DAILY LESSON PLAN IN ENGLISH 10

Quarter 2 – WEEK 1
School Mauswagon IS Grade Level & Section 10
Teacher Jannaica Mae S. Baldon Quarter 2
Learning English Teaching Dates & Duration November 6-10,
Area 2023 / Up t0 4 days
I. LEARNING OBJECTIVES
Learning Competencies/Code Observe the Language Research, Campaign, and Advocacy- EN10G-
IVa-32
Objectives
 Knowledge/Cognitve - Define research, campaign, and advocacy.
 Skills/Psychomotor - Observe the language of Research, campaigns, and
advocacies.
 Attitude/Affective - Use an appropriate graphic organizer to show how the use of
language affects the way the writer conveys ideas and
information to the readers in various fields like research,
campaigns, and advocacies.
II. CONTENT Language of Research, Campaigns, and Advocacies
III. LEARNING RESOURCES
A. References
1.Teacher’s Guide pages
2.Learner’s Materials pages
3.Textbook pages
4.Additional Materials from Learning PIVOT 4A Learner’s Material Quarter 2 First Edition, 2020 Written
Resource (LR) portal by John Lerry F. Villalobos
"An Introduction to Advocacy and Campaigning". 2020.
B. Other Learning Resources Slideshare.Net. https://www.slideshare.net/CCIVS/an-introduction-
to-advocacy-and-campaigning.
C. Supplies, Equipment, Tools, etc. Laptop (if available), Chalkboard, Modules
IV. PROCEDURES
A. Review/Introductory The teacher will review the class with the previous lesson. She will ask about how to
Activity become an active listener discussed last time.

The teacher will then ask about the stages of listening.

1. Receiving – response caused by the sound waves stimulating the sensory
receptors of the ears.
2. Understanding – stage at which you learn what the speaker means – the
thoughts and the emotional tone.
3. Remembering – process of placing the appropriate information into short-
term or long-term storage.
4. Evaluating – a stage in which active listeners participate. Process of deiding
the value of the information to the receiver.
5. Responding – this stage requires that the receiver complete the process
through verbal and/or nonverbal feedback.

B. Activity/ Motivation The teacher establishes the context by asking a question: Have you ever listened to
someone campaigning for a certain cause or talking about a particular advocacy?
The teacher will then give a material.

C. Analysis/Presenting The teacher will then ask the following questions.

examples of the new
lesson where the 1. What is the material about?
concepts are 2. What specific message does it try to convey?
 clarified 3. Do you feel compelled to care or act after reading its contents? Why? Why
not?
4. What particular part of the material made you feel that you are part of the
issue?
5. When and where do you usually encounter materials like the one you have
just examined?

D. Abstraction The teacher will then proceed with the discussion of the lesson.

LANGUAGE OF RESEARCH, CAMPAIGNS AND ADVOCACIES

Language plays an essential role in our lives. More than just serving as a way for us
to communicate with one another, language also enables us to inform, entertain,
influence, and persuade others. This is usually the case when we engage in various
fields of interest like doing research work, campaigning for a specific cause, and
supporting an advocacy. While the said fields differ at some extent, one common
aspect that can be observed among them is the use of a common language.

Research makes use of a formal, academic, and persuasive language to communicate

discussions and present corresponding findings for variables studied. Language
greatly matters in research as it enables the researcher to effectively communicate
valuable results to his or her target readers. The readers, meanwhile, will be able to
trust and make use of these facts and findings depending on how clearly the
researcher explains them in a particular language. In the case of research studies, the
language a researcher uses also adds up to how reliable and convincing the research
findings can be.

For some, understanding the language of research can also mean becoming familiar
and acquainted with terminologies usually associated with conducting research
studies. These terminologies include theories, concepts, variables, hypotheses, and
samples.

It is also vital to understand that research works always make use of academic and
persuasive language since the results and findings obtained from these investigative
endeavors contribute to and become part of the existing body of knowledge.

