AGUSAN DEL SUR COLLEGE, INC.

Narra Avenue, Bayugan City, Agusan Del Sur, Caraga

Tel. No. (085) 231-2150

DETAILED LESSON PLAN

IN
ENGLISH FOR ACADEMIC AND
PROFESSIONAL PURPOSES

PERSUASION IN WRITING

Prepared by:
Alexy Tadlangit
Student Teacher

Submitted to:
Ms. Phybglyzyl Chavez Baynosa
Cooperating Teacher
School: AGUSAN DEL SUR COLLEGE, INC. Grade Level: Grade 12
Student Teacher: ALEXY TADLANGIT Learning Area: English
Teaching Date: February 21,2024 Section: DESCARTES
Teaching Time: 08:00-09:30AM Division: Bayugan City
I. OBJECTIVES
A. Content Standards The learner realizes that information in a written text may be selected
and organized to achieve a particular purpose.
B. Performance The learner critiques a chosen sample of each pattern of development
Standards focusing on information selection, organization, and development.
C. Learning At the end of the discussion, the students are expected to:
Competencies/ a. Distinguishes between and among patterns of development in
Objectives writing across disciplines (persuasion);
b. Identify the different techniques of persuasive writing;
c. Recognize the vocabulary commonly used in persuasive writing;
d. Give examples of the common language used in persuasive
writing and use them in writing persuasive statements; and
e. Read an article and analyze the persuasive writing technique
used.
D. Objectives At the course of the discussion, the students are expected to:
a. Distinguishes between and among patterns of development in
writing across disciplines (persuasion);
b. Identify the different techniques of persuasive writing;
c. Recognize the vocabulary commonly used in persuasive writing;
d. Give examples of the common language used in persuasive
writing and use them in writing persuasive statements; and
e. Read an article and analyze the persuasive writing technique
used.
E. LC Code EN11/12RWS-IIIbf-3.7
II. CONTENT
LEARNING RESOURCES
A. References
1. Teacher’s Quipper Unit 6 Lesson 1 Persuasive Writing
Guide
2. Learner’s Quipper Unit 6 Lesson 1 Persuasive Writing
Material
3. Textbook
Pages
B. Other Learning Video, visual materials, pentel pen, laptop, projector, Powerpoint
Resources Presentation
III. PROCEDURES
Teacher’s Hint Teacher’s Activity Student’s Activity

A. Preliminary Preliminary Activities

a. Greetings Good morning, students! Good morning, sir!

How are you today? We’re good sir.

That’s good to hear.

b. Prayer Before we begin the lesson this morning, let us seek (Student will lead the
the guidance of our Almighty God to enlighten our prayer.)
mind to completely understand the lesson. Would
you please lead the prayer, Hannah?
c. Attendance Checking Class monitor, who is absent today? None, sir.

Sounds great. I’m so glad that everyone

understands the importance of coming to school
regularly.
d. Reading of the House Before we begin our discussion, I have here the
Rules house rules that I want you to follow. This is the
acronym SMART which means:

Okay, everybody please read.

So, class always be SMART and try your best not Yes Sir.
to violate any of our house rules. Is that clear?

e. Reviewing of the Let’s have a short review on the past lesson that we Last meeting, we discuss
previous lesson had. So, what was our last topic class? about the features of
process analysis in
writing.
Very Good Ann!

Can you please tell me about the features of Instructional/Directive

process analysis in writing? Process Analysis Text -
teaches readers steps
that lead to a particular
result.

Informative Process
Analysis Text - explains
how a certain process
works
That’s correct!

What are the transitional words that are typically Transitional Words Used
used in process analysis texts? Yes, Mark? in Process Analysis Texts
are:

➢ First
➢ Second
➢ Then
➢ After
➢ Lastly
➢ Finally

Very Good!

