points with supporting evidence. Here is where you try
to convince the reader into believing your point of view on a particular issue. As a basis, you should have
at least three main argument points and can include more if necessary.
• After you have put forth your arguments you then need to sum up. In this section you will strongly repeat
what you believe in with a summary of your argument points.

GRAMMAR AND LANGUAGE CONVENTIONS USED

words with high words that show a high degree of certainty. For example – must, ought to,
modality shall, has to
emotive descriptive words that appeal to the emotions. For example – wonderful,
horrible, cruel, amazing, frightening, perfect
formal voice a voice that is more authoritative and has more power of persuasion
repetition of words or phrases and concepts to push your point of view.
connectives help sequence your argument. For example – Firstly, Secondly..
present tense a tense expressing an action that is currently going on or habitually
performed, or a state that currently or generally exists.

MODES OF PERSUASION
• persuasive writing is knowing how to connect with your audience. There are three basic ways to do this,
which are known as the modes of persuasion.
Ethos can be developed by choosing language that is
(persuasion through the authority of the author) appropriate for the audience and topic
Logos(persuasion through use of logic and facts) can be developed by citing facts and statistics
Pathos can be developed by using meaningful language,
(persuasion through use of emotion and emotional tone, emotion-evoking examples,
sympathy) stories of emotional events, and implied
meanings.

FUNCTION OF PERSUASIVE TEXT

• The major function of a persuasive essay is to convince readers that, if they take a certain action, the
world will be a better place for them. It could be otherwise or it could be a call to an action. The
arguments given are either in the favor of the topic or against it. It cannot combine both at once. That is
why readers feel it easy to be convinced.

Page 1 of 20
 Module Code: PASAY-EN9-Q3-W6-01
Name : ___________________________________________ Date : ______________________

Name of Teacher: ________________________________ Section: ____________________

EXAMPLES OF PERSUASIVE ESSAY

Recess Time
For various reasons, I believe that morning recess needs to be extended because it does not allow students
enough time to take care of their basic needs. Some people may disagree because they feel that this will
decrease instructional and learning time. However, I believe that a longer recess will allow students time to
drink water and go to the bathroom. Also, students will have time to play team sports. Finally, the most
important reason is students will have enough time to eat their healthy snacks.
Consequently, I will argue that an extended recess benefits students’ learning. First, students need more
time to leave to the bathroom and drink water. In fact, with a short recess, students interrupt the teacher and
other students when they leave during recess time. Also, when they do leave during class, they miss the
lessons and the teacher’s instructions. For example, a student on my project team left to the bathroom when
the teacher was explaining how to do an activity; when he came back, I had to explain everything again to
him and we did not have enough time to finish our project. Therefore, if students have a longer recess, they
will have adequate time to drink water and go to the bathroom, and not miss the teacher’s instructions.
Second, with a longer recess period, students are able to play team sports. In fact, students will build and
develop team skills by playing team sports. In addition, students can relieve stress and energize themselves.
For instance, after a long period of work, students get bored and sleepy and they have a difficult time
listening and following directions. However, after they have had time to unwind during recess, they are
more alert and ready to learn in class. So, to improve student attention in the classroom and build team skills,
students need a longer recess to play team sports.
Third, students need more time to eat their nutritious snacks. Actually, when students are hungry, they
pay less attention to the teacher’s instructions because they are thinking of food instead.
Furthermore, when students get hungry, they begin to fidget and disrupt others. For example, when I am
not able to eat my snack during recess and it is time to go to class, the last thing I am thinking about is
learning. Therefore, students need more time to eat their snacks during recess so that they can focus more
on the class instruction instead of their grumbling stomachs.
Consequently, I believe that a longer recess will benefit students and will improve their learning because
they will be able to drink water, go to the bathroom, play sports and eat their snacks. In order to solve this
solution, I suggest taking five minutes from lunch and adding them to the morning recess, allowing
instructional minutes to remain unchanged. The effect of my solution would be that students would not have
the need to leave the room during instructional time and they would be better prepared mentally and
physically during class time. For these reasons, I conclude that longer recess will improve student learning.
https://www.myperfectwords.com/blog/persuasive-essay-examples/middle-school-persuasive-essay-example.pdf
Cell Phones – Biggest Distraction In Schools
There has been a lot of discussion lately about whether kids should be allowed to use cell phones in
school. Kids do not need cell phones in school. There are phones in each classroom and front office which
can be used for emergencies or to contact parents when that is needed. Phones can be a major distraction for
many kids. Also, these days’ phones can be used by some kids to bully others.
Today’s modern classrooms have phones that dial out. There is also a phone in the office. If someone
needs to call a student’s parent it can be done from one of the phones in the school. In the unlikely event
there is a weather emergency and power goes out, including the phone lines, all of the teachers have cell
phones which they can use. There is really no reason for students to have a phone with them – up until ten
years ago cell phones were not around and students managed just fine in school all day.
Cell phones can be a big distraction during the school day. If kids bring their phones to class and start to
use them, they won’t be paying attention. There are too many games and apps on phones that can pull kids
attention away from what they are supposed to be doing in school. There are already so many things that
can distract kids away from their lessons without adding cell phones to the mix. Cell phones are another
way that kids bully each other.
There are already too many ways kids can be mean to each other at school, phones would just add another
method for mean-spirited kids to harass other kids. Unfortunately,
there are always a few kids who go out of their way to give others a hard time and if cell phones are allowed
in school it will give them one more tool to use to hurt others.
Some people may feel that kids need phones for safety reasons, however, with all of the phones that
already exist in schools; I cannot think of any good reasons why kids need to have cell phones at school.
Phones would just be a distraction and could lead to more bullying than already exists in school.
https://www.myperfectwords.com/blog

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 Module Code: PASAY-EN9-Q3-W6-01
Name : ___________________________________________ Date : ______________________

Name of Teacher: ________________________________ Section: ____________________

TRY TO DISCOVER
• When using persuasive writing, the author should never express their personal opinions, but
instead should use facts to convince the reader to agree with them.
• Read the five-step writing process in for an effective persuasive essay.

The Five-Step Writing Process for Persuasive Essays

1. Prewriting for the Persuasive Essay-The prewriting phase of writing a persuasive essay is
extremely important. During this phase, students should plan every aspect of the essay:
• Choose a position. Students should think about the issue and pick the side they wish to advocate.
• Understand the audience. In order to write an effective persuasive essay, the writer must
understand the reader’s perspective. Is the reader undecided or inclined to favor one side or the
other?
• Do the research. A persuasive essay depends upon solid, convincing evidence. Don’t rely on a
single source. Pull information from multiple websites and reference materials. Speak with
community experts and teachers. Read and take notes. There is no substitute for knowledge of
both sides of the issue.
• Identify the most convincing evidence, as well as the key points for the opposing view.

2. Drafting the Persuasive Essay-When writing the initial draft of a persuasive essay, consider
the following suggestions:
• The introductory paragraph should have a strong “hook” that grabs the reader’s attention. Open
with an unusual fact or statistic, a question or quotation, or an emphatic statement. For example:
“Driving while talking on a cell phone, even hands-free, is the equivalent of driving drunk.”
• The thesis statement should leave no doubts about the writer’s position.
• Each body paragraph should cover a separate point, and the sentences of each paragraph should
offer strong evidence in the form of facts, statistics, quotes from experts, and real-life examples.

3. Revising the Persuasive Essay-In the revision phase, students review, modify, and reorganize
their work with the goal of making it the best it can be. Keep these considerations in mind:
• Does the essay present a firm position on the issue, supported by relevant facts, statistics, quotes,
and examples?
• Does the essay open with an effective “hook” that intrigues readers and keeps them reading?
• Does each paragraph offer compelling evidence focused on a single supporting point?
• Is the opposing point of view presented and convincingly refuted?
• Is the sentence structure varied? Is the word choice precise? Do the transitions between sentences
and paragraphs help the reader’s understanding?
• Does the concluding paragraph convey the value of the writer’s position and urge the reader to
think and act?

4. Editing the Persuasive Essay-Next, proofread and correct errors in grammar and mechanics,
and edit to improve style and clarity. Having a friend read the essay helps writers edit with a
fresh perspective.

5. Publishing the Persuasive Essay-Sharing a persuasive essay with the rest of the class or with
family and friends can be both exciting and intimidating. Learn from the experience and use the
feedback to make the next essay even better.
https://www.time4writing.com/articles-about-writing/writing-resourcespersuasive-essay/

ARE YOU READY TO PRACTICE?

Is today’s lesson clear to you? Let’s continue to find out the best way to understand and
analyze different examples of persuasive essays/texts.

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 Module Code: PASAY-EN9-Q3-W6-01
Name : ___________________________________________ Date : ______________________

Name of Teacher: ________________________________ Section: ____________________

PRACTICE EXERCISE 1
• Identify whether the following topics can be considered as a persuasive essay/text topic by
writing Y if yes and N if no.
______ 1. Is it a good idea to keep pets outdoors?
______ 2. Inequality: is this an issue we can’t avoid?
______ 3. Using mobile devices in-class during the lesson
______ 4. Video games for children: the pros and cons
______ 5. Small kids can have their own pets
6. What are the reasons for personality disorders?
______ 7. We should stop selling weapons to the rest of the world
8. Ways of improving the standards of education
______ 9. Young people should decide whether to join the army or not on their own
______ 10. Cooking at home is safer than buying the cooked meals in the store

PRACTICE EXERCISE 2
• Read the persuasive text below and answer the questions below. (10 pts.)

