Republic of the Philippines

UNIVERSITY OF EASTERN PHILIPPINES

PEDRO REBADULLA MEMORIAL CAMPUS
Catubig, Northern Samar
Web: http://uep.edu.ph Email: uep7pres@gmail.com

COLLEGE OF EDUCATION
LESSON PLAN IN ENGLISH 9

(Prepared by: James Roque T. Feliciano)

I. Objectives
At the end of the discussion, the students should be able to:
a) Identify the characteristics of sound reasoning and evaluate whether
an argument is logically supported by evidence.
b) Appreciate the importance of using facts and logic in making informed
decisions and forming opinions.
c) Analyze a given argument by outlining its claim, evidence, and
conclusion in a structured diagram.
Value Aim: Develop critical thinking and logical reasoning skills to make
well-informed judgments in real-life situations.

II. Subject Matter

Topic: Characteristics of a Sound Reasoning
References : English Quarter 4- Module 1: Lesson 1-3 Judging the Relevance and
Worth of Ideas, Soundness of Author’s Reasoning, and Effectiveness of the
Presentation.
Materials: Pictures, visual aids, Printed Text.
Time Allotment: 1 hour

III. Procedure

Teacher’s Activity Students’ Activity

A. Preliminaries

Prayer

Let’s start this day by asking

guidance from our Lord. (Students will start the prayer)

Greetings

Good morning, class!

Good morning, Sir!

Classroom Management
Before we start our session, I
want you to pick up the pieces of
paper under your chairs and arrange
(Students will pick up pieces of paper
you chair properly
and arrange their chairs)

Checking Attendance
Class monitor kindly submit the (Class monitor will give the list of all
list of the names of today’s absent students)
absentees.
Yes, Sir.
Collecting of Assignments
Do we have an assignment? (Students will pass their assignment)

Okey, pass it to the front.

B. Review

Before we proceed to our new lesson

let us first have an activity to recap
what you discussed at the last It’s all about Differentiating Claims,
meeting. Counterclaims, Reasons, And
Evidence In A Given Text.
What was your topic all about?

Yes, sir.
Sir, A claim is an argument or statement
Okay, very good! Do you still
that someone can agree or disagree
remember how do they differ from
with. A claim needs a reason to support
each other?
it. While evidence is factual support,
such as historical records. And
Okay, can you differentiate each of
counterclaim is the opposing
them?
argument.

It helps us become better critical

thinkers because we can see both sides
Very good! So, Why is it important to of an argument.
understand both claims and
counterclaims?

That’s right! Since you were able to

answer all of my question regarding Yes, sir.
to your last topic, it indicates that you
really listen during the discussion and
I’m hoping that you will also do that
during our time, is that okay? None, sir.

Do you have questions or clarification

about your topic last meeting?

C. Motivation

If you don’t have any questions let us

have an activity.

Claim, Proof, or Conclusion?

You will stand up and I will read a

sentence from an argument out loud.
As soon as you hear the sentence,
decide if it is a Claim, Proof
(Evidence), or Conclusion.

If you think it’s a Claim, raise one

hand. ✋
Yes, sir.
If you think it’s Proof (Evidence),
clap once. 👏
If you think it’s a Conclusion, stomp
your foot. 👣

Once I say "Reveal!" and everyone

must do their action at the same Yes, sir
time.

If you get it right, you stay in the

game. If you get it wrong, you sit
down. → Claim (Raise hand ✋)
The last student standing wins! 🎉

Are you ready? → Proof/Evidence (Clap 👏)

Alright! Let’s start.

→ Conclusion (Stomp 👣)
 "Social media negatively
affects teenagers." → Claim (Raise hand ✋)
 "A study by WHO found that
teens who use social media for
more than 3 hours daily are more → Proof/Evidence (Clap 👏)
likely to develop anxiety."
 "This means that teenagers → Conclusion (Stomp 👣)
should reduce their screen time
for better mental health."
 "Regular exercise improves
overall health."
 "According to the CDC, people
who exercise regularly have a
lower risk of heart disease."
 "Therefore, everyone should Sir, if it has good reasons.
make time for physical activity to
stay healthy."

Great job, everyone! You did amazing

If it comes from facts or research
in identifying claims, evidence, and
conclusions! This skill will help you
think critically and make better
No! Because they have no evidence.
decisions. Keep up the great work!"

What makes an argument strong or

weak? Because it helps us know if something is
really true or just an opinion
Exactly! But what do we mean by
"good reasons"? What makes a
reason or proof strong? The argument won’t make sense!

Yes! Now, imagine someone makes a

claim but doesn’t give any proof.
Would you believe them?

Great thinking! So, why do you think

evidence is important when proving a
claim? .
Sir, about sound reasoning
That’s right! Now, here’s a tricky one
—what happens if a conclusion
doesn’t match the evidence given?

Exactly! That’s why we need to check

if ideas are logically connected. So,
today, we’re going to talk about the At the end of the discussion, the
characteristics of sound students should be able to:
reasoning—how to know if an a) Close enough! Because our
argument is strong, logical, and topic for today is all about
reliable. Identify the characteristics
of sound reasoning and
So, based on our activity, what do you evaluate whether an
think our lesson is for today? argument is logically
supported by evidence.
D. Presentation b) Appreciate the importance
of using facts and logic in
Close enough! Because our topic for making informed decisions
today is all about Characteristics of a and forming opinions.
Sound Reasoning and here are the c) Analyze a given argument
objectives that we have for today’s by outlining its claim,
session. evidence, and conclusion in
a structured diagram.

Yes, sir.

Are we clear about the learning

objectives?

E. Activity
Yes, sir.
Alright! Now before we proceed with
our new lesson. Let us have another
activity.

Today, we’re going to play a game. I

will divide the class into 2. I will read → Fact!
the statement and after that your
team must decide if the statement is
based on sound reasoning (Fact!)
or poor reasoning (Flop!). → Fact!

If they think it’s sound reasoning,

they raise both hands and say, → Fact!
"Fact!" ✋✋

If they think it’s weak reasoning, → Flop! (One person's experience is not
they cross their arms and say, strong evidence.)
"Flop!" ❌ → Flop! (No scientific evidence.)

Are you ready?

→ Flop! (No proven connection.)
Let’s begin then.

 "According to the World Health

No, sir.
Organization, washing hands with
soap reduces the spread of
diseases."
 "A scientific study found that They were based on research and real
students who sleep at least 8 studies.
hours perform better in school."
 "Data from the Department of
Transportation shows that
wearing a seatbelt reduces the
risk of severe injury in accidents." Because they were based on opinions or
 "My friend eats a lot of junk personal experiences, not real evidence.
food but is still skinny, so junk
food doesn’t make you
unhealthy."
 "I saw a video on social media
saying the Earth is flat, so it must We should check if there’s proof from
be true." experts or reliable sources.
 "If you drink coffee, you will
definitely be smarter because my
sister drinks coffee and gets high
grades."

Good job, class! Do you find it hard to It can make people believe in wrong
accomplish this activity? things, like fake news or harmful myths.

Alright! That was a fun game, but

now, let’s think deeper. What made
the "Fact" statements strong and
believable? By always checking facts before we say
something and by using logic, not just
Yes! Having facts and studies makes emotions, when making an argument.
an argument strong. Now, why were
the "Flop" statements weak or
illogical?

Exactly! Just because something

happens to one person doesn’t mean
it’s true for everyone. Now, how can
we tell if an argument is based on
facts and not just opinions?

Correct! We need to look for strong

evidence. Now, think about real life—
how can weak reasoning or false Yes, like convincing my parents to let me
information affect people’s decisions? go out with my friends!

That’s why we must always question

information, check sources, and I tell them I finished my homework, I’ll be
home on time, and my friends' parents
use strong evidence when making
allow them to go too.
a claim. Now, one last question—how
can we improve our own reasoning
skills when debating or discussing
ideas?

Exactly! You’re all thinking critically,

and that’s a great skill to have.
Remember, sound reasoning helps (Students read the text)
us make smart choices in life.

Since you already have the grasp of

The author is saying that smoking has
all the ideas about our topic for today
serious health risks.
I think they you are ready to dwell
deeper into our discussion.
Yes! The text says that smoking is linked
F. Analysis to lung diseases like emphysema and
Today, we're going to talk about bronchitis, and it cites data from the
sound reasoning and how to judge WHO and DOH about lung cancer cases.
whether an argument is strong or
weak. Have you ever had to convince
someone of something?

Exactly! And what do you usually say

to persuade them?

Great! That means you're using

reasons and evidence to support
your argument. That’s what we call It will fall!
sound reasoning—it’s when we use
strong evidence and logical thinking
to prove a point.

Now, let’s take a look at the text on

smoking in your handouts. Read it
silently, then we’ll break it down.

The author concludes that smoking is

Alright, let’s start by identifying the dangerous and should be stopped.
claim. What is the author trying to
prove?
Yes, because the evidence shows that
Correct! The claim is the main idea or smoking causes serious health problems,
argument. Now, does the author so it makes sense to say it should be
provide any evidence to support this stopped.
claim?
Yes, because the author used facts,
reliable sources, and logical
reasoning to support the claim!
Excellent! When an argument
includes reliable sources like the
World Health Organization (WHO)
and the Department of Health
(DOH), it makes the reasoning
stronger because these are credible
institutions. What if an argument has a claim but no
evidence?
Now, let’s look at the structure of the
reasoning. Think of it like a table. The
claim is the tabletop, and the
evidence are the legs that support it.
What happens if a table has weak or No!
missing legs?

Exactly! That’s what happens when

an argument lacks strong evidence— Yes, sir.
it becomes weak and unreliable.
But in this case, the author provides
multiple pieces of evidence, making Yes, sir.
the argument sound and logical.

Finally, let’s check the conclusion.

What does the author say at the end?

Right! And does this conclusion The claim, the evidence, and the
logically follow from the evidence? conclusion!

Perfect! So, if someone asks whether It becomes weak and unreliable.

this argument is sound, what would
you say?
Facts from reliable sources, research
studies, and expert opinions.
Great answer! That’s how we
determine if an argument is sound
reasoning—it must have quality
data, strong supporting details,
relevant information, and logical No! That’s just a personal experience,
conclusions. not strong evidence.
Any questions?

Good question! Without evidence, the That’s sound reasoning because it uses
argument is weak and unreliable. research from a reliable source.
Imagine saying, "Smoking is bad
because I said so." Would people
believe you? So we don’t get fooled by false
information and we can make smarter
Exactly! That’s why evidence is decisions.
essential in making a convincing and
logical argument.

Do you understand our topic?

No, because there’s no proof. It might
just be a scam.
Do you have any questions or
clarification?
We should check if there’s real scientific
G. Abstraction evidence or expert advice.

Let’s do a quick recap to make sure

we really understand sound
reasoning. Yes! If someone believes fake medical
Now, what are the three important advice, they might not go to a real
parts of an argument? doctor and get worse.

Yes! And what happens if an

argument has a claim but no
evidence?

Exactly! What kind of evidence makes

an argument stronger?

Very good! Let’s test your

understanding further. If I say,
"Drinking water is healthy Yes, sir.
because I feel good when I drink
it," is that sound reasoning? None, sir.

Correct! Now, what if I say, "Studies

from the WHO show that drinking
enough water helps improve
digestion and brain function"?

Excellent! One last question—why is it A claim is a statement that presents an

important to use sound reasoning in argument or opinion, but it needs
real life? support to be strong.

For example Imagine this: You see a

post online that says, "Drinking a We need evidence to prove that the
special herbal tea can cure all claim is true.
diseases instantly!" Would you
believe it right away? Why or why
not?

That’s a smart answer! What should Then they can present a counterclaim,
we do before believing such claims? which is an opposing argument.
Exactly! Sound reasoning helps us
avoid misinformation. Can you think
of a real-life situation where believing
in false information can lead to
problems? It helps us become better critical
thinkers because we can see both sides
That’s a great example! This is why of an argument.
critical thinking and sound reasoning
are so important in daily life. Always Yes, sir.
ask: Is this based on facts? Is it from a
reliable source? That way, we make
better decisions.

Understanding sound reasoning helps

us think critically and separate facts
from opinions.

Again, do you understand now our

topic for today?

Any questions or clarifications?

Since there are no questions let us

have an activity.

H. Application
I will divide the class into 3. Your
activity is called “Build the Table of
Logic!”

On a big sheet of paper, label the

table with these parts:
 The tabletop is the main idea or
claim (what the author is trying
to prove).
 The legs are the evidence
(facts that support the claim).
 The base is the conclusion (the (students will start presenting their work)
final message of the
argument). Yes, sir.

Fill in your table with the claim, None, sir.

evidence, and conclusion from the
passage. You have 3 minutes to
accomplish this task.

After that choose a representative to

present your work.

Are you ready?

(Answer: b)
Okay here is the passage:
"The Impact of Social Media on
Teenagers"

Many people believe that social media

has a negative effect on teenagers.
Studies show that excessive use of
social media can lead to increased (Answer: b)
anxiety and lower self-esteem.
According to a 2022 report from the
World Health Organization (WHO),
teenagers who spend more than three
hours per day on social media are
more likely to experience mental
health issues. Additionally, a study by
the American Psychological
Association (APA) found that constant
exposure to idealized images on
social media can lead to body image
concerns and feelings of inadequacy.

Despite these risks, social media also (Answer: a)

has benefits. It allows teens to stay
connected with friends and access
educational content. However,
experts agree that too much social
media can be harmful, and
teenagers should limit their screen
time to maintain good mental health.
(Answer: b)
(after 3 minutes)

Okay, time’s up! Its time to present

your work.

Did you enjoy our activity?

(Answer: b)
Do you have any questions or
clarification?

IV. Evaluation

If there is none let’s test if you really

listen to our discussion.

Instructions: Read each question

Yes, sir.
carefully and choose the best answer.
1. Which of the following is a
(Students sill pass their paper to the
key characteristic of sound
front)
reasoning?
a) It is based on personal
opinions.
b) It uses strong evidence and
Goodbye, sir.
logical thinking.
c) It relies only on emotions.
d) It ignores reliable sources.

2. Which of the following

statements is based on
sound reasoning?
a) "My friend eats fast food
every day and is healthy, so
fast food is not bad for you."
b) "A research study from the
Department of Health shows
that fast food can increase the
risk of heart disease."
c) "I think fast food is unhealthy
because I don’t like it."
d) "My uncle smoked for 50
years and never got sick, so
smoking isn’t dangerous."

3. What is the role of evidence

 in an argument?
a) To make the argument
sound logical and believable.
b) To confuse the reader.
c) To express personal feelings.
d) To weaken the claim.

4. Which of these is NOT a

reliable source of evidence?
a) Scientific research studies
b) Social media rumors
c) Government health agencies
d) Expert opinions from
professionals

5. If an argument lacks
evidence, what can we
conclude?
a) It is strong and trustworthy.
b) It is weak and unreliable.
c) It must be true because
someone said it.
d) It is always correct.

Are you done?

Alright! Pass your paper to the front.

That’s it for today.

Goodbye class

VI. Assignment

Look for a short news article, ad, or social media post that makes a claim. Write down
the claim and the evidence given. Do you think it is sound reasoning? Why or why not?
Write it in ½ sheet of paper (crosswise).

JAMES ROQUE T. FELICIANO Mr. Jan

Howard P. Lluz
Pre-Service Teacher Cooperating Teacher