Detailed Lesson Plan San Mariano National High School Grade Level 9

School
Teacher JOHN RED GADON VENUS Learning Area ENGLISH

Time & Dates KINGFISHER 8:15-9:00 Quarter 3rd Quarter

HUMMINGBIRD 10:05-10:50
ROBIN 1:20-2:05
DOVE 2:05-2:50

Department of Education
San Mariano National High School

Detailed Lesson Plan

I. OBJECTIVES
A. Content Standards The learner demonstrates understanding of how Anglo-American literature
and other text types serve as means of connecting to the world; also, how to
use ways of analyzing one-act play and different forms of verbal for him/her
to skillfully perform in a one-act play.
B. Performance Standards The learner skillfully performs in one-act play through utilizing effective
verbal and non-verbal strategies and ICT resources based on the following
criteria: Focus, Voice, Delivery, and Dramatic Conventions.
C. Learning Competencies / MELC: Judge the validity of the evidence listened
Objectives
Write the LC Code for each EN9LC-IVh-2.15
At the end of the lesson, the learners are expected to:
a) Identify different types of faulty logic and writer’s style in
presenting facts;
b) Recognize faulty logic, unsupported facts, and emotion appeal
present in a certain statement or article;
c) Evaluate an article based on its given logic, facts and style of
winning the audience.

II. CONTENT Recognizing Faulty Logic, Unsupported Facts, and Emotional Appeal
III. LEARNING
RESOURCES
A. References PIVOT 4A pg. 118 of 349
MELC pg. 140
1. Teacher’s Guide Pages
2. Learner’s Materials Pages
3. Textbook pages Quarter 3 – Module 3: Reflecting on the Ideas of the Speaker First Edition,
2020

4. Additional Materials from Power point Presentation, Chalk, Bond paper, YouTube
Learning Resource (LR) Portal

B. Other Learning Resources https://youtu.be/8ULR68LTmbw?si=ZlXQ5VZcLjesgqxH

IV. PROCEDURES  Prayer
 Greetings
 Checking of Attendance

A. Reviewing previous lesson or YESTERDAY’S BRAIN DUMP

presenting the new lesson Before we dive into our new topic, let us take a moment to recall what in
your brain dump yesterday.
 What is fact?
What is Opinion?
As a student, how do you think knowing facts and Opinions can help you to
distinguish the misinformation and disinformation?

B. Establishing a purpose for the The Missing Cellphone (Individual)

lesson
Instructions: Read the scenario comprehensively. Analyze and find the
suspect.

Scenario:
My phone is missing. It was on my desk this morning, and now it's gone.
Let's investigate!

Suspects:
Maya: Clue: Maya was seen leaving the classroom quickly
after lunch. (Faulty Logic: Hasty generalization – just
because she left quickly doesn't mean she stole the phone.)
Liam: Clue: Liam was texting during class, and he's always
borrowing things. (Faulty Logic: Appeal to character – his
past behavior doesn't automatically prove guilt.)

Chloe: Clue: Chloe has a new phone case that looks similar
to mine. (Faulty Logic: False analogy – similar phone cases
don't mean she stole my phone.)

Questions:
1. Who stole my phone?
2. What assumptions are being made?
3. Is there another possible explanation?

(The real suspect is no one. The phone is in my bag, I accidentally put it.)

Very Good. This activity makes faulty logic relatable and engaging. The
class encourages active participation and critical thinking. This activity is the
soft launch of todays’ lesson.
C. Presenting examples/instances WHAT’S WRONG? (Individual)
of the new lesson
Instructions: Analyze the pictures and tell me what’s wrong with these
images.

Questions:
1. What is happening in the images?
2. What is wrong in these pictures?
What do you think is the implied message of the pictures?
 This activity aims to help you to understand our lesson for today. It will give
you a sneak peek about faulty logic, unsupported facts, and Emotional
Appeal.
D. Discussing new concepts and LOGICALLY SPEAKING
practicing new skills #1
-Faulty means having faults or imperfect and
-logic means reason or sound judgment.
Therefore, faulty logic is an imperfect reason.
This is another kind of persuasive technique.

Where do we see faulty logic used?

 In newspaper editorial
 In commercials
 Print ads
 Conversations
 Books
 Magazines

Why do we have to learn about it?

 Part of being a savvy consumer is being a skeptical consumer.
 Learning to recognize faulty logic is the first step in avoiding it.

