Final Lesson Plan
Jianne Castillo
Course Structure
Course: English Literacy
Course Learning Outcome
By the end of this course, the students will have developed proficiency in English literacy, expressing
themselves and their ideas through writing and speaking with proper language, clear and organized ideas, and
evidence.
Unit Objectives
In this unit:
1. The students will gain practical experience through the writing process.
2. The students will hone their grammar accuracy, expand their vocabulary, and craft concise and
coherent sentences.
3. The students will have learned to gather information effectively, evaluate sources, and incorporate
evidence ethically to support their ideas.
4. The students will be capable of crafting outputs in various writing formats.
Lesson Objectives
After this lesson, the students will be able to:
1.
2.
3.
4.
Determine fallacies and their different types.
Present an analysis of real-world examples of fallacies.
Craft an argumentative paper free from fallacies.
Recognize the importance of avoiding fallacies in their arguments.
Instructional Design
Lecture-based Instructional Method
a. This method focuses on delivering complex concepts while utilizing the background knowledge
of the students. This is a method that can directly address any confusion and convey an
established description of the concepts. The method will be implemented through:
i. Presenting the material in a well-organized and engaging manner, utilizing visual aids,
examples, and real-life applications.
ii. Providing and encouraging questions to activate students’ thinking, assessing their
understanding, addressing confusion, and promoting active participation.
Collaborative learning method
b. This method emphasizes students’ collaboration and allows them to actively participate in their
learning. It will be implemented through:
i. Group collaborative searching of real-life examples of fallacies in different media
sources.
ii. The group will present an example and discuss some points regarding it.
Environment
1. Comfortable and organized classroom layout with adequate space for movement and collaboration.
2. Varied seating options to accommodate different learning preferences and needs.
3. Accessible resources, including textbooks, technology (computer, projector, personal mobile devices)
and instructional materials (brought by the teacher or borrowed from the school).
Class Information
Grade Level: Ten (10)
Section: St. Anthony
Schedule:
First session: Monday – 11:00 AM to 12:00 NN
Second session: Thursday – 11:00 AM to 12:00 NN
Students’ Characteristics
 Grade 10 private high school students
 15-16 years old
 English as second language learners
 Varied Gender
 Diverse culture and beliefs
 Interactions with peers are important, and friendships may significantly influence their social and
emotional development.
 Have diverse interests ranging from sports and arts to academic pursuits and community service.
 Technology literate
I. Lesson Content
Teaching
aims
Unit: Writing and Composition
Lesson: Writing an argumentative paper: Avoid Fallacies
Lesson Content
- To help
1. Fallacy
students
acquire Fallacy is the use of invalid or otherwise faulty reasoning, or "wrong moves” in the construction
content
of an argument. A fallacious argument may be deceptive by appearing to be better than it really
information. is. Some fallacies are committed intentionally to manipulate or persuade by deception, while
- To nurture others are committed unintentionally due to carelessness or ignorance (Patrick, 2023).
critical
thinking
skills.
- To provide
opportunity
2. Types of Fallacy
to apply the
2.1 Argumentum ad hominem
knowledge
acquired.
 (“against the man” or, literally, “to the person”) is a strategy under unfair emotional appeal
that discredits a person in an effort to discredit his or her argument. It attacks the person
rather than the position: “Richards is a liberal and consequently cannot understand the
dangers of unchecked immigration.” In this instance, the individual becomes a false issue
(Muller, 2013).
2.2 Argumentum ad populum
 (to the people) deliberately arouses an audience's emotions about certain institutions and
ideas. Certain words have strong positive or negative connotations. Such words as patriotism
and motherhood are virtue words that often prompt the creation of glittering generalities.
Suggestive words can be used to distort meaning by illogical association and to manipulate
an audience to take a stand for or against a proposition: “The school should not take the
totalitarian step of requiring athletes to maintain a full course load." A related strategy is the
bandwagon approach, in which the writer generalizes falsely that the crowed or majority is
always right: “Everyone is voting for Erikson and you should too” (Muller, 2013).
2.3 Hasty generalizations
 A hasty generalization, under the error of reasoning, is a conclusion based on insufficient,
unrepresentative, or untrue evidence: “Our tennis team won at state, so the other school teams
should be able to do the same.” When you indulge in hasty generalizations, you jump to false
conclusions. Hasty generalizations are also at the heart of stereotyping—the oversimplified
generalization to a group or to individual members of the group. Make certain you have
adequate and accurate evidence to support any claim or conclusion (Muller, 2013).
2.4 Either/Or Fallacy (False Choice)
 A false dilemma is one of the very well-known logical fallacies. Sometimes called the
“either-or” fallacy presents only two options or sides when there are many options or sides
(Tuncer, 2022).
