School: LAS NIEVES NATIONAL HIGH SCHOOL Grade Level: 8

GRADES 1 to 12 Teacher: MS. MA. VICTORIA C. EBUÑA Learning Area: ENGLISH

DAILY LESSON LOG Teaching Dates and
02/12-16/2024 Quarter: 2nd QUARTER
Time:

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES
A. GRADE LEVEL The learner demonstrates communicative competence through his/ her understanding of Afro-Asian Literature and other texts.
STANDARDS: types for a deeper appreciation of Philippine Culture and those of other countries.
B. Learning Competencies  Examine biases (for or against) made by the author EN8RC-IIIg-3.1.12
 Analyze intention of words or expressions used in propaganda techniques (EN8V-lllg-26).
Objectives At the end of the lesson, At the end of the lesson, At the end of the lesson, At the end of the lesson,
students are expected to: students are expected to: students are expected to: students are expected to: CATCH UP
FRIDAY
a. define Bias; a. recognize if the message of a. identify the different a. determine the intentions ACTIVITIES
b. determine the concept of the author is for or against a propaganda techniques; of Propaganda words and
bias; certain issue; b. realize the importance of expressions;
c. identify the author’s biases in b. evaluate biases found in propaganda techniques in b. evaluate the words and
given statements; and text by determining the consumer response; and expressions as tools used in
d. create a message that author’s use of diction and c. Analyze and identify the propaganda techniques;
promotes fair and unbiased evidence; and propaganda technique used and
writing. c. reconstruct a one-sided in each situation. c. create text/print
statement about a social, advertisement about a
moral, or economic issue by Local product/tourist
eliminating biases. attraction in Las Nieves
using a specific propaganda
technique.

Integration: Tourism
II. CONTENT Analyzing Propaganda
Identifying Bias Statements Author’s Biases Propaganda Techniques
Words and Expressions
III. LEARNING RESOURCES
A. References GRADE 8 MODULE QUARTER 3, GRADE 8 MODULE QUARTER GRADE 8 MODULE GRADE 8 MODULE
CURRICULUM GUIDE ENG 8 3, CURRICULUM GUIDE ENG 8 QUARTER 3, CURRICULUM QUARTER 3, CURRICULUM
GUIDE ENG 8 GUIDE ENG 8
1. Additional Materials
from Learning
Resource (LR) Portal
B. Other Learning . Website:Savvy info https://
 Resources
IV. PROCEDURES
A. Reviewing previous lesson or presenting the new lesson
B. ACTIVITY Activity 1.What’s in?
Directions: Read the sentences
carefully. Put a check mark (√) if
the sentence
connotes a positive message and
a cross-mark (x) if it is negative.
Write your answers
on a separate sheet of paper.
1. People should stay at home
during pandemic.
2. Washing of hands is optional.
3. Wearing a face mask is a
must.
4. People are not following social
distancing.
5. Using rubbing alcohol
regularly is important.
(The sentences above conveyed
positive and negative opinions
about a certain issue. Opinions,
for or against, are based from
personal views that may be
biased. Hence, it is important to
consumers: Detecting bias in
the news. (2020, October 5).
University of Washington
Libraries. Retrieved May 21,
2022, from
https://guides.lib.uw.edu/rese
arch/evaluate/bias
YouTube VideoLink:
https://www.youtube.com/wa
tch?v=vap17sfk2Fc
ACTIVITY 1: Semantic Web
Directions: Fill in the semantic
web with words or phrases
that relate to the word “Bias”.
Self – Check:
• Are the words/phrases
related to bias?
• Do the words/phrases
convince you about the
definition of bias?
www.youtube.com/watch?
v=0Z_aLIxqBVo
(Game-based Activity) Activity 1. What I Know
Activity 1: Your Tagline Let the students answer the
Sounds Familiar! questions on the Module
(English Quarter 3 Week
2 :page 1-4 )
Game Mechanics:
The class will be divided
into 3 groups. Each group
will receive pieces of paper
and a marker. The task of
the group is to guess the
name of the television
commercial based on the
tagline that will be flashed
on the screen.
 examine biases that could
influence one’s judgment on a
particular issue. You will learn
more about this as you proceed
to the other parts of this
module.)
C. ANALYSIS (As mentioned, people can be
easily swayed by differing
viewpoints, it is, however,
interesting to note what factors
explain how and why people are
influenced by bias.)
What’s New?
Activity 2: Pick Your Favorite
Directions: Pick your favorite
between the given options
below.
The teacher shows a video Activity 2: Convince Me!
of the Manobo tribe’s Activity 2: Gallery Walk
embroidery and beadwork. Let the students examine
The teacher shortly elaborates the various advertisements
conscious and unconscious posted on the wall inside
bias. the classroom. Let them
➔YouTube Video Link: identify the Propaganda
https://www.youtube.com/ Technique used and cite
watch?v=AWvuDRC1ymM two (2) most powerful
(let the students read the words or phrases that they
comic strip and answer the consider effective in
guide questions.) convincing them or other
people.
 1. Basketball or Volleyball
2. English or Math
3. Mobile Legends (ML) or
Defense of the Ancients (DOTA)
4. Kpop (Korean Pop) or OPM
(Original Pinoy Music)
5. Facebook or Instagram
6. Mahal mo o Mahal ka?
Self - Check
 What made you choose your
answers in the activity?
(Let the learners list their
reasons for choosing their
answers in the given activity)
Self - Check
 Were your reasons based on
facts or personal preferences?
(The teacher will process the
students’ answers to prepare
them for the discussion.)
D. ABSTRACTION What is it?
(In this part of the session the
learners will learn the concept of
bias and ways to determine the
author’s biases.)
Discussion of New Concept
 Defining Bias
The teacher instructs the
students to observe the given
examples of ways to spot
biases. This time, the teacher
lets the students identify the
example of bias used in the
statements as well as detect
the issues and discrimination.
Self Check
 Did the saleslady
successfully convince the (The teacher will process
customer to buy the the students’ answers to
product? prepare them for the
discussion.)
(Let the learners list words .
or phrases were used by the
saleslady to convince the
customer)
Self Check
 Do you think that the
techniques used here are
effective?
(In this part of the session,
you will learn more about
the nature of propaganda
and its types)
What is it?
Discussion of New Concept
 Propaganda
It is a form of
communication that is
aimed at influencing the
attitudes, perspectives
and emotions of people
or communities toward