Why Students Should Eat Breakfast Every Day

A lot of people, especially young people, go through the day without having breakfast. Many people believe
that it is not necessary, or they say that they don’t have time for that, and begin their day with no meal. I
believe that everyone should eat breakfast before going to their activities. The purpose of this paper is to show
the importance of breakfast, especially for students.
The first reason why you should eat breakfast before going to school is for your health. When you skip
breakfast and go to school, you are looking for a disease because it’s not healthy to have an empty stomach
all day long. It’s very important to have a meal and not let your stomach work empty. All you are going to
get is gastritis and a lot of problems with your health if you don’t eat breakfast.
Another reason for eating breakfast is because you need food for to do well in your classes. You body and
your brain are not going to function as good as they could because you have no energy and no strength. When
you try to learn something and have nothing in your stomach, you are going to have a lot of trouble
succeeding. A lot of people think that they should not eat because they are going to feel tired, but that’s not
true. Breakfast is not a very big meal, and on the contrary, you’re going to feel tired if you don’t have breakfast
because you have spent the entire previous night without food.
The last reason to have breakfast every day is because you can avoid diseases if you eat some breakfast in
the morning. If you don’t eat, you are going to get sick, and these diseases will have a stronger effect on you
because you’re going to get sick easier than people who have breakfast every day.
You have to realize that breakfast is the most important meal of the day, and you cannot skip it without
consequences for your health, your school and your defense mechanism. It is better to wake up earlier and
have a good breakfast that run to school without eating anything. It is time for you to do something for your
health, and eating breakfast is the better way to start your day

https://webs.um.es/lourdesc/miwiki/lib/exe/fetch.php%3Fid%3Dwriting%26cache%3Dcache%26media%3Dwriting_persuasive_essay_samples_2.pdf

1. What is the main intention of the author in writing the text?

_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
2. What is the claim or argument being presented by the author in the given text?
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________

3. Write three lines or text evidence that support the author’s argument.
a. ________________________________________________________________
b. ________________________________________________________________
c. ________________________________________________________________

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 Module Code: PASAY-EN9-Q3-W6-01
Name : ___________________________________________ Date : ______________________

Name of Teacher: ________________________________ Section: ____________________

GENERALIZATION
A persuasive text/essay is any text where the main purpose is to present a point of view and seeks to persuade
a reader. A persuasive text can be an argument, exposition, discussion, review or even an advertisement.
A persuasive writing is knowing how to connect with your audience. There are three basic ways to do this,
which are known as the modes of persuasion.
1. Ethos or persuasion through the authority of the author
2. Logos or persuasion through use of logic and facts
3. Pathos or persuasion through use of emotion and sympathy

EVALUATION
• Read the persuasive text below and complete the chart afterwards.
Why You Should Not Smoke
I am sure that you know that smoking harms your body. Then why do you continue smoking? Maybe you do
it because you haven’t really become conscious about all the effects that smoking has. There are a lot of
reasons why you shouldn’t smoke. Some of them are that smoking affects your health, that you spend a lot
of money on cigarettes, and that when you smoke you are not respecting people around you.
The first reason why you shouldn’t smoke is that smoking affects your health. If you smoke, your physical
condition will be negatively affected, so it will be very difficult for you to succeed in sports. Also, smoking
produces lethal diseases like cancer and reduces the length and quality of your life. Maybe you don’t notice
all the physical effects of smoking immediately, but you surely will be sorry one day.
The second reason why you shouldn’t smoke is because of all the money that you spend on it. Maybe you
start smoking only when someone offers you a cigarette, but there will be a day when you will feel the need
of a cigarette. By this time, you will pay whatever to smoke, and each time you will smoke more, so you will
spend more money. All the money you would spend on cigars could have be spent in something better, don’t
you think?
The last reason why you shouldn’t smoke is out of respect for the people around you. When you smoke, you
not only harm yourself, but you also harm all the people around you. So you mustn’t be selfish; you should
at least avoid smoking in front of people who don’t smoke. Also, many people don’t like the cigarette’s smell,
so they won’t enjoy your company. Would you like that? I have said just some reasons of why you shouldn’t
smoke, so I hope that now those of you who smoke are able to think a little and try to make a smart decision.
In addition to all the reasons I’ve said, I would like you to think about how much you love yourself and then
whether you want to continue harming yourself. Think also about all the people who love you, like your
family who doesn’t want to see you suffering or sick. If you decide to continue smoking, what a pity. But if
you decide to stop smoking, congratulations! Remember that "If you can dream it, you can do it."
https://webs.um.es/lourdesc/miwiki/lib/exe/fetch.php%3Fid%3Dwriting%26cache%3Dcache%26media%3Dwriting_persuasive_essay_samples_2.pdf

