School: LIBERTAD NATIONAL HIGH SCHOOL
DAILY LESSON LOG Teacher: DWIGHT B. PRESILLAS
Teaching Dates & Time:
MONDAY
I. OBJECTIVES
A. Content Standards The learner
demonstrates
communicative
competence through his/
her understanding of
British-American
Literature, including
Philippine Literature and
other texts types for a
deeper appreciation of
Philippine Culture and
those of other countries.
B. Performance
Standards
C. Learning Recognize unfaulty
Competencies/
logic, unsupported facts
Objectives
( Write the code for and emotional appeal
each)
II.CONTENT This lesson will focus on
( Subject Matter) enhancing students'
critical thinking skills and
their ability to assess the
quality of arguments and
evidence in persuasive
communication.
III. LEARNING
Created by: GREG M, Et al
Grade Level: 9
Learning Area: English
MARCH 4-9 2024Week 5 Quarter: Third Quarter
TUESDAY WEDNESDAY THURSDAY FRIDAY
The learner The learner demonstrates The learner
demonstrates communicative demonstrates
communicative competence through his/ communicative
competence through her understanding of competence through his/
his/ her understanding British-American her understanding of
of British-American Literature, including British-American
Literature, including Philippine Literature and Literature, including
Philippine Literature other texts types for a Philippine Literature and
and other texts types deeper appreciation of other texts types for a
for a deeper Philippine Culture and deeper appreciation of
appreciation of those of other countries Philippine Culture and
Philippine Culture and those of other countries
those of other
countries.
Recognize unfaulty Judge the relevance and Judge the relevance and
logic, unsupported facts worth of information/ideas
worth of
and emotional appeal information/ideas
This lesson will focus This lesson will focus on This lesson will focus on
on enhancing students' developing students' developing students'
critical thinking skills critical thinking and critical thinking and
and their ability to evaluation skills to evaluation skills to
assess the quality of determine the importance determine the
arguments and and applicability of importance and
evidence in persuasive information and ideas. applicability of
communication. information and ideas.
 RESOURCES
A. References
1. Teacher’s Guide Page 38 of the teacher's Page 38 of the Page 39 of the teacher's Page 39 of the teacher's
pages guide teacher's guide guide guide
2. Learner’s Material Page 33 of the learner's Page 33 of the learner's Page 34 of the learner's Page 34 of the learner's
pages materials materials materials materials
3. Textbook pages Relevant sections from Relevant sections from Relevant sections from Relevant sections from
the textbook on critical the textbook on critical the textbook on critical the textbook on critical
thinking and persuasive thinking and persuasive thinking and information thinking and information
communication communication evaluation evaluation
4. Additional Materials Examples of persuasive Examples of persuasive Examples of information Examples of information
from Learning messages (speeches, messages (speeches, or ideas from various or ideas from various
Resource LR portal
advertisements, articles, advertisements, sources (articles, sources (articles,
etc.) with potential articles, etc.) with websites, presentations, websites, presentations,
issues in logic, facts, or potential issues in logic, etc.) etc.)
emotional appeal facts, or emotional
appeal

B. Other Learning Whiteboard, markers, Whiteboard, markers, Whiteboard, markers, Whiteboard, markers,
Resources projector or screen for projector or screen for projector or screen for projector or screen for
displaying examples displaying examples displaying examples displaying examples
IV. PROCEDURE
A. Reviewing previous Briefly review the Briefly review the Briefly review the Briefly review the
Lesson or presenting concepts of critical concepts of critical importance of critical importance of critical
new lesson thinking and persuasive thinking and persuasive thinking and information thinking and information
communication communication evaluation covered in the evaluation covered in
introduced in the introduced in the previous class. the previous class.
previous class. previous class.

Created by: GREG M, Et al

 B. Establishing a purpose Explain to students the Explain to students the Explain to students the Explain to students the
for the lesson importance of being able importance of being significance of being able significance of being
to recognize and assess able to recognize and to judge the relevance able to judge the
faulty logic, unsupported assess unfaulty logic, and worth of information relevance and worth of
facts, and emotional unsupported facts, and and ideas for informed information and ideas for
appeals in persuasive emotional appeals in decision-making. informed decision-
messages for effective persuasive messages making.
decision-making. for effective decision-
making.

