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1 Teacher Anne Rendel C.

Almenario Learning Area English

Date & Time 01/10/18 Quarter 3rd Quarter

A. Content Standards The learner demonstrates understanding of how Anglo-American literature and other text types serve
The Learners demonstrate an as means of connecting to the world; also how to use ways of analyzing one-act play and different
understanding of: forms of verbals 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
The Learners should be able to: and ICT resources based on the following criteria: Focus, Voice, Delivery, and Dramatic Conventions.

C. Learning Competencies/  EN9LC-IIId-6.5: Recognize faulty logic, unsupported facts, and emotional appeal
Objectives  Differentiate the fallacies apart from each other
The Learner should be able to:

II. CONTENT Fallacy (Faulty Logic, Unsupported facts. Emotional Appeal)

A. References Curriculum guide Students module Gr. 9 Cartolina Internet websites
A. Reviewing previous lesson The teacher will ask the students if how familiar are they with the word “Fallacy” and discuss the origin
and definition of the word.

B. Establishing a purpose for the The teacher will introduce the 3 types of fallacy which are the following:
1. Faulty Logic
 It is a persuasive technique used a lot of materials. There are 6 kinds under this fallacy.
 Circular reasoning
 Overgeneralization
 Self-contradiction
 False causality
 Over-simplification
 Assumption
2. Unsupported Facts
 An absence of arguments to support a claim.
3. Emotional Appeal
 It uses emotion in place or reason to win an argument.

The use of fallacious arguments is rampant in any form. In television it is used by product
advertisements, in television shows, news editorials in the newspaper etc.
C. Presenting examples Faulty logic
1. The cause of the Civil war was slavery.
Unsupported Facts
1. Evolution is a proven fact (really, so prove it!)
Emotional Appeal
1. There must be objective rights and wrongs in the universe. If not, how can you possibly
say that torturing babies for fun could ever be right?

ANALYSIS The concept and examples given above will be discussed.

D. Discussing the new concepts and
practicing new skills
E. Discussing the new concepts and The teacher will mount strips of paper with fallacious arguments and the students will determine
practicing the new skill #2 what fallacy it violates.
F. Developing Mastery
(leads to formative assessment The teacher and students will give another example where learners can participate and clarify
#3) the concept.

G. Finding practical applications of Drills and exercises

concepts and skills in daily living

H. Making generalizations and Briefly sum up the key concepts of the lessons and ask students for further clarification.
abstractions about the lesson Fallacy is used in almost everything nowadays to persuade the target audience. The students
should be aware and distinguish if anything is fallacious in order for them to not be fooled and
think logically.
I. Evaluating learning Quiz
1. Additional activities for application
or remediation
A. No. of learners who earned 80% in the evaluation. E. Which of my activities worked well? Why did these work? Score
B. No. of learners who require additional activities for F. What difficulties did I encounter which my principal or supervisor can help me solve? 4-5
C. Did the remedial lessons work? No. of learners who G. What innovation or localized materials did I use/discover which I wish to share with other 3 & below
have caught up with the lesson. teachers?
D. No. of learners who continue to require remediations. Total: