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    English 6-MODULE 3 (Quarter 2)

    Uploaded by

    Grace Angelie Dale Manulat
    The document provides a detailed lesson plan for an English class on detecting propaganda devices. The lesson has the following objectives: identify different propaganda techniques through advertisements, demonstrate the use of propaganda techniques by promoting local products, and share ways to avoid biases in judgment. The lesson plan outlines 7 stages: 1) introduction, 2) pre-exposure activity identifying brand slogans, 3) watching an advertisement and discussion, 4) brainstorming and presenting on propaganda devices, 5) song incubation, 6) verification activity identifying devices in images, and 7) celebration through a TikTok dance competition. Students are assigned to create an infomercial script on a topic of their choice.

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    © All Rights Reserved
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    English 6-MODULE 3 (Quarter 2)

    Uploaded by

    Grace Angelie Dale Manulat
    129 views5 pages
    The document provides a detailed lesson plan for an English class on detecting propaganda devices. The lesson has the following objectives: identify different propaganda techniques through advertisements, demonstrate the use of propaganda techniques by promoting local products, and share ways to avoid biases in judgment. The lesson plan outlines 7 stages: 1) introduction, 2) pre-exposure activity identifying brand slogans, 3) watching an advertisement and discussion, 4) brainstorming and presenting on propaganda devices, 5) song incubation, 6) verification activity identifying devices in images, and 7) celebration through a TikTok dance competition. Students are assigned to create an infomercial script on a topic of their choice.

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    The document provides a detailed lesson plan for an English class on detecting propaganda devices. The lesson has the following objectives: identify different propaganda techniques through advertisements, demonstrate the use of propaganda techniques by promoting local products, and share ways to avoid biases in judgment. The lesson plan outlines 7 stages: 1) introduction, 2) pre-exposure activity identifying brand slogans, 3) watching an advertisement and discussion, 4) brainstorming and presenting on propaganda devices, 5) song incubation, 6) verification activity identifying devices in images, and 7) celebration through a TikTok dance competition. Students are assigned to create an infomercial script on a topic of their choice.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    129 views5 pages

    English 6-MODULE 3 (Quarter 2)

    Uploaded by

    Grace Angelie Dale Manulat
    The document provides a detailed lesson plan for an English class on detecting propaganda devices. The lesson has the following objectives: identify different propaganda techniques through advertisements, demonstrate the use of propaganda techniques by promoting local products, and share ways to avoid biases in judgment. The lesson plan outlines 7 stages: 1) introduction, 2) pre-exposure activity identifying brand slogans, 3) watching an advertisement and discussion, 4) brainstorming and presenting on propaganda devices, 5) song incubation, 6) verification activity identifying devices in images, and 7) celebration through a TikTok dance competition. Students are assigned to create an infomercial script on a topic of their choice.

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    © All Rights Reserved
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    SUBJECT & TIME: ENGLISH 6(10:00-10:50) DAY & DATE: Tuesday, December 5, 2023

    DETAILED LESSON PLAN (DLP)

    DLP Learning Area: Component: Detecting Biases: Propaganda Quarter: Duration:


    NO.: 3 ENGLISH Devices- Plain folks Appeal, Transfer, and Fear 2nd 1 DAY
    Appeal
    Recognize evaluative word choices to detect biases and propaganda devices used by
    Learning Competency speakers
    Key Plain folks Appeal is the use of ordinary people to promote a product or service.
    Concepts/Understandings Transfer is a technique of projecting positive or negative qualities (praise or blame) of
    to be Developed a person, entity, object, or value in order to make the second more
    acceptable or to discredit it.
    Fear Appeal/Card Stacking gets the people to buy a certain product or believe in a
    certain idea using fear factor.
    1. Objectives:
    Knowledge: Identify the different propaganda techniques through the given advertisement;
    Skills: Demonstrate the use of propaganda techniques through promoting local products; and
    Attitude: Share ways on how to avoid biases in making judgement
    Values: Truthfulness and honesty
    2. Content Module 3 (Quarter 2): Detecting Biases: Propaganda Devices
    3. Learning Resources Module 3/Quarter 2
    Day 2
    4. Procedures:
    4.1 Introductory
    Activities/Preliminaries  Prayer: This will be led by the prayer leader.
    (5 mins)  Greetings
     Classroom Rules: Recitation of the classroom rules will be done.
    K-eep a positive mind
    E-xhibit good manners and use them daily
    COT-RPMS INDICATOR/S
    S-tart the day prepared and ready to learn
    #5
    #6
     Classroom up-keep and contingency plan reminder
     Attendance Checking- This will be done by the student leader of the day.
     Recap- This will be done by the assigned pupils. They will give a short review
    about the previous lesson/activities done yesterday. Then they will ask at least
    three questions to the class to check understanding. This will be done for a
    minute only.
     Spelling Drill- Pre test (15 words will be given for the whole week for
    students to familiarize and to look for their meaning)
    1. Monday- Pre-test
    2. Tuesday-supervised study
    3. Wednesday- midtest
    4. Thursday- supervised study
    5. Friday- Post test

    4.2 Activity/Strategy Stage 1: Pre- exposure (5 mins)


    Brain-Based Teaching Activity: Your Tagline Sounds Familiar
    and Learning
    Mechanics:
     The class will be divided into five groups.
     Each group will receive a paper/board and a marker
     Their task is to identify the name of the brand based on their tagline that will be
    flashed on the screen. To add extra challenge to the activity, They have to answer
    the multiplication problem before they give the correct answer.
    Follow-up questions:
    1. Where did you learn those taglines? (Commercials/advertisement)
    2. What is the purpose of advertisement or commercials? (Promote products)
    3. In our school or community, what are the things that we can possibly promote?
    Integration: M.I.- Spatial
    COT-RPMS INDICATOR/S Value Integration:Appreciate Filipino Products
    #1 Across discipline: Araling Panlipunan: Module 2: Pagsakop ng mga Amerikano (Colonial
    #2 Mentality)
    #3 TLE: Module 1: Buying and Selling Products
    #4 Math: Multiplication
    #7 Other Integration: Support Filipino Products
    #8
    Stage 2: Preparation (3 mins)
    The class will be asked on what are the things that they want to learn from the
    given lesson.
    (Giving of lesson objectives will follow)

    Stage 3: Initiation and acquisition (5 mins)


    The class will watch a commercial entitled “Wala si Mama” (Lactum).

    Follow up Question:
    1. What did you observe in the presented commercial?
    2. Did the commercial affect you in different ways? Why?
    3. What is the purpose of the video that we have watched?
    4. Did it pursued you or encouraged you to buy that product? Why?

    Integration: M.I.- Lingustic, Intrapersonal, spatial/visual


    Value Integration: independece, Mother’s love
    Other Integration: December 8, 2023- Feast of the Immaculate Conception of Mary

    Stage 4: Elaboration (15 mins)


    A. Brainstorming Activity
    The class will be given five minutes to study the difference between Plain
    folks, transfer, and fear appeal with their group. They will use their modules and
    discuss the meaning and the given examples. They may also think of their own
    examples to expound those techniques.

    B. #Love Local
    1. Using the same group, the class will think of a product from their barangay for them
    to promote
    2. They will promote the product using the different propaganda devices.
    3. They will be given 5 minutes to prepare and two minutes to present.
    4. They will be graded based on the criteria below.

    Integration: M.I.- Spatial/visual, intrapersonal, interpersonal, bodily kinesthetic


    Stage 5: Incubation and Memory Encoding (2 mins)
    A two minute song will be played. While the song is playing, the class will do the
    activity below.
    COT-RPMS INDICATOR/S
    #9

    Integration: Musical, Intrapersonal

    Stage 6: Verification and Confidence Check (5 mins)


    A. Identify the propaganda device being used in the following pictures. Write
    TOS
    the letter only.
    (Table of Specification)
    1.
    1-4 Application (HOTS)
    A. Plain Folks
    5- Evaluation (HOTS)
    B. Bandwagon
    C. Transfer
    Answer Key:
    1.A
    2.B
    3.B 2.
    4.C A.Transfer
    5. Answers may vary B. Testimonial
    C. Plain Folks

    COT-RPMS INDICATOR/S
    #9

    3.

    A. Transfer
    B. Bandwagon
    C. Testimonial

    A.

    4.
    A.Plain folks

    B. Transfer
    C. Fear Appeal

    B.In your own words, what propaganda device is the most effective? Why?
    Stage 7: Celebration and Integration (5 mins)
    Activity: Tiktok Battle
    A representative from each group will choose an object to advertise. They will
    dance their advertisement through a tiktok dance.

    4.ghgh
    5. Assignment Make a short infomercial script about a chosen topic (e.g. importance of education, say
    no to drugs, environmental issues, etc.) Write it in your notebook and be prepapred to
    present it tomorrow.
    6. Reflection
    6.1 No. of learners who earned 60% in the _____ out of ____ learners earned 60% and above
    evaluation
    6.2 No. of learners who acquired additional _____ learner(s) who require additional activities for remediation
    activities for remediation who scored below 60%
    6.3 Did the remedial classes work? No. of _____Yes ______ No
    learners who have caught up the lesson _____ learner(s) who caught up the lesson
    6.4 No. of learners who need further remediation ____ learner(s) who need further remediation
    6.5 Which of my teaching strategies worked well? Strategies used that work well:
    Why did these work? ____ Group Collaboration
    ____ Games
    ____ Power Point Presentation
    ____ Answering Preliminary activities/ exercises
    ____ Discussion
    ____ Case Method
    ____ Think-Pair-Share (TPS)
    ____ Rereading of Paragraphs/Poems/Stories
    ____ Differentiated Instruction
    ____ Role Playing/ Drama
    ____ Discovery Method
    ____ Lecture Method

    WHY?
    ____ Complete IM’s
    ____ Availability of Materials
    ____ Pupils’ eagerness to learn
    ____ Group Members’ Cooperation in doing their tasks

    6.6 What difficulties did I encountered which my ____ Bullying among pupils
    principal can help me solve? ____ Pupils’ behavior/attitude
    ____ Colorful IM’s
    ____ Unavailable Technology Equipment (AVR/LCD)
    ____ Science/Computer/Internet Lab
    ____ Additional Clerical Works
    ____ Reading Readiness
    ____ Lack of Interest of Pupils

    6.7 What innovation or localized materials did I Planned Innovations:


    use/discover which I wish to share with other ____ Localized videos
    teachers? ____ Making use of big books from views of the locality
    ____ Recycling of plastics to be used as Instructional Materials
    ____ Local Poetical Composition
    ____ Flashcards
    ____ Pictures

    Prepared by:

    GRACE ANGELIE DALE S. MANULAT


    Teacher

    Checked and Observed by:

    ALICIA C. REDOBLES
    Master Teacher

    DR. JANET O KANEN, Ed.D.


    School Principal

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