English Grade 8 Lesson Plan 18

Consolidation - Applying What We Know About Reading Persuasive Texts

Prepared by:

Manilyn R. Arevalo
Manghanoy National High School

Rhey-Joy T. Regalado
Cabacungan National High School-Masulog Extension

Christine Jeka E. Nazareno & Jireh Melle M. Baydal

Cabacungan National High School
KEY IDEAS:
Reading persuasive texts - Applying what we know

Most Essential Learning Competencies:

● Explain visual-verbal relationships illustrated in table,

graphs and information maps found in expository texts.
● Summarize key information from a text.
● Compare and contrast own opinions with those
presented in familiar texts.
● Develop paragraphs that illustrate each text type
(persuasive).
 01 Short Review
(7 minutes)

Lesson Components
English- Enhancement
02 Purpose of the Lesson (3
minutes)

Lesson Language Practice (5

03 minutes)

Lesson Activity
04 (25 minutes)

05 Lesson Conclusion
(5 minutes)
REVIEW

Directions: Identify what type of persuasive

text are being flashed on the screen. Choose
your answer from the given choices. choices.
 COMPONENT 1: SHORT REVIEW

1.Climate Change

A. ARGUMENTS B. DISCUSSION C. ADVERTISEMENT D. REVIEW

 COMPONENT 1: SHORT REVIEW

2. Pros and Cons of

Video Games

A. ARGUMENTS B. DISCUSSION C. ADVERTISEMENT D. REVIEW

 COMPONENT 1: SHORT REVIEW

3. Book Review

A. ARGUMENTS B. DISCUSSION C. ADVERTISEMENT D. REVIEW

 COMPONENT 1: SHORT REVIEW

4. Advertisement
about a particular
medicine
A. ARGUMENTS B. DISCUSSION C. ADVERTISEMENT D. REVIEW
 COMPONENT 1: SHORT REVIEW

5. An author’s opinion
about a certine
political candidate.

A. ARGUMENTS B. DISCUSSION C. ADVERTISEMENT D. REVIEW

 COMPONENT 1: SHORT REVIEW

Argument Discussion

Advertisement Review

What are their similarities and differences o?

 LESSON
PURPOSE
“In this lesson we are going to bring
together what we have learned about
different Persuasive Text Types.
We are going to apply what we know
to a new text.”
LANGUAGE
PRACTICE
 COMPONENT 3: LANGUAGE PRACTICE
Game-based Activity!
Peel the Cabbage with picture analysis.
Directions: Each leaf of the cabbage has a corresponding word and
illustration in which you should guess the definition. Then, you will
pass the cabbage while the music is going on, and when it stops on a
certain person, he/she will be tasked to provide the correct definition
of the word. If you fail to give the appropriate definition you will
have a consequence but if the correct definition is provided, you will
have a prize.
 LESSON
ACTIVITY
 COMPONENT 4: LESSON ACTIVITY

What is
FOR?
is
Wh a t
AI NST -in support of or in favor of.
AG
?

-disagreeing with something or someone.

 COMPONENT 4A: LESSON ACTIVITY
For and Against Compulsory Voting
Did you know that only 50% of registered voters
voted in the Philippines presidential election in
2013 but that 83% voted in 2022? Should voting
be compulsory like it is in 23 other countries
around the world, including Argentina, Thailand,
Brazil and Singapore? Here are the arguments for
and against compulsory voting.
 For Compulsory Voting
Position Statement (Thesis Statement):
Compulsory voting should be introduced because
it can help promote a more interested and
informed electorate, and lead to a government that
truly reflects the will of the people.
Point 1:
Compulsory voting ensures that a larger
proportion of the population participates in the
democratic process. The government would then
truly represent the whole country.
Against Compulsory Voting
Position Statement (Thesis Statement)
Compulsory voting should be introduced
because citizens should be the right to choose
whether or not to participate in the
democratic process, and forcing them to vote
can be seen as a threat to their personal
liberty.
Point 1:
Compulsory voting can result in uninformed
or uninterested voters being forced to vote.
This can lead to a lower quality of votes and a
less informed electorate, as people may vote
for candidates or policies based on factors like
name recognition or media coverage.
 For Compulsory Voting
Point 2:
Compulsory voting encourages citizens to
take an active interest in politics and be
informed about the issues that affect them
and their community.
Point 3:
Compulsory voting means that more
moderate candidates and policies are likely
to be favored, rather than extreme ones that
may only be supported by a small, vocal
minority.
Against Compulsory Voting
Point 2:
Compulsory voting can lead to an increase in
the number of invalid votes, as people may
spoil their ballots or vote for candidates or
policies they do not support. This can lead to
confusion and undermine the legitimacy of the
democratic process.
Point 3:
Compulsory voting forces people to vote for
someone even if they don’t like any of the
candidates standing for election.
 For Compulsory Voting
Point 4:
Compulsory voting helps reduce inequality by
ensuring that all citizens, regardless of social
status or wealth, have an equal say in the
democratic process. It helps prevent the
voices of the most disadvantaged members of
society from being ignored.
Conclusion/Recommendation:
It is everyone’s responsibility to pay taxes.
Compulsory voting should be introduced
now!
Against Compulsory Voting
Point 4:
Compulsory voting may not address
inequality. It may be more effective to focus
on improving access to information and
education, reducing barriers to voting and
increasing the relevance of politics to citizens’
lives.
Conclusion/Recommendation:
Nobody should be forced to vote if they don’t
want to just like they shouldn’t be forced to
buy a particular brand of car. Compulsory
voting sound good in theory but will not be a
better system.
 COMPONENT 4B: QUESTIONS
THINK-PAIR-SHARE!

Directions: Find a pair and discuss your own opinion to the

questions presented based on the previous reading text.

Q1. True or False: voter numbers in Presidential elections in the

Philippines are going up.
Q2. The For Case says that it is everyone’s responsibility to vote
just as it is to pay taxes. Explain the meaning of this
analogy.
Q3. The Against Case uses an analogy of its own to counter the
For Case: what is it? Explain its meaning.
 COMPONENT 4C: QUESTIONS

Q4. How does the Against Case counter the argument that
compulsory voting would increase voter interest in
politics?
Q5. Which points would you choose? Give reason for your
choices.
Q6. What is your opinion of whether or not this text has
achieved its purpose? Give reason for your answer.
 LESSON
CONCLUSION
 COMPONENT 5: LESSON CONCLUSION
Directions: In your workbook, answer the
following questions.
Q1. The focus of the lesson was on how Persuasive texts can be
written to show different points of view on a topic. How has
the lesson helped you to understand this?
Q2. Which questions were easy to answer? Why?
Q3. What strategies did you use to answer the harder questions?
THANK YOU!
HOPE YOU ENJOYED
TODAY’S
LEARNING CAMP!