 Author’s Biases
a. WHEN
(When he/she persuades the
reader to believe on his/her
own stand of the issue by
giving inaccurate information
or false impression even with
or without the intention of
misleading the readers.)
b. HOW TO DETERMINE THE
AUTHOR’S BIASES
(To determine the author’s
biases and to understand
his/her underlying purpose,
you must look at the use of
evidence and diction.)
Example:
Guide Questions to check the
author’s use of evidence.
 Does the author present more
positive evidences to support
one side of an
some
cause or position by
presenting only one side
of an argument.
 Types of Propaganda
Techniques.
(The teacher will discuss the
different types of
techniques and their
definition. The teacher will
show videos as an example
for each type.)
Guide Questions:
-What is Propaganda?
-What are the types of
-Propaganda Techniques?
-If you were the customer,
which technique do you
think would convince you
the most?
- Do you think these
techniques are effective?
Why or why not?
Guide Questions:
 What propaganda
technique is used in the
situation? What words or
phrases do you think
helped convince the
customer to patronize the
product?
 In terms of language
used, does the propaganda
achieve its purpose? How?
 Did the teenager make
the right decision of
immediately buying the
product
online? Why or why not?
 If you were the customer,
would you do the same
thing as the teenager did
in the situation? Why?
 How have your
knowledge about
propaganda technique so
far influence
your decision-making in
supporting ideas, buying
products, and availing
services?
 issue?
 Does the author present more
negative evidences to disprove
one side of an
issue?

Guide Questions to check the

author’s diction.
 Does the author use more
positive words and expressions
to present one side of an issue?
 Does the author use more
negative words and expressions
to present one side
of an issue?

E. APPLICATION
Activity 3. Biased or Not Biased
Analyze the evidence and the
diction used by the author.
Activity.
Directions: Each picture
conveys a biased idea of the
90’s perception of a social,
moral, or economic issue.
Create statements by
eliminating the biases
conveyed in each picture.
Activity 3. Look Who’s
Talking
Directions: Analyze and
identify the propaganda
technique used in each
situation. Select your
answer from the word bank.
Activity 3.
Directions: Look for
products, ideas, and
services advertised in the
television, radio,
newspapers, social media,
or even through direct
selling. Then, fill in the table
with the necessary
information.