REFERENCES: Prepared by: Karen V. Mortera

Online References: https://www.3plearning.com/blog/persuasivewriting/
PASAY CITY EAST HIGH SCHOOL
https://literarydevices.net/persuasive-essay/

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 Module Code: PASAY-EN9-Q3-W6-D2
Name : ___________________________________________ Date : ______________________

Name of Teacher: ________________________________ Section: ____________________

DEPARTMENT OF EDUCATION – NATIONAL CAPITOL REGION

SCHOOLS DIVISION OF PASAY CITY

MODULE IN ENLISH 9
Third Quarter/ Week 6/ Day 2

OBJECTIVE: Differentiate biases from prejudices. EN9LC-IVg-13.4

YOUR LESSON FOR TODAY

BIAS VS. PREJUDICE

• BIAS- It is disproportionate (having or showing a difference that is not fair) weight in favor of or against one thing,
person, or group compared with another, usually in a way considered to be unfair.
• PREJUDICE- Prejudice is a baseless and often negative preconception or attitude toward members of a group.

UNDERSTANDING BIAS

• Bias is a tendency to lean in a certain direction, either in favor of or against a particular thing. To be truly biased
means to lack a neutral viewpoint on a particular topic. Somewhere along the line, bias took on a negative
connotation. We tend to think it's a bad thing but that's not always true.
• If you're biased toward something, then you lean favorably toward it; you tend to think positively of it. Meanwhile,
if you're biased against something, then you lean negatively against it; you tend to think poorly of it.
• EXAMPLES:
1. Female teachers give more attention to girls.
2. Maureen won the contest because one of the judges is her father.
• Bias is a subjective way of thinking that tells only one side of a story, sometimes leading to inaccurate information
or a false impression. When you research, it is crucial that you identify the level of bias in potential sources.
• Here are some possible sources of bias.
• The writer is relying on incomplete information.
• The writer is trying to deceive the reader.
• The writer wants to believe what he or she is saying.
• The writer’s past experience is influencing his or her thinking.
• The writer is trying to persuade the reader

UNDERSTANDING PREJUDICE

• Prejudice refers to a preconceived opinion or feeling toward a person based solely on their affiliation with a group.
It often casts an unfavorable light on someone simply because they're a member of some ethnic group, religion, or
organization.
• Prejudice can have a strong influence on how people behave and interact with others, particularly with those who
are different from them, even unconsciously or without the person realizing they are under the influence of their
internalized prejudices.
• Prejudice can be based on a number of factors including sex, race, age, sexual orientation, nationality,
socioeconomic status, and religion. Some of the most well-known types of prejudice include:
1. Racism- a belief that race is the primary determinant of human traits and capacities and that racial
differences produce an inherent superiority of a particular race
2. Sexism- prejudice or discrimination based on sex
3. Ageism- prejudice or discrimination against a particular age-group and especially the elderly
4. Classism- prejudice or discrimination based on class
5. Homophobia- irrational fear of or discrimination against homosexuality or homosexuals
6. Religious prejudice- treating a person or group differently because of the particular beliefs which they
hold about a religion.
7. Xenophobia- prejudice or dislike against people from other countries.
• EXAMPLES:
1. It is sometimes assumed that someone who is physically disabled is also mentally disabled.
2. Not serving someone in a restaurant or retail store because of their color of skin or race.

Page 6 of 20
 Module Code: PASAY-EN9-Q3-W6-D2
Name : ___________________________________________ Date : ______________________

Name of Teacher: ________________________________ Section: ____________________

• Here are some images that suggest BIAS and PREJUDICE.

BIAS PREJUDICE
UNCONSCIOUS BIAS-unsupported judgments in DISCRIMINATION
favor of or against one thing, person, or group as
compared to another, in a way that is usually
considered unfair

PERSONAL BIAS- own subjective world views AGEISM

and are influenced and shaped by our experiences,
beliefs, values, education, family, friends, peers and
others

SEXISM

BEHAVIORAL BIAS-potentially affect the

behaviors and decisions of a person

Page 7 of 20
 Module Code: PASAY-EN9-Q3-W6-D2
Name : ___________________________________________ Date : ______________________

Name of Teacher: ________________________________ Section: ____________________

TRY TO DISCOVER
Look at the following images. The first column suggests BIAS while the second column
suggests PREJUDICE.

BIAS PREJUDICE

ARE YOU READY TO PRACTICE?