On the other hand, campaign and advocacy are two closely related concepts usually
seen in the form of speeches, print-based materials, songs, video clips, and
informational advertisements, among others. 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. A campaign speech, basically, is a well-planned
speaking activity that aims to excite, persuade, and/or motivate listeners convincing
them to adhere to the speaker9s ideas. Convincing the listeners can be achieved by
employing strong and emphasized persuasive language leaving them with good and
impressive points that they can remember.

An advocacy, meanwhile, refers to activities that argue, plead, support, or favor a

certain cause. Various causes for advocacy usually aim to influence decision making
especially with issues involving social, political, environmental and economic
perspectives. While advocacy may be similar to campaign in some points, advocacy
speeches present strong points that may either support or contradict existing policies
and legal mandates on specific topics or issues.

Simply put, the element of persuasion is the common factor one may observe in the
language used in research, campaigns, and advocacies. While each one differs when
it comes to the degree of formality and use of subject-specific terminologies, how
each resorts to the use of persuasion as a technique is always notable. Here are some
of the language features or language devices usually employed in persuasive writing.

It is important to understand that different techniques work for different purposes.

Here are some of the many techniques used in persuasion.
 1. Emotive Language. This involves the use of words that evoke emotions and
make people feel a certain way. Through the use of words that appeal to the
emotion, the writer can sound more convincing. This is a commonly used
technique when writing headlines in newspapers or delivering speeches.
2. Modal Verbs. The use of words that express modality or how likely
something is going to happen helps adjust the level of certainty of events to
suit arguments. When carefully chosen, these words (may, might, will, must,
shall, can, could, would, ought to) help improve the quality of persuasive
writing.
3. Involving the Reader. This is done through the use of personal pronouns
like you, your, we, our, and indicative words like together. Using these words
establishes a connection between the author and the reader. This way, the
issue is made personal and more important to the reader.
4. Rhetorical Questions. These are questions that are not supposed to be
answered. Instead, they are asked for effect, to illustrate a point or let the
reader think. The use of questions that sometimes state the obvious can
convince the reader to agree on the points being presented.
5. Using Evidence. This involves the use of facts, figures, or quotes from
experts to highlight the writer9s authority and make the arguments presented
more convincing.
6. Repetition. This technique involves repeating keywords, phrases, or ideas to
appeal to the readers.
7. Adjectives and Adverbs. Using carefully selected adjectives and adverbs
makes it possible for the writer to influence how the readers feel.
8. Association. 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.
9. Bandwagon. Commonly used in advertisements, this persuasion technique
makes the audience believe the idea that <everyone is doing it= or that
everyone likes something.
10. Experts. This means relying on expert advice from trusted people like
doctors, scientists, and other professionals for things that the audience do not
know. The idea that these experts are risking their credibility to support an
object or idea makes the persuasion more effective.

E. Valuing: Finding The teacher will let the students group themselves into five members.
Practical
Applications of Describe your observations of the language employed in the advocacy material
Concepts and Skills below. Cite also if the writer/author made use of any language device used in
in Daily Living persuasion.
 Use an appropriate graphic organizer to show how the use of language affects the
way the writer conveys ideas and information to the readers in various fields like
research, campaigns, and advocacies.

F. Generalization
The teacher then asks her students what they have understood so far from the lesson.
The teacher will also ask the learners why it is important to observe and understand
the common language used in the fields of research, campaigns, and advocacies.

G. Assessment Learning Task 1: Read the statements carefully. In your notebook, write TRUE if
the statement is correct and FALSE if it says otherwise.

______ 1. Language plays an important role in achieving one9s purpose for

writing.
______ 2. Supporting a campaign or an advocacy requires the use of strong
persuasive language.
______ 3. Research employs specialized language that usually depends on the topic
or field being studied.
______ 4. Ones choice of words does not matter when delivering a campaign
speech.
______ 5. To persuade or influence is generally the main goal of campaigns.

Learning Task 2: Identify the type of persuasive technique being described.

