WEEKLY LESSON PLAN

S.Y.2024-2025

Teacher: Lovely Grace Sampaga-Capuz Grade Level: Grade 10

Subject: ENGLISH 10 Quarter: 2
Topic: Formulating a Statement of Opinion or Week: 5
Assertion
Content The learner demonstrates understanding of how world literature and other text types serve
Standard: as instruments to resolve social conflicts, also how to use the language of research,
campaigns and advocacies.
Performance The learner competently presents a research report on a relevant socio-cultural issue.
Standard:
Learning The learner will be able to formulate clear and compelling statements of
Goals opinion or assertion, analyzing their effectiveness in different contexts, to
ultimately compose persuasive pieces that effectively convey their viewpoint.
Acquisition The learner will be able to:
1. Formulating a statement of opinion or assertion. (MELC10-ll-2)
Learning
Competencies
Make The students will understand that:
Meaning
1. Analyzing statements of opinion in different contexts.
(Added Competency)

Transfer The students in the long run will be able to independently use their learning
to:
1. Composing a persuasive piece. (Added Competency)
2.
3.
METHODOLOGY
Elements of Day In this lesson, we explored the concepts of opinions and assertions, distinguishing
Lesson Plan them from facts and understanding how they shape our beliefs and perspectives.
EXPLORE __________________________________________________________________
Lesson
Introduction/ 1 You will learn to analyze statements of opinion in various contexts, formulate your
Overview own persuasive pieces based on your beliefs, and understand how assertions are used
to express strong beliefs or declarations on a topic.
___________________________________________________________________

ESSENTIAL QUESTION: How do we distinguish between facts and opinions,

and how can we use this understanding to formulate and analyze persuasive
arguments?

___________________________________________________________________

Map of Conceptual Change Activity for Students’ Prior/New Knowledge:

Students will show their initial answer to the EQ with the use of

How do we distinguish between facts and opinions, and how can we use this
understanding to formulate and analyze persuasive arguments?

Initial Answer:

Revised Answer:

Final Answer:
 FIRM UP ACTIVITY 1:
(Acquisition) 2 Vocabulary Exercises
A.1
Formulating a Introduction/Description: In this activity, you were asked to match terms related
statement of to expressing opinions and making assertions in Column A with their corresponding
opinion or definitions or descriptions in Column B. Here's a short description of your activity.
assertion.
(MELC10-ll-2)
Instructions: Match the terms in Column A with their corresponding definitions or
Learning descriptions in Column B. Write the letter of the correct answer before the number.
Target(s): I
can define and Column A Column B
distinguish A. A reasoned presentation of ideas that
1. Assertion
between a aims to persuade.
statement of 2. Opinion B. Information that supports a claim or
opinion and a 3. Fact assertion.
statement of C. A personal view or belief that may
assertion, 4. Evidence not be based on facts.
providing 5. Argument D. A statement that can be proven true.
examples of E. A statement that expresses a belief or
each. opinion strongly.

Answer Key:

1. E
2. C
3. D
4. B
5. A

How do we distinguish between facts and opinions, and how can we use this
understanding to formulate and analyze persuasive arguments?
Initial Answer:

Revised Answer:

Final Answer:

Learning Resources/Materials/Handout/Worksheet: Agustin, M., et al.

(2020). My Distance Learning Buddy: A Modular Textbook for the
21st Century Learner Grade 10. Sibs Publishing House Inc.

Clickable Links:

Sample Assessment Item: Multiple Choice

Introduction/Description: This assessment is a 10-item multiple-choice quiz that

tests your understanding of key concepts related to formulating statements of
opinion and assertion.

Instructions: Read each statement carefully. Encircle and choose the best answer for
each question.

