DAILY LESSON PLAN IN ENGLISH 10

Quarter 3 – WEEK 1-2

School Mauswagon IS Grade Level & Section 10
Teacher Jannaica Mae S. Baldon Quarter 3
Learning English Teaching Dates & Duration February 5-8, 2023
Area / Up to 4 days
I. LEARNING OBJECTIVES
Learning Competencies/Code Compose an argumentative essay EN10WC-IIh-13
Objectives
 Knowledge/Cognitive - Define an argumentative essay.
 Skills/Psychomotor - Distinguish the structure of an argumentative essay.
 Attitude/Affective - Compose an argumentative essay.
II. CONTENT Argumentative Essay
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 LAS Quarter 3 First Edition, 2020
Resource (LR) portal
B. Other Learning Resources
C. Supplies, Equipment, Tools, etc. Laptop (if available), Chalkboard, Modules
IV. PROCEDURES
A. Review/Introductory Brainstorming Session
Activity The teacher will introduce the game called Would You Rather challenge. The
students will be given a series of satements that will prompt them to choose between
two options to which they will randomly give their answers. The statement are as
follows:

1. Would you rather be completely bald or covered from head to toe with hair?
2. Would you rather live in Narnia or go to school at Hogwarts?
3. Would you rather have overly large hands or very small feet?
4. Would you rather live without your phone for two weeks or your computer a
month?
5. Would you rather lose your ability to speack or have to say everything you are
thinking?

B. Activity/ Motivation Individually, students will read and analyze an essay about an “Abusive Driving”,
and in a sheet of paper, list down at least three arguments that they found in the text.

Then in five groups of eight, according to their interest, they are to collate their
individual works and working collaboratively on the argumentative essay they have
listed, they should be able to come up respectively with the following:
 A relevant signage to help motorists avoid vehicular accidents.\
 A role play of the proper behavior when driving.
 A poster that shows the possible results of reckless driving.
 A song composition (to a certain existing tune) convincing drivers to behave
carefully while driving to avoid accidents.
 A choral speech of road safety and etiquette.

Citeria for rating the group resentation will be given so that they will be guided
accordingly. Every group will also be tasked to rate the presentation of the other
groups using the same criteria, therefore, serious attention should be given for every
performances. The final rating will be the average of the groups ratings and the
teacher’s rating.
C. Analysis/Presenting Students will be presenting their group outputs/performances which the teacher
examples of the new willprocess after each presentation.
lesson where the
concepts are Pose Questions:
clarified  What could be the major reason why the occurrences of vehicular
accidents?
 Do you find an argumentations like ethe one you just read helpful? Why
or why not?
D. Abstraction The teacher will then proceed with the discussion of the lesson.
What is Argument?

Argument is defined as “a reason or reasons why you support or oppose an idea or

suggestion, or the process of explaining these reasons” in Cambridge dictionary. In
our daily life, we try to solve our problems by discussing about various issues or
clarify our views about any issue by observing arguments. What is Argumentative
Essay?

Argumentative essay is a kind of text in which an author supports his own

view and try to refute counterview about an issue. The author aims to lead readers
to think just like himself in this kind of texts. It is not easy to change readers’ view
or make them question. The author is expected to explain why he supports these
views and why counterview is invalid so as to achieve his goal. The author is
supposed not only to have a strong idea about the issue discussed but also to
be wise for a successful argumentative essay (Knudson, 1992).

A Brief Guide to Writing Argumentative Essays

A. Parts

I. Introduction

a. Hook - The hook is an introduction that catches the reader’s attention.

Argumentation essays can start with facts, statistics, quotes, or
anecdotes that reference the topic of the essay. Make sure the
introduction is interesting enough to “hook” your readers’ into
wanting to read more. Once you have written the first sentence, you
want to connect the information to what you ultimately try to prove by
leading into your thesis statement.

Example: According to the Centers for Disease Control and

Prevention, over 2, 700 teen drivers between the ages of 16 and 19
died in 2010 and over 282,000 were injured. Despite their desire
to want to get behind the wheel, teen drivers simply aren’t ready to
take on the responsibilities of driving yet.

b. Thesis - A thesis statement is a sentence that explains what you are

trying to prove and provides an overview of the arguments you will
make in your body paragraphs. The thesis acts as a roadmap for the
rest of your paper. Do not worry about going into too much detail
about what your arguments will be: instead, focus on writing a clear,
concise statement that hints at the topics you plan to discuss.

Example: The legal driving age should be changed to 20 because teen

drivers are more likely to cause accident and they are not mature
enough to understand the repercussions of their actions.

c. Background Information Though not always required in an

argumentative essay, a background paragraph may be vital to your
paper if there is information that your audience needs to be aware of to
understand your topic. This might include important historical dates, an
explanation of who the subject affects, or current laws. This paragraph
is not trying to prove a point. It is simply providing information to help
the audience understand the topic.

Example: Driver’s license requirements are set by government of every

country. Therefore, the legal driving age varies from country to
country. All countries allow drivers to have unrestricted licenses at the
age of 18. Most countries allow teenagers as young as 16 to have
restricted license, meaning they can drive as long as they are
with a parent or guardian.

II. Body Paragraphs

 The body paragraphs are where you will explain the evidence you
have to support your thesis statement. Your body paragraph should
start with a topic sentence written in your own words. You should
then include some form of rhetoric (such as a fact or statistics, an
emotional anecdote, or a law) that provides support for your topic
sentence. Finally, the body paragraphs should contain a sentence
that explains how the evidence you have provided proves your
overall point.

III. Refutation

The writer acknowledges the opposition to not do so, me be

considered cowardice, dishonesty, or weakness. However,
acknowledgement does not imply agreement. In this portion of the
essay, the writer needs to “refute” or disagree intelligently with the
opposition.

- A Gentle Reminder from Lester Faigley and Jack Selzers’ Good

Reasons:

 “Try to think of yourself as engaged not so much in

winning over your audience as in courting your audience’s
cooperation.”
 “Show that you understand and genuinely respect your
listener’s or reader’s position even if you think the
position is ultimately wrong.”

IV. Conclusion

 The writer restates, in general terms, the major

arguments he has marshaled in defense of his thesis.
 The writer may summarize key points, restate his thesis,
reinforce the weakness of his opposition, underscore the
logic of his presentation, re-emphasize this debate is
important, suggest a course of action, or challenge the
reader to apply the paper’s argument to his own life.

B. Purpose

Purpose of Argumentative Essays

 An argument follows when two groups disagree about something.

 An argumentative essay is also one that attempts/tries to change the
reader’s mind, to convince the reader to agree with the point of view
of the writer.
 Argumentative essays attempt to be highly persuasive and logical.
 When writing an argumentative essay, assume that your reader
disagrees with you, but remember your reader is no less intelligent
than you.
 Write objectively, logically, and respectfully.

E. Valuing: Finding As a sort of practice exercise on the definition, parts, and features of and how to write
Practical an effective argumentative essay, the teacher wll give the students 10-item
Applications of questions/statements by which they are to waive their hands to the right if true and to
Concepts and Skills the left if false.
in Daily Living
1. A good topic for an argumentative essay should have more than one point of view.
2. It is important to choose a broad topic to discuss in the essay.
3. The thesis statement is the same as the writer’s viewpoint of the topic.
4. Research is needed to make certain that you can defend your position.
5. In writing argumentative essays, presenting fragments of your personal experience
can be helpful in supporting your position.
6. Doing an outline helps you to effectively organize your essay.
 7. Each body paragraph may focus on more than one main point.
8. Using transitional devices is always important in all forms of academic writing
including argumentative writing.
9. The acceptable number of paragraphs for argumentative essay is four.
10. You may conclude the essay by rephrasing the thesis statement and summarizing
the key arguments.

F. Generalization The teacher will then ask about why

G. Assessment Provided with various pressing social issues to choose one from, the students will
write theory own argumentative essay applying the learning that they got from the
discussions.
Social Issues:
 Global Warming
 Child-bullying
 Depression
 Poverty

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