Choose from the options provided.

involving the reader | use of evidence | rhetorical questions

experts | emotive language | association

1. This technique makes use of facts, figures, and quotes from experts.
2. It involves linking an object or an idea with something already liked or desired.
3. It involves the use of words that evoke emotions.
 4. This persuasion technique makes use of expert advice from trusted
personalities like doctors and scientists.
5. In this technique, questions that make the readers think are given or asked.

V. REMARKS
VI. REFLECTIONS
A. No.of learners who
learned 80% on the
formative assessment
B. No.of learners who
require additional
activities for remediation.
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
these work?
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:

JANNAICA MAE S. BALDON

Teacher 1, Mauswagon Integrated School

Checked by:

MELANIE M. FABREA
Teacher III / School-In-Charge
LESSON PLAN IN ENGLISH 10 Quarter 2 – Week 1
 School Mauswagon IS Grade Level & Section 10
Teacher Jannaica Mae S. Baldon Quarter 2
Learning English Teaching Dates
Area
II. LEARNING OBJECTIVES
Learning Competencies/Code - Observe the Language Research, Campaign, and Advocacy-
EN10G-IVa-32
Objectives
 Knowledge
- Define research, campaign, and advocacy.
 Skills
- Observe the language of Research, campaigns, and advocacies.

 Attitude
- Make a campaign and advocacy of the topics.
IV. CONTENT Language of Research, Campaign and Advocacy
VI. LEARNING RESOURCES
B. References
2.Teacher’s Guide pages

4.Learner’s Materials pages

6.Textbook pages
Self-Learning Module for Quarter 2-Module 1 about Language of
8.Additional Materials from Learning
Research, Campaign, and Advocacy written by Lillian S.
Resource (LR) portal
Pagulongan and Alvin A. Sevilla
"An Introduction to Advocacy and Campaigning". 2020.
D. Other Learning Resources Slideshare.Net. https://www.slideshare.net/CCIVS/an-
introduction-to-advocacy-and-campaigning.
F. Supplies, Equipment, Tools, etc. Laptop (if available), Chalkboard, Modules
IV.PROCEDURES
B. Review/Introductory The teacher will review the class with the previous lesson. He/she will ask about
Activity the types of communicative styles discussed last time.

The teacher will then ask the class what are the different literary texts and its
definition. These are the following:

A. Descriptive - a text that creates a picture of a person, place, thing or event. It also
tells what something looks, sounds, smells, tastes or feels like.
B. Narrative - a text that tells a series of events in chronological order.
C. Expository - a text that provides explanation of a specific topic; gives facts,
reasons, explanations or examples with supporting details and conclusions about
the topic.
D. Persuasive - a text that aims to present a point of view and seek to convince a
reader.
E. Argumentative - a text that attempts to present and explain the issue or case,
gives reasons and supports these reasons to prove its point and refutes or proves
wrong the opposing argument.

D. Activity/ Motivation
UNJUMBLE LETTERS

The Teacher will ask the class to arrange the letters to form a word:

SERERCHA – provides solutions to the problems RESEARCH

PAIGNMAC – advertisemnts that revolve a single subject CAMPAIGN
CYCAADVO – it is an action for-a-cause ADVOCACY

F. Analysis/Firming Up The teacher will then process each answer presented by the class and will introduce
the topic of the day.

H. Analysis/Presenting The teacher will then proceed with the discussion of the lesson.
examples of the new
lesson where the A. RESEARCH
concepts are clarified -is an imperative area in not just the field of education, but in other fields as
well.
-it primarily focuses upon improving quality and is a research for knowledge
(Kapur, 2018)
-It shows how to make provisions of solutions to a problem in a scientific and
methodical manner.

Learning the language of research can help you understand research answers
Prepared by:

JANNAICA MAE S. BALDON

Teacher 1, Mauswagon Integrated School

Checked by:

MELANIE M. FABREA
Teacher III / School-In-Charge