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Agujar LP CO 2 - cot 2 lp
Bsed Engligh (english)
Eastern Visayas State University
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Teacher ANGELICA A. AGUJAR GradeLevel 12
Date
April 17, 2023 Learning Area
ENGLISH FOR ACADEMIC & PROFESSIONAL PURPOSES
Time
MONDAY 10:00-11:00 – ROUSSEAU Quarter FOURTH
I. OBJECTIVES
A. Content Standard The learner understands the principles and uses of a position paper
B. Performance Standards
The learner presents a convincing position paper based on properly cited factual evidence; produces an insightful statement of principles and reasons for establishing a student organization, coming up with a group exhibit of creative works, etc.
C. Learning Competencies/Objectives (Write the LC Code)
Analyzes the arguments used by the writer/s in manifestoes CS_EN12A-EAPPIIa-d- Define and infer the meaning of an argument in manifesto.
II. CONTENT Manifestos and Arguments
III. LEARNING RESOURCES
A. References
Teacher’s Guide pages
Learner’s Materials pages
Textbook pages
Additional Materials from Learning Resources Portals
B. Other Learning Resources Self-learning Modules, Power Point Presentation
IV. PROCEDURE
A. Reviewing previous lesson or presenting the new lesson
Prayer Attendance Checking Review Ask the following questions: 1. What is thesis statement? 2. What are the key elements of a thesis statement?
MOTIVATION The teacher will let the students guess the jumbled letters using the given definitions. Students are going to pass a small box containing a surprise inside of it, with a music being played by the teacher using a cellular phone. If the music stop, the student who catch the box will be given 10 seconds to answer, if the student guess the word he/she will get a surprise from the box. ACTIVITY: CATCH & ARRANGE ME!! Directions: Guess the jumbled letters from the given definition. Using a small box students will pass to the next
Republic of the Philippines Department of Education Region VIII Division of Leyte STA. MESA NATIONAL HIGH SCHOOL DAILY LESSON LOG Dagami, Leyte
The teacher selected, developed, organized and used appropriate teaching and learning resources, including ICT, to address learning goals.
students. A music will be played and someone who catch the box if the music stop you are going to guess the jumbled letters in 10 seconds. 1. It is a document publicly declaring the position or program of its issuer.
It is a claim or sets of claim with reasons and evidences offered as support.
It is a belief that is often unstated or unexamined, that someone must hold in order to maintain a particular position.
It is an example, real or hypothetical, that refutes or disproves a statement in the argument.
B. Establishing a purpose for the lesson
After performing the activity, the learners will be asked the following questions: Do you know what argument is and manifesto?
Let the students define what argument is and manifesto by looking at the meaning in the internet using their cellular phone or in Merriam dictionary.
The learner will listen to the presentation of the teacher on the objective of the lesson as well as the presentation of the topic.
Analyzes the arguments used by the writer/s in manifestoes CS_EN12A-EAPPIIa-d- Define and infer the meaning of an argument in manifesto. What is argument and manifesto? Steps in analysing an argument Manifesto. This refers to a published declaration of the intentions, motives, or views of the issuer, be it an individual, group, political party or government. Argument. In academic writing, this is usually a main idea, often called a “claim” or “thesis statement,” backed up with evidence that supports the idea. C. Presenting examples/instances of the new lesson
ACTIVITY
The teacher will instruct students to form six groups. Students need to listen attentively as the teacher calls for a group to read a sentence in the text. Next sentence will be read by the next random groups who will be called. After reading the text, students will answer the questions. Read & work out! Directions: Read and infer the following text below. Identify if it is an Argument or Manifesto.
m p u n l e r e t e c o x a
m o s t u p a s i n
e g a r u n t m
t e f n m o s i a
The teacher selected, developed, organized and used appropriate teaching and learning resources, including ICT, to address learning goals.
The teacher selected, planned, managed, and implemented developmentally sequenced teaching and learning process to meet curriculum requirements and varied
F. Developing mastery (Leads to Formative Assessment) (Analysis)
ABSTRACTION
The teacher will discuss about Arguments and Manifesto and the steps in analysing an arguments. Manifesto. This refers to a published declaration of the intentions, motives, or views of the issuer, be it an individual, group, political party or government.
Argument. In academic writing, this is usually a main idea, often called a “claim” or “thesis statement,” backed up with evidence that supports the idea. is defined as a reason or the reasoning given for or against a matter under discussion — compare evidence, proof However, change can only be achieved if the reader fully understands the argument that is accompanied with evidences (reasons) that the author is trying to emphasize. To do that, take a look at these steps below:
G. Finding practical applications of concepts and skills in daily living
APPLICATION
The teacher will let the students read the text through an activity called read and review, which they are going to read altogether and understand the argument of the issuer. The teacher is going to present the following questions to be answered by the students after reading an argument. 1. What is the main point or idea of the text above? 2. List down the evidences presented as proof to the argument. 3. Is the argument leading to the development of society? 4. Why do we need to learn to analyze an argument of a writer?
The teacher selected, 5. What skill is needed in analysing an argument? planned, managed, and implemented developmentally sequenced
Activity: I STAND ON MY ARGUMENT! Directions: Read and analyze the arguments presented by the writer.
“ When a consumer product in some way has a negative impact on society, governments often move to place high taxes on those products to discourage use, for example high taxes on cigarettes and alcohol. Obesity should viewed in same light. With the high availability of soft drinks and junk food at an affordable low price, consumers are all but discourage from eating healthy. A tax on such products would discourage mass purchasing and positively impact our society by curbing obesity rates”.
Source: library.wlu/sites/default/identifyingarguments.pdf
H. Making generalization and abstraction about the lesson
Let students analyze the argument of the issuer.
Check your understanding of the text by answering the questions below. 1. What is the main point or idea of the text above? 2. List down the evidences presented as proof to the argument. 3. Is the argument leading to the development of society? 4. Why do we need to learn to analyze an argument of a writer? 5. What skill is needed in analysing an argument?
I. Evaluating Learning ASSESSMENT
Direction: Draw a heart if the given description and text is an ARGUMENT and box if it is a MANIFESTO. _________ 1. It consist of a claim or statement that summarizes the main idea. _________2. It is a line of reasoning meant to demonstrate the truth or falsehood of something. _________3. It is a published declaration of the intentions, motives, or views of the issuer. _________4. As adults, we can accept bad language on TV programs, as long as it relates to the program in question (i. drama series or films). However, children should not have to hear that sort of language. I’m not a prude by any means, but I find it really depressing when I hear children from children to toddler age and up using foul language. Of course, they learn this from their parents and other family members, but let’s minimize their exposure by keeping it out of children’s programs. - Karen, UK (BBC Online) ________5. Last week, Malacañang said stranded individuals and overseas Filipino workers will soon be required to undergo COVID-19 swab tests before they could return to their provinces so that local government units will no longer have to worry that the returning residents will become carriers of the virus. J. Additional activities for application or remediation
ASSIGNMENT
Directions: Write your argument on an issue and support it by
The teacher designed, selected, organized and used formative assessment strategies consistent with curriculum requirements.
Agujar LP CO 2 - cot 2 lp
Course: Bsed Engligh (english)
University: Eastern Visayas State University
