Learning Area ENGLISH

Learning Delivery Modality SYNCHRONOUS

School LIAN NATIONAL HIGH SCHOOL Grade Level GRADE 10

Teacher JOHN PETER T. TOLENTINO Learning Area ENGLISH

Teaching
NOVEMBER 6-10, 2023 Quarter FIRST
Date
Teaching
7:00 – 8:00 No. of Days 4
Time

 Demonstrate understanding of the use of persuasive language

I. OBJECTIVES  Construct examples of the use of persuasive language devices in a
campaign video

The learner demonstrates understanding of how world literature and other text
types serve as ways of expressing and resolving personal
A. Content
conflicts, also how to use strategies in linking textual information, repairing,
Standards
enhancing communication public speaking, emphasis markers
in persuasive texts, different forms of modals, reflexive and intensive pronouns.

B. Performance The learner composes a short but powerful persuasive text using a variety of
Standards persuasive techniques and devices.

C. Most Essential
Learning
EN10G-IVa-32: Observe the language of research, campaigns, and advocacies
Competencies
(MELC)
D. Enabling
Competencies (if Observe correct grammar in making definitions
available, write the
Use words and expressions that affirm or negate
attached enabling
competencies)
Language of Research,
II. CONTENT
Campaigns and Advocacies
III. LEARNING
RESOURCES
A. References
1. Teacher's
Guide Pages CLMD4A Budget of Work (BOW) for the English 10, p. 109
2. Learner's
Materials PIVOT4A – English 10 (Quarter 2), pp.6 - 9
Pages
3. Textbook
Pages N/A
4. Additional
Materials from
Learning N/A
Resource (LR)
portal
B. List of Learning
Resources for
Development and N/A
Engagement Activities
 Establish safe and
secure learning
Preliminary Activity:
environments to
Greetings
enhance learning
Checking of Attendance
through the
IV. PROCEDURES Short Briefing of Class Schedule:
consistent
Day 1: Introduction
implementation of
Day 2 and 3: Development and Engagement
policies,
Day 4: Assimilation
guidelines and
procedures.
WHAT I NEED TO KNOW?
OBJECTIVES OF THE LESSON:
 Demonstrate understanding of the use of persuasive
language
 Construct examples of the use of persuasive
language devices in a campaign video
WHAT’S NEW?
WHAT THE WORD
Guess the word by making sense of the numbers.
INDICATOR:
Used a range of
If 1 = A, and 26 = Z, then what are these words?
A. Introduction teaching
1. 18 5 19 5 1 18 3 strategies that
enhance learner
2. 3 1 13 16 1 9 7 14 achievement in
literacy and
3. 1 4 22 15 3 1 3 25 numeracy skills.
APPROACH:
4. 16 5 18 19 21 1 19 9 22 5 Learner-centered
5. 12 1 14 7 21 1 7 5 STRATEGY:
Collaborative

WHAT I KNOW? INDICATOR:

B. Development PRETEST Applied a range of
Match Column A with Column B. teaching
strategies to
develop critical
and creative
thinking, as well
as other higher-
order thinking
skills.

APPROACH:
Learner-centered

WHAT’S IN? STRATEGY:

ANALYSIS Paper-pencil
Watch the campaign video “Save Our Spots” by Tourism Objective type
test
Philippines and answer the questions that follow:
1. What is the message that the speaker wants to
communicate?
2. How did the speaker communicate the message?
3. Did you feel the need to do what the speaker said? Why?
INDICATOR:
4. What do you think is the purpose of these kind of videos? Applied a range of
5. Does the language used in the video help in achieving its teaching
purpose? strategies to
develop critical
and creative
thinking, as well
as other higher-
order thinking
skills.

WHAT’S IT? APPROACH:

Learner-centered
LECTURE A: RESEARCH, CAMPAIGN AND ADVOCACY
Research makes use of a formal, academic, and persuasive STRATEGY:
language to communicate discussions and present Collaborative
corresponding findings for variables studied. learning
A campaign, usually social or political in nature, is
technically defined as a planned set of activities that people
carry out to attain a certain goal or objective. INDICATOR:
Used a range of
An advocacy, meanwhile, refers to activities that argue,
teaching
plead, support, or favor a certain cause. Various causes for strategies that
advocacy usually aim to influence decision making especially enhance learner
with issues involving social, political, environmental and achievement in
economic perspectives. literacy and
The element of PERSUASION is the common factor one numeracy skills.
may observe in the language used in research, campaigns,
APPROACH:
and advocacies. There are several language features and
Learner-centered
devices that are usually employed in PERSUASIVE
WRITING. STRATEGY:
Lecture
LECTURE B: PERSUASIVE LANGUAGE DEVICES
C. Engagement WHAT’S MORE?
INDICATOR:
Applied a range of
teaching
strategies to
develop critical
and creative
thinking, as well
as other higher-
order thinking
skills.

APPROACH:
Learner-centered
 STRATEGY:
Quiz

WHAT CAN I DO?

PERFORMANCE TASK

INDICATOR:
Managed
classroom
structure to
engage learners,
individually or in
groups, in
meaningful
exploration,
discovery and
hands-on
activities within a
range of physical
learning
environments.

APPROACH:
Learner-centered

STRATEGY:
Collaborative
D. Assimilation WHAT CAN I DO? (ASSESSMENT) INDICATOR:
Identify what Persuasive Language Device is being Planned,
described in each number. managed and
implemented
developmentally
1. These are questions that are not supposed to be sequenced
answered. teaching and
2. This technique involves repeating keywords, phrases, or learning
ideas to appeal to the readers. processes to meet
3. This involves the use of words that evoke emotions and curriculum
make people feel a certain way. requirements and
varied teaching
4. The use of words that express modality or how likely
contexts.
something is going to happen helps adjust the level of
certainty of events to suit arguments. APPROACH:
5. Using carefully selected adjectives and adverbs makes it Learner-centered
possible for the writer to influence how the readers feel.
6. This involves the use of facts, figures, or quotes from STRATEGY:
experts Quiz
to highlight the writer’s authority and make the arguments
 presented more convincing.
7. This is done through the use of personal pronouns like
you, your, we, our, and indicative words like together.
8. Commonly used in advertisements, this persuasion
technique makes the audience believe the idea that
“everyone is doing it” or that everyone likes something.
9. This technique tries to link an object or an idea with
something already liked or desired by the target audience
such as wealth, success, pleasure, and security.
10. This means relying on expert advice from trusted people
like doctors, scientists, and other professionals for things that
the audience do not know.

The learners write in their portfolio about their personal Reflection type of
insights about the lesson. Learning
Start your insights by completing the following statements
V. REFLECTION below.
I understand that ______________________________.
I realized that _________________________________.
I wish to ask my teacher about_______________________.

VI. REMARKS
GRADE 10 ENGLISH is taken only four (4) times a week with one (1) hour per meeting.
VII. TEACHER’S REFLECTION
A. No. of learners who earned 80% in evaluation
B. No. of learners who required additional activities for remediation who scored below 80%
C. Did the remedial lesson 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 works?
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:

JOHN PETER T. TOLENTINO

Teacher I

Checked by:

TSINNO T. FLORENTINO
Master Teacher I

Noted by:

JEROME A. CUDIAMAT
Head Teacher I

Approved by:

SANIATA G. HERNANDEZ
Principal II