1. Which of the following is an example of an opinion?

a) The Earth is round.
b) The Philippines is an archipelago.
c) Filipinos are the most hospitable people in the world.
 d) The capital of the Philippines is Manila.
2. What is an assertion?
a) A statement that expresses a belief or opinion strongly.
b) A statement that can be proven true.
c) A personal view or belief that may not be based on facts.
d) Information that supports a claim.
3. Which of the following is NOT a characteristic of an assertion?
a) It expresses a strong belief.
b) It is always based on facts.
c) It can be supported by evidence.
d) It can be used to make a persuasive argument.
4. Which of the following is an example of an assertion?
a) I think that dogs are better pets than cats.
b) The sun rises in the east.
c) It is my belief that all people are created equal.
d) The Philippines is a country in Southeast Asia.
5. What is the difference between an opinion and a fact?
a) An opinion is based on feelings, while a fact is based on evidence.
b) An opinion is always true, while a fact can be false.
c) An opinion is a statement, while a fact is a question.
d) An opinion is a belief, while a fact is a personal preference.
6. Why is it important to be able to formulate statements of opinion or
assertion?
a) To express your beliefs and convictions.
b) To make persuasive arguments.
c) To engage in critical thinking.
d) All of the above.
7. Which of the following is a good example of an assertion about education?
a) Education is important.
b) All students should have access to quality education.
c) I think that schools should start later in the morning.
d) My favorite subject is math.
8. How can you make your assertions more persuasive?
a) By using strong language.
b) By providing evidence to support your claims.
c) By appealing to your audience's emotions.
d) All of the above.
9. Which of the following is NOT a good way to support an assertion?
a) Using personal anecdotes.
b) Citing statistics.
c) Making generalizations.
d) Providing expert opinions.
10. What is the purpose of analyzing statements of opinion in different contexts?
a) To understand the speaker's perspective.
b) To determine the validity of the statement.
c) To identify bias or prejudice.
d) All of the above.

Answer Key:

1. c) Filipinos are the most hospitable people in the world.

2. a) A statement that expresses a belief or opinion strongly.
3. b) It is always based on facts.
4. c) It is my belief that all people are created equal.
5. a) An opinion is based on feelings, while a fact is based on evidence.
6. d) All of the above.
7. b) All students should have access to quality education.
8. d) All of the above.
9. c) Making generalizations.
10. d) All of the above.

Learning Resources/Materials/Handout/Worksheet: Agustin, M., et al.

 (2020). My Distance Learning Buddy: A Modular Textbook for the
21st Century Learner Grade 10. Sibs Publishing House Inc.

Clickable Links:

DEEPEN ACTIVITY 3: Situation Analysis

(Make
Meaning) 3-4 Introduction/Description: This activity presents a real-world situation where students
need to apply their understanding of opinions, assertions, and persuasive writing to
M.1 argue for or against a school uniform policy.
Analyzing
statements of Instructions: Read the situation below and answer the following guided questions.
opinion in Write your answers in a one whole sheet of paper.
different
contexts.
(Added Situation Analysis
Competency)
Situation:
Learning
Target(s): Imagine you are writing an essay for your school newspaper arguing for or against
I can identify the implementation of a new school uniform policy. You have already learned
and explain the about the difference between facts and opinions and how to formulate strong
context of a assertions. Now, you need to write a persuasive essay that presents your stance on
statement of the uniform policy.
opinion,
considering the Guide Questions:
author,
audience,  If you support the uniform policy, how would you address the argument
purpose, and that it restricts students' individuality?
situation in  If you oppose the uniform policy, how would you counter the argument
which it is that it promotes a sense of unity?
expressed.
 What are some examples of schools that have successfully implemented
uniform policies? What lessons can be learned from their experiences?
 What are some potential solutions to address the concerns of students who
oppose the uniform policy?

How do we distinguish between facts and opinions, and how can we use this
understanding to formulate and analyze persuasive arguments?
Initial Answer:

Revised Answer:

Final Answer:

Learning Resources/Materials/Handout/Worksheet: Agustin, M., et al.

(2020). My Distance Learning Buddy: A Modular Textbook for the
21st Century Learner Grade 10. Sibs Publishing House Inc.

Clickable Links:

Sample Assessment Item: Essay

Introduction/Description: In this assessment, you will write a short paragraph

expressing your opinion on the new "No Phone Policy" at school. Your paragraph
will be assessed based on your ability to formulate a clear claim, provide supporting
arguments, address counterarguments, and use conjunctions and connectives
effectively. Remember to write your paragraph on a short coupon bond paper.

Essay Assessment: "The Power of Conjunctions"

Criteria Excellent (4- Good (3) Needs Unsatisfactor
5) Improvement y (1)
(2)
Content
Stance & Clearly states Stance is Stance is Stance is not
Thesis a strong, evident but unclear or evident.
debatable could be more weakly stated. Thesis
stance on the forceful. Thesis statement is
issue. Thesis Thesis statement is missing or
statement is statement is missing or irrelevant to
clear, concise, present but does not the topic.
and focused. may be effectively
slightly vague guide the
or broad. essay.
Arguments Presents at Presents at Presents one Provides little
least three least two or two weak to no evidence
strong, well- arguments arguments of arguments
developed that support that are not or fails to
arguments the thesis. fully connect
that directly Arguments developed or arguments to
support the may be do not directly the thesis.
thesis. somewhat support the
Arguments underdevelope thesis.
are logically d or lack clear
connected and connections.
persuasive.
Evidence Provides a Provides some Provides Provides little
variety of evidence to limited or or no evidence
credible and support irrelevant to support the
specific arguments, evidence, or arguments.
evidence but it may be evidence is
(facts, limited or not not clearly
statistics, fully connected to
examples, convincing. the arguments.
personal
experiences)
to support
each
argument.
Evidence is
relevant and
convincing
Organization
Introduction Engaging Introduction Introduction is Introduction is
introduction provides some weak or does missing or
that clearly background not clearly does not fulfill
introduces the information introduce the its purpose.
topic, but may lack a topic or thesis.
establishes the clear thesis
writer's statement or
stance, and be less
presents a engaging.
strong thesis
statement.
Body Each body Body Body Body
Paragraphs paragraph paragraphs paragraphs are paragraphs are
focuses on generally disorganized missing or do
one main focus on one or lack focus. not effectively
argument, argument, but Topic support the
with a clear may lack clear sentences may thesis.
topic sentence topic be missing or
and strong sentences or unclear.
supporting supporting Transitions
details. details. are weak or
Paragraphs Paragraphs absent.
flow logically may lack
 and smoothly. smooth
transitions.
Conclusion Strong Conclusion Conclusion is Conclusion is
conclusion summarizes weak or does missing or
that some main not effectively does not fulfill
summarizes points but summarize its purpose.
main points, may lack a main points or
restates the strong restate the
thesis, and restatement of thesis.
leaves a the thesis or a
lasting clear call to
impression on action.
the reader.
Language
Features
Conjunctions Uses a variety Uses some Uses few Rarely or
& of conjunctions conjunctions never uses
Connectives conjunctions and and conjunctions
and connectives, connectives, and
connectives but variety resulting in connectives,
(because, may be choppy or leading to
however, limited. unclear disjointed
whereas, Transitions writing. writing.
hence, may be
although, etc.) somewhat
effectively to choppy or
link ideas, unclear.
create
transitions,
and enhance
clarity.
Sentence Uses a variety Uses some Uses limited Lacks
Variety of sentence sentence sentence sentence
structures variety, but variety, variety,
(simple, may rely too resulting in leading to
compound, heavily on repetitive or monotonous
complex) and simple choppy writing.
lengths to sentences. writing.
create a
dynamic and
engaging
style.
Clarity & Writes in a Writing is Writing is Writing is
Style clear, concise, generally unclear or unclear and
and engaging clear but may difficult to difficult to
style. Uses contain some understand. understand.
precise instances of Language is Language is
language and wordiness or imprecise or imprecise,
avoids awkward contains too contains
unnecessary phrasing. much jargon. excessive
jargon. jargon, or
lacks a clear
style.

Learning Resources/Materials/Handout/Worksheet: Agustin, M., et al.

(2020). My Distance Learning Buddy: A Modular Textbook for the
21st Century Learner Grade 10. Sibs Publishing House Inc.

Clickable Links:

TRANSFER Transfer Goal: The students in the long run will be able to confidently express
Performance 5-6 their opinions and beliefs in a clear and persuasive manner, becoming effective
Standard: communicators and advocates for change.

