DETAILED LESSON PLAN IN ENGLISH 9
I. OBJECTIVES
After going through this module, you are expected to:
1. Determine the validity of the sources;
2. Differentiate the different types of text;
3. Analyze the information presented; and
4. Judge the validity of the evidence listened to.
Learning Competency Code:
(ENLC-IVh-2.15): Judge the validity of evidence listened to.
II. CONTENT
Topic: Judging the Validity of the Evidence Listened to
III. LEARNING RESOURCES
Materials: PowerPoint Presentation, Television, Infographics, and Audio Clips
Learning References:
A Journey Through Anglo-American Literature 2014 p 239
A Journey Through Anglo-American Literature (Teacher’s Guide)2014 pp135-136
https://www.studymode.com/join.php?redirectUrl=%2Fessays%2FStudents-Should-Not-Be_Allowed-
To-131193.html&from=essay
https://www.studymode.com/join.php?redirectUrl=2Fessays
Bejoy.Peterbpps.in
Ieltsfocus.com
IV. PROCEDURES Teacher’s Activity Students’ Activity
A. Reviewing previous Preliminaries
lesson or presenting Please stand for the prayer. (Students do as told.)
the new lesson
Good morning class! Good morning, Teacher!
Before you sit down, please pick up any trash on the floor
and put it in the designated trash bins after the class, then
arrange your chairs properly.
This is my first encounter with you since I only observed
your class. Let me introduce myself. My name is Josie
Callao, a fourth-year student teacher from Monkayo Okay ma’am
College of Arts, Sciences, and Technology. You can call
me Cher Jos or Ma’am Josie, whichever feels most
comfortable. Throughout this journey, I will be under the
supervision of Ma’am Neoly Peñol. By then, I will be
handling some of her classes including this. Is that okay?
For our attendance, let me request the class monitor to list
down the names of students who are absent today and
submit it to me after class. Noted ma’am.
Eyes on the screen and read aloud our classroom rules.
Show respect
Raise your hand
Follow instruction
Actively participate
I expect you to apply these always. Am I understanding Yes ma’am.
class?
Alright, before we move to our new lesson today, who can The activity we did last
recall what you did last time with Ma’am Noely? time was to interpret the
song through dance.
Excellent. In your previous Lesson, you were tasked to
interpret a song through dance and you also learned to
determine the relevance and the truthfulness of the ideas
presented in the material viewed. Every day we hear
different information and it is important to decide what
idea is relevant and what is truthful.
Do you have any queries, clarifications, or reactions to None ma’am.
the previous topic? If none, let’s have an activity.
B. Establishing a JUDGE WHO ACTIVITY
purpose for the Direction: Listen carefully to the sound to be played and
lesson guess its source. Possible answers:
1. (Sound of motor) 1. Motor
2. (Sound of toilet flush) 2. Flushing of toilet
3. (Sound of typing) 3. Typing
4. (Sound of laughter) 4. Laugh
5. (Sound of footstep) 5. Footstep
Before we go on to our new lesson, here are our objectives
for this lesson.
1. Determine the validity of sources;
2. Differentiate the types of texts;
3. Analyze the information presented; and
4. Judge the validity of the material listened to
C. Presenting examples/ REYAL OR FAKEH ACTIVITY
instances of the new Direction: Identify whether the following sources are
lesson (Elicit) valid or not valid. Answer REYAL if it is valid and
FAKEH if it is not valid. Students answer:
1. Hearsays/ gossips 1. FAKEH
2. Sites ending in .org 2. REYAL
3. Educational institutions and their websites 3. REYAL
4. Rants on social media 4. FAKEH
5. Academic forums 5. REYAL
D. Discussing new Explicit Instruction
concepts and Defining terms
practicing new skills Validity
#1 (Engage) - the quality or being factually
sound.
- the state of being legally or officially binding
or acceptable.
Listening
- the act of paying attention to sounds.
Differentiating Types of Text
Factual Text
- Inform, instruct or persuade the reader or
listener by giving facts or information.
Examples:
News reports, Interviews, recipes, records of
history, and instructions.
Literary Text
- are pieces of writing that tell a story or
entertain.
Examples:
Fiction, Non-fiction, Poetry, and many more.
Persuasive Text
- offers the opportunity to convince the reader/
listener to adopt a particular viewpoint.
Examples:
Ad campaigns – marketing or selling the
product.
Discussion Text
- also known as argumentative text/ content
presents an issue surrounding a particular
topic.
Examples:
Argumentative essays
Evaluating the Validity of the Evidence
Author of the Source
Source of Information
References/ Citations
E. Discussing new Listening to the news report over recording. (The students are taking
concepts and practicing The teacher plays an audio clip about Students notes from the clip they
new skills #2 Should Not Be Allowed to Bring Phones to School. had heard.)
Guided discussion
Processing of guide questions. Possible answers:
1. What is the news all about? 1. The recorded clip talks
2. What are the reasons for not allowing students to bring about why students be
mobile phones to school? allowed to bring phones
3. Do you agree with the writer? to school.
4. What do you think, is the type of text it belongs to? 2. It causes distraction to
education, a temptation
for cheating on tests, and
health damage.
3.No, I know it brings
many disadvantages but I
can’t deny it makes things
so much easier for me as
a student.
4. Discussion Text.
F. Developing mastery THINK-GROUP-SHARE ACTIVITY
(Leads to Formative Direction: Analyze the given infographics on the Anti-
Assessment 3) Drug Campaign. Write 3 to 5 sentences that could
summarize the given data. Provide sources and references
to make the statements valid. Be guided by the rubric
below.
G. Finding practical (The teacher will ask questions to the students) Possible answers:
applications of concepts Based on what we have discussed, how can you apply As a student, I
and skills in daily living this to your personal life as a student? can apply this by
(Elaborate) Can you now assess if the information you heard or checking if the
received is valid or not? information
comes from a
reliable source,
the person, and
making sure it
makes sense.
Now, I can assess
if what I hear or
read is valid by
thinking critically
and verifying
facts before
believing or
sharing them.
H. Making generalizations The teacher asks the learners if there are questions or (Students share their
and abstractions about the clarifications about the lesson. understanding about the
lesson discussion.)
Always remember that:
The validity is a state of being legally or officially
binding or acceptable. And to know that, you need to
be familiar with the different texts such as factual,
literary, persuasive, and discussion.
Moreover, listening is key to gathering information.
When judging a text, consider the author's credentials,
source of information, and references to ensure its
reliability.
I. Evaluating learning Direction: Get ¼ sheet of paper and read the following
(Evaluate) statements about the validity of different texts and sources.
Write only “T” for True and “F” for False.
1. A student claims their teacher is absent because they are
not in the classroom when the bell rings.
2. A philosopher argues that reading books improves
vocabulary because it exposes readers to new words and
sentence structures.
3. Information/ Post that is viral is always valid.
4. The information is unreliable without a source.
5. Some students say that using social media helps them
learn better, while others argue it is a distraction.
6. Counterchecking the credentials of the author/ source
on the internet is important.
7. Use this soap for instant whitening and glowing skin.
8. Famous social media personality is always a good
source of reliable information.
9. You can read up-to-date news in the Philippine Daily
Inquirer.
10. Newspapers and magazine articles published, have not
cited sources to prove their claims.
Key Answer
1. F
2. T
3. F
4. T
5. T
6. T
7. F
8. F
9. T
10. F
J. Additional Activities for In your ½ crosswise, write your insights about the lesson
Application or on judging the validity of sources using the prompts
remediation (Extend) below. Possible answers:
1. Knowing the ways to judge the validity of the 1. Knowing the ways to
information is important for________. judge the validity of the
2. I realize differentiating evidences and information is important
counterchecking of facts is _________. for making informed
3. I need to be cautious on __________. decisions.
2. I realize differentiating
evidence and
counterchecking facts is
essential for
understanding the truth.
3. I need to be cautious
about believing and
sharing unverified
information.
V. REMARKS
VI. REFLECTION
A. No. of learners who
earned 80% on the
formative assessment
B. No. of learners who
require additional
activities for remediation
Prepared by: Checked by:
JOSIE GOLORAN CALLAO NEOLY V. PEÑOL
Pre–Service Teacher Cooperating Teacher
