LESSON PLAN

Date: October 20, 2023

Objectives:

At the end of the study, the students should be able to:

 Identify the propaganda techniques through the given text and advertisement;
 recognize the importance of analyzing the intention of words or expressions used in
propaganda techniques; and
 create their text/print advertisement using a specific propaganda technique.

Topic: Propaganda Technique

Materials: Power Point Slide
References:

TIME
ALLOTMENT ACTIVITIES
ROUTINARY MATTERS:
5 minutes
1. Greetings
2. Prayers
3. Checking attendance
4. Class management

10 minutes Preliminary Activity:

 Present an audio clip of 5 songs and the students will try to guess
the title of the song and share their thoughts about it.
 DRAW THIS: In “Draw This” students will simply think they are
drawing. The students will get a blank piece of paper. Now, give
one drawing instruction such as “Draw a square. Keep giving
instructions until the papers have made it all the way around the
room. Now see which papers have turned out correctly which is
the output should be a “HOUSE”.
30 minutes Abstraction:
 What Is Active Listening?
Active listening requires you to listen attentively to a speaker, understand
what they’re saying, respond and reflect on what’s being said, and retain
the information for later. This keeps both listener and speaker actively
engaged in the conversation.
The listener may use active listening techniques like paying close attention
to the speaker’s behavior and body language in order to gain a better
understanding of their message — and may signal that they’re following
along with visual cues such as nodding, eye contact, or avoiding potential
interruptions, like fidgeting and pacing.

 The Purpose & Benefits of Active Listening

- When a leader engages in active listening, it helps establish trust
between both parties, shows empathy for others, and fosters
psychological safety. Being a thoughtful listener, asking questions,
seeking clarification, and encouraging others to share their
perspective and will reinforce your role as a spouse, friend,
colleague, coach, and mentor.
- Being a strong, attentive listener who can provide effective feedback
will also enable you to coach your people more effectively. Your co-
workers and direct reports will respect you more, and you’ll likely
see improvements in your relationships with them as a result.
- Once you begin to put the active listening skillset into practice, you’ll
notice the positive impact it has in a number of areas, including in
personal and professional relationships, at work, and in various
social situations.

 The Active Listening Skillset: 6 Steps

1. Paying Attention
2. Withholding Judgment
3. Reflecting
4. Clarifying
5. Summarizing
6. Sharing

 Types of Listening
  Teaching Listening Steps
Step One: Pre-Listening
1. Set a goal.
According to Funk and Funk (1989), it’s important to have a goal or purpose
for every listening activity. First, begin by stating a purpose. This will give
students guidance to know where to focus, enabling them to achieve
success.
2. Build Background.
Next, help students connect what they already know with what they will
hear in the audio story by asking questions about their personal experiences
with the topic.
3. Prepare the Environment.
If playing the story out loud to the whole class, limit distraction by making
the environment at home or in school as quiet as possible. For instance, use
headphones for listening if appropriate.
4. Introduce Listening Strategies
Next, introduce tools and strategies for successful listening (see below).
Step Two: Teaching During Listening
5. Scaffold Note-Taking.
Students can use a listening organizer to help them focus on important
ideas and details while listening to the story, which can help to deepen their
understanding. For example, listening organizers might include T-charts,
Venn diagrams, or a blank page to keep track of a character’s actions in the
story. Such organizers can guide students in taking notes to help them focus
their listening and teach them strategies to support comprehension in other
contexts.
 6. Explain Problem-Solving Strategies.
If students do not understand a word or idea, they can use clues from the
story to make a guess. If they are listening independently, they can stop the
audio and think or listen again as needed. They can be “problem-solving
listeners”. These strategies should be taught before students begin listening
with reminders provided as needed.
Step Three: Post-Listening
7. Reflect on the Audio Story.
Finally, engage students in synthesizing what they learned from listening to
the story with a focus on key understanding goals. For example, ask
students to respond to listening comprehension questions in writing and
then share their responses. This could either be with a partner, small group,
or in front of the whole class. Discuss key themes in the story and
encourage students to make connections to other texts or experiences.
Students can respond to questions about the story through writing,
speaking in conversation, recording themselves speaking, or a combination.

 HOW ARE LISTENING SKILLS ASSESSED?

 HOW SHOULD ASSESSMENT INSTRUMENTS BE SELECTED OR

DESIGNED?

Identifying an appropriate instrument depends upon the purpose for

assessment and the availability of existing instruments. If the purpose is to
assess a specific set of skills -- for instance, diagnosing strengths and
weaknesses or assessing mastery of an objective -- the test should match
those skills. If appropriate tests are not available, it makes sense to design
an assessment instrument to reflect specific needs. If the purpose is to
assess communication broadly, as in evaluating a new program or assessing
district goals, the test should measure progress over time and, if possible,
describe that progress in terms of external norms, such as national or state
norms. In this case, it is useful to seek out a pertinent test that has
undergone careful development, validation, and norming, even if it does
not exactly match the local program.
30 minutes Application:

Listen and Act

 Group 1- Friend in need’s A friend indeed
Group 2 – Who is happy?
Group 3 – Having a best friend

RUBRICS

Criteria Wei
Exceptional Admirable Acceptable Attempted
ght
(10) (7) (5) (1)
Factual Factual Factual Information
Understa 40 information information informatio is accurate
nding of % is accurate. is mostly n is Presentation
the topic Indicates a accurate somewhere is off topic
clear Good accurate
understandi understandi Fair
ng ng of topic understand
ing of topic

Cooperati 30 All Some Few One person

on % members members members does all the
contribute contribute contribute work

Show Shows some Unsure of Portrayal

Presentat 30 confidence confidence responsibili stalls
ion % Informative Present ty Lacks
Entertainin some Somewhat information
g; engages information informativ Audience
audience Engages e bored
Speaks audience Engages Mumbles
loudly and Can be audience Body
clearly heard intermitten language is
Appropriate Some use of tly lacking;
use of body body Hard to inappropria
language language hear te
Some
movement

30 minutes Assessment:
Quiz 1 (Identification)

1. is an active listening technique that indicates that you and your

counterpart are on the same page.
2. is to evaluate the message that is being sent and decide for
 yourself if the information is valid.
3. You are stepping into the other’s shoes to get a better
understanding of what it is he/ she is talking about.
4. requires an open mind
5. represent typical oral language
6. Don’t be shy to ask questions about any issue that’s ambiguous
or unclear when engaging in active listening.
7. Students can use a listening organizer to help them focus on
important ideas and details while listening to the story.
8. listening for enjoyment.
9. Restating key themes as the conversation proceeds confirms and
solidifies your grasp of the other person’s point of view.
10. requires you to listen attentively to a speaker, understand what
they’re saying, respond and reflect on what’s being said, and
retain the information for later.

Quiz 2 (Enumeration)

1. Teaching Listening: 3 Steps

2. The Active Listening Skillset: 6 Steps
3. 4 Types of Listening

Quiz 3 (Essay)

What have you learned about active Listening?

(at least 10 sentences)