C. Presenting examples/ Show examples of Show examples of Show examples of Show examples of
instances of the new persuasive messages persuasive messages information or ideas from information or ideas from
lesson.
(e.g., advertisements, (e.g., advertisements, various sources that vary various sources that
political speeches) that political speeches) that in quality, relevance, and vary in quality,
contain potential issues contain potential issues worth. relevance, and worth.
in logic, facts, or in logic, facts, or Discuss the content as a Discuss the content as a
emotional appeal. emotional appeal. class, emphasizing the class, emphasizing the
Discuss the content as a Discuss the content as differences in quality and differences in quality and
class, emphasizing the a class, emphasizing applicability. applicability.
elements that may be the elements that may
problematic. be problematic.

D. Discussing new Define the concepts of Define the concepts of Define the concepts of Define the concepts of
concepts and practicing faulty logic, unsupported unfaulty logic, relevance and worth when relevance and worth
new skills. #1 facts, and emotional unsupported facts, and evaluating information and when evaluating
appeal. emotional appeals. ideas. information and ideas.
Engage in a class Engage in a class Engage in a class Engage in a class
discussion about the discussion about the discussion about the discussion about the
examples presented, examples presented, examples presented, examples presented,
identifying instances of identifying instances of assessing their relevance assessing their
these issues. these issues. and worth. relevance and worth.

E. Discussing new Introduce strategies for Introduce strategies for Introduce strategies for Introduce strategies for
concepts and practicing recognizing and recognizing and critically evaluating critically evaluating
new skills #2.
evaluating faulty logic, evaluating unfaulty information and ideas, information and ideas,
unsupported facts, and logic, unsupported including considering the including considering the
emotional appeals. facts, and emotional source, purpose, and source, purpose, and
Created by: GREG M, Et al
 Discuss techniques for appeals. credibility. credibility.
questioning arguments Discuss techniques for Discuss techniques for Discuss techniques for
and assessing the questioning arguments discerning bias and discerning bias and
credibility of evidence. and assessing the assessing the reliability of assessing the reliability
credibility of evidence. information. of information.

F. Developing Mastery Provide students with Provide students with Provide students with Provide students with
(Lead to Formative additional examples of additional examples of additional examples of additional examples of
Assessment 3)
persuasive messages. persuasive messages. information or ideas from information or ideas from
In pairs or small groups, In pairs or small various sources. various sources.
have students analyze groups, have students In pairs or small groups, In pairs or small groups,
these messages and analyze these have students evaluate have students evaluate
identify instances of messages and identify the relevance and worth the relevance and worth
faulty logic, unsupported instances of unfaulty of these materials and of these materials and
facts, or emotional logic, unsupported explain their judgments. explain their judgments.
appeal. facts, or emotional
appeals.

G. Finding practical Discuss the real-world Discuss the real-world Discuss real-world Discuss real-world
application of concepts applications of critical applications of critical scenarios where the scenarios where the
and skills in daily living
thinking skills in thinking skills in ability to judge the ability to judge the
assessing persuasive assessing persuasive relevance and worth of relevance and worth of
messages, especially in messages, especially in information and ideas is information and ideas is
media literacy and media literacy and crucial, such as research crucial, such as research
decision-making. decision-making. projects or decision- projects or decision-
making in daily life. making in daily life.

H. Making Generalizations Summarize key Summarize key Summarize key Summarize key
and Abstraction about takeaways from the takeaways from the takeaways from the takeaways from the
the Lesson.
lesson and connect lesson and connect lesson and connect them lesson and connect
them to the learning them to the learning to the learning objectives. them to the learning
objectives. objectives. objectives.