1. ____________. A beach
Going to the Going to the resort has its poster with a
beach Mountain picture of a beautiful view
and

(Have the students read the
paragraph in small groups and
allow them to discuss their
answers to the guide questions
as they read.
Conduct a comprehension check
with questions related to the
text.
Facilitate class discussion on the
identified elements in the text.)
Self Check
 Which would you prefer—the
beach or the mountains?
 What factors come into play
when you choose based on
your personal preferences?
Explain your answer.
(experience, upbringing, trend,
environment, culture, etc.)
a tagline that says,
“Experience real paradise!,”
designed to attract tourists.
2. ____________. A political
candidate is labelling his
opponent a “corrupt
leader”.
3. ____________. A
common family is shown in
an advertisement happily or
excitedly
having noodles for their
dinner.
4. ____________. A seller of
a handbag says to the
customer, “You’ll look
elegant
with this bag on you!”
5. ____________. A make-
up brand says that its
products will make you look
young
and beautiful but it doesn’t
tell you the possible side
effects of the chemicals in
products do to your skin.
6. ____________. An avid
fan feels good about herself
as she uses the shampoo
patronized by her favorite
model endorser.
7. ____________. A student
argues to his teacher that it
is better to submit his
project very late than never
submitting it at all. The
 student contends that it is
a lesser evil to do so.
However, the manner of the
student seems off since he
is
just playful talking to the
teacher about it even if the
situation is a serious matter
in school.
8. __________. Maria has
doubts about buying
products online, but since
most of
her friends are doing it she
dismisses her doubts and
went ahead to buy some
products online.
9. ___________. A leader in
his speech says, “We are
making a tremendous
progress
in our economy,” but he did
not discuss facts nor
present statistics to support
his claim.
10. __________. Holding a
toothpaste, a beauty queen
smiles and tells everyone
that
the product can really
whiten teeth and freshen
one’s breath.

F. ASSESSMENT
Assessment: Infographic Making Assessment 1: Sentence Assessment 1:Watch and Assessment: I Love Las
construction Learn Nieves!
Directions: Create an infographic
that shows 5 tips on how to
avoid biased writing on a long
bond paper. A rubric is given as
your guide.
Contents:
What is Bias?
Differences between bias and
unbiased
Tips on how to avoid biased
writing.
Directions: Reconstruct the
statement below by
eliminating biases.
“Strongmen easily get the task
done. The result hikes when
career-focused men
are automatically hired.”
Assessment 2; Answer page
14-15 on their SLM (Multiple
Choice)
Directions: List five
advertised products and
their corresponding taglines
on the table. Look for
advertisements from
available resources like
television, radio,
newspapers, or posters. Do
this on a separate sheet of
paper.
Example:
Product Tagline
Rejoice Shampoo
-------------“Smooth, with
perfume all day long.”
Assessment 2:
Directions: Based on
activity 3, analyze the
intention of words and
expressions used
in the taglines and answer
the questions that follow.
Directions: Create
text/print advertisement
about a Local
product/tourist attraction
in Las Nieves using a
specific propaganda
technique. A rubric is given
as your guide.
(-Coffee product in Casiklan
-Bocbocon Eco Adventure
featuring the Mankilana
Bamboo House and Natural
Pool, The Rock, Gulakan,
and Panabo (Cloud Viewing
in Bocbocon)
-Lola Modesta Integrated
Farm
-Ga-o Festival)

1. Which of the taglines do

you think are more enticing
for people to buy the
product
or accept the idea?
2. Which information in
the tagline do you find
less convincing?
3. Which information in
 the tagline do you think
is based on facts?
4. Which information in the
tagline is quite biased?
G. ASSIGNMENT
V. Remarks
VI. REFLECTIONS

A. No. of learners who

earned 80% on the
formative assessment
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 the 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
encountered 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?
Integrations:
BKD WATCH LOCALIZED IM’S SOLID WASTE TOURISM GAD

Prepared by: MA. VICTORIA C. EBUÑA Checked by: _____ANALYN L. YUTING___ Approved by: ____JEHO C. RAÑIN_____
SST I/English 8 Subject Teacher Head Teacher II/ LNNHS Academic Track Head Secondary School Principal III