Learning Area English Grade Level 9

W4 Quarter 4 Date
I. LESSON TITLE Judging the relevance and worth of ideas, soundness of author’s reasoning, and
the effectiveness of the presentation (Part 4)
II. MOST ESSENTIAL LEARNING MELC 9: Judge the relevance and worth of ideas, soundness of author’s reasoning,
COMPETENCIES (MELCs) and the effectiveness of the presentation
III. CONTENT/CORE CONTENT Judging the relevance and worth of ideas, soundness of author’s reasoning, and
the effectiveness of the presentation
IV. LEARNING PHASES AND LEARNING ACTIVITIES
I. Introduction (Time Frame: Day 1 – 60 minutes)
When reading informational text, many students are under the impression that all ideas and information presented must
be true. Wrong! A lot of informational texts are based on author’s ideas, beliefs, or opinions. Authors of informational text present
their ideas and support them with specific reasons and evidence to convince you, but sometimes, you also question the
author’s reasoning. You should not assume that everything in an informational text is true. This is very similar to what teachers
tell you about reading text online. “Just because it’s on the internet, doesn’t mean it’s true.” Just because it’s labeled
“informational text”, it doesn’t mean that you have to agree with it or find it to be true or just.
Through technology, you are able to read, watch, and listen to a lot of information. This information may influence you to
believe certain ideas and push you to some form of action. Some information may also dissuade you from believing or doing
other things.
In an argumentative essay, your job is to make the reader agree with your opinion about a controversial topic. You have
to (1) state your opinion, (2) give reasons to support your opinion, and (3) argue against the opposite opinion. Overall, you must
convince the audience that your side of the argument is correct. To convince the audience, your essay must be balanced—it
must include your viewpoint and the opposing viewpoint, or counterargument.
Even though you are arguing only one side of an issue, you must think about what the other side would say about your
opinion. After you give the counterargument, you must refute it by showing that it is wrong. If your essay is balanced, a reader
is more likely to agree with you.
The most common type of argumentative essay has six paragraphs. Like all essays, it begins with an introduction and
ends with a conclusion. In between are the body paragraphs where you must do three things: support your opinion, present
the opposing point of view, and tell why that viewpoint is wrong.
A good argumentative essay attempts to persuade readers to understand and support your point of view about a topic
by stating your reasoning and providing evidence to back it up. The following are the five types of argument claims that can
drive your essay:
1. Fact – whether the statement is true or false
2. Definition – the dictionary definition of what you’re arguing, plus your own personal interpretation of it
3. Value – the importance of what you’re arguing
4. Cause and effect – what causes the problem and what effects it has
5. Policy – why you should care and what you should do about it after reading

At this point, you may now have some ideas on how to write an argumentative essay. Here are the structures of a good
argumentative essay.
1. Introductory Paragraph - The first paragraph of your essay should outline the hook as the first sentence that serves to
capture reader’s attention and help them decide if they want to continue reading your text. Provide background
information necessary to understand your argument, outline the evidence you will present, and state your thesis.

Thesis Statement - This is part of your first paragraph. It is a concise, one-sentence summary of your main point and
claim. It’s the most important part of your argumentative essay. To write a thesis statement, be guided by the following
steps.
● Turn the topic into a question and answer it. Set up a big question in the title of your essay or within the first few
sentences. Then, build up to answering that question in your thesis statement.
● State an argument and then refute it. Introduce an idea that contrasts with your belief and immediately explain
why you disagree with it.
● Briefly outline your main points. Introduce your main points and explain how you’ll back it up.
2. Body paragraphs. A typical argumentative essay comprises three or more paragraphs that explain the reasons why
you support the thesis. Each body paragraph should cover a different idea or piece of evidence and contain a topic
sentence that clearly and concisely explains why the reader should agree with your position. Body paragraphs are
where you back up your claims with examples, research, statistics, studies, and text citations. Address opposing points
of view and disprove them or explain why you disagree with them. Presenting facts and considering a topic from every
angle add credibility and will help you gain a reader’s trust.
3. Conclusion. It is a one paragraph that restates your thesis and summarizes all of the arguments made in your body
paragraphs. Rather than introducing new facts or more arguments, a good conclusion will appeal to reader’s
emotions. In some cases, you will use a personal anecdote explaining how the topic personally affects you.
D. Development (Time Frame: Days 2-3 – 90 minutes)
Learning Task 1
Look closely at the editorial cartoon below and answer the guide questions that follow.

Guide Questions:
1. What issue is this political cartoon
about?
2. What do you think is the cartoonist’s
opinion on this issue?
3. What other opinion can you imagine
another person have on this issue?
4. Did you find this cartoon persuasive?
Why or why not? Explain your answer.
5. What other techniques could the
cartoonist have used to make this
cartoon more persuasive?

Learning Task 2
Read the text below and answer the questions that follow.
Why Wearing a Mask is Important
The issue of wearing face coverings
in public comes up frequently these days.
A common sentiment is, “If I am not
personally at high risk for COVID-19, why
should I wear a mask?” I suspect this is why
I see so many people in public places who
are not covering their nose and mouth.
The CDC has recommended “wearing
cloth face coverings in public settings
where other social distancing measures
are difficult to maintain (e.g., grocery
stores and pharmacies) especially in areas
of significant community-based
transmission”.
COVID-19 spreads mainly from
person to person through respiratory
droplets. Respiratory droplets travel into
the air when you cough, sneeze, talk,
shout, or sing. These droplets can then
land in the mouths or noses of people who
are near you or they may breathe these
droplets in.
The reason for this is that the virus that causes COVID-19 can be spread even before symptoms appear, by such things
as coughing, sneezing, or even speaking at close range. Cloth face coverings have been recommended due to their low
cost and ready availability. By using cloth face coverings, it preserves surgical masks and N-95 masks for healthcare workers
who may be involved in direct care of patients with COVID-19.
The importance of using face coverings in public is illustrated in the graphic seen here. If I wear my face covering to
protect you from me, and you wear your face covering to protect me from you, then we can all dramatically decrease our
risk of transmission of the virus that causes COVID-19. This, in conjunction with social distancing and frequent handwashing
or use of hand sanitizer, will be important in limiting the spread of COVID-19 as we return to our usual activities.

Processing the Information:

1. What are the reasons for wearing a face mask?
2. What facts are used to support the argument?
3. Do you agree with the writer? Explain your answer.

Learning Task 3
Read the argumentative essay that follows. Answer the given questions on the text boxes.
1. The topic of this essay is school
uniforms. What is the hook in the first
paragraph?
2. What is the thesis statement?

3. Paragraphs 2, 3, and 4 give reasons

for requiring school uniforms. These
reasons can be found in the topic
sentence of each paragraph. What
are the reasons?
Paragraph 2: ______________________
Paragraph 3: ______________________
Paragraph 4: ______________________

4. In paragraph 4, what supporting

information does the writer give to
show that uniforms make students
equal?

5. Which paragraph presents a

counterargument – an argument
that is contrary to, or the opposite
of the writer’s opinion? What is the
counterargument?

6. The writer gives a refutation of the

counterargument by showing that it
is invalid. What is the writer’s
refutation?

7. Write the sentence from the

concluding paragraph that restates
the thesis.
8. Reread the concluding paragraph.
What is the writer’s opinion about
this issue?

E. Engagement (Time Frame: Days 3-4 – 60 Minutes)

Learning Task 4
This pandemic has tested us like never before, and now, even as we have developed vaccines in record time, it is testing us
again. Now that COVID-19 vaccines are authorized and are being administered here in the Philippines, the big question is:

“Would you give your consent to be vaccinated?”

Write an argumentative essay and make sure to support your argument with evidence. Be guided on the structures discussed
in the Introduction part and on the sample argument on Learning Task 3.
IV. LEARNING PHASES AND LEARNING ACTIVITIES
ARGUMENTATIVE ESSAY RUBRIC
CRITERIA 5 4 3 2
Thesis and/or problem is
Well-developed introductory Introductory paragraph
Introduction states the thesis vague or unclear.
INTRODUCTION paragraph contains detailed contains some background
but does not adequately Background details are a
Background/History background information, a information, states the
explain the background of seemingly random
Define the Problem clear explanation or definition problem but does not explain
the problem. The problem collection of information,
Thesis Statement of the problem, and a thesis using details, and states the
is stated, but lacks detail. unclear, or not related to
statement. thesis of the paper.
the topic.
Three or more main points are
Three or more main points are
present but may lack detail There are three or more There are less than three
well-developed with
MAIN POINTS and development in one or main points, but all lack main points, with poor
supporting details. Refutation
Body Paragraphs two. Refutation paragraph development. Refutation development of ideas.
paragraph acknowledges the
Refutation acknowledges the opposing paragraph is missing and/or Refutation is missing or
opposing view and summarizes
view, but doesn't summarize vague. vague.
their main points.
points.
Conclusion summarizes the
Conclusion summarizes Conclusion does not
main topics without repeating
Conclusion summarizes main main topics, but is adequately summarize
previous sentences. Writer's
CONCLUSION topics. Some suggestions for repetitive. No suggestions the main points. No
opinions and suggestions for
change are evident. for change and/or opinions suggestions for change or
change are logical and well
are included. opinions are included.
thought out.
Sentence structure is Work contains structural Work contains multiple
MECHANICS generally correct. Some weaknesses and incorrect sentence
Sentence structure is correct.
Sentence Structure awkward sentences do grammatical errors. There structures. There are four
Punctuation and capitalization
Punctuation & appear. There are one or two are three or four errors in or more errors in
are correct.
Capitalization errors in punctuation and/or punctuation and/or punctuation and/or
capitalization. capitalization. capitalization.
A. Assimilation (Time Frame: Day 4 – 15 Minutes)

Writing an argumentative essay offers

you an opportunity to develop and
present your arguments on a relevant
issue, in a structured manner. It helps
you critically evaluate a situation. You
may follow the structure presented
here whenever you need to write one.

V. ASSESSMENT (Time Frame: Day 4 – 10 Minutes)

Identify what is described in each statement. Write the letter of your answer from the given choices inside the parentheses.
1. A claim that has logic and facts (A. counter argument B. refutation C. argument)
2. A sentence that gets the reader’s attention (A. thesis statement B. hook C. background information)
3. An argument that is contrary to, or the opposite of the writer’s opinion (A. conclusion B. counter argument C. claim)
4. Paragraph where the claim/thesis appears (A. first paragraph B. second paragraph C. last paragraph)
5. Sentence that tells the main idea of the paragraph (A. topic sentence B. supporting sentences C. thesis statement)
VI. REFLECTION (Time Frame: Day 4 – 5 Minutes)
Communicate your personal assessment as indicated in the Learner’s Assessment Card.
Personal Assessment on Learner’s Level of Performance
Using the symbols below, choose one which best describes your experience in working on each given task. Draw it in the column for Level of
Performance (LP). Be guided by the descriptions below:
 - I was able to do/perform the task without any difficulty. The task helped me in understanding the target content/ lesson.
✓ - I was able to do/perform the task. It was quite challenging, but it still helped me in understanding the target content/lesson.
? – I was not able to do/perform the task. It was extremely difficult. I need additional enrichment activities to be able to do/perform this task.
Learning Task LP Learning Task LP Learning Task LP Learning Task LP Learning Task LP

Number 1 Number 2 Number 3 Number 4 Assessment

VII. REFERENCES Almonte, Liza, Lerma Fernandez, Nedia Lagustan, Henone de Paz-Langutan, Dream Rose Malayo, Liberty Mangaluz, Elenita
Miranda, Lito Palomar, Adelia Chua-Soliaban, and Grace Annette Soriano. 2014. A Journey through Anglo-American
Literature – Grade 9 English – Learner’s Material, First Edition. Pasig City, Philippines: Department of Education.
Michael Roberts, M.D., “East Alabama Health”. Accessed May 13, 2021 https://www.eamc.org/news-and-media/why-is-
wearing-a-mask-important
Virginia Kearney. “Owlcation” Updated April 21, 2020. Accessed May 13, 2021. https://owlcation.com/academia/How-to-Write-
an-Argument-Essay Accessed May 14, 2021
https://www.matthewbarbee.com/uploads/1/6/8/9/16895428/argumentative_essay_worksheets_5.pdf
Josephine V. Cabulong
Maria Madel C. Rubia
Luzviminda Cynthia Richelle F. Quintero
Prepared by: Florian D. Cañete Checked by:
Generosa F. Zubieta
Ermelo A. Escobinas
Aileen B. Panganiban