2.5 False cause-and-effect relationships
 Perhaps the most common error in trying to establish causal relationships is known as the
post hoc, ergo propter hoc fallacy (“after this, therefore because of this”). The fact that one
event follows another is not proof the first caused the second. If you maintain there is an
increase in the crime rate every time a full moon occurs, for example, you are falsely
identifying an unrelated event as a cause. Many superstitions—popular, political, and
otherwise—illogically assume that one event somehow causes another (Muller, 2013).
2.6 Appeal to Emotions
 People are more likely to be persuaded by messages that evoke emotions, because these tap
into our unconscious thoughts and feelings. Emotional appeals use subjective language and
strategies designed to trigger emotional responses. This can be powerful because emotions
make messages more memorable, engaging, and easier to accept. Appeals can target positive
or negative emotions, and either way, they can be a strong tool for persuasion (Xie et al.,
2022).
II. Lesson Plan
Phase &
Method
Topic
Teaching-Learning Activity
First session
Time and
Material
Stimulating
recall of
prerequisite
learning
Lecturebased
method
Gaining
attention
Lecturebased
method
 Argumen
tative
paper
 Legos
 Pathos
 Ethos
 Writing
an
argument
ative
paper
The students are given their gadgets (phones/tablets/laptops)
and are instructed to open a link or code to Kahoot!
 Fallacy
Through a presentation (PowerPoint/Canva) the teacher will
show two arguments.
 5 mins
 Kahoot!
Once on the page, the students are to answer an engaging
multiple-choice quiz about the last discussion focusing on:
1. Definition and purpose of argumentative paper.
2. Legos, Pathos, Ethos.
3. Steps/Process for writing an argumentative paper.
Teacher: ‘Class, kindly go to this link and answer the following
questions’





The teacher will begin by having students silently read
the first argument.
Once finished, students are instructed to raise their
thumbs up if they believe the argument is strong and
convincing, or thumbs down if they find it weak or
faulty.
After examining most of the student’s answers, the
teacher will ask one or two students from the class.
Preferably, one from each group (thumbs up and
thumbs down), to explain their reason behind their
judgment. This will encourage critical thinking and
open a class discussion where students can learn from
each other's perspectives.
Repeat steps 1-3 for the next argument.
Afterwards, the teacher will focus on the faulty
argument or reasoning presented to transition and
introduce the main lesson for today.
Teacher: Class, kindly look at the presentation. I have here two
arguments but let us focus first on the first argument. Please
read it and raise your thumbs up, if you think it’s a good
argument, and thumbs down if you think it’s not.
Okay, Student 1. Why do you think it’s a good argument?
Student: Because they gave a fact and a resource to support the
argument.
Teacher: Right, thank you. Now, let’s continue with the next
argument. Just like we did on the first one, read and kindly
raise your hand to show your answer.
 10 mins
 Presentation
Teacher: I see that most of you are raising your thumbs down.
Why do you think it’s a bad argument? Student 2?
Student: Because they focus on the appearance of the other
party.
Teacher: That is right, any answers?
Do you know what faulty or bad arguments are called?
Students: Fallacy
Teacher: Right, and that is our focus today. Fallacy and its
types.
Material:
Informing
learners of
the
objective
The teacher will open their presentation and show the students
the learning objectives.
‘After this lesson, you are expected to...’
 1-2 mins
 Presentation
Presenting
the stimulus
material
 Fallacy
 Types of
fallacies
The teacher will shortly discuss the definition of Fallacy and
introduce six (6) types.
Lecturebased
method
After introducing the fallacy, the teacher will give a guided
note paper:
 20-30 mins.
 Presentation
 YouTube
Videos
 Printed
material
The teacher will present a video showcasing the definition and
example of each fallacy.
For each fallacy, the students are given 1-2 mins to take note of
the information from the video. They are guided by the
following questions:




Define the fallacy.
How did the fallacy unfold in the video?
Have you encountered situations outside of this video
where this fallacy might be used? (e.g., advertising,
political speeches)
How can you challenge others who might be using it?
Videos:
1: Argumentum ad hominem:
https://www.youtube.com/watch?v=RnMmXTVOjBY
(Colburn Classroom, 2019).
2: Argumentum ad populum
https://www.youtube.com/watch?v=Ca6lYrutbkA
(AMOR, 2012).
3: Hasty generalizations
https://www.youtube.com/watch?v=7kuS2ScZnHQ
(Colburn Classroom, 2019).
4: Either/Or Fallacy (False Choice)
https://www.youtube.com/watch?v=8Q25fApNZI0
(Colburn Classroom, 2019).
5: False cause-and-effect relationships
https://www.youtube.com/watch?v=0N9KvaCr1Fk
(Colburn Classroom, 2020).
6: Appeal to Emotions
https://www.youtube.com/watch?v=4PDhvjFC4ec&t=1s
(PsychOut, 2020).
Compilation of the video used in the class: Video material.mp4
Teacher: Now that we know what a fallacy is, let us focus on its
types. I want you all to pay attention and cooperate. I will show
you a video about each type of fallacy. After one fallacy, before
we continue to the next one, I will give you 1-2 mins to write
down notes here in the guided note paper I will give you. There
are questions written there that can guide you in notetaking. In
the 1-2 mins, you may ask for your classmate’s help or insights.
You may also share your example.
Providing
learning
guidance
 Types of
fallacy
The students are given a handout containing the definition of
fallacy and types of fallacy (Refer to the lesson content). They
are to compare their notes with the handout and further deepen
their knowledge with the additional information given.
Note: It is recommended that the teacher not mention giving a
handout, as students may not participate in the prior event
(presenting the stimulus material) as they are assured of getting
a copy they can just read after the class.
Teacher: Here is a handout containing additional information
about our lesson today. You may compare your notes to this
handout and edit your notes. You may also use the guide
questions from your notes to deepen and synthesize your
knowledge.
For our next meeting, we will have a group presentation. Your
groupings and the instructions will be posted on Canvas. Your
 10 mins
 Printed
material
notes and the handout will be helpful in the activity. Please
ensure that your group is ready to present at the next meeting.
If you have any questions, feel free to contact me through teams
or e-mail.
Eliciting the  Types of
performance fallacy
Second Session
The students are instructed on this activity before the second
session through Canvas. Therefore, performances are done
immediately in the second session.
Collaborativ
e
learningmet
hod
Each group will research and find a real-world example of their
assigned fallacy in any of the listed media sources.
o
 20-30 mins.
 Presentation
Access the internet and various media sources
(videos, news, blogs, magazines, social media,
pictures, advertisements, ebooks, articles).
Afterwards, each group will:
o
o
o
o
o
Prepare a presentation for the class showcasing
the chosen example.
Explain the fallacy and how it is used in the
chosen material.
Discuss the potential consequences of using
fallacies in communication.
Identify counterarguments or strategies to
address the presented fallacy in the chosen
material.
Create alternative versions of the material that
avoid fallacy.
Teacher: The floor is open now for you to present. Group 1,
kindly start.
Providing
 Types of
feedback
fallacy
about
performance
correctness
Student: Good morning, we present to you an example of the
Ad Hominem fallacy. This example was acquired from a
certain post on social media. Before that, we would like to
review what Ad Hominem is.
The teacher will give comments after the students’ presentation  5 mins
based on the following categories (Refer to the rubrics 1
 Printed
below):
rubric
 research & example selection
 presentation quality
 explanation of fallacy


discussion of consequences
identification of counterarguments/strategies
Teacher: The following comments are in general. Specific
comments and grades of each group will be given on Canvas.
Assessing
 Fallacy
the
 Types of
performance
fallacy
Enhancing
retention
and transfer
 Applicati
on of all
lessons
regarding
writing
an
argument
ative
paper
The students are given a short, standardized quiz to measure the  10 mins
student’s comprehension.
 Printed
Worksheet
Teacher: I have here a short, standardized quiz. The content
contains about fallacy and its types. It also assesses if you can
determine the type of fallacy in the given example. It’s multiplechoice.
 To be
submitted 1
Write an argumentative paper of 2-3 pages (references pages
week after
are excluded) answering the following question: Should college
the
education be free for everyone? Why or why not?
instruction
is given.
 Digital or
printed
The students are to write an argumentative paper.
Reflection:
The majority of the class presentation and lecture methods are used in the prior version of the lesson plan.
The teacher stands in front and delivers the content, assisted by audio-visual aids, and prompts questions to
continuously gain students’ attention and low-order thinking skills, such as comprehension and application.
However, revisions were made considering the time consumed and the students’ characteristics like short attention
span.
The first revision was on the gaining of attention event. The prior version allows students to use their
gadgets and input their answers on collaborative software. This kind of event may consume time and the attention
of the students will not be on the teacher or the presentation, but on their gadgets. The answers came from
remembering, which is a lower-order thinking skill. Their participation is also not evident as names are not shown
in the software, the students may feel a lack of acknowledgment and be unmotivated to participate. In addition,
there is no smooth transition from the gain attention event to the next one. Therefore, it was developed where the
students think more. The answers require them to refer to their prior knowledge and analyze the given item. The
students’ participation is more evident as they use their hands. There is also more attention in front of and on the
teacher.
