TEACHER: JOHN CARLO G. LUCIDO
SUBJECT: ENGLISH 7
GRADE LEVEL and SECTION: GRADE 87 - SCHEDULE: 7:30-8:30 A.M.
DALISAY
I.
OBJECTIVES
A. Content Standards
B. Performance Standards
C. Learning Competencies/
Objectives (Write the LC code for each)
D. Objectives
II.
CONTENT
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide Pages
2. Learner’s
Materials Pages
3. Textbook Pages
4. Additional Materials from the LR Portal
B. Other Learning Resources
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The learner demonstrates understanding of: precolonial Philippine literature as a means of
connecting to the past; various reading styles;
ways of determining word meaning; the sounds
of English and the prosodic features of speech;
and correct subject-verb agreement.
The learner transfers learning by: showing
appreciation for the literature of the past;
comprehending texts using appropriate reading
styles; participating in conversations using
appropriate context-dependent expressions;
producing English sounds correctly and using
the prosodic features of speech effectively in
various situations; and observing correct
subject-verb agreement.
EN7LT-Ia-1: Discover literature as a means of
connecting to a significant past
EN7LT-Ia-2: Describe the different literary
genres during the pre-colonial period
Philippine Literature during Pre-Colonial
Period
K to 12 Curriculum Guide (May 2016), p.
148
Pre-Colonial Philippine Literature, Retrieved
from
http://philfolks.blogspot.com/p/precolonial-philippine-literature.html
Ramallosa, G. (2000). The Literatures of the
Philippines. Lucena City: Enverga University
Press, Inc.
IV. LEARNING Advanced Learners
Average Learners
TASKS
A.
Long before the Spaniards came to the Philippines, the Filipinos already have their own
Introduction culture. It was influenced by Malaysians, Indonesians, Chinese, Arabs, Persians, and other
foreigners who came to trade with them. Much of ancient literature was oral, communitybound, and derived from the peoples’ experiences and observations. So why do you think
we should study the literatures of the Philippines?
B.
For the next activity, you will be grouped into five with the following roles:
Preliminary
1. facilitator
Activity
2. recorder
3. time keeper
4. reporter/s
5. materials manager
Task 1:
Arrange and Fill it! Directions: You will be given set of words and pictures to arrange into
a diagram provided below:
C.
Presenting Sometimes you read, listen and or watch an Sometimes you read, listen and or watch an
examples/instances advertisement which encourages you to buy advertisement which encourages you to buy
of the new lesson
or avail the services it offers.
or avail the services it offers.
D. Discussing new
concepts
and
practicing
new
skills #1
2|Page
The commercial that we have watched
used various propaganda techniques or
strategies.
The commercial that we have watched
used various propaganda techniques or
strategies.
What are propaganda strategies?
What are propaganda strategies?
The teacher will discuss Propaganda
Techniques or Strategies.
The teacher will discuss Propaganda
Techniques or Strategies.
Propaganda
Propaganda
something: information put out by an
organization or government to promote a
policy, idea, or cause
something: information put out by an
organization or government to promote a
policy, idea, or cause
deceptive or distorted information that is deceptive or distorted information that is
systematically spread
systematically spread
(Microsoft® Encarta® 2009. © 1993- (Microsoft® Encarta® 2009. © 19932008 Microsoft Corporation.
2008 Microsoft Corporation.
All rights reserved as cited in the Grade 8 All rights reserved as cited in the Grade 8
Learner’s Module)
Learner’s Module)
Basic Propaganda Strategies
Basic Propaganda Strategies
1. Bandwagon - persuading consumers
by telling them that others are doing the
same thing. Example:
Source:
http://www.pinterest.com
2.
Testimonial – when product is
sold by using words from famous people
or authority figures
Example:
Source:
http://www.novuhair.com
3.
Transfer – when a product is sold
by the name or picture of a famous person
or thing but no words from the said
person or thing
Example:
3|Page
1. Bandwagon - persuading consumers
by telling them that others are doing the
same thing. Example:
Source:
http://www.pinterest.com
2.
Testimonial – when product is
sold by using words from famous people
or authority figures
Example:
Source:
http://www.novuhair.com
3.
Transfer – when a product is sold
by the name or picture of a famous person
or thing but no words from the said
person or thing
Example:
Source:http://
www.youtube.com/watch?v=9DbKx
WUZqas&feature=share
Source:http://
www.youtube.com/watch?v=9DbKx
WUZqas&feature=share
4.
Repetition – when the product’s
name is repeated at least four times in the
ad
Example:
4.
Source:
http://www.slideplayer.com
Source:
http://www.slideplayer.com
Emotional Words – words that will
make a consumer feel strongly about
someone or something are used
Example:
5.
5.
Repetition – when the product’s
name is repeated at least four times in the
ad
Example:
Emotional Words – words that will
make a consumer feel strongly about
someone or something are used
Example:
Source:http://www.propaganda
Source:http://www.propaganda
2a.weebly.com
2a.weebly.com
(Source:http://modernhumorist.com/000
(Source:http://modernhumorist.com/000
4/
4/
propaganda/mp3.cfm
propaganda/mp3.cfm
Five Types of Propaganda Used in Five Types of Propaganda Used in
Advertisinghs.riverdale.k12.or.us/~
Advertisinghs.riverdale.k12.or.us/~
dthompso/exhib_03/tianaa/propaganda.
dthompso/exhib_03/tianaa/propaganda.
html as cited in the Grade 8 Learner’s html as cited in the Grade 8 Learner’s
Module)
Module)
LUCKY TO KNOW YOU, AD!
LUCKY TO KNOW YOU, AD!
Identify the propaganda technique or
strategy used in each advertisement
below. (Some are videos that will be play
during activity.)
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Identify the propaganda technique or
strategy used in each advertisement
below. (Some are videos that will be play
during activity.)
E.Developing
mastery (Leads
to Formative
Assessment 3)
5|Page
INDIVIDUAL
AND
GROUP INDIVIDUAL
AND
GROUP
ACTIVITY
ACTIVITY
A. Rules of the Game:
Rules of the Game:
1.) Someone will pick a number.
1.) Someone will pick a number.
2.) Once the number is called, he/she will
identify the type of add presented.
3. Everyone must participate!!
3.) You may use the letters, instead of
writing out the words.
4.) You cannot YELL out if you want to
steal.
B.
Create your own 2-minute commercial or
advertisement using any of the propaganda
strategies discussed. Each group will
identify the propaganda strategies used in
each presentation. Additional points will be
given to the group/s with correct answers.
CRITERIA:
Originality and Uniqueness15%
Creativity 25%
Entertainment Quality40%
Clarity of Expression
and Delivery20%
TOTAL -------------------------------100%
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2.) Once the number is called, he/she will
identify the type of add presented.
3. Everyone must participate!!
3.) You may use the letters, instead of
writing out the words.
4.) You cannot YELL out if you want to
steal.
B.
Create your own 2-minute commercial or
advertisement using any of the propaganda
strategies discussed. Each group will
identify the propaganda strategies used in
each presentation. Additional points will be
given to the group/s with correct answers.
CRITERIA:
Originality and Uniqueness15%
Creativity 25%
Entertainment Quality40%
Clarity of Expression
and Delivery20%
TOTAL -------------------------------100%
F. Finding practical
application
of
concepts and skills
in daily living.
What
is/are
the
importance
of
advertisements in our daily living? How can
we apply our knowledge about propaganda
techniques/strategies in evaluating products
and services before using or availing it?
Do you think advertisements are important
in our daily living? How can we apply our
knowledge
about
propaganda
techniques/strategies in evaluating products
and services before using or availing it? (3
minutes)
(3 minutes)
G.
Making YOU MAKE ME SHINE!
YOU MAKE ME SHINE!
generalizations of Complete the Shining Star below with the Complete the Shining Star below with the
concepts and skills different Propaganda Strategies.
different Propaganda Strategies.
in daily living.
H.
Additional In a short bond paper choose:
activities
for -3-4
magazines
application
or
remediation
- Identify 3 out of the 5 propaganda
techniques. Label them and stick them on
the
advertisement.
You will share them!
V. REMARKS
VI. REFLECTION
A. No. of Learners who earned 80% on the formative
assessment
B. No. of learners who require activities for
remediation
C. Did the remedial lesson/s work? No. of learners
who have caught up with the lesson
D. No. of learners who continue to require
remediation
E. Which of my teaching strategies worked well?
Why did this work?
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In a
-3-4
short
bond
paper
choose:
magazines
- Identify 3 out of the 5 propaganda
techniques. Label them and stick them on
the
advertisement.
You will share them!
F. What difficulties did I encounter which my
supervisor/principal/dep artment head help me
solve?
G. What innovation or localized materials did I
use/discover which I wish to share with other
teachers?.
Noted by:
MELODY M. VELASCO
School Head
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