ENGLISH 6 LESSON PLAN

DATE:______

I.OBJECTIVE

At the end of the lesson, the pupils are expected to:

 Detect biases and propaganda devices used by speakers EN6LC-IIIb-3.1.12
 Read aloud grade level appropriate text with an accuracy rate of 95 – 100% EN6F-IVa-1.6
Show openness to criticism EN6RC-IIa-3.2.8

II. CONTENT Detecting Biases and Propaganda Devices used by Speakers

II. LEARNING RESOURCES
A. References K to 12 Curriculum Guide in English 6 p. 136 ENGLISH 6 Module 2 (2nd Quarter)
B. PowerPoint presentation, pictures
IV. PROCEDURE
A. Reviewing previous lesson or presenting the new lesson
Can you think of a solution for each problem? Write it on the lines.

B. Establishing a purpose for the lesson

Today, you will learn how to detect biases and propaganda devices used by speakers.
C. Presenting examples/instances of the lesson
Recognizing Bias and Propaganda Devices
Bias is a judgment based on a personal point of view or prejudice in favor of or against one thing usually in
an unfair manner. It means that a person prefers an idea and possibly does not give equal chance to a
different idea. Bias is generally seen as a “one-sided” perspective. It is usually found in essay writing.
Bias can be influenced by several factors, such as popularity. The following are characteristics of bias that
you should be able to recognize either in print or in digital materials: 1. Heavily opinionated or one-sided 2.
Relies on unsupported claims 3. Presents highly selected facts but offers only opinion 4. Tries to sell
something in disguise 5. Uses extreme or inappropriate language 6. Tries to persuade you to think in a
certain way with no regard for factual evidence.
D. Discussing new concepts
Propaganda refers to the spreading of information, ideas, or rumor with the intention of influencing people’s
opinions or emotions. In propaganda, there are misleading ideas that are used to promote or publicize a
particular cause or point of view. The different materials and media used for conveying propaganda
messages include paintings, cartoons, posters, pamphlets, films, radio and TV shows, and websites.

Different companies use propaganda devices when they advertise their products to convince people to buy
them rather than those of others. Advertisement presents different points of ideas to the viewers such as to:
1. inform - giving information about different topics; 2. entertain - making people laugh and making life a
little lighter; 3. persuade - giving public opinion; and 4. criticize - giving opinion on certain topic.

The following are the different types of propaganda:  Bandwagon  Card stacking  Glittering Generalities 
Name-Calling  Testimonial  Plain Folks Transfer
E. Developing mastery
Direction: Fill in the box with the correct propaganda devices.
 F. Application
You want to buy new set of clothes; how will you convince your parent to buy it?
G. Generalization
Let us now check what you have learned today.
 What is the difference between Bias and Propaganda? Why is important to detect Biases and Propaganda
used by the speakers?
V. EVALUATION
A. Recognize bias statement. Put a before the number if the statement is bias and an X if not. Write your answer in
your Activity Notebook.
_______ 1. I hate classical music; it is too complex.
_______ 2. Study shows citrus fruits are good sources of vitamin C.
_______ 3. People who are good in Math are brainy.
_______ 4. Maria and Pedro are the best persons for the job.
_______ 5. Research shows eating vegetables will boost one’s immune system.

VI. ASSIGNMENT
Write a compound sentence that shows a problem-solution relationship in response to the given situations. Cut and
paste 10 different kinds of advertisement and identify techniques/propaganda devices used in it.
 ENGLISH 6 LESSON PLAN
DATE:______

I.OBJECTIVE

At the end of the lesson, the pupils are expected to:

Knowledge: Identify the purpose, key structural and language features of various types of information/factual text
(EN6RC-IIIa-3.2.8)
Skill: Perform the assigned tasks following the given house rules/standards/guidelines.
Attitude: Show tactfulness when communicating with others (ENGA-IId-17)

II. CONTENT Identify text-types according to purpose and language features: Problem-Solution
II. LEARNING RESOURCES
Curriculum Guide in English 6, MELC, Activity Sheet in English 6: Quarter 2-LC1-AS2
PowerPoint presentation, pictures
IV. PROCEDURE
A. Reviewing previous lesson or presenting the new lesson
Name the following pictures.

B. Establishing a purpose for the lesson

The following is one of Aesop’s fables. Read and analyze the story. Then answer the questions that follow.
C. MOTIVATION
1. What was the problem of the crow?
2. What were the first things the crow tried to do?
3. When he didn’t succeed, what did he do next?
4. Was the crow able to solve the problem?
5. How did the crow solve the problem?
D. Presenting examples/instances of the lesson
Discuss the Problem-Solution text type.
Informational text is a text with primary purpose of expressing information about arts,
sciences and social studies. There are different types of informational text. However, this activity sheet will
focus only on Problem-Solution text-type.
A Problem is something that can cause harm, difficulty or something that needs to be
addressed. A Solution is the key or answer to the problem. It is the result based on analysis and suggestions.
Problem and Solution Signal Words: problem, issue, since, as a result, solution, idea, so leads
to, causes.
Tips:  Ask yourself: what is the problem and what is the solution?  Look for the problem first and then the
solution
E. Discussing new concepts
Let us read and analyze the following situations.
1. The crow could not reach the very little water left in the pitcher. It dropped pebbles into the pitcher to
mount the water up.
2. Melvin’s mother won a new bike in a raffle, but he doesn’t know how to ride a bicycle. He asked his
cousin to teach him how to ride a bicycle.
3. It was raining hard. Lorin forgot her umbrella at home. She called her mother to fetch her.
Which is the problem? Which of them states the solution?
 F. Developing mastery
Match the problems in column A with the possible solutions in column B.

G. Application
Read the short passage carefully and complete the graphic organizer that follows.
Earthquakes are unexpected that is why to reduce stress, the building’s ground floor must be flexible.
Outdoor walls should be made with stronger and more reinforced materials such as steel or reinforced
concrete. To help prevent collapsing, the roof should be made of light-weight materials.
H. Generalization
Let us now check what you have learned today.
 A Problem is something that can cause harm, difficulty or something that needs to be
addressed.
 A Solution is the key or answer to the problem. It is the result based on analysis and
suggestions.
 Therefore, a problem-and-solution text is a passage wherein there is a proposed solution or
action based on the stated problem or issue

V. EVALUATION
Read the statements. Then, identify the solution to each problem
1. I was absent yesterday. I asked my classmates to update me on the lessons discussed.
2. Alex failed during his exams last quarter. He now studies well to pass his test.
3. The government provided financial support to families after implementing community quarantine due to COVID-
19.
4. Simon found a new job after resigning from his previous work.
5. Carmela lost her ballpen. She asked her parents to buy a new one for her. 6. The city experienced severe flooding
due to the recent calamity. They will plant more trees next month to prevent this from happening again.

VI. ASSIGNMENT