I. Evaluating Learning
Created by: GREG M, Et al
What is the primary When recognizing What is the primary How does recognizing
purpose of recognizing unsupported facts in an purpose of judging the the author's purpose and
faulty logic, unsupported argument, what does it relevance and worth of intended audience
facts, and emotional mean when a information and ideas? influence the judgment
appeal in an argument statement contains A. To unquestioningly of the relevance and
 or statement? "anecdotal evidence"? accept all information and worth of information and
ideas ideas?
A. To unquestioningly A. The statement is B. To assess the quality,
accept the argument's based on solid, verified importance, and A. It is irrelevant; only
validity facts applicability of the the content matters
information and ideas to a
B. To identify and B. The statement relies B. It helps provide
given context
assess potential on personal stories or context and
C. To avoid analyzing any
weaknesses, isolated incidents, information or ideas understanding of why
inaccuracies, and which may not D. To criticize all the information and
emotional manipulation represent broader information and ideas ideas were presented
trends and for whom
C. To ignore the
Answer: B
argument and its flaws C. The statement C. Recognizing the
avoids emotional In the process of judging author's purpose only
D. To emotionally appeal
appeals the relevance and worth complicates the
to the audience
of information and ideas, judgment process
D. The statement is
what role does critical
irrelevant to the D. It's essential for
thinking play?
Answer: B argument discrediting the source
A. To blindly accept all
information and ideas
B. To evaluate and
In the process of Answer: B analyze the quality, Answer: B
recognizing faulty logic, accuracy, and significance
what does it mean when of the information and
an argument contains a How does recognizing ideas When judging the
"straw man" fallacy? the speaker's purpose C. To avoid thinking relevance and worth of
and intended audience critically about the information and ideas,
A. The argument is information
influence the ability to what is the importance
flawless and compelling D. To suppress alternative
identify emotional of engaging in dialogue
viewpoints
B. The argument appeal in an argument or discussion with others
presents a distorted or or statement? Answer: B about the content?
exaggerated version of
A. It is irrelevant; only A. To avoid all
an opposing view, Why is it important to
the content of the discussions and
making it easier to refute consider the credibility of
argument matters maintain an exclusive
the source when judging
C. The argument avoids judgment
B. It helps provide the relevance and worth
using emotions of information and ideas?
Created by: GREG M, Et al
 D. The argument is context for A. Source credibility has B. To challenge diverse
factually accurate understanding why no impact on the perspectives, share
emotional appeals are judgment insights, and foster a
used and for whom B. To ensure that the deeper understanding
Answer: B they are intended information and ideas are
coming from trustworthy C. To reinforce existing
C. Recognizing the and reliable sources biases and beliefs
speaker's purpose C. Credibility is irrelevant;
Why is it important to only the content matters D. To suppress differing
complicates the
scrutinize and fact-check identification process D. To criticize the source viewpoints
unsupported facts in an and its author
argument or statement? D. Recognizing the
speaker's purpose is Answer: B Answer: B
A. Unsupported facts are only important for
always accurate discrediting the source What is the significance of
B. To verify the accuracy understanding the context Why is it important to be
in which information and
of the information aware of potential
ideas are presented when
presented and avoid Answer: B confirmation bias when
judging their relevance
spreading and worth? judging the relevance
misinformation A. Context is irrelevant; it and worth of information
In the process of does not impact the and ideas?
C. Unsupported facts
recognizing emotional judgment
should be embraced A. To ensure that the
appeal, what should B. Context provides
without question judgment aligns with
you consider about the insights into the
background, purpose, and pre-existing beliefs
D. To criticize the source impact of emotions on
of the argument an argument? audience of the B. To challenge personal
information and ideas biases and maintain
A. Emotions have no C. Context only objectivity
effect on an argument's complicates the judgment
Answer: B effectiveness process C. To evaluate the
D. Context is essential for content critically and
B. Emotional appeal discrediting the source avoid selectively
What is the significance can enhance the
accepting information
of recognizing the use of persuasiveness of an Answer: B and ideas that confirm
emotional appeal argument, but it may
existing beliefs
(pathos) in an argument also be used to How can personal biases
or statement? manipulate the affect the judgment of the D. To provoke emotional
relevance and worth of
Created by: GREG M, Et al
 A. Emotional appeal is audience information and ideas? responses in the
irrelevant and has no A. Personal biases have audience
C. Emotions should be no impact on the
impact on the
completely disregarded judgment
argument's effectiveness
D. Recognizing B. Personal biases may Answer: C
B. Emotional appeal can lead to a more objective
emotional appeal is
enhance the judgment
only relevant for
persuasiveness of an C. Personal biases can
criticizing the speaker result in selective What is the main
argument but has no
risks evaluation, either purpose of revisiting and
overvaluing or reflecting on your
C. Recognizing Answer: B undervaluing information judgment of the
emotional appeal helps and ideas based on pre- relevance and worth of
assess whether existing beliefs information and ideas
emotions are used to How can effective D. Personal biases always over time?
manipulate the audience communication skills result in an objective
rather than relying on judgment A. To maintain an
enhance the ability to
sound reasoning unchanging, rigid
recognize faulty logic,
Answer: C judgment
D. Recognizing unsupported facts, and
emotional appeal is only emotional appeal in an Which of the following is B. To ensure that the
important for criticizing argument or statement? an effective strategy to judgment remains
the speaker ensure a well-informed relevant, adapts to
A. By avoiding all
judgment of the relevance evolving information and
communication and
and worth of information perspectives, and
dialogue and ideas? accounts for personal
Answer: C A. Ignoring all information
B. By fostering clear growth
and respectful dialogue and ideas
C. To avoid all
for better understanding B. Relying solely on
How can personal emotional responses discussions about the