Is today’s lesson clear to you? Let’s continue to find out the best way to understand the differences
between biases and prejudices.

PRACTICE EXERCISE 1
• Study the pictures below and answer the questions that follow.

Picture A:

trumanlibrary.gov

1. What is the image all about? ___________________________________________________________

__________________________________________________________________________________
2. Does it suggest bias or prejudice? How do you say so? ______________________________________
__________________________________________________________________________________

Page 8 of 20
 Module Code: PASAY-EN9-Q3-W6-D2
Name : ___________________________________________ Date : ______________________

Name of Teacher: ________________________________ Section: ____________________

Picture B:

1. What is the image all about? ___________________________________________________________

__________________________________________________________________________________
2. Does it suggest bias or prejudice? How do you say so? ______________________________________
__________________________________________________________________________________

Picture C:

1. What is the image all about? ___________________________________________________________

__________________________________________________________________________________
2. Does it suggest bias or prejudice? How do you say so? ______________________________________
__________________________________________________________________________________

PRACTICE EXERCISE 2
• A. Read each statement below and determine whether it represent BIAS or PREJUDICE by
writing it on the blank after the number.
1. “Brando doesn’t like Katy because she has a red hair.” _________________
2. “The substitute teacher walked into the room and I immediately knew that I wouldn’t like her
because of the way she was dressed.” _________________
3. “If he is elected, he would be the first Negro in the White House.” _________________
4. “We hired someone from a prestigious university last time and it worked out really well.”______
5. “I took one look at him and knew that we will never be friends.” _________________
6. “I will not vote for that politician because he is old and I believe all older people are slower and less
competent.” _________________
7. “Women shouldn’t work. They just need to stay at home.” _________________
8. “Carolyn is not very pretty, so I doubt that she is popular with the rest of the class.” _________________
9. “Look at our new classmates, they have different language. Let us not be friends with them”. ___________
10. “The woman at the reception desk wouldn’t let me into the restaurant because she says my clothing was
inappropriate.” _________________

Page 9 of 20
 Module Code: PASAY-EN9-Q3-W6-D2
Name : ___________________________________________ Date : ______________________

Name of Teacher: ________________________________ Section: ____________________

GENERALIZATION
• BIAS- It is disproportionate (having or showing a difference that is not fair) weight in favor of or against
one thing, person, or group compared with another, usually in a way considered to be unfair.
o Example:
1. “She won the contest because her uncle is one of the judges.”
• PREJUDICE-It refers to a preconceived opinion or feeling toward a person based solely on their
affiliation with a group. It often casts an unfavorable light on someone simply because they're a member
of some ethnic group, religion, or organization.
o Example:
1. “This is restaurant is for white people only.”
• Prejudice can be based on a number of factors including sex, race, age, sexual orientation, nationality,
socioeconomic status, and religion. Some of the most well-known types of prejudice include:
(1)racism; (2)sexism; (3)ageism; (4)classism; (5)homophobia; (6)religious prejudice; and
(7) xenophobia

EVALUATION

• Reflect on the question below.

CAN BIASES OR PREJUDICES BE AVOIDED? HOW DO YOU SAY SO?

_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________

REFERENCES:Online References: https://www.coursehero.com/file/44285528/Differentiate-biases-from-

prejudicespptx/ https://examples.yourdictionary.com/examples-of-bias.html https://www.verywellmind.com/what-is-
prejudice-2795476 https://www.gpisd.org/cms/lib01/TX01001872/Centricity/Domain/2148/Week%209.pdf
Prepared by: Karen V. Mortera
PASAY CITY EAST HIGH SCHOOL

Page 10 of 20
 Module Code: PASAY-EN9-Q3-W6-03
Name : ___________________________________________ Date : ______________________

