DETAILED LESSON PLAN

Course BSED - ENGLISH 4 Date

Grade and Grade 9 Time 1 hour
Section Allotment
Teacher EDIMAR DOMINGO

I. OBJECTIVES
At the end of the 60-minute discussion, the learners should be able to:
a. Identify each parts of argumentative content based on the text given,
b. Recognize the importance of logic and evidence in forming opinions and;
c. Construct and articulate a clear argument to support their stance on an issue.
II. SUBJECT MATTER
a. Topic: Judging the validity of the evidence listened to (Parts of Argumentative
Content)
b. References: English 9 Activity Sheet Quarter 3 MELC 3: Judging the validity
of the evidence listened to.
c. Materials: Visual Aids, PowerPoint presentation
d. Valuing: Encourages to respect opposing views while defending our own,
promoting open-mindedness and better communication in society.
III. PROCEDURES
Teacher’s Activity Students’ Activity
A. PRELIMINARY ACTIVITIES

Good morning Class! Good morning, sir!

Let’s pray In the name of the Father, and of the

Son and of the Holy Spirit. Amen

Glory be to the Father,

and to the Son,
and to the Holy Spirit:
As it was in the beginning,
is now,
and ever shall be,
world without end.
Amen.
Before you take your seat, kindly pick up (The students pick the scattered litter
that scattered dirt around you, after that around them)
please arrange your chairs and sit properly.
Are all present? If not, who is absent from None, sir.
the class?
Alright! Let’s have a recap. What was our Our last topic was all about Types of

College of Teacher Education

lesson last meeting? Texts, sir!

Very good!
So, are you excited about what we are Yes, sir!
going to learn today, class?
B. MOTIVATION
Before we start our discussion, we will
gonna have a short debate. Are you excited,
class? Yes, sir!
That’s good to hear. Now, please listen to
the instructions.

Direction: The teacher will separate the

class into the group of boys and girls. Each
group will raise a green flag if they agree
and a red flag if they disagree with the
given statement, then explain their
reasoning with supporting evidence.

Are you excited, class? Yes, sir!

That’s good to hear! But before we proceed,

what are the things we need to do when we Cooperate
are doing an activity? Do not make unnecessary noise.
Listen

Did you enjoy the activity class? Yes, sir!

C. PRESENTATION
Do you have any idea of what your lesson
could be today, class?

What kind of activity did we do a while ago? Arguing, sir!

Excellent! You found a clue of what would
be our topic today
Based on our activity a while ago, our topic
for today is all about Argumentative
Content.
Kindly, read our objectives for today, class! At the end of the 60-minute discussion,
the learners should be able to:
a) List the key components of each
parts of argumentative essay,

College of Teacher Education

 b) Recognize the importance of logic
and evidence in forming opinions
and;
c) Construct and articulate a clear
argument to support their stance
Thank you, class! You are all good readers. on an issue.

D. DISCUSSION
Let’s start our discussion class!
Kindly read our topic for today, class. Argumentative Content
Kindly read the definition, class?
Argumentative content refers to
Altogether! writing or speech that presents a claim
or position on a particular issue,
supported by reasoning and evidence.
The goal is to persuade the audience
to accept or consider a specific
viewpoint.
What did you do a while ago, class? We argue, sir!
We stand on our argument, sir1
That’s right!

An argumentative content tries to change

the reader's mind by convincing him/her to
agree with the writer's point of view. It is a
piece of writing that takes a stance on an
issue. The writer attempts to persuade
readers to understand and support their
point of view about a topic by stating their
reasoning and providing evidence to back it
up.
Let me ask you a question.

What is the goal of an argumentative

content, class? To persuade, sir!

I want you to go back and reflect what we

did a while ago.
Exactly!
The goal of argumentative content is to
clearly outline a point of view, reasoning,
evidence, and to influence others.

There are three characteristics of an  Presents and explains the issue or

argumentative content. Kindly read it, class? case

College of Teacher Education

  Gives reasons and supports these
reasons to prove its point

 Refutes (prove wrong) opposing

arguments

Always remember that in an argumentative

essay, the content ensures a strong,
persuasive argument that considers
different perspectives while proving its main
point.

Now class, to further expand our topic, let’s

proceed to the parts of argumentative
content. There are 3 parts of argumentative
content: Introduction, Body, and Conclusion
Do you want an activity, class? Yes, sir!
That’s great to hear! Now please listen to
the instruction.
1. I will provide you with a short
argumentative text.

2. Each group will focus on a specific part

of the text:

 Group 1: Identify the Introduction and

Thesis Statement (where the issue is
presented, and the main claim is
stated).
 Group 2: Identify the Body (where
reasons and supporting evidence are
given).
 Group 3: Identify the Conclusion
(where the main points are summarized,
and the argument is restated).

3. Read the text carefully and underline or

highlight your assigned part.

4. After completing the task, each group

will present and explain their answers.

Is the instruction clear, class? Yes, sir!

Before we proceed to your respective group, Cooperate

College of Teacher Education

what are the things we need to do when we
are doing an activity?
Do not make unnecessary noise.

Listen

(The teacher will divide the class into 4) (students go to their respective groups)

Argument Essay

Should Schools Serve Fast Food?

In recent years, many schools have

started offering fast food options in
their cafeterias, leading to a debate
about whether or not this is a good
idea. Supporters argue that fast food is
an affordable and convenient choice
that appeals to students. It provides a
quick meal, and since many fast-food
chains offer options that are easy to
prepare in bulk, it can be more cost-
effective for schools to provide.
Additionally, some argue that giving
students the option to choose what
they eat can teach them responsibility
and decision-making about food
choices.

However, critics believe that serving

fast food in schools contributes to
unhealthy eating habits. Fast food is
often high in calories, sugar, and
unhealthy fats, which can lead to
obesity, diabetes, and other health
problems. Studies have shown that the
rise in fast food consumption among
students has been linked to increased
rates of childhood obesity.
Furthermore, schools have a
responsibility to promote good nutrition
and teach students about healthy
eating, which is hard to do when
unhealthy food options are readily

College of Teacher Education

 available.

In conclusion, while fast food may

seem like a quick and easy solution, it
poses significant health risks to
students. Schools should prioritize
offering healthier meal options that
support the well-being of students and
set a positive example for healthy
eating habits. By promoting nutritious
meals, schools can help students make
better food choices now and in the
future.

(The teacher let the students identify the (the students will do the activity)
parts of the essay)
Alright! Time’s up!
Let us all welcome, the Group 1!

Group 1, can you present your work to us

and to your classmates? This is the findings of group 1.

This is the introduction of the

argumentative content

"In recent years, many schools have

started offering fast food options in
their cafeterias, leading to a debate
about whether or not this is a good
idea."
This is the introduction because it
introduces the topic and gives
background information.

This is Thesis Statement we find in

Very good, Group 1! the same content
"Supporters argue that fast food is an
affordable and convenient choice that
appeals to students."
This is the thesis statement because it
tells what the argument is about and
shows two sides of the issue.

College of Teacher Education

Now, let’s hear it from the Group 2! "It provides a quick meal, and since
many fast-food chains offer options
that are easy to prepare in bulk, it
can be more cost-effective for
schools to provide. Additionally,
some argue that giving students the
option to choose what they eat can
teach them responsibility and
decision-making about food
choices."
This is part of the body because it
gives reasons why fast food should
be allowed.

"However, critics believe that

serving fast food in schools
contributes to unhealthy eating
habits. Fast food is often high in
calories, sugar, and unhealthy fats,
which can lead to obesity, diabetes,
and other health problems."
This is also part of the body
because it gives the other side of
the argument (why fast food is bad).

"Studies have shown that the rise in

fast food consumption among
students has been linked to
increased rates of childhood
obesity. Furthermore, schools have
a responsibility to promote good
nutrition and teach students about
healthy eating, which is hard to do
when unhealthy food options are
readily available."
This supports the argument against
fast food with evidence.
Fantastic findings, Group 2!
Let’s not forget the Group 3, class!

Kindly give them a round of applause! "In conclusion, while fast food may

College of Teacher Education

 seem like a quick and easy solution, it
poses significant health risks to
students."
This is the conclusion because it
restates the main point and gives a
final thought on the issue.

Kindly clap ourselves for a job well done! (students will clap)
We also have to bear in mind the following 1. Identify the point the speaker is
steps of reading an argumentative content. trying to prove (the claim).

Kindly read it, class? 2. Identify the specific facts the

speaker give to support the claim

3. Explain how the evidence supposed

to relate to the claim

Always remember that the goal of

argumentative content is to help students
develop critical thinking skills by
analyzing arguments effectively. To do this,
we guide them through three key steps:

 The claim is the main point the speaker

or writer is trying to prove. It is usually a
statement of opinion that requires
support.
 Example: If a speaker says, "Schools
should start later in the morning," this is
their claim—the main argument they
are trying to convince others to believe.

 A strong argument needs facts,

examples, statistics, or expert
opinions to back it up.
 Students should ask: What proof does
the speaker provide to support their
claim?

College of Teacher Education

 Example: The speaker may say,
"Studies show that students who start
school later get better grades and are
healthier because they get more sleep."
 Here, the facts and studies act as the
evidence supporting the claim.
 Students must learn to explain how the
evidence strengthens the argument.
 This step encourages critical thinking
—students should not just list facts but
explain their importance.
 Example: "The study shows that later
school start times improve grades and
health, which supports the argument
that schools should start later. This
means the claim is backed by scientific
research, making it more convincing."

Did you understand the topic, class? Yes, sir!

Good!

To test if you really understand the topic, I

have a question for you.
Why is it important to base our opinions on It is because it promotes informed
facts and evidence rather than feelings? decision-making and fosters critical
thinking. When we rely on objective
data, we minimize the influence of
personal biases and emotional
reactions, leading to more rational and
well-rounded conclusions.
Excellent!

Who wants to share their own answer, It facilitates constructive conversations,

class? as they provide a common ground for
discussion and debate. When opinions
are supported by facts, they are more
likely to be taken seriously and can
withstand scrutiny, leading to more
robust and informed perspectives.
All your answers are correct!
When we share our opinion, we must sure
that it is not made up either through gossips
or lies. Instead, we must learn how to

College of Teacher Education

research, observe, and gather enough
information before making an opinion.
I also remind you that we must be polite to
accept their opinion while maintaining our
defending our own. By doing this, we can
promote an openness and able to
communicate well.

E. APPLICATION
Do you want an activity, class? Yes, sir!
But first, kindly place your chairs at the side
so that we can have a space for our activity.
This activity is called “"Agree or Disagree".

This activity will help you practice

making arguments and explaining your
reasoning. Please listen carefully to the
instructions:
The class will be divided into 4 groups. Each
group will be given a signage that are
labeled "Agree," and "Disagree."

I will read a statement aloud. (For

example: "Cell phones should be banned in
school.")

Think about your opinion. Do you agree

or disagree? Raise the appropriate signage
that matches your choice.

Once you are in place, be ready to

explain your reasoning.

Listen carefully to your classmates'

arguments.

I will give additional points to the group

that presents the most well-supported
and valid argument.

We will do this for multiple statements,

so stay engaged and ready to think critically!
Are you ready, class? Yes, sir!
That’s the spirit!
Before we proceed, what are the things we
need to do when we’re having an activity?

College of Teacher Education

 Cooperate

Do not make unnecessary noise.

Listen

Let’s begin the activity!

F. GENERALIZATION
Please settle down now and arrange your
chairs on their proper position.
Did you enjoy the activity, class? Yes, sir!
That’s great to hear!
To sum it up our discussion, class

What was the topic that I have discussed a Argumentative Content, sir!
while ago?
What is argumentative content once again An argumentative content tries to change
class? the reader's mind by convincing him/her to
agree with the writer's point of view. It is a
piece of writing that takes a stance on an
issue.
Excellent!
Now, who can tell me the parts of the
argumentative content, class? Introduction
Body
Conclusion
Fantastic!
What are the main points of each part of the
argumentative content?
The introduction gives background
information about the topic and in the
introduction, we find the thesis
statement because it tells what the
argument is about and shows two
sides of the issue.

The body contains the reasons. It is

three or more paragraphs that explain
the reasons why you support your
thesis. Each paragraph talks about one
reason, and it should cover a different
idea or piece of evidence and contain a
topic sentence that clearly explains
why the reader should agree with your
position.

The conclusion summarizes all of the

College of Teacher Education

 arguments made in the body
paragraphs.
Bravo!
In an argumentative content, the most
important part is the body because it
contains the necessary information to back
up the topic. This includes data, statistics,
evidence and experiences.
I hope that sums up of our today’s
discussion.

IV. EVALUATION

I. Read the questions carefully. Choose the best answer.

1) What is the main goal of an argumentative essay?

a) To tell a story
b) To persuade the reader to agree with a claim
c) To entertain the reader
d) To describe a person or place
2) What are the three main parts of an argumentative essay?
a) Introduction, Body, Conclusion
b) Beginning, Middle, End
c) Hook, Summary, Evidence
d) Opinion, Debate, Decision
3) What should evidence in an argument include?
a) Facts, statistics, or expert opinions
b) Personal feelings
c) Random statements
d) Fictional stories
4) What is the purpose of a conclusion in an argumentative essay?
a) To introduce new evidence
b) To repeat the introduction word-for-word
c) To summarize key points and restate the claim persuasively
d) To ask the reader to write their own argument
5) How does reasoning support an argument?
a) It connects the claim and evidence with logical explanations
b) It provides extra opinions
c) It includes fun facts
d) It repeats the claim

II. Write "T" if the statement is true and "F" if the statement is false.

6) ___ An argumentative essay should only present one side of an issue.

7) ___ A strong argumentative essay includes claims, evidence, and reasoning.

College of Teacher Education

8) ___ Personal opinions are the best form of evidence in an argument.
9) ___ A thesis statement presents the main argument of an essay.
10) ___ A well-written argumentative essay can change the reader’s perspective.

V. ASSIGNMENT
 Follow up: For more understanding about the topic, please read the link below.
Link: https://cowriter.ai/blog/10-short-argumentative-essay-examples-
downloadable-pdf
 Advance: Please have an advance reading about the 4 types of evidence.
VI. REMARKS

College of Teacher Education