Teacher: Roxiel Mae R.
Zerna Grade Level : 9
Teaching Date: May 29, 2023 Learning Area: English
Time: 7:30-8:30 A.M., 8:30- 9:30 A.M., 12:45-1:45 P.M., 2:45-3:45 P.M.
Quarter: 4th
A. Content Standards The learner demonstrates communicative
competence through his/ her understanding of
British-American Literature, including Philippine
Literature and other text types for a deeper
appreciation of Philippine Culture and those of other
countries.
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/Objectives LC: Judge the relevance and worth of ideas, the
soundness of the author’s reasoning, and the
effectiveness of the presentation. (EN9RC-IVf-2.22)
Subskill: Identify types of fallacy and locate fallacy
from a text.
At the end of the lesson, the students will be able to:
Identify the type of fallacy in the given
scenarios.
II. Content Locate Fallacies and Valid Reasoning from texts and
in real-life situations.
III. Learning Resources
A. References SLM
B. Other Learning Resources Google.com
Procedure
Preliminary Activities
a. Prayer The prayer will be projected on the screen.
b. Greetings Teacher will greet his/her students.
c. Checking of Attendance The teacher will ask which student/s are not
around/absent during class.
d. Setting of Standards The teacher will obtain response from students on
English Language Classroom Rules
1. Stay in your seat
2. Raise your hand to speak or ask permission
3. Speak in English
4. Pay attention and do your best
5. Always respect your teacher and classmates
6. Finish classwork and homework on time
A. Establishing a purpose for the GAME TIME! REASON THIS OUT
lesson. INSTRUCTION: Imagine this is YOUR BAG, and I will
pull out ONE ITEM. Provide a reason why you have
this random item inside your bag.
1. Picture of a Girl
2. Rock
3. Dress
4. Pot
B. Reviewing previous lesson or
presenting the new lesson
C. Presenting examples /Instances of Either/or: This is a conclusion that oversimplifies the
new lesson argument by reducing it to only two sides or choices.
Ad populum/Bandwagon Appeal: This is an appeal
that presents what most people, or a group of
people think, in order to persuade one to think the
same way.
Red Herring: This is a diversionary tactic that avoids
the key issues, often by avoiding opposing
arguments rather than addressing them.
Straw Man: This move oversimplifies an opponent's
viewpoint and then attacks that hollow argument.
D. Discussing New Examples and Either/or
practicing new skills #1 “We can either stop using cars or destroy the earth.”
Ad populum/Bandwagon Appeal
“If you’re a real Filipino, you should always use
hands when eating.”
Red Herring
“The level of mercury in seafood may be unsafe, but
what will fishers do to support their families?”
Straw Man
"You won't let me go to the party? Do you not care
about my happiness?"
Dialogue:
E. Developing Mastery Instruction: What type of Logical Fallacy is being
described in each item?
1. This is an appeal that presents what most people,
or a group of people think, in order to persuade one
to think the same way.
2. This is a conclusion that oversimplifies the
argument by reducing it to only two sides or choices.
3. This is a diversionary tactic that avoids the key
issues, often by avoiding opposing arguments rather
than addressing them.
4. This move oversimplifies an opponent's viewpoint
and then attacks that hollow argument.
5. This fallacy provides only 2 options the listener.
F. Finding practical applications of Instruction: What should be a proper response to the
concepts skills in daily living following statements?
Either/or
“We can either stop using cars or destroy the earth.”
Ad populum/Bandwagon Appeal
“If you’re a real Filipino, you should always use
hands when eating.”
Red Herring
“The level of mercury in seafood may be unsafe, but
what will fishers do to support their families?”
Straw Man
"You won't let me go to the party? Do you not care
about my happiness?"
G. Making generalizations and What is Ad Populum? Either/or? Red Herring? Straw
abstractions about the lesson Man
What makes them different from each other?
What is their similarity?
H. Evaluating Learning Instruction: Identify the type of fallacy in the given
scenarios.
1. If you’re a real Ilonggo, you should know how to
cook Lauya.
2. You’re either a cat person or a dog person.
Nobody loves them both equally!
3. "Lots of people from this barangay bought this
ointment so it must be affective."
4. Women march for their rights on the streets. The
President of the country stands up and argues these
women should be grateful they live in a country
where they can protest peacefully.
5. People who don't support the proposed state
minimum wage increase hate the poor.
I. Additional Activities for application Instruction: Research and write down your own 1
or remediation. example of each of the fallacies that were discussed.
Write it on your activity notebook.
V. Remarks
VI. Reflection
A. No. of Learners who earned 80% ____/_____/____/_____/____ of learners who earned
of evaluation 80% above
B. No. of Learners who require
additional activities for remediation
____/____/____/_____/____ of learners who require
additional activities for remediation
C. Did the remedial lessons work?No. _____ Yes ______ No
of learners who have caught up with
_____ of learners who caught up lesson
the lesson
D. No. of Learners who continue to _____of learners who continue to require remediation
require remediation
E. Which of my working strategies
work well?
Why?
F. What difficulties did I encounter
which my principal could help me
solve?
F. What innovation or localize
material did I discover which I would
like to share?
Prepared by: Checked by:
ROXIEL MAE R. ZERNA JAY-AR CONCEPCION
Subject Teacher Language
Coordinator
Observed by:
REX P. ACELAR
School Principal