and constructive
biases affect the C. Seeking diverse information and ideas
criticism
recognition of faulty perspectives, cross-
referencing sources, and D. To dismiss the
logic, unsupported facts, C. By using emotional
verifying facts information and ideas
and emotional appeal in language and vivid
D. Dismissing all without judgment
an argument? imagery
information and ideas
A. Personal biases have D. By challenging without any analysis
no impact on personal biases Answer: B
Answer: C
Created by: GREG M, Et al
 recognizing these
elements
B. Personal biases may
lead to a more objective
assessment
C. Personal biases can
influence selective
recognition, making it
difficult to identify flaws
in arguments that align
with pre-existing beliefs
D. Personal biases
always result in a more
critical evaluation of
arguments
Answer: C
What is a common pitfall
to avoid when
recognizing faulty logic,
unsupported facts, and
emotional appeal?
A. Challenging the
argument's validity
B. Ignoring emotional
elements and emotional
appeal
C. Selectively identifying
flaws only in arguments
Created by: GREG M, Et al
When judging the
Answer: B relevance and worth of When judging the
information and ideas, relevance and worth of
what should you consider information and ideas,
Why is it important to about the medium or why is it crucial to
consider the credibility format of the content (e.g., scrutinize and verify the
and reliability of the written text, video, audio)? sources of information,
A. The medium is
source when especially in the age of
irrelevant; only the content
recognizing digital content?
matters
unsupported facts and
B. The medium provides A. To trust all sources
emotional appeal in an
no context for the unquestioningly
argument?
judgment
C. The medium can B. To avoid analyzing
A. Source credibility
influence the presentation information from digital
has no impact on
of information and ideas, sources
recognition
their limitations, and C. To prevent being
B. To ensure that the advantages
misled by misinformation
facts and emotional D. The medium is only
about aesthetics and unreliable sources
appeals are accurate
and trustworthy D. To encourage the
Answer: C spread of misinformation
C. Credibility is
irrelevant; only the What is the role of
empathy when judging the
content matters
relevance and worth of Answer: C
D. To criticize the information and ideas,
source and its author especially when the
content contains How can personal
emotional elements? biases affect the
Answer: B A. To suppress emotions judgment of the
and ignore the emotional emotional aspects in
aspects of the content information and ideas?
B. To avoid considering
What is the primary
the emotional aspects of A. Personal biases have
purpose of revisiting
the content no influence on the
and reflecting on your C. To consider and show
judgment of emotional
ability to recognize sensitivity to the emotions
 that do not align with unsupported facts, and perspectives aspects
your beliefs faulty logic, and presented in the content
D. To provoke emotional B. Personal biases may
emotional appeal in
D. Engaging in responses in the audience lead to a more objective
arguments over time?
respectful dialogue and judgment of emotional
constructive criticism A. To maintain an Answer: C content
unchanging perspective
C. Personal biases can
What is a common pitfall
B. To enhance the to avoid when judging the result in selective
Answer: C
ability to identify these relevance and worth of filtering of emotional
elements, adapt to information and ideas? content to align with pre-
evolving information, A. Seeking additional existing beliefs
When recognizing and become more information and diverse
unsupported facts in an D. Personal biases
discerning over time perspectives
argument, why is it B. Making assumptions always result in an
important to seek C. To avoid all without considering the objective judgment of
corroborating sources discussions about context and content emotional content
and evidence? arguments C. Challenging personal
biases
A. Unsupported facts are D. To dismiss all D. Relying solely on Answer: C
always accurate arguments without emotional responses
analysis
B. To gather more
information and ensure Answer: B When judging the
that the facts presented relevance and worth of
Answer: B In the judgment of the
are credible and relevance and worth of information and ideas,
supported by additional information and ideas, what is the primary role
sources why is it important to of empathy, especially
When recognizing
when emotional content
C. Corroborating unsupported facts in an revisit and reflect on your
assessment over time? is present?
sources and evidence argument, what is the
A. To maintain an
should be ignored role of seeking A. To suppress emotions
unchanging, rigid
corroborating sources judgment and ignore the emotional
D. To provoke emotional
and evidence? B. To ensure that the aspects of the
responses in the
judgment remains information and ideas
audience A. Corroborating
relevant, adapts to
sources and evidence B. To avoid considering
evolving information and
should be ignored the emotional aspects of
perspectives, and
accounts for personal the information and
Created by: GREG M, Et al
 Answer: B B. To gather more growth ideas
information and ensure C. To avoid all
discussions about the C. To consider and show
that the facts presented
information and ideas sensitivity to the
In the process of are credible and
D. To dismiss the emotions and
recognizing emotional supported by additional
information and ideas perspectives presented
appeal, what should you sources
without judgment in the content
look for in an argument
C. Seeking
or statement to identify Answer: B D. To provoke emotional
corroborating sources
this rhetorical responses in the
is a way to discredit the
technique? audience
source of the argument
A. Logical reasoning and
D. To provoke
sound evidence
emotional responses in Answer: C
B. Emotional language, the audience
vivid imagery, and
attempts to evoke What is the main
specific emotions Answer: B difference between
judging the relevance
C. Recognizing the
and worth of information
speaker's personal
What is the main and ideas and ignoring
emotions
difference between the content altogether?
D. Ignoring any recognizing
A. There is no
emotional aspects of the unsupported facts and
difference; both involve
argument blindly accepting all
dismissing the content
facts presented in an
argument? B. Judging involves
Answer: B assessing the quality,
A. There is no
importance, and
difference; both involve
applicability of the
unquestioning
Why is it important to be information and ideas,
acceptance of facts
aware of potential while ignoring involves
cognitive biases when B. Recognizing neglecting them entirely
recognizing faulty logic unsupported facts
C. Both processes lead
and emotional appeal in involves critical
to objective and
arguments? assessment to ensure