Hasty generalization
Definition: Drawing a conclusion based on a very small sample size or small
set of evidence, rather than looking at what may be more in line with
typical /average situation.
Example: My father smoked four packs of cigarettes a day since the age of
fourteen and lived until age seventy-nine. Therefore, smoking can’t be really
bad for you.
Explanation: You can’t draw a conclusion on the dangers of smoking based
off one personal experience.

6 types of Faulty Logic

Faulty logic, also known as logical fallacies, are errors in reasoning that can
lead to incorrect conclusions. Understanding these fallacies helps us
critically evaluate arguments and avoid making flawed decisions.

1. Circular Reasoning
This fallacy occurs when an argument's conclusion is used as one of its
premises. It creates a circular loop where the argument supports itself
without providing independent evidence.

Examples:
1. The Bible is true because it's the word of God. We know God exists
because the Bible says so. (The argument relies on the Bible's truth to prove
God's existence, and then uses God's existence to prove the Bible's truth.)
2. This painting is a masterpiece because it's so beautiful. We know it's
beautiful because it's a masterpiece. (The argument relies on the painting's
status as a masterpiece to justify its beauty, and then uses its beauty to justify
its status as a masterpiece.)
3. A politician argues that their policies are the best because they are the
most popular. They then claim that their policies are popular because they are
the best. This circular reasoning avoids addressing the actual merits of the
policies.

2. Overgeneralization
 This fallacy occurs when a broad conclusion is drawn from a limited number
of specific cases or instances. It often involves applying a rule or experience
to a wider range of situations than is justified.

Examples:
1. I met a rude person from New York, so all New Yorkers must be rude.
(One negative experience with a single individual is used to judge an entire
population.)
2. My first two relationships ended badly, so I'm destined to be alone forever.
(Two failed relationships don't necessarily predict the outcome of all future
relationships.)
3. A company advertises that their product is the "best-selling" brand. This
might be true based on sales figures, but it doesn't necessarily mean the
product is the highest quality or the best option for all consumers.

3. Self-Contradiction
This fallacy occurs when an argument contains two or more statements that
contradict each other. It creates a logical inconsistency that undermines the
argument's validity.

Example
1. I love to travel, but I hate leaving my house. (The two statements are
incompatible with each other.)
2. I believe in free speech, but I think people should be punished for saying
hateful things. (The argument supports freedom of speech while advocating
for restrictions on speech, creating a contradiction.)
3. A company claims to be environmentally friendly while using
unsustainable manufacturing practices. The claim contradicts the company's
actions, creating a self-contradiction.

E. Discussing new concepts and IT’S YOUR FAULT! (Pair Activity)

practicing new skills #2
Directions: With your partner, read the five statements below.
Decide whether each statement contains faulty logic or sound reasoning. If
the statement has faulty logic, identify the error and briefly explain why.

Statements:
1. My friend from Mindoro is rude, so all Mindorenos must be rude.
2. Eating vegetables keeps you healthy because they contain vitamins.
3. I saw a black cat before my test, and I failed. Black cats must be bad luck!
4. All students hate math because my classmates complain about it.
5. Studying every day helps students perform better in exams.

(Tip: Two of these statements contain sound reasoning—can you spot them?)

Key answers:
1. Faulty Logic – Hasty Generalization (One rude person doesn’t mean all
Mindorenos are rude.)
2. Sound Reasoning (This statement is logically valid because it provides a
reasonable cause-and-effect relationship.)
3. Faulty Logic – False Cause (Just because two things happen together
doesn’t mean one caused the other.)
4. Faulty Logic – Hasty Generalization (A few classmates don’t represent
all students.)
5. Sound Reasoning (This is a logical statement based on evidence and
common knowledge.)

This activity is designed for the students to distinguish the statements if it is

a fact or opinion. It will help them to be critical thinker.
F. Developing Mastery (Leads to FAULT IT ON THE BOARD(Group)
Formative Assessment 3)
Directions: Group yourself into three. Read and analyze every statement.
Determine whether the scenario is an example of Hasty Generalization,
Circular Reasoning, Overgeneralization, or Self-Contradiction. And paste
your answer on the board.

