Instructional Planning

(The process of systematically planning, developing, evaluating and managing the instructional process by
using principles of teaching and learning - D.O. 42, s. 2016)

Detailed Lesson Plan (DLP) Format

Learning Area:
DLP No.: Grade Level: Quarter: Duration: Date:
ENGLISH 9 Third 55
Learning Competency/ies: > Recognize faulty logic, unsupported facts, and emotional appeal EN9LC-IIId-6.5
(Taken from the Curriculum Guide)
>Analyze EN9VC-IIId-4.3/5.3:
the information contained in the material viewed

Key Concepts / Understandings to Faulty logic occurs when you use words with connotations that make a false connection
be Developed between a person or an idea and the word's connotation, whether it be positive or negative.

Domain OBJECTIVES:
Knowledge
The fact or Remembering Identify statements which have faulty logic, unsupported facts, and emotional appeal
condition of knowing
something with familiarity
gained through Understanding
experience or association
Skills
The Applying
ability and capacity acquired
through deliberate,
systematic, and sustained Analyzing
effort to smoothly and Analyze the information contained in the material viewed
adaptively carryout complex
activities or the ability, Evaluating
coming from one's
knowledge, practice,
aptitude, etc., to do Creating
something

Attitude Valuing Integrate critical thinking in doing the activities.

Values Valuing Makatao

2. Content Faulty Logic, Unsupported Fact, and Emotional Appeal

3. Learning Resources A Journey through Anglo-American Literature 9, English 9 TG

4. Procedures
4.1 Introductory Activity Ask the students to read the sentences and choose from the word pool given the appropriate
words in place of the BOLD letters to describe someone’s clothing.
 Ask the students to read the sentences and choose from the word pool given the appropriate
words in place of the BOLD letters to describe someone’s clothing.

medieval archaic elegance delicate very polite

western wear a costume tools

- Your choice of APPAREL is very interesting.

- Where did you get that GET-UP?
5 minutes - His GARB is unfamiliar to us.
- I changed into my WORK GEAR.
- He wore real fancy DUDS.
- Her UNDERGARMENTS fil closely.
- Is FORMAL ATTIRE required?
- His RAIMENT bore the mark of a nobleman.
4.2 Activity Be Wise!
> The teacher tests students' critical thinking skills to determine the worth of ideas. The
students listen to the statements that the teacher reads. Then, using the format below, they
are going to identify the statements which have faulty logic, unsupported facts, and emotional
appeal by writing the number on the corresponding column.

FAULTY LOGIC UNSUPPORTED FACTS EMOTIONAL APPEAL

5 minutes SENTENCES:
1. I argued with Mrs. Bam before I turned in my homework so I got a bad grade on my
paper.
2. A teenager argues against the family's vacation plans, and the mother responds by
saying, "When you pay the bills, you can make the decisions.”
3. After making it clear that he values employee "loyalty," a supervisor asks for
"volunteers" to help a fellow supervisor move on the weekend.
4. Exercising makes you feel good.
5. I know why you failed all your classes last semester. You don’t study.

4.3 Analysis Ask the students to watch a music video from a popular romantic and tragic
play “Romeo and Juliet”. (Play the video twice.)

Link: http://www.youtube.com/watch?v=4FHpmn-KYec

5 minutes

4.4 Abstraction Students are asked to analyze the information contained in the material viewed through the
Visualization Plot Worksheet below.
 Students are asked to analyze the information contained in the material viewed through the
Visualization Plot Worksheet below.
VISUALIZING
PLOT
A problem the character has is....

10 minutes
They try to solve the problem by....

They finally solve the problem when....

4.5 Application
Students are asked to write one scene that presents the following:
1. faulty logic
10 minutes 2. unsupported facts
3. emotional appeal

4.6 Assessment
The teacher conducts a panel discussion on students' works on
Talking to
Visualizing Plot and the scenes that present faulty logic,
15 minutes Learners/Conferencing
unsupported facts and emotional appeal.

4.7 Assignment
Preparing for the new Search for words about the persons involved in the performance
2 minutes lesson of a play.

4.8 Concluding Activity

Sentence Completion: Today, I learned that ________.
3 minutes

5.      Remarks
6.      Reflections
A.  No. of learners who earned 80% in the C.   Did the remedial lessons work? No. of learners who have caught up
evaluation. with the lesson.
B.   No. of learners who require additional D.  No. of learners who continue to require remediation.
activities for remediation.
E.   Which of my learning strategies worked
well? Why did these 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:

Name: Mariachi Anton A. Adams School: Dr. Benjamin T. Locsin High School

Position/
Designation: SST I Division: Negros Oriental

Contact 09493465836
Number: Email address: mariachianton.adams@deped.gov.ph
EN9RC-IIIc-20:
Analyze a one-act play.
Explain how the elements specific to a one-act play contribute to the development of its theme