Name of Teacher: ________________________________ Section: ____________________

DEPARTMENT OF EDUCATION – NATIONAL CAPITOL REGION

SCHOOLS DIVISION OF PASAY CITY

MODULE IN ENLISH 9
Third Quarter/ Week 6/ Day 3

OBJECTIVE: Interpret the message conveyed in a poster. EN9VC-IIIc-1.2/2.2

YOUR LESSON FOR TODAY

• POSTER- A poster is any piece of printed paper designed to be attached to a wall or vertical
surface. Typically posters include both textual and graphic elements, although a poster may be either
wholly graphical or wholly text. Posters are designed to be both eye-catching and informative.
• PURPOSES OF POSTER-Posters may be used for many purposes. They are a frequent tool of
advertisers, propagandists, protestors and other groups trying to communicate a message. Posters are also
used for reproductions of artwork, particularly famous works, and are generally low-cost compared to
original artwork.
ANALYZING AND INTERPRETING POSTERS
• Learning how to analyze the visual and verbal aspects of a poster is a valuable skill to learn. A useful way
to do this is to employ a series of questions to help you identify the key elements of the poster and their
intended impact.
• These questions can be divided into three aspects:
1. VISUAL- This aspect is all about what you can see on the poster.
▪ What is salient image? That is, what is the first image that your eye is drawn to when looking at the
poster?
▪ What is the reading path? Generally, we ‘read’ images left to right and top to bottom, just the same
as if we were reading text. However, sometimes the reading path of an image is set out for us by the
placement of the salient image.
▪ What is the composition of the poster? What has been included or omitted? What effect does this
have on the viewer?
▪ What is the layout of the poster? What is the orientation of various figures within the poster? Do
we look up to them or down on them (this is called the point of view).
▪ What colours have been used? The use of colour can be very important as certain colours evoke
emotional responses in people. (For example: red can mean anger, danger, passion or stop, white is
innocence, purity and peace, black means death, evil, sickness and night)
▪ What is the body language of any of the figures in the poster? What are the facial expressions,
gestures, stance or position of any human figures?
▪ What symbolism has been used? Symbolism is the use of an image to represent an idea. Are the
symbols used clear, dramatic or memorable?
2. VERBAL- This aspect is about what is stated in the poster, both overtly and implied.
▪ What language is being used? Does it have positive or negative connotations?
▪ Does the language use generalizations, stereotypes, clichés or slogans? Generalizations are
statements made by inferring information from specific cases and then applying it to the whole without
enough evidence to support the statement, stereotypes are similar to generalizations but are applied to
a particular type of person or thing, clichés are well-used phrases that refer to common situations, and
slogans are short, phrases most often used in advertising or by governments to encapsulate an idea
▪ What appeals to the emotions of the reader are being made? Appeals can be made to many
emotions such as fear/safety, authority, tradition, patriotism, love, adventure/challenge, pride/vanity,
guilt, inclusion, money or logic.
3. CONTEXT- This aspect is all about the background and purpose of the poster.
▪ Who created it? When was it created?
▪ What was happening in the society at the time? Does this have any bearing on the content of the
poster?
▪ Who was its intended audience?
▪ Why was it created? What was its purpose?

Page 11 of 20
 Module Code: PASAY-EN9-Q3-W6-03
Name : ___________________________________________ Date : ______________________

Name of Teacher: ________________________________ Section: ____________________

EXAMPLES OF POSTERS AND ITS MEANING

This simple poster from the Second World War sent the clear message to the civilians of the Allied
Powers that Hitler’s Germany had means of listening into their communications.

This poster goes against child labor and shows small children working hard while a large and portly
man looks on with bags of money at his feet. It depicts him as stealing their innocence and childhood,
due to the incredibly dangerous nature of the jobs they were forced to work to help feed themselves
and their families while being paid incredibly small sums.

A powerful anti-smoking statement, this poster borrows from the classic Atari game Pong. The
cigarette acts as one of the ‘paddles’ and keeps ticking away at the lungs one piece at a time. The
viewer knows that if the game were to continue, the lungs would be destroyed completely, which
ultimately symbolizes a ‘game over’ – or death.

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 Module Code: PASAY-EN9-Q3-W6-03
Name : ___________________________________________ Date : ______________________

Name of Teacher: ________________________________ Section: ____________________

TRY TO DISCOVER
• Match the posters in column A to the BEST message that is suitable for it in column B.

COLUMN A COLUMN B
A. A clean environment is essential for healthy
living: The more you don't care about our
environment, the more it will become
polluted with contaminants and toxins that
have a harmful impact on our health. Air
pollution can cause respiratory diseases and
cancer, among other problems and diseases.

B. Education transforms children's lives by

helping them overcome poverty. This leads
to better health and increased income
opportunities. Without it, many children
remain trapped in a life of poverty and
hardship.

C. A clean environment is vital to not only to

our own healthy living, but survival of all
living things.

D. Being bullied leaves a lasting mark on

young victims' bodies and minds years after
the bullying ends.

E. Education lessens the challenges you will

face in life. The more knowledge you gain
the more opportunities will open up to
allow individuals to achieve better
possibilities in career and personal growth.

F. .Environmental protection is one of the

basic prerequisites for the overall
development of the country.

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 Module Code: PASAY-EN9-Q3-W6-03
Name : ___________________________________________ Date : ______________________

Name of Teacher: ________________________________ Section: ____________________

ARE YOU READY TO PRACTICE?

Is today’s lesson clear to you? Let’s continue to find out the best way to analyze and understand
different posters to be able to determine its message.

PRACTICE EXERCISE 1
• Identify the key elements of the poster below by answering the questions.

1. What are the main colors used in the poster? __________________________________

2. What symbols (if any) are used in the poster? __________________________________
3. Describe what can be seen in the poster. __________________________________
4. Who do you think is the intended audience for the poster? __________________________________
5. What language is used? __________________________________
6. Does the poster use slogan? How do you say so? __________________________________
7. What do you think is the purpose of this poster? __________________________________
8. What do you think is the message of the poster? __________________________________

PRACTICE EXERCISE 2
• Study the poster below and answer the questions that follow.

1. What do you think is the best title that is suitable for the poster above?
__________________________________________________________________________________
2. Describe the image/object that you see. What do you think it represents?
__________________________________________________________________________________
3. What are the words found in the poster?
__________________________________________________________________________________
4. Based on the words and image of the poster, who do you believe is the intended audience? Why?
__________________________________________________________________________________
5. What do you think is the message of the poster above?
________________________________________________________________________________

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 Module Code: PASAY-EN9-Q3-W6-03
Name : ___________________________________________ Date : ______________________

Name of Teacher: ________________________________ Section: ____________________

GENERALIZATION
• POSTER- A poster is any piece of printed paper designed to be attached to a wall or vertical surface.
Typically posters include both textual and graphic elements, although a poster may be either wholly
graphical or wholly text. Posters are designed to be both eye-catching and informative.
• A useful way to analyze the visual and verbal aspects of a poster is to employ a series of questions to help
you identify the key elements of the poster and their intended impact.
• These questions can be divided into three aspects:
1. VISUAL- This aspect is all about what you can see on the poster.
2. VERBAL- This aspect is about what is stated in the poster, both overtly and implied.
3. CONTEXT- This aspect is all about the background and purpose of the poster.

EVALUATION

• Design your own poster about any topic/theme of your choice in the box below. Afterwards,
give its message on the blank provided below the box.

What is the message of your poster? _________________________________________________________________

________________________________________________________________________________________________

Prepared by: Karen V. Mortera

PASAY CITY EAST HIGH SCHOOL

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 Module Code: PASAY-EN9-Q3-W6-D4
Name : ___________________________________________ Date : ______________________

Name of Teacher: ________________________________ Section: ____________________

DEPARTMENT OF EDUCATION – NATIONAL CAPITOL REGION

SCHOOLS DIVISION OF PASAY CITY

MODULE IN ENLISH 9
Third Quarter/ Week 6/ Day 4

OBJECTIVE: Recognize faulty logic, unsupported facts, and emotional appeal. EN9LC-IIId-6.5

YOUR LESSON FOR TODAY

UNDERSTANDING FAULTY LOGIC
• LOGIC – is the use and study of valid reasoning
• FAULTY - (of reasoning and other mental processes) mistaken or misleading because of flaws.
• FAULTY LOGIC describes poor reasoning, such as the use of fallacious arguments like personal (ad
hominem) attacks, irrelevancies, analogies.
What are the types of faulty logic?
• Faulty Logic falls into six main types:
DEFINITION: The argument goes around and around with the reason making the
same claim as the original argument.
Circular Reasoning EXAMPLE: “John Updike is a wonderful writer because he writes so well.”
EXPLANATION: The second half of the statement says basically the same thing
as the first half.
DEFINITION: assuming that what is true of whole must be true of the parts.(Look
for words such as all, every, and always.)
Overgeneralization EXAMPLE: "The Lakers are a great team, so every player must be great too."
EXPLANATION: It is an imperfect judgment (or faulty logic!) to assume that all
the players in the team are great just because it is a great team for you.
DEFINITION: The writer states a position that contradicts an earlier stated
premise.
Self-Contradiction EXAMPLE: “As Mayor, my top priority will be improving education. So my first
act of office will be to cut funding for our public schools.”
EXPLANATION: Cutting public school funding contradicts the mayor’s first
statement that improving education will be his top priority.
DEFINITION: This occurs when two events happen at the same time, and an
assumption is made that one event causes the other.
False Causality EXAMPLE: "Our house was burglarized right after that new family moved in
next door.”
EXPLANATION:This statement attributes a false cause (new family next door)
to the effect (the burglary).
DEFINITION:This occurs when a single cause is assumed to have created a
problem or an issue. In reality, the problem or issue may have been created by a
Over-Simplification number of causes.
EXAMPLE: “The cause of the Civil War was slavery.”
EXPLANATION:The above statement is too simplistic. Slavery was only one of
several reasons the Civil War was fought.
DEFINITION: This occurs when the writer may be proven false or may be merely
stating an opinion.
Assumptions EXAMPLE: “The Superstition Mountains are the most beautiful mountains in
Arizona.”
EXPLANATION: Yes, these mountains are beautiful, but that is only one man’s
opinion. Others may think another mountain range in Arizona is more beautiful.
Where do we see faulty logic used?
In newspaper editorials In commercials/ads In TV shows
In conversations In books In magazines

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 Module Code: PASAY-EN9-Q3-W6-D4
Name : ___________________________________________ Date : ______________________

Name of Teacher: ________________________________ Section: ____________________

The following images suggest a type of faulty logic.

