GRADES 1 to 12 School: Grade Level: 8

DAILY LESSON LOG Teacher: Learning Area: ENGLISH

Teaching Dates and Time: Quarter: SECOND

I. OBJECTIVES MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

A. Content Standards The learners demonstrate their multiliteracies and communicative competence in evaluating informational texts (persuasive texts) for clarity of meaning,
purpose, and target audience as a foundation for publishing original informational texts.
B. Performance Standards The learners analyze the style, form, and features of informational texts (persuasive texts); evaluate informational texts for (persuasive texts) using appropriate
forms and structures that represent their meaning, purpose, and target audience.
C. Learning Competencies EN8INF-II-9 Analyze EN8INF-II-9 Analyze EN8INF-II-10 Analyze EN8INF-II-9 Analyze EN8INF-II-9 Analyze
propaganda techniques used propaganda techniques used persuasive techniques to propaganda techniques used propaganda techniques used
in informational texts for in informational texts for support an argument: in informational texts for in informational texts for
political correctness: political correctness: political correctness: political correctness:
1.bandwagon vs. glittering 1.bandwagon vs. glittering -ethos -logos -pathos 1.bandwagon vs. glittering 1.bandwagon vs. glittering
generalities generalities generalities generalities
2.transfer propaganda 2.transfer propaganda 2.transfer propaganda 2.transfer propaganda
techniques vs. half truths techniques vs. half truths techniques vs. half truths techniques vs. half truths

EN8INF-II-10 Analyze EN8INF-II-10 Analyze

persuasive techniques to persuasive techniques to
support an argument: support an argument:

-ethos -logos -pathos -ethos -logos -pathos

II. CONTENT INTRODUCTION TO ANALYZING PROPAGANDA IN INTRODUCTION TO COMPARING PROPAGANDA EVALUATING PROPAGANDA
PROPAGANDA AND ITS REAL-LIFE CONTEXTS PERSUASIVE TECHNIQUES AND PERSUASIVE AND PERSUASION IN TEXTS
TECHNIQUES (BANDWAGON, TECHNIQUES
GLITTERING GENERALITIES, ETHOS, LOGOS, AND
TRANSFER, HALF-TRUTHS) PATHOS (PERSUASIVE
APPEALS)
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide
Pages
 2. Learner’s Material
Pages

3. Textbook Pages

4. Additional Materials LESSON EXEMPLAR IN LESSON EXEMPLAR IN LESSON EXEMPLAR IN LESSON EXEMPLAR IN LESSON EXEMPLAR IN
from Learning ENGLISH 8 ENGLISH 8 ENGLISH 8 ENGLISH 8 ENGLISH 8
Resources

B. Other Learning Resources

Laptop, TV Monitor, Slides Deck, Video Presentations

IV. PROCEDURES

a. Reviewing Previous Recall key terms (fact, opinion, Recap of four propaganda Differentiate propaganda Review key differences Quick game: “Name that
Lesson or Activating claim, evidence) types from persuasion Technique!”
Prior Knowledge
b. Establishing purpose Understand how propaganda Learn how propaganda shapes Identify how authors Deepen understanding Apply skills in text analysis
for the lesson influences opinions public opinion persuade using credibility, through reflection and self-
logic, and emotion assessment

c. Presenting Jumbled Word Challenge (e.g., Real ad statements (e.g., “San Doctor = Ethos; Statistics = MLK “I Have a Dream” speech Excerpt from MLK’s speech
example/instances BANDWAGON = “Join now, Miguel Beer: Filipino pride”) Logos; Sad images = Pathos analysis
of the new lesson millions already have!”)
d. Discussing new Discuss Bandwagon and Identify propaganda types in Explain ethos, logos, and Guided questions on Identify rhetorical appeals in
concepts practicing Glittering Generalities with sample statements pathos with media examples propaganda vs. persuasion the speech
new skills #1 examples
e. Discussing new Analyze given slogans using Analyze Duterte’s speech Sort real-life scenarios into E, Peer discussions on Justify answers using
concepts and the Persuasion Meter excerpts for propaganda use L, P chart application and examples definitions
practicing new skills
#2
f. Developing Mastery Class discussion using posters Cracking the Propaganda Code Group activity – categorize Learners' Takeaways – answer Group presentation of
and ads to spot techniques worksheet persuasive ads 3 reflective questions findings
g. Finding practical Awareness of biased Recognizing propaganda in Judging credibility of social Making informed decisions in Detect misleading messages
applications of advertisements and political media and social posts media posts or influencers elections, media, and buying in politics or ads
concepts and skills in content products
daily living

h. Making Propaganda can manipulate Propaganda often hides truth Persuasion appeals to logic, Effective communication uses Critical reading helps fight
generalizations and choices through emotion and or appeals to emotion rather ethics, and emotion to balanced persuasion, not misinformation
 abstractions about popularity than reason convince people manipulation
the lesson
i. Evaluating learning Exit quiz – Match examples to Share answers and Persuasion Quest worksheet Reflection checklist (5 to 1 Written formative
propaganda types justifications in pairs answers scale) assessment
j.Additional activities No Assignment No Assignment No Assignment No Assignment No Assignment
for application or
remediation
V. REMARKS

VI. REFLECTION

a. Number of learners who

earned 80% of the evaluation

b. Number of learners who

require additional activities for
remediation who scored below
80%

c. Did the remedial lesson work?

d. Number of learners who have

caught up with the lesson
e. Number of learners who
continue to require remediation
f. What difficulties did I
encounter which my principal or
supervisor can help me solve?
g. What innovation or localized
materials did I use/discover
which I wish to share with other
teachers?

Prepared by: Checked by: Noted by: