A Semi-Detailed Lesson Plan in Grade 8

(Persuasive Techniques and Devices)

A Requirement Presented to
The College of Education Graduate School
Polytechnic University of the Philippines
Sta. Mesa, Manila

In Partial Fulfillment of the Requirements for the subject

TESL 625: Technology-Based Language Teaching and Instructional Materials Design

MASTER OF ARTS IN ENGLISH LANGUAGE TEACHING

By

Jeasel D.G. Moloboco

2023
A Semi-Detailed Lesson Plan
in Grade 8
(Persuasive Techniques and
Devices)

Prepared by:

Jeasel D.G. Moloboco

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 TABLE OF CONTENTS

I. OBJECTIVES

a. Institutional Objectives

b. Subject Description

c. Subject Objectives

II. SUBJECT MATTER

a. Topic

b. Material and Technology

c. Reference

III. PROCEDURE

a. Daily Routine

b. Review

c. Motivational Activity

d. Analysis

e. Lesson Proper

f. Application

IV. EVALUATION

V. ASSIGNMENT

VI. GOVERNING LEARNING THEORY

VII. INSTRUCTIONAL DESIGN UTILIZED

VIII. INSTRUCTIONAL MEDIA TYPE

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 A Semi-Detailed Lesson Plan in Grade 8

I. OBJECTIVES

a. Institutional Objective

To develop personality and a socially acceptable level of

literacy in English and Filipino as basic tools for further learning.

b. Subject Description
The curriculum aims to help learners acquire highly-
developed literacy skills that enable them to understand that English
language is the most widely used medium of communication in Trade
and the Arts, Sciences, Mathematics, and in world economy.
Furthermore, the curriculum aims to help learners understand that
English language is a dynamic social process which responds to and
reflects changing social conditions, and that English is inextricably
involved with values, beliefs and ways of thinking about ourselves
and the world we dwell in. Through multi-literacy skills, learners will
be able to appreciate and be sensitive to sociocultural diversity and
understand that the meaning of any form of communication depends
on context, purpose and audience.
c. Subject Objectives

1. Identify different persuasive techniques and devices;

2. Use different persuasive techniques and devices in a
sentence; and
3. compose a persuasive text expressing one’s stand on an
issue.

II. SUBJECT MATTER

a. Topic

Persuasive Techniques and Devices

b. Material and Technology

Video Clip, Projector, Cartolina, paper and pen

c. References

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 Gagné, R. M., Briggs, L. J., & Wager, W. W. (1992). Principles of
instructional design (4th ed.). Forth Worth, TX: Harcourt Brace
Jovanovich College Publishers.
http://www.ibe.unesco.org/en/geqaf/annexes/technical-notes/most-
influential-theories-learning
https://www.youtube.com/watch?v=60VoJT6sazo
https://www.youtube.com/watch?v=nIwU-9ZTTJc
https://www.youtube.com/watch?v=lFZvLeMbJ_U
https://virtualspeech.com/blog/persuasive-speech-topics-and-ideas

https://virtualspeech.com/blog/persuasive-speech-outline-structure-
delivery

https://www.tes.com/teaching-resource/matching-activity-on-
persuasive-writing-techniques-6427424

Ngussa, B. (2014). Gagne’s Nine Events of Instruction in Teaching-

Learning Transaction: Evaluation of Teachers by High School
Students in Musoma- Tanzania. International Journal of
Education and Research Vol. 2 No. 7, 3-6.

III. PROCEDURE

a. Daily Routine

1. Greetings

The teacher will greet the class. Then she will direct the
students to play the game “3 – 6 – 9”. The first student to get
eliminated lead the prayer.

2. Prayer

The teacher will call the student to lead the prayer.

3. Attendance

The teacher will call the secretary for the class

attendance.

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4. Vocabulary

The teacher will call volunteers and instruct them to try

to match the persuasive techniques and devices to the given
meaning on the board.

Answers:

1. Appeal to Authority - a form of argument in which the

opinion of an authority on a topic is used as evidence to
support an argument.

2. Appeal to Reason - the use of facts, numbers, information,

and logic to persuade other people

3. Appeal to Emotion - an effort to win an argument by

manipulating the emotions of the audience

4. Appeal to Trust - if a source is considered trustworthy or

untrustworthy, then any information from that source must be
true or false, respectively

5. Plain Folks - is one in which the speaker presents

themselves as an average person

6. Bandwagon - a common logical misconception that

suggests that because a belief, action, or trend is already
popular, everyone should adopt it

7. Rhetorical Question - questions that are not intended to be

answered.

8. Repetition - repeating simple words and phrases to

convince people that they are true

9. Exaggeration - It is an overstated statement making it

believable.

10. Alliteration - The repetition of a consonant sound at the

beginning of two or more words.

11. Anecdotes - A short account of a particular event,

especially of an amusing nature.

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 12. Speaking Directly to the Viewer - Use to draw people as
they feel like they are being spoken to in person.

13. Imperatives - Making something sound necessary and

critical.

b. Review

In this part the teacher will ask the students to review their last
topic which is Listening Strategies.

Listening strategies are techniques or activities that contribute

directly to the comprehension and recall of listening output. They can
be classified by how the listener processes the input.

c. Motivational Activity
The teacher will show the class a video of Emma Watson
giving a speech at the United Nations Conference. Then she will give
the following guided questions before viewing the video:
● What is the speech about?
Possible answer: Gender Equality, Feminism
● Are you able to identify any technique or device that grabbed
your attention? Give an example.
Possible answer:
1. Appeal to Reason: Provided a definition of
feminism
2. Repetition: When at… was repeated several
times.
3. Rhetorical Question: Why has the word
become such an uncomfortable one?
4. Repetition: I think it is right….
● How did this speech make you feel?

Screenshot of video presentation:

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d. Analysis

The teacher will then group the students into five (5) and
instruct them to think of their most favorite place that they had visited
or wanted to visit. They should convince everyone why they should
visit the place, too. They will write down all the reasons they could
think in a cartolina and present it in class. Subsequently, the class
will try to analyze their classmates work and look for persuasive
techniques and devices used.

e. Lesson Proper

The teacher will let the students answer the Secret Code
game to reveal the meaning of Persuasion.

Screenshot of the PowerPoint presentation:

Answer: a process in which one person or entity tries to

influence another person or group of people to change their
beliefs or behaviors

The teacher then will call volunteers to play the identification

game related to the vocabulary game. This time, examples of

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persuasive techniques and devices will be shown in the projector and
they will identify its type.

Persuasive Techniques and Devices

1. Appeal to Authority - Using famous people or experts can

make your argument more convincing and research on the
topic can even make the argument more persuasive.
Example: Philippine Secretary of Health, Francisco Duque
thinks that junk food should be banned from the schools’
cafeterias/canteens.

2. Appeal to Reason - Facts, numbers, information, and logic

can be compelling.
Example: Two cups of rice have 412 calories. That’s too high!

3. Appeal to Emotion - Making people feel happy, sad, or

angry can make your argument convincing.
Example: Your donation might just help a cancer to survive.

4. Appeal to Trust - If the readers have been convinced then

they more likely trusted you.
Example: Believe me! I’ve been there before. I’m just like you.

5. Plain Folks - If you are an “Average Joe” people will believe

in you.
Example: A politician says, “I’m going to give each family a
sack of rice!”

6. Bandwagon - If everyone believes it, it must be true!

Example: Ninety, out of one hundred ladies, prefer our soap!

7. Rhetorical Question - Rhetorical questions are not intended

to be answered. They are a way to state the “obvious.”
Example: Who wouldn’t like to be rich?

8. Repetition - Repeated information makes people remember

it and they believe on it.
Example: The politician declared, “We will fight come what
may, we will fight on all fronts, we will fight for a thousand
years.”

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 9. Exaggeration - It is an overstated statement making it
believable.
Example: This is the best drink in the world!

10. Alliteration - The repetition of a consonant sound at the

beginning of two or more words.
Example: Please put away your plate and practice the piano.

11. Anecdotes - A short account of a particular event,

especially of an amusing nature.
Example: Last weekend, when I went shopping, I walked so
fast then, I stumbled on the floor.

12. Speaking Directly to the Viewer - Use to draw people as

they feel like they are being spoken to in person.
Example: You are guaranteed to feel like a superstar if you
download this app.

13. Imperatives - Making something sound necessary and

critical.
Example: Stop playing computer games and study.

f. Application

The learners transfer learning by composing a persuasive text

expressing their stand on an issue in one paragraph, a minimum of
ten (10) sentences, and using at least five (5) persuasive techniques
and devices.
To start, the teacher will bring a deck of cards to class. Then,
she will ask a volunteer who’s good at shuffling. After the cards are
shuffled, she will set the deck on the front desk, face down. Ask each
student to come to the front, pick a card, show it to the class, and
then write a persuasive text as follows:
• If the student picks a heart, the teacher will ask them to write
about the proposal of bringing back death penalty in the Philippines.
Would they allow it or not?
• If the student picks a diamond, the teacher will ask them to
write about the K to 12 Curriculum of DepED. Are they pro or against
it?
• If the student picks a club, the teacher will ask them to write
about the prohibition of using cellular phones in the classroom. Do
they agree or not?

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 • If the student picks a spade, the teacher will ask them Write
about graffiti on the streets—is it art or vandalism?

IV. EVALUATION

V. ASSIGNMENT

The teacher will ask the students to define what a (1) persuasive
essay is and (2) what are its parts.

VI. GOVERNING LEARNING THEORY

Learning is defined as a process that brings together personal and

environmental experiences and influences for acquiring, enriching or modifying
one’s knowledge, skills, values, attitudes, behavior and world views. Learning
theories develop hypotheses that describe how this process takes place.
Hence, this lesson plan is governed with the following theories
behaviorism, constructivism, experiential learning, Krashen’s Monitor Model,
and Pask’s Conversation.
Behaviorism was used in the lesson plan through a drill that involves
learning new vocabulary. The drill was done through a PowerPoint game to
make it more modern and interactive.

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 Meanwhile, consequences of constructivist theory are that, students
learn best when engaged in learning experiences rather passively receiving
information. Thus, the lesson plan lets the student experience writing and
delivering a speech.
In John Dewey's experiential learning theory, everything occurs
within a social environment. Knowledge is socially constructed and based on
experiences. This knowledge should be organized in real-life experiences that
provide a context for the information. Hence, as the students deliver their
speech, they can build socialization for they have actual audience, their
classmates.
Consequently, this lesson plan was guided by Krashen’s Monitor
Model which theorizes that language acquisition is an unconscious process. It
happens when the student is focused on the message. Acquisition-based
teaching with meaningful, comprehensible input. Relatively, this lesson plan
had minimal explicit grammar. It emphasizes acquisition over learning.
Prioritize acquisition-based activities over output-based activities, and it
focuses on the message. With enough input, students begin to develop an ear
for the language. They are able to apply grammar rules because "it just sounds
right" to them.
Lastly, the use of Pask’s Conversation Theory provided the teacher
with more knowledge on teacher-learner interaction with the use of
"teachback" and question and answer, which is conversational.

VII. INSTRUCTIONAL DESIGN UTILIZED

This lesson plan was guided by Robert Gagne’s Events of

Instruction. According to Gagne, when instruction is designed, it is these

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 events that are being considered, chosen, and represented in the
communications and other stimulation offered to the learner.
These events involve the following kinds of activities: stimulation to
gain attention to ensure the reception of stimuli; informing learners of the

learning objective to establish appropriate expectations; reminding learners of

previously learned content for retrieval of prior learning; having a clear and
distinctive presentation of material to ensure selective perception; guidance of
learning by suitable semantic encoding; eliciting performance, involving
response generation; providing feedback about performance; assessing the
performance, involving additional response feedback occasions; and
arranging a variety of practice to aid future retrieval and transfer.
These events, individually and collectively, are what constitute the
external conditions of learning. Their purpose is to bring about the kinds of
internal processing that will lead to rapid, obstacle-free learning.

VIII. INSTRUCTIONAL MEDIA TYPE

The teacher used a variety of instructional media to deliver this
lesson. As such, the teacher used motion pictures or a video to let students
engage in the lesson by watching a persuasive speech. Meanwhile, interactive
multimedia allowed students to play a game in which they had to identify the
different types of persuasive techniques and devices used in the sentence or
phrase. Moreover, she used an overhead slide, a static projected media for
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text and graphics, that showed the topics the learners would use to compose
a persuasive text. Lastly, print media was utilized, which consists of handouts
and other visual aids to evaluate students' learning for the day’s lesson.

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