Excellent job, class!

f. Reading of the At the course of the discussion you students are (Student will read the
objectives expected to: (Everybody, please read) objectives).
a. Distinguishes between and among patterns
of development in writing across disciplines
(persuasion);
 b. Identify the different techniques of
persuasive writing;
c. Recognize the vocabulary commonly used
in persuasive writing;
d. Give examples of the common language
used in persuasive writing and use them in
writing persuasive statements; and
e. Read an article and analyze the persuasive
writing technique used.

B. Developmental Activity
B. Motivation Activity

Class, let’s have an activity called “GUESS THE

WORD”.

1. 1. PERSUADE

P E S A E

MEANING: cause (someone) to believe something,

especially after a sustained effort

Example: “We need to _______her to be on our

side.”

2. 2. ARTICLE

R T L E

MEANING: a piece of writing on a particular subject

in a newspaper or magazine

Example: She saw an _________about the success

of her cousin.

3. 3. BELIEVE

B L I E

MEANING: to think that something is true, correct,

or real

Example: He ___________ she loves him, but it is

completely a lie.

4. 4. EVIDENCE

V I D C E

MEANING: something which shows that something

else exists or is true

Example: They left no ________ of having been in

the house.

5. 5. ACCURATE

A C U T E
 MEANING: free from error especially as the result
of care.

Example: "There is a more accurate method, but it's

high-tech."

Good job class!

C. Lesson Proper
“CONVINCE US”
1. ACTIVITY
Now class, before we are going to start our lesson,
let us have another activity. This activity is called
CONVINCE US.

Think of an advertisement of a product that you

have patronized for a very long time. You may have
seen it on TV or from social media.

I will call a name randomly and share in the class

what about its advertisement enticed you to buy the
product.

Convince us to try using the product in the future.

You have 2 minutes to prepare before I call your

name.

Are my instructions clear, class? Yes, Sir.

Great Job class! I’m truly impressed.

2. ANALYSIS
How do we convince other people? We have to establish
Yes, Leslie? credibility, sir.

That’s right Leslie. What else? Yes, Greg? We have to back up our
reasoning or arguments.

It is indeed correct. Any more ideas? Yes, Andrei? You can do this by
expressing yourself
honestly, telling the truth
and fact-checking the
information you share.

That’s a good point, Andrei!

Where do we commonly read persuasive articles? We see persuasive

writing is in advertising,
sir.
That’s correct. Sometimes it's the short text of a
television advertisement, telling us how much
better our lives will be if we buy a particular
product. Other times it might be the lengthier
'advertorials' - ads disguised as article - in
newspapers or magazines.
I would like to
What words do we use in order to assert our ideas? I feel like
I really want to
I have to, however
On the other hand
 That’s right. Those words can be used when we
assert our own ideas on something. We will discuss
further these words later.

While it can already be difficult to state our opinions

3. ABSTRACTION to an audience, it is even more difficult to persuade
people in writing.

This is especially true if we aim to ask for funds,

effort, support, and other things that people may
not give away easily. In this lesson, you will learn
more about the effective ways to persuade people
through writing.

Persuasive writing intends to convince readers to

believe in an idea and to do an action. Many
writings such as critiques, reviews, reaction papers,
editorials, proposals, advertisements, and
brochures use different ways of persuasion to
influence readers.

COMMON WORDS/PHRASES USED

IN PERSUASIVE WRITING

THREE COMMON TECHNIQUES IN

PERSUASIVE WRITING

1. Presenting strong evidence such as facts and

statistics, statements of expert authorities, and
research findings establishes credibility. Readers
will more likely be convinced to side with the
writer’s position or agree with his or her opinion if
it isbacked up by verifiable evidence.

