GRADES 1 TO 12 School Jose J.

Mariano Memorial High School Grade Level 10

DAILY LESSON LOG Teacher Ronacel L. Cortez Learning Area English
Teaching Dates and November 9, 2023 (9:00-10:00) Quarter Second
Time

I. OBJECTIVES
A. Content Standards The learner demonstrates an understanding of how world literature and other text types serve as vehicles for expressing and resolving conflicts among
individuals or groups and how to use strategies in critical reading, listening, and viewing, and affirmation and negation markers to deliver impromptu and
extemporaneous speeches.
B. Performance Standards The learner proficiently delivers an argumentative speech emphasizing how to resolve conflicts among individuals or groups.

C. Learning Observe language of research, campaigns, and advocacies /EN10G-Iva-32

Competencies/Objectives Write
the LC code for each
Persuasive Language-Techniques in Persuasion
II. CONTENT
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Material pages LRMDS Module, Quarter 2-Module 1: Observing Language of Research, Campaigns, and Advocacies by Maria Theresa E. Celso, pp. 9-13
3. Textbook pages
4. Additional Materials from CO Quarter 2 Module 1, Language of Research, Campaigns, and Advocacies by Lilian S. Pagulongan and Alvin A. Sevilla, pp. 2-7
Learning Resource (LR) portal
B. Other Learning Resources Self-Learning Module, DepEd SOCCSKSARGEN by Reymond P. Amoyan, et al. pp. 4-24
MELC-based SLM, DepEd RO 4A and CLMD CALABARZON: PIVOT 4A Learner’s Material Quarter 2 by John Lerry F. Villalobos, pp. 6-9
2023. Political Slogans that can Help You Win. https://buttonsonline.com/pages/political-slogans-that-can-help-you-win
2023. What are rhetorical questions? https://www.bbc.co.uk/bitesize/topics/zmfc7ty/articles/z7dyvk7
Puzzle Maker by Discovery Education
IV. PROCEDURES
A. Reviewing previous lesson or Have a review on the lesson about persuasive language, power of persuasion, and the first five persuasion techniques in writing a research, campaign, and
presenting the new lesson advocacy material.
B. Establishing a purpose for the Present to the students the objective of the lesson for the day. This will guide the students to assume the expectations/outputs of the discussion. Present some
lesson advocacy and campaign materials as well.

C. Presenting examples/ Have the students identify the words included in the discussion through a crossword puzzle printed as tarpaper to be posted on the board.
instances for the new lesson This activity will emphasize COI: 1.4.2 Use a range of teaching strategies that enhance learner achievement in literacy skills.
D. Discussing new concepts and Discuss the other five techniques in persuasion that can be used as an excellent tool in creating s research, campaign, and advocacy. Provide examples for
practicing new skills #1 each technique. The students input here through giving their own example is essential.

Have an activity on the discussed persuasion techniques through campaign slogans, statements involved in research and advocacy materials. This activity
will highlight the COI 3.2.3 Used strategies for providing timely, accurate and constructive feedback to improve learner performance.

After the activity, have the students enumerate all the ten techniques in persuasion.
E. Discussing new concepts and Since the students all knew the power of persuasion such as call to action, make a change, prove something wrong, create interest, and get people to agree
practicing new skills #2 with your point, and the ten techniques in persuasion, they will apply those in writing a campaign or advocacy material. They will examine the given
material, an advocacy on climate change. The teacher will ask the following questions to students:

1. What is the material all about? In answering this question, COI 1.1.2: Apply knowledge of content within and across curriculum teaching areas
will be stressed as the material involves a lesson on science subject. Furthermore, the teacher or the student may define the word climate change and
provide pictures of its effect on the world.
2. What specific message does it try to convey?
3. What part of the material made you feel that you are part of the issue?
4. Do you feel compelled to care or act after reading its contents? Why?
5. Did the advocate employ any of the language devices used in persuasion? Justify your answer.
After examining the material, have the students answer the given questions as application to COI: 1.5.2 Apply a range of teaching strategies to develop
critical and creative thinking, as well as other higher-order thinking skills.
F. Developing mastery (Leads to The teacher will show a graph about the increasing number of endangered species. From the graph, the students will apply the concepts they have learned
Formative Assessment 3) from the discussion on techniques of persuasion. The students will write their answer on the board. The teacher may guide the students through asking some
questions such as follows:
1. Based on the graph, if you are going to make a campaign or advocacy material, what would be your issue all about?
2. What would be the possible picture that you will use in your campaign or advocacy material?
3. What is your goal?
4. What facts will you include in your material? In this part, the COI: 1.4.2 Use a range of teaching strategies that enhance learner achievement in
numeracy skills will be emphasized though applying basic mathematical operation to elicit responses.
5. What other persuasive techniques will you use? Give an example.
This activity also accentuated the COI: 1.5.2 Apply a range of teaching strategies to develop critical and creative thinking, as well as other higher-
order thinking skills particularly the creative thinking of the students.
G. Finding practical applications Have the students analyze the importance of persuasion techniques in research, campaign, and advocacy especially when they encounter it in their daily
of concepts and skills in daily living. (Buying a product in the market, choosing a candidate to elect in a position, or listening to an advocacy speech are some examples of instances.)
living
H. Making generalizations and Ask the students to enumerate the 10 techniques in persuasion used in writing research, campaign, or advocacy.
abstractions about the lesson
I. Evaluating learning For the assessment of learning, the teacher will introduce the Human Bingo Game. The game card with CRELS component, will enable the teacher to survey
the learners’ linguistic, cultural, socio-economic, and religious background. It is a learner-centered activity aiming on profiling learners based on their
diverse backgrounds and for planning the assessment to be done to establish contextualized, authentic, and meaningful learning experiences in the
classroom.

Description of the card:

1. 5x5 square card
2. Each box contains descriptions or characteristics of the learners. The learners’ records on LIS were used as basis for developing the statements in the
game card.
3. Included in the first column are possible cultural expressions, in the second column are religious information, in the third and fifth are the socio-
economic depicters, and in the fourth column are linguistic backgrounds.

The CRELS Activity: Human Bingo Game emphasizes the COI 5.3.3 Established a learner-centered culture by using teaching strategies that respond
to their linguistic, cultural, socio-economic, and religious backgrounds.

As well, this activity is an attempt to realize the development need of the teacher in establishing a learner-centered culture by using teaching strategies that
respond to their linguistic, cultural, socio-economic, and religious backgrounds as stated on the teacher’s developmental plan for SY 2023-2024. The
interventions stated there by the teacher are utilized through the CRELS Activity.

From the stated activity, the students will be grouped according to their same background. Each group must have a maximum member of five. The output of
the students will be any of the following based on their interest: an advocacy campaign material, a marketing campaign of their original product, an
advocacy speech, or a campaign speech. Multimedia resources can be used by the students to enhance their creativity. Different rubrics will be used for the
output.
J. Additional activities for
application for remediation
V. REMARKS

Prepared by: Noted by: Checked by:

RONACEL L. CORTEZ MA. ROSELL M. SURIO ROLANDO B. REYES JR.

Teacher II Subject Coordinator Principal I