T.1
Composing a Show the ff:
persuasive Performance Task GRASP:
piece. (Added "The Power of Your Voice: Social Media Advocacy"
Competency)
Goal To use social media to raise awareness about
a social issue and inspire action for positive
change.
Role You are a social media influencer committed
to making a difference in the world. You
believe that social media can be a powerful
tool for raising awareness and driving change.
Audience Your target audience is your peers, teacher,
your community, and a wider online audience
interested in social justice and positive
change.
Situation You have identified a relevant social issue
that deeply concerns you. You want to use
your social media platform to raise awareness
about this issue, challenge misconceptions,
and inspire others to take action.
Product/ Performance 1. Social Media Campaign: Create a
Purpose multi-platform social media campaign
that includes:
o A compelling social media
profile: Craft a profile that
showcases your commitment
to social justice and your
passion for the chosen issue.
o Informative and engaging
content: Develop a series of
posts, stories, or videos that
educate your audience about
the issue, challenge
stereotypes, and highlight the
impact on individuals and
communities.
o A call to action: Clearly
articulate what you want your
audience to do. Encourage
your followers to take specific
actions, such as signing a
petition, donating to an
organization, sharing
information, or engaging in
dialogue.
o Visual elements: Use
impactful images, videos, or
graphics to enhance your
message and capture attention.
o Hashtags and engagement
strategies: Use relevant
hashtags and encourage
interaction with your audience
through polls, questions, or
discussions.
2. Reflection: Write a reflective essay
analyzing the effectiveness of your
social media campaign. Discuss the
following:
o How did you choose your
social media platform(s)?
o What strategies did you use to
reach your target audience?
o What were the challenges you
faced in creating and
implementing your campaign?
 o What were the positive
outcomes of your campaign?
o What lessons did you learn
about social media advocacy
and its impact on social
change?

Standards and Criteria:

"The Power of Your Voice: Social Media Advocacy"
Analytic Rubric
Criteria Exceeds Meets Approaching Needs
Expectations Expectations Expectations Improvement
(4-5 points) (3 points) (2 points) (1 point)
Content
Social Issue The chosen Relevant Somewhat Not relevant,
Selection social issue is issue, good relevant issue, lack of
highly understanding basic understanding
relevant, , and some understanding , no evidence
demonstrates evidence of , limited of impact.
a deep impact. evidence of
understanding impact.
, and provides
compelling
evidence
Campaign Clear, Clear Somewhat Unclear, lacks
Message persuasive message, clear, lacks persuasivenes
message with some persuasivenes s,
strong evidence and s, generalization
evidence and storytelling. generalization s, no
storytelling. s. evidence.
Call to Action Clear, Clear call to Somewhat Unclear,
specific, action, clear, lacks vague, no
actionable call encourages specificity or specific action
to action with some action actionability, encouraged.
resources and with some no resources.
instructions. resources.

Social Media Profile Shows Limited No

Profile showcases commitment, commitment, commitment,
commitment generally lack of lack of
to social professional, professionalis professionalis
justice and the includes m, lack of m, lack of
issue, relevant relevant relevant
professional, information. information. information.
engaging,
relevant,
visuals
reinforce
message.
Presentation

Visual Uses high- Uses engaging Limited or Lacks

Appeal quality, visuals that inconsistent engaging
engaging help visuals, not visuals,
visuals that communicate engaging. inappropriate
effectively the message. or distracting.
communicate
the message
and capture
attention.
Content Well- Generally Inaccuracies Inaccurate,
Quality researched, accurate, or biases biased, lacks
accurate some biases or present, lacks credibility.
content, inaccuracies credibility.
 avoids
misinformatio
n or biases.
Engagement Uses a variety Uses some Limited Lacks
Strategies of interactive interactive interactive interactive
strategies to strategies to strategies, strategies,
engage the engage the ineffective audience not
audience and audience. engagement. engaged.
encourage
participation.
Impact

Awareness Demonstrates Demonstrates Limited reach Minimal reach

Raised significant some reach and and
reach and and engagement, engagement,
engagement, engagement, limited no awareness.
evidence of evidence of awareness.
increased awareness.
awareness.
Inspiration for Inspires Encourages Encourages Does not
Action action, action, limited action, inspire action.
evidence of evidence of minimal
audience response. evidence of
response. response.

Reflection Provides Provides basic Limited Lacks

Essay thoughtful analysis, lacks analysis, lacks meaningful
analysis of depth. insight. analysis.
effectiveness,
including
platform
choice,
strategies,
challenges,
outcomes,
lessons.