A large part of the revision was made during the realization that media are more effectively used when
the aim is to assist and prompt students’ learning and thinking, rather than assist the teacher’s delivery of the
content. This is applied to presenting the stimulus event and providing learning guidance. The prior version asks
students to listen to the teacher as they deliver the content with the presentation and showing of videos. In the
current version, it is focused on class facilitation as students think and analyze by themselves with the help of the
given materials. This teaches them how to learn the content without the teacher giving the overall information,
which can be practiced in their self-directed learning. In addition, the prior version only requires the participation
of selected students, while others listen. However, in the current version, each student can participate as they write
notes. The notes can also be used as an assessment and evidence of their participation and understanding.
Rubric 1:
Criteria
Excellent (4)
Good (3)
Fair (2)
Score
Needs
(out
Improvement (1) of
16)
Research & Example
Selection
The group
provides a clear,
The group
compelling realprovides a
world example of
The group
relevant realGroup provides a
the assigned
provides a realworld example of
weak or irrelevant
fallacy, drawn
world example of
the assigned
example of the
from a diverse
the assigned
fallacy from
assigned fallacy,
range of media
fallacy, but it lacks
media sources.
lacking depth or a
sources. The
depth, relevance,
The example is
clear connection
example is
or a clear
adequately
to the chosen
relevant, wellconnection to the
supported and
fallacy.
supported, and
chosen fallacy.
demonstrates the
effectively
chosen fallacy.
demonstrates the
chosen fallacy.
/4
Presentation Quality
The presentation
The presentation
The presentation
The presentation
adequately
is exceptionally
lacks clarity,
is well-prepared communicates the
well-prepared,
engagement, or
and effectively
chosen example,
and engaging, and
coherence in
communicates the the fallacy, its
effectively
communicating
chosen example,
usage in the
communicates the
the chosen
the fallacy, its
material, and
chosen example,
example, the
usage in the
potential
the fallacy, its
fallacy, its usage
material, and
consequences,
usage in the
in the material,
potential
but may lack
material, and
and potential
consequences.
some clarity or
potential
consequences.
Visual aids are
engagement.
consequences.
Visual aids are
present and
Visual aids are
Visual aids are
either absent or
support
present but may
clear and enhance
do not support
understanding. not fully support
understanding.
understanding.
understanding.
/4
Criteria
Excellent (4)
Good (3)
Fair (2)
Score
Needs
(out
Improvement (1) of
16)
The group
Group provides a
provides a
Group provides a
The group
vague or
thorough and
clear explanation provides a basic
incomplete
clear explanation of the assigned explanation of the
explanation of the
of the assigned fallacy, including assigned fallacy
assigned fallacy,
fallacy, including its definition and
but may lack
lacking clarity or
its definition,
characteristics, depth or clarity in
depth in
characteristics, and how it is used connecting it to
connecting it to
and how it is used
in the chosen
the chosen
the chosen
in the chosen
material.
material.
material.
material.
/4
The group
effectively
discusses the
potential
Group discusses The group briefly
consequences of
The group fails to
the potential
mentions the
using fallacies in
adequately
consequences of
potential
communication,
discuss the
using fallacies in consequences of
Discussion of Consequences demonstrating
potential
communication, using fallacies in
insight and critical
consequences of
but may lack
communication
thinking.
using fallacies in
depth or overlook but lacks depth or
Discussion
communication.
some aspects.
critical analysis.
considers both
short-term and
long-term
impacts.
/4
The group
identifies and
The group
analyzes
identifies
The group briefly
counterarguments counterarguments
The group fails to
mentions
or strategies to
or strategies to
adequately
counterarguments
address the
address the
identify
Identification of
or strategies to
presented fallacy presented fallacy
counterarguments
Counterarguments/Strategies
address the
in the chosen
in the chosen
or strategies to
presented fallacy
material. The
material, but the
address the
but lacks depth or
analysis is
analysis may lack
presented fallacy.
critical analysis.
insightful and depth or overlook
demonstrates
some aspects.
critical thinking.
/4
Explanation of Fallacy
(OpenAI, 2024)
References:
Albertus Magnus College. (n.d.). What is Experiential Learning?
https://www.albertus.edu/academicservices/ctle/experiential-learning/what-is-experientiallearning.php#:~:text=Experiential%20Learning%20(EXL)%20means%20students,of%20the%20world
%20around%20them.
AMOR. (2012, March 1). Ad populum (Appeal to popularity) [Video]. YouTube.
https://www.youtube.com/watch?v=Ca6lYrutbkA
Colburn Classroom. (2019, November 29). Simpsons Logical fallacies: ad hominem [Video]. YouTube.
https://www.youtube.com/watch?v=RnMmXTVOjBY
Colburn Classroom. (2019, November 29). Simpsons Logical fallacies: Either/Or fallacy (False choice)
[Video]. YouTube. https://www.youtube.com/watch?v=8Q25fApNZI0
Colburn Classroom. (2019, November 29). Simpsons Logical Fallacies: Hasty generalization [