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EAO-semi-detailed-lesson-plan-in-COT2 Q3-Eng
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English 8
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Annex 2B to DepEd Order No. 42 , s. 2016
DETAILED
LESSON
PLAN
School Union National High School Grade Level 8
Teacher Evelyn A. Obedencio Learning
Area
English
Teaching Dates
and Time
March 20, 2024/ 8:30-9:30 A Quarter Third Quarter
I. OBJECTIVES
At the end of the lesson, learners were able to:
a. Identify various propaganda techniques,
b. Examine words and expression use in various propaganda technique; and
c. Express the importance of propaganda techniques specifically in promoting a product through essay.
A. Content Standards
The learner demonstrates understanding of: Southeast Asian literature as mirror to a shared heritage; coping strategies in
processing textual information; strategies in examining features of a listening and viewing material; structural analysis of
words and propaganda techniques; and grammatical signals for opinion- making, persuasion, and emphasis.
B. Performance Standards
The learner transfers learning by composing and delivering a persuasive speech based on an informative essay featuring
use of properly acknowledged information sources, grammatical signals for opinion-making, persuasion, and emphasis, and
appropriate prosodic features, stance, and behavior.
C. Learning Competencies with LC
code
Analyze intention of words or expressions used in propaganda techniques. (EN8V-IIIg-26)
II. CONTENT Propaganda Techniques
III. LEARNING RESOURCES
A. References English Module Quarter 3 – Module 4:
1. Teacher’s Guide pages
2. Learner’s Material pages
3. Textbook pages
4. Additional Materials from learning
Resource (LR) portal
B. Other Learning Resources Power point presentation, Instructional Materials, Marker, Laptop
IV. Procedures PRELIMINARIES
The teacher will start with the following with a prayer.
Greetings
Checking of attendance
The teacher will establish the tone by extending a second greeting to the class after the attendance check, asking,
"How are you today?" and adding, "I'm glad that everyone is here today."
The teacher will establish the standards for the classroom activities after establishing the mood.
Classroom Rules
- Be always responsible.
- Respect someone’s opinion/idea.
- If you have questions to clarify things just raise your hand and wait to be recognized.
- Refrain from making interruptions while someone is talking.
- Participate in all given tasks
The teacher starts the lesson when everyone is ready.
A. Reviewing previous lesson or
presenting the new lesson
The teacher will review their previous lesson through a question-and-answer portion.
The teacher will flash on the monitor a sequence word where they will utter the word order and use their analytical skills to
utter the correct word or answer. Note that the underlined word is subject to change so students should be focused and be
attentive. The student who can’t follow the word order every time the teacher points to student, he/she will be the one to
answer the question as a short review of the previous topic.
Tongue Twister: One plus one is equal to two and if you divide it by two, the answer is one.
1. What are the three issues we’ve discussed yesterday?
Answer:
The three issues that we discussed yesterday are moral, social and economic issues.
2. Who can give us the variation of the three issues mentioned by your classmate?
Answer: Social issues focus on societal challenges and inequalities, moral issues involve ethical considerations and
At the end of the lesson, learners were able to:
a. Identify various propaganda techniques,
b. Examine words and expression use in various propaganda technique; and
c. Express the importance of propaganda techniques specifically in promoting a product through essay.
After reading the objectives, the teacher will once again ask if the learners are ready for the new lessons
and the activities.
C. Presenting examples/ Instances of
the new lesson
The teacher introduces the topic and its importance and explains why they need to discover the different
propaganda techniques. The teacher presents the definition of propaganda.
Propaganda - is a persuasive technique found in print or electronic media, that contains messages that
have been carefully designed to influence the opinions, emotions, attitudes, and behavior of its audience.
- is any information, ideas and opinion that try to persuade people to believe in something. In
Latin, it means “to propagate” or “to sow”.
The purpose of propaganda is to persuade a targeted group into believing something or to doing
something in order to benefit someone, and that someone maybe you!
The teacher will group the students into 5. The teacher will now give the instruction for the 1st activity. (Differentiated
Instructions). Each group will be given 15 minutes.
Group 1. MATCH ME! Directions: Match the name of the propaganda device with the definition to its term.
Name Calling Glittering Generalities Testimonial
Plain Folks Bandwagon Transfer
Card Stacking
DEFINITION:
1. It links a person, product, or an idea to a negative symbol. ____________
2. It’s about creating an urge amongst people to become a part of the “in crowd”. _________
3. It endorses an idea or a product by a famous person. _______________
4. Its ultimate goal is to demonstrate how the product is meant for everybody and will provide value to everyone.
___________
5. It manipulates information so that one product looks better than the other. ________________
6. It uses words or phrases to make the product look more appealing. ______________
7. It transfers or projects certain qualities (this can either be positive or negative) of a person, ideology or object to
other things and people. __________
ANSWER:
1. Name calling
2. Bandwagon
3. Testimonial
4. Plain Folks
5. Card Stacking
6. Glittering Generalities
7. Transfer
Group 2. ANALYZE ME! Direction: The group will be given an image and will analyze the given image to complete the
propaganda analysis worksheets.
2. Card stacking
3. Testimonial
4. Plain Folks
5. Glittering Generalities
6. Name Calling
7. Transfer
GROUP 4. PORTRAY ME! The group will be given material to read and discuss the types of propaganda
techniques within a group. They will make an advertisement using one of the techniques and present it to the
class. One member of the group will explain what they have presented.
GROUP 5. EXPLAIN TO US! The group will be given fact sheets and discuss it within the group. Answer the
following questions and present it in the class.