Circular Reasoning

Overgeneralization

Self-Contradiction

False Causality

Over-Simplification

Assumptions

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 Module Code: PASAY-EN9-Q3-W6-D4
Name : ___________________________________________ Date : ______________________

Name of Teacher: ________________________________ Section: ____________________

TRY TO DISCOVER
• The following are the strategies in recognizing the type of faulty logic.

STRATEGIES TYPE OF FAULTY LOGIC

Try to identify an end result or effect. Ask yourself: False Causality
Did the reason given really cause the end result?

Look at the end of the sentence. Is it really similar Circular Reasoning ______________
to the beginning? Is it going around and around? _
Remember! Look for words like all, every, and Overgeneralization______________
always

Look at the beginning of the sentence; look at the Self-Contradiction __

end. Are they the opposite of each other?

Look for an effect that has MANY possible causes. Oversimplification

_______________

Ask yourself: Is this statement true? Often, in an Assumption ______________

assumption, the statement is either false or an
opinion. Often, the assumption is based on a
stereotype.

ARE YOU READY TO PRACTICE?

Is today’s lesson clear to you? Let’s continue to find out the best way to understand and recognize
faulty logic and its types.

PRACTICE EXERCISE 1
• Identify the type of faulty logic used in following statement. On the blank before the
number, write CR for Circular Reasoning, O for Overgeneralization, SC for Self-
Contradiction, FC for False Causality, OS for Over-Simplification, and A for Assumption.

_____1. “I argued with Mrs. Coulter before I turned in my homework so I got a bad grade on my
paper.
_____2. “I hated the movie because it was the worst movie I ever saw.”
_____3. “All football players are poor students.”
_____4. “I know why you failed all your classes last semester. You don’t study.”
_____5. “The first rule is that there are no rules.”
_____6. “You got a good grade on your essay because the teacher likes you.”
_____7. “I see a dark cloud on the horizon. Dark clouds mean rain. It’s going to rain here today.”
_____8. “No matter what others say, this musical was the best ever in the history of all schools.”
_____9. “I am proud that I am humble.”
_____10. “Eighteen-year-olds have the right to vote because it's legal for them to vote.”

PRACTICE EXERCISE 2
• Observe the dialogue in each picture below and identify the type of faulty logic it expresses.
Don’t forget to explain your answer afterwards. (10 pts.)
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 Module Code: PASAY-EN9-Q3-W6-D4
Name : ___________________________________________ Date : ______________________

Name of Teacher: ________________________________ Section: ____________________

1.
Type of faulty logic: ___________
___________________________
Explanation: ________________
____________________________
___________________________
___________________________
___________________________
___________________________
____________________________

2.
Type of faulty logic: ___________
___________________________
Explanation: ________________
____________________________
___________________________
___________________________
___________________________
___________________________
___________________________

3.

Type of faulty logic: ___________

___________________________
Explanation: ________________
____________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________

4.
Type of faulty logic: ___________
___________________________
Explanation: ________________
____________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________

Page 19 of 20
 Module Code: PASAY-EN9-Q3-W6-D4
Name : ___________________________________________ Date : ______________________

Name of Teacher: ________________________________ Section: ____________________

5.
Type of faulty logic:___________
___________________________
Explanation: ________________
____________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
GENERALIZATION
• LOGIC – is the use and study of valid reasoning
• FAULTY - (of reasoning and other mental processes) mistaken or misleading because of flaws.
• FAULTY LOGIC describes poor reasoning, such as the use of fallacious arguments like personal (ad
hominem) attacks, irrelevancies, analogies.
• TYPES OF FAULTY LOGIC: Faulty Logic falls into six main types:
o Circular Reasoning, Overgeneralization, Self-Contradiction, False Causality,
Over-Simplification, Assumptions

EVALUATION

• Reflect on the question below.

WHY DO YOU THINK IT IS IMPORTANT TO UNDERSTANND AND RECOGNIZE

FAULTY LOGIC AND ITS TYPE?

__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
REFERENCES:
Online Reference: _____
https://www.midlandisd.net/cms/lib01/TX01000898/Centricity/Domain/129/COUCH%20PPT.pdf

Prepared by: Karen V. Mortera

PASAY CITY EAST HIGH SCHOOL

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