Total Points: 50

7 Map of Conceptual Change:

Values Integration and Reflection:

GRASP 1:

Values Integration:
 Fairness, Respect, Inclusivity: This GRASP task encourages students to
reflect on the importance of fairness, respect, and inclusivity within their
school community. By engaging in advocacy for a policy change, students
can develop a sense of responsibility for creating a more equitable and just
environment for all. They are challenged to consider how their actions can
contribute to positive change within their school, promoting a sense of
belonging and understanding for everyone.
Reflection:
 Personal Values and Beliefs: After completing the GRASP task, students
can reflect on their own values and beliefs related to the chosen issue. They
can examine whether their actions aligned with their values and consider
how their advocacy efforts might have impacted others, potentially leading to
further growth and development of their own personal values.
 The Power of Language: Students can reflect on the power of language to
influence others. They can consider how they used language in their
campaign to persuade their audience, and they can reflect on the importance
of using language responsibly and respectfully when advocating for their
position. This reflection can help them become more mindful
communicators, ensuring their words contribute to positive change and
understanding.
Activity Title: Project Exercises

Introduction/Description: This project exercise encourages students to use social

media to advocate for a cause they care about. They will craft a short social media
post that includes a statement of opinion, supporting evidence, a call to action, and
visual elements. This activity helps students develop their persuasive communication
skills and explore the power of social media to raise awareness and inspire action.

"My Voice Matters: Social Media Advocacy for a Cause"

Objective: Students will create a short social media post advocating for a cause they
care about.

Instructions:

1. Choose a Cause: Select a social issue that is important to you. This could be
something related to your school, community, or the world at large.
2. Formulate a Statement of Opinion/Assertion: Write a strong and clear
statement of opinion or assertion about the chosen cause. This statement
should express your belief or position on the issue.
3. Provide Evidence: Gather one or two pieces of evidence to support your
statement. This could be a fact, statistic, personal story, or example.
4. Create a Social Media Post: Design a short social media post that includes:
o Your statement of opinion/assertion
o The evidence you gathered

o A call to action (what you want your audience to do)

o A relevant image or graphic (optional)
o Relevant hashtags
5. Share Your Post: Share your post with your classmates or on a designated
social media platform (if appropriate).
6. Reflection: Write a short reflection on your experience. Consider:
o How did you choose your cause?
o What was challenging about formulating your statement of opinion?

o What did you learn about using social media for advocacy?

Example:

Cause: Reducing plastic waste in our school.

Statement of Opinion: "We can all make a difference in reducing plastic waste in
our school by choosing reusable options and supporting eco-friendly initiatives."

Evidence: "According to a recent study, schools generate a significant amount of

plastic waste, which harms our environment."

Call to Action: "Let's work together to create a greener school! Bring your own
reusable water bottles and lunch containers, and encourage others to do the same."

Hashtags: #ReducePlasticWaste #GreenSchool #EcoFriendly

This simple project exercise allows students to practice formulating statements

of opinion, gathering evidence, and creating a basic social media post for
advocacy. It's a good starting point for exploring the power of social media to
make a difference.

How do we distinguish between facts and opinions, and how can we use this
 understanding to formulate and analyze persuasive arguments?
Initial Answer:

Revised Answer:

Final Answer:

Learning Resources/Materials/Handout/Worksheet: Agustin, M., et al.

(2020). My Distance Learning Buddy: A Modular Textbook for the
21st Century Learner Grade 10. Sibs Publishing House Inc.

Clickable Links:

ASSIGNMENT
1
2 Learners will take down notes about their lessons.
DAY 3-4
5-6 The following are statements of opinions on politics and religion. Read each
statement and express agreement or disagreement with it.

1. “Every nation has the government it deserves.” – Joseph de Maistre

2. “He that would govern others first should be the master of himself.” – Philip
Massinger
3.”Taxation without representation is tyranny.” – James Otis
7

Prepared by: LOVELY GRACE SAMPAGA-CAPUZ

TLE Teacher

Checked by: MIRASOL C. REGACHO, MED

Academic Coordinator

Approve by: ERNIE B. REGACHO, MED

School Principal