1. What are the potential effects of using this technique on people's perceptions?
2. Why it is important to have knowledge about the different propaganda techniques?
3. How can people and groups enhance their media literacy to recognize and prevent deceiving propaganda?
D. Discussing new concepts and
practicing new skills
The teacher will now ask questions in guiding the students to gain knowledge and understanding about the lesson.
Guide Questions:
1. How do you find the activity?
Possible answer: I find the activity easy/difficult.
2. Why do we need to study the different kinds of techniques?
Possible Answer: In today's digital age, where information is abundant and easily accessible, media literacy is
crucial. Studying different techniques helps individuals become more media literate, enabling them to navigate
through various media platforms and identify misleading or biased information.
3. How can understanding propaganda techniques help individuals become more critical consumers of information and
media content?
Possible Answer: Understanding propaganda techniques empowers individuals to recognize manipulative tactics,
question biases, evaluate sources critically, analyze persuasive strategies, resist manipulation, and promote media
literacy. These skills are essential for becoming more critical consumers of information and media content in today's
complex and information-rich environment.
.
E. Continuation of discussion of new The teacher will now discuss the lesson to deepen the understanding of the students about the topic.
concepts leading to formative
assessment KEYPOINTS
BANDWAGON is a technique which says that everyone else is doing something to inspire you to do it too.
Card Stacking Propaganda - Probably the most common of the propaganda techniques top advertisers use
today, it uses unproven statistics to convince the audience to believe a fact. They also make the product seem
more attractive than similar ones in the market.
Testimonial Propaganda - It uses the testimonials of influencers, authority figures, or experts in the field to
convince you that their product is worth your money.
Plain Folks Propaganda - This approach is increasingly becoming one of the more effective propaganda
devices because many people nowadays crave real experiences. This basically means that they want to see
how a particular product or service brought value to a regular human being like themselves.
Glittering generalities technique - makes use of fancy words that elicit a positive response or feeling from you.
In turn, this feeling is what makes you want to buy the product, try the service or become affiliated with the
brand.
Name Calling Propaganda - this propaganda technique involves using derogatory phrases to create a negative
opinion about someone or some other brand. It is the most common between two brands that are similar, well-
known, and have a loyal fan base. Understandably, they need to lure consumers from the other side to their
side.
Transfer Propaganda - this type of propaganda is the act of relating something or someone we like or respect
with a product. Symbols are constantly used in this form of propaganda.
F. Developing Mastery
(Leads to formative Assessment
3)
The teacher will measure the students understanding by flashing images and will identify what techniques are used in
the images.
G. Finding practical applications of
concepts and skills in daily living
With the same groupings, apply one technique of propaganda in making/constructing a statement for advertisement or
portray us a situation that applies propaganda techniques. (5 minutes)
H. Making generalizations and The teacher will call one of the students and let him answer the question.
BANDWAGON CARD STACKING NAME CALLING
6. Testimonial/Bandwagon
7. Bandwagon
8. Bandwagon
J. Additional Activities for application
or remediation
Task 1: POST ME!
With the same groupings, shoot an advertisement using one of the techniques and post it on a social media
platform.
V. REMARKS
VI. REFLECTION
A. No. of learners who earned 80%
in the evaluation.
B. No. of learners who require
additional activities for remediation
C. Did the remedial lessons work?
No. of learners who have caught
up with the lessons.
D. No. Learners who continue to
require remediation
E. Which of my teaching strategies
worked well? Why did this work?
F. What difficulties did I encounter
which my principal or supervisor
can help me solve?
G. What innovation or localized
materials did I used/discover
which I wish to share with other
teachers?
Prepared by: Checked by:
EVELYN A. OBEDENCIO RUBY GRACE O MARIBAO
Subject Teacher HT-1/School Head
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EAO-semi-detailed-lesson-plan-in-COT2 Q3-Eng
Subject: English 8
3 Documents
Students shared 3 documents in this course
School: Union National High School
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Annex 2B.1 to DepEd Order No. 42, s. 2016
DETAILED
LESSON
PLAN
School Union National High School Grade Level 8
Teacher Evelyn A. Obedencio Learning
Area
English
Teaching Dates
and Time
March 20, 2024/ 8:30-9:30 A.M Quarter Third Quarter
I. OBJECTIVES
At the end of the lesson, learners were able to:
a. Identify various propaganda techniques,
b. Examine words and expression use in various propaganda technique; and
c. Express the importance of propaganda techniques specifically in promoting a product through essay.
A. Content Standards
The learner demonstrates understanding of: Southeast Asian literature as mirror to a shared heritage; coping strategies in
processing textual information; strategies in examining features of a listening and viewing material; structural analysis of
words and propaganda techniques; and grammatical signals for opinion- making, persuasion, and emphasis.
B. Performance Standards
The learner transfers learning by composing and delivering a persuasive speech based on an informative essay featuring
use of properly acknowledged information sources, grammatical signals for opinion-making, persuasion, and emphasis, and
appropriate prosodic features, stance, and behavior.
C. Learning Competencies with LC
code Analyze intention of words or expressions used in propaganda techniques. (EN8V-IIIg-26)
II. CONTENT Propaganda Techniques
III. LEARNING RESOURCES
A. References English Module Quarter 3 – Module 4:
1. Teacher’s Guide pages
2. Learner’s Material pages
3. Textbook pages
Discover more from:
English 8
Union National High School
3 Documents
- Discover more from:English 8Union National High School3 Documents