Set 1 (For Group A):

Card 1 (Hasty Generalization): "I met two rude people from California,
therefore all Californians are rude."
Card 2 (Circular Reasoning): "That singer is popular because she's talented.
We know she's talented because she's so popular."
Card 3 (Overgeneralization): "All video games are violent and make kids
aggressive."
Card 4 (Self-Contradiction): "I love animals, but I refuse to adopt a pet
because they're too much work."
Set 2 (For Group B):
Card 1 (Hasty Generalization): "My neighbor's cat is lazy, so all cats must be
lazy."
Card 2 (Circular Reasoning): "This book is well-written because it's a literary
masterpiece. It's a masterpiece because it's well-written."
Card 3 (Overgeneralization): "Teenagers are only interested in social media
and have no other interests."
Card 4 (Self-Contradiction): "I believe in healthy eating, but I eat fast food
three times a week."
Set 3 (For Group C):
Card 1 (Hasty Generalization): "I saw one person litter in the park, therefore
everyone who visits the park litters."
Card 2 (Circular Reasoning): "This painting is beautiful because it's art. It's
art because it's beautiful."
Card 3 (Overgeneralization): "All politicians are corrupt and only care about
themselves."
Card 4 (Self-Contradiction): "I want to save money, but I keep buying things
I don't need."

This activity promotes active learning through group work and discussion.
Remember to adapt the scenarios to make them relevant and engaging for
your students.
G. Finding practical applications SPOT THE FAKE NEWS (Individual)
of concepts and skills in daily
living Instructions: Watch this Colgate Commercial 15 years ago, and analyze the
Faulty Logic used by the endorser.

https://youtu.be/8ULR68LTmbw?si=ZlXQ5VZcLjesgqxH

What are the Faulty Logics used in the commercial ad?

Do you think this commercial create a different interpretation?

This activity will help the students to be knowledgeable if what they are
reading or watching online is fact or just faulty logic.
H. Making generalizations and CRYSTAL BALL
abstractions about the lesson
Instructions: Everyone will stand. The teacher will ask the questions, and the
students will answer. The first student to answer correctly will be seated.
What is Faulty Logic?
- is flawed reasoning that leads to incorrect conclusions.
 What is Circular Reasoning?
- is an argument that uses its conclusion as evidence for itself.

What is Overgeneralization?
- makes a broad statement based on limited evidence.

What is Self-contradiction?
- occurs when a statement contradicts itself.

This activity will make the students to think and recap of what they have
learned. Also, it will help them to instill the knowledge.

I. Evaluating Learning QUIZLET

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

1. What is faulty logic?

a) A type of persuasive writing.
b) An error in reasoning leading to incorrect conclusions.
c) A technique for improving writing style.
d) A method for solving mathematical problems.

2. Which of the following is NOT a place where you might encounter faulty
logic?
a) Newspaper editorials
b) Television commercials
c) Scientific research papers
d) Casual conversations

3. "All cats are mammals; Mittens is a cat; therefore, Mittens is a mammal."

This is an example of:
a) Faulty logic
b) Sound reasoning
c) Hasty generalization
d) Circular reasoning

4. "I met three unfriendly dogs, so all dogs must be unfriendly." This is an
example of which type of faulty logic?
a) Circular reasoning
b) Overgeneralization
c) Hasty generalization
d) Self-contradiction

5. Which of the following statements is an example of self-contradiction?

a) "The weather is always unpredictable."
b) "I love chocolate, but I hate sweets."
c) "This product is the best-selling, therefore it must be the best."
d) "Exercise is good for your health, but I never exercise."

J. Additional activities for HOME ACTIVITY (ESSAY WRITING)

application or remediation
 Assignment/Agreement Instructions: In 3-5 sentences write an essay about how it is important for
(____ minutes). Fill-in you to know the Faulty Logic in decision making?
below any of the four
purposes
 Reinforcing / strengthening the
day’s lesson.
 Enriching / inspiring the day’s
lesson.
 Enhancing / improving the
 day’s lesson.
 Preparing for the new lesson.
V. REMARKS
VI. REFLECTION
A. Number of learners who earned
80% on the formative
assessment.
B. Number of learners who
require additional activities for
remediation.
C. Did the remedial lessons work?
Number of learners who have
caught up with the lesson.
D. Number of 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 use/discover
which I wish to share with
other teachers?

Prepared by:
JOHN RED GADON VENUS
Practice Teacher

Checked by:
MARY RUTH L. GAPIZA JENALYN H. PATALEN
Cooperating Teacher Cooperating Teacher

Noted by:
VERNANDINA B. BAGSIT
HEAD TEACHER III Approved by:
RICKY A. APOSTOL
PRINCIPAL IV