“The Philippine government should take measures

to decrease class sizes in public schools, as it is one
of the biggest problems in the Philippine education
system. Class sizes have gone up to 75 or 80
students per class, and newspapers reported
that of the 764 public schools in the
metropolis, 82 percent had to resort to
conducting classes in two shifts, one that
starts as early as 6 a.m. and another that
ends as late as 6 p.m.The shortage of school
classrooms and the large class sizes have a massive
effect on children’s education. According to the
National Education Research and Testing
Center, only 68 percent of sixth-grade
students were able to achieve a passing score
in science and mathematics, and secondary
students fared even worse, with only barely
50 percent of students passing the same
subjects. If the government does not act on
improving the class sizes in public schools, we
cannot expect public school students to fare better
in their academics.”

The text presents evidence supporting the idea that

the government should take measures to decrease
class sizes in public schools. The second sentence
states a fact based on news reports; the fourth
sentence states statistics, citing a credible source.

2. Concrete, relevant, and reasonable

examples can enhance the writer’s idea or opinion.
They can be based on observations or the writer’s
personal experience.

“I think our employees should be required to

undergo a workplace sensitivity training.
Disrespecting coworkers based on appearance,
gender, or beliefs can lead to loss of employees.
For instance, one of our best employees quit
last week because of derogatory remarks
regarding his faith. Also, there was a major
incident last month involving verbal
aggression between two employees, which
ended with both parties resigning.

If our employees are not made aware of their bad

actions and uncivil behavior toward others, there
may be more cases like these.

The first sentence of the text above states an

opinion; that is, the writer thinks that there is a
need for sensitivity training in his or her workplace.
Two examples of incidences of disrespect in the
workplace are cited in the third and fourth
sentences.

The first example is signaled by the expression “for

instance.”

3. Accurate, current, and balanced

information adds to the credibility of persuasive
writing. The writer does not only present evidence
that favors his or her ideas, but he or she also
acknowledges some evidence that opposes his or
her own. In the writing, though, his or her ideas
would be sounder.

Do you wonder if your kids will have your back

when you’re older? Apparently, the answer is a
surprising yes . . .While 93 percent of parents
felt it would be “unacceptable” to become
financially dependent on their kids, 70
percent of the adult children had no qualms
about opening their wallets. Children were
much more likely to expect that they, or a sibling,
would care for an illparent than their moms and
dads were (47 percent vs. 11 percent).

The text above is an excerpt from “Kids Willing to

Step Up to Help Aging Parents, Study Finds” by
NewsUSA. Right in the beginning, the main idea is
stated—that children will have their parents’ back
 when they are older. Then statistics are used as
evidence: the thoughts of the children support the
main idea; while the thoughts of the parents,
though they do not support the main idea, look less
relevant.

Now class, let’s have another activity. Form groups

4. APPLICATION with five members each.

Each group will do the assigned task. You have 5

minutes to complete these tasks. Choose at least
two representatives per group to share the answers
later.

TASK A:

Choose five examples of the common language

used in persuasive writing and use them in writing
persuasive statements.

1. _____________________________
2. _____________________________
3. _____________________________
4. _____________________________
5. _____________________________

TASK B:
Read the article given to you and analyze the
persuasive writing techniques used.

Darkness at Noon by Harold Krent

RUBRICS:

Time’s up class!

Excellent job class!

I believe you already understood our topic very

D. Evaluation
well. This time class, let’s have a quiz.

TRUE OR FALSE.

Write TRUE if the statement is correct and

FALSE if the statement is wrong.

1. The purpose of persuasive writing is to convince

someone to agree with your viewpoint or a
cause.
 2. Presenting strong evidences helps establish
credibility in persuasive writing.
3. Persuasive writing provides an opportunity for
the students’ voice to be heard.
4. Persuasive writing engages readers in a healthy
and intellectual argument.
5. Persuasive writing involves only the opinion of
the writer.

E. Assignment Look for and print an editorial article online or cut

an editorial article from a newspaper. Paste it a
short bond paper. Using colored highlighter, select
the lines that support the argument of the writer.

Prepared by: ALEXY TADLANGIT

Student Teacher

Checked by: PHYBGLYZYL CHAVEZ BAYNOSA

Cooperating Teacher