School Hindangon Elementary school Grade Level Six

Grades 1 to 12 Teacher Melanie P. Gallofin Learning Area English 6

DAILY LESSON Date & Time Quarter 2nd QUARTER
LOG
I.OBJECTIVES

A. Content Standard The learner demonstrates understanding of text types for comprehension.
B. Performance Standard The learner Identifies story perspective of text elements.
C. Learning Competencies Recognize evaluative word choices to detect biases and propaganda devices used by
speakers. EN6LC-IIIb3.1.12

Objectives: (Contextualized)
A. Knowledge:
● detect biases and propaganda devices used by speakers (EN6LC-
IIIb-3.1.12);
B. Skill:
● make a stand based on a certain topic through writing; and
C. Attitude:

● value the importance of expressing ideas in polite way at all times by

presenting coherent, comprehensive report on a given issue or
concern (EN10LC – IIId -3.18).

II. Subject Matter: Recognizing Propaganda Devices

III. LEARNING RESOURCES
A. References English - Grade 6
Alternative Delivery Mode
MELC p.187
https://www.yourarticlelibrary.com/sociology/propaganda-7-most-importanttechnique-of-
propaganda/24309
(Txtbk English For You & Me Language, Lesson 25 p. 144)
(Txtbk English For All Times Language, Lesson 24 p. 249)
B. Other Learning Resources C. PPT, meta cards, pentel pen, manila paper, brag tags, worksheets, traffic light
behavior chart

D. Integration: ESP
E. Strategies: Differentiated Instruction, ICT Integration, Group work, Think-pair-
Share, Games
IV. PROCEDURES ACTIVITIES ANNOTATIO
NS
A) Reviewing previous lesson Preliminary: This illustrates
or presenting the new lesson Indicator # 4:
Establish safe and
secure learning
ELICIT Checking of attendance environments to
enhance learning
Good moring,class! Good morning children. through the
Will you look for some papers consistent
under your chairs and kindly implementation
keep them first inside your For us to be guided on the things that we are doing today let us all of policies,
bag. Leaders, please report guidelines and
remember the following classroom guidelines and health protocols. procedures.
about the attendance of your
group
(Teacher will present through video presentation
Classroom Rules New Normal
Health Protocols

Review
 In the previous lesson, you have learned about Distinguishing
Text-Type According to Purpose and Language Features
(Comparison and Contrast).

Comparison shows the similarities and contrast tells

differences among subjects like people, objects, places, animals,
situations, or ideas. A compare-and-contrast text or paragraph
analyzes two subjects by comparing them, contrasting them, or both.
This illustrates
Directions: To measure your knowledge of the past lesson, Read Indicator #.1
the text below and write down the clue/signal words Apply knowledge
of content within
that you found while reading. Indicate whether each and across
word signals comparison or contrast. Write your answer curriculum
teaching areas.
on your notebook.
Comparison or
SIGNAL WORDS Contrast

_____________ ________________

_____________ ________________

_____________ ________________

Poppa’s pizza is better than Light Street’s pizza. Poppa’s

makes thin crust pizzas, while the Light Street crust is thick and
chewy. Poppa’s sauce is spicy with oregano, basil, and pepper. Light
Street offers a much sweeter sauce, with barely a hint of Italian
spices. Finally, Poppa’s is very generous with the cheese, and they
use a three-cheese blend. In contrast, Light Street uses only
mozzarella, and not very much of it. I would prefer to eat at Poppa’s
any day! (https://bit.ly/3obtUBL)

I think 2 minutes is enough for you to complete this activity. Time starts
now.
B) Establishing the purpose Motivation
for the lesson This illustrates
Say: Indicator #.3
Before we go on with our Have you tried to convince someone to do something for Use effective
lesson for today, we are going verbal and non-
to sing first. you or make someone believe in you? verbal classroom
communication
Are you ready? strategies to
Let’s do this…
Really? Do you want to share it with us? support learner
understanding,
participation,
How did you do it? engagement and
achievement.
Wowwww… that was cool.

Show different advertisement to the class through video.

What is your favorite TV commercial?

How does it convince you to buy the product?

Every TV commercial exemplifies propaganda.

Propaganda makes use of a collection of devices and

tricks intended to influence your thinking. Learning to recognize
these techniques can go a long way toward your smart choice of
products and services, based on your actual experiences, and not
just because of the effects of propaganda.
C) Presenting
examples/instances of the new
Show pictures of advertisement.
lesson

(ENGAGE)

This illustrates
Ask them if they will buy the product. observable #6,
Ask them the reason of buying the product. Maintain learning
environments that
nurture and
inspire learners
to participate,
Visualize:  cooperate and
. ► You want to buy new set of clothes; how will you convince your collaborate in
parent to buy it? continued
learning.

D) Discussing new concepts How can you tell whether an advertisement is giving fair
and practicing new skills #1
information to people? Explicit
Teaching
(EXPLAIN)
When the information given is not fair, then there is bias.
 When a commercial, a testimony or a speech is favoring or siding
. with somebody, something, a company, a group, or a political or
religious affiliation, then there is bias.

In media (newspaper, television, radio, Facebook, YouTube,

twitter, etc.), there are glaring biases which we must know. It is
important that we can detect biases, right away, so please read and
understand the types of biases enumerated and described below.

TYPES OF BIASES

1. Bias by headline

Many people read only the headlines of a news item.

Most people scan nearly the headlines in a newspaper.
Headlines are the most-read part of a paper. They can
summarize as well as present carefully hidden bias and
prejudices. They can convey excitement where little exists.
They can express approval or condemnation.

2. Bias by photos, captions, and camera angles

Some pictures flatter a person; others make the

person look unpleasant. A paper can choose photos to
influence opinion about, for example, a candidate for election.
On television, the choice of which visual images to display is
extremely important. The captions newspapers run below
photos are also potential sources of bias.

3. Bias through use of names and titles

This illustrates
Indicator #.1
News media often use label or titles to describe Apply knowledge
of content within
people, places, and events. A person can be called an “ex- and across
con” or be referred to as someone who “served time twenty curriculum
teaching areas.
years ago for a minor offense.” Whether a person is
described as a “terrorist” or a “freedom fighter” is a clear
indication of editorial bias.

A. Bias through statistics and crowd counts

To make a disaster seem more spectacular (and

therefore worthy of reading about), numbers can be inflated. "A
hundred injured in air crash" can be the same as "only minor
injuries in air crash," reflecting the opinion of the person doing
the counting.

5. Bias by source control

To detect bias, always consider where the news item

"comes from." Is the information supplied by a reporter, an
eyewitness, police or fire officials, executives, or elected or
appointed government officials? Each may have a particular
bias that is introduced into the story. Companies and public
relations directors supply news outlets with puff pieces
through news releases, photos, or videos. Often news outlets
depend on pseudo-events (demonstrations, sit-ins, ribbon
cuttings, speeches, and ceremonies) that take place mainly to
gain news coverage.
6. Bias by word choice and tone
 Showing the same kind of bias that appears in
headlines, the use of positive or negative words or words with
a particular connotation can strongly influence the reader or
viewer.

Directions: Identify the kind of bias shown in every propaganda

below.

Propaganda 1
“Three out of every 5 fatal automobile accidents
did not involve drinking. 67% of the drivers involved in
fatal accidents had not been drinking. And 76% of the
pedestrians involved in accidents had not been
drinking. Therefore, sobriety is undoubtedly the major
cause of fatal automobile accidents, and sober driving
must be outlawed immediately, and punished harshly.”

Propaganda 2

Dirty Harry Lim loses Manila mayoralty seat

Analysis

Propaganda 1 is a Bias through statistics and crowd counts.

The focus of the data used to present a figure of automobile
accidents is not on the fatalities; instead, it is on the ones who were
saved from deaths. Analyze the details below:

“3 out of every 5 fatal automobile

accidents did not involve drinking. 67% of the drivers involved in

fatal accidents had not been drinking. And 76% of the pedestrians
involved in accidents had not been drinking. Therefore, sobriety is
undoubtedly the major cause of fatal automobile accidents, and
sober driving must be outlawed immediately, and punished
harshly.”

Actual figure should be like this:

“2 out of every 5 fatal automobile accidents was due to drinking.

33% of the drivers involved in fatal accidents had been drinking.
And 24% of the pedestrians involved in fatal accidents had been
drinking. Therefore, alcohol intoxication is a major cause of
automobile accidents, and drunk driving must be dealt harshly.”

Propaganda 2 is a Bias by headline. The name Dirty Harry is

attached to the name Lim. In the Manila mayoralty race, the family
name Lim is supposed to be enough because Alfredo Lim is already
 known as previous mayor – people know him already, so there is no
need to call him Dirty Harry because it has a negative connotation,
very much unfair on the part of Alfredo Lim, being a political
candidate and being a person.

After studying the biases, you are now ready to study the
different propaganda techniques and examples of
propaganda. All of these have the tendency to use biases
in order to change people’s minds.

PROPAGANDA DEVICES

1. The Bandwagon Propaganda is all about persuading the

target audience to take action. It is creating an urge along
people to become a part of the “in crowd”.

2. The Card Stacking Propaganda focuses on the best

features and leaves out or lies about the problems.

3. The Plain Folks Propaganda uses regular people to sell a

product or a service.

4. The Testimonial Propaganda contains a well –known

person endorsing the product or service.
5. The Glittering Generalities Propaganda uses
words or ideas that evoke an emotional response.

6. The Name Calling Propaganda connects a person,

product, or idea to something negative.

Remember: Bias will happen when someone takes a

side in favor or promote something
although it is harmful to health.
Discussing new concepts and Group Activity: (Collaborative Work) (Differentiated Activity) Differentiate
practicing new skills #2
Group the class into three. d Instruction
(EXPLORE)
Let me remind you of our classroom rules.Respect and &
cooperate.Whatare these again? Collaborativ
(Group Work) e Work
Distribute metacards for each group containing procedures
This illustrates
to perform. Check pupils’ answers. Indicator #5
Group 1. Maintain learning
environments that
Directions: Identify the technique used in the propaganda. promote fairness,
Encircle the letter of the correct answer. respect and care
to encourage
learning.

This illustrates
Indicator #7
Applying a range
of successful
strategies that
maintain learning
environments that
motivate learners
to work
productively by
assuming
responsibly for
their own
learning.
Group 2: Read the advertisement. Answer the questions that follow. Write the complete
answer

This illustrates
Indicator #9.
Design, adapt
and implement
teaching
strategies that are
1. What is the advertisement all about? responsive to
learners with
2. When will the event happen? disabilities,
giftedness and
3. Where will the event take place? talents.
4. How many participants will be accommodated?
5. Can pupils from other schools join the KABALAKA Camp? Why?

Group 3- Role Playing.

Try to convince someone to try a new product?
How will you do it?

My mom cooked delicious bibingka at home. She wanted This illustrates

to sell bibingka to earn money. I helped her market bibingka Indicator #6,
Maintain learning
to my friends. environments that
nurture and
inspire learners
to participate,
cooperate and
collaborate in
Say: While doing the activity I am observing each group using this “Traffic
Light continued
learning.
Behavior Chart”.
When your number is in the Red Light it means you are noisy and you are
given a sad face.
When in Yellow Light it means that you are still thinking and nothing is
happening on your group yet.
When in Green Light it means that you actively and happily done your
tasks.
E) Developing Mastery (Leads Game:
to Formative Assessment)
Let us play the game “Hep, hep, hooray “whoever got it incorrect shall
identify the technique use in the propaganda.

F) Finding practical Give your stand on this question. Explain your answer.
application of concepts and
skills in daily living
Is it good to eat too much hamburger, spaghetti,
chicken joy, and ice cream? Why?
G) Making generalization and How do you differentiate propaganda from bias?
abstractions about the lesson

(ELABORATE)  Propaganda makes use of a collection of devices and tricks

intended to influence your thinking while bias will happen
when someone takes a side for favor or promote something
although it is harmful.

 To detect bias and propaganda one needs to know the

difference between fact and opinion.

 Ais fact is something that can be proven true. The information

objective and is based on data and observation. It can be
verified to be true by using research, records, and
apparatuses.

 An opinion is subjective and cannot be verified. It varies

from one person to another. An opinion may be based on
facts but it is subjective because it is based on feelings and
personal judgment.

When taking a stand on issues, it is important that the person

 demonstrates characteristics of a courteous listener and speaker.

 presents ideas and evidences clearly and thoughtfully.

 listens to the ideas of others and demonstrates an ability to be constructive.

H) Evaluating Learning Directions: Identify the propaganda technique described in each

item. Choose the letter of the correct answer from the choices below
A. Glittering
(EVALUATION) Generalities B. Card Stacking

C. Bandwagon D. Plain Folks

 E. Testimonial F. Name Calling

_________1. It uses regular people to sell a product or a service.

_________2. It uses words or ideas that evoke an emotional response.

_________ 3. It focuses on the best features and leaves out or lies

about problems.

_________4. It is all about persuading the target audience to act.

It’s about creating an urge along people to become a part of the “in
crowd”.

__________5. It has a well-known personality who endorses the

product or service
I) Additional activities for Choose one propaganda technique. On a sheet of pad paper, write
application or remediation
(EXTEND) the script of a commercial showing the propaganda techniques you
have chosen. (5 points)
V. REMARKS

VI. REFLECTIONS Reflect on your teaching and assess yourself as a teacher. Think about your student’s progress this week. What works? What else needs to be done to help the students
learn? Identify what help your instructional supervisors can provide for you so when you meet them, you can ask them relevant questions.

Prepared by:
MELANIE P. GALLOFIN
Teacher I
Observed by:
ARSEL A. HURTADO
MT-I
Reflection/Annotation:
Every student does not have the same learning requirements. Some people want to study
the fundamentals of an idea, while others prefer to understand a course in depth. Furthermore,
some students may be familiar with a topic, but others may be completely unfamiliar with it.
According to subject matter expert Beverly Jobrack, “Educational movement such as
inquiry-based learning, active learning experiential learning, discovery learning & knowledge
building are variations of CONSTRUCTIVISM.
This lesson plan shows that I have used research -based knowledge and or principles of
teaching and learning in all components of my lesson. From the REVIEW and PRIMING part, I
was able to ENGAGE my students into using their prior knowledge. While in the ACTIVITY part I
was able to let my students EXPLORE more ideas about the topic. I let my pupil EXPLAIN in the
ANALYSIS part and ELABORATE the concept learned in the abstraction part where the
progression of learning also took place. While the RESEARCH-BASED KNOWLEDGE was used
in the APPLICATION part wherein the COLLABORATIVE PRACTICE and CHALLENGING TASK
was used.