Created by: GREG M, Et al

 A. Cognitive biases have the facts are well- unbiased judgments
no impact on the supported, while blindly
D. Judging is only
recognition process accepting all facts
applicable to written
involves no evaluation
B. To ensure that you information
always recognize flaws C. Both processes lead
in arguments to objective and
unbiased recognition Answer: B
C. Cognitive biases can
make it challenging to D. Recognizing
objectively assess unsupported facts is
arguments and identify only relevant for written In the judgment of the
fallacies and emotional arguments relevance and worth of
manipulation information and ideas,
why is it essential to
D. To provoke emotional consider the timing or
Answer: B
responses in the publication date?
audience
A. The timing is
In recognizing irrelevant; only the
emotional appeal, why content matters
Answer: C
is it important to
B. The publication date
evaluate the emotional
provides insights into the
language and vivid
What is the main goal of author's personal life
imagery used in an
recognizing unsupported
argument? C. The timing can impact
facts and emotional
the relevance and
appeal in an argument? A. Emotional language
significance of the
and vivid imagery have
A. To blindly accept the information and ideas in
no impact on
argument's validity their current context
recognition
B. To assess the D. The timing is
B. To assess whether
argument for potential unrelated to the
these elements are
weaknesses, judgment
used to evoke specific
inaccuracies, and
emotions rather than
emotional manipulation
relying on sound
reasoning Answer: C
C. To engage in

Created by: GREG M, Et al

 emotional manipulation C. Evaluating emotional
language and imagery
D. To avoid recognizing What is the main goal of
is only relevant for
the speaker's emotions judging the relevance
discrediting the speaker
and worth of information
D. To provoke and ideas?
Answer: B emotional responses in
A. To maintain an
the audience
unchanging, rigid
judgment
Answer: B B. To assess the quality,
importance, and
applicability of the
What is the primary information and ideas to
goal of recognizing a given context
faulty logic,
C. To avoid all
unsupported facts, and
discussions about the
emotional appeal in
information and ideas
arguments or
statements? D. To dismiss the
information and ideas
A. To accept all
without judgment
arguments without
question
B. To identify and Answer: B
assess potential
weaknesses,
inaccuracies, and
emotional manipulation
C. To ignore all
arguments and their
flaws
D. To provoke
emotional responses in

Created by: GREG M, Et al

 the audience

Answer: B

J. Additional Activities for Provide extra examples Provide extra examples Provide extra examples Provide extra examples
Application or for students who need for students who need and practice materials for and practice materials
Remediation
additional practice in additional practice in students who need further for students who need
recognizing issues in recognizing issues in development in evaluating further development in
persuasive persuasive information and ideas. evaluating information
communication. communication. and ideas.

V. REMARKS
VI. REFLECTION
A. No. of learners
earned 80%in the
evaluation.
B. No. of learners who
required additional
activities for remediation
who scored below 80%
C. Did the remedial lesson
work? No. of learners who
have caught up with the
lesson.
D. No. of learner 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

Created by: GREG M, Et al

 localized materials did I
used/discover which I
wish to share with other
teachers?

Prepared by:
Checked by:

Teacher III
School Principal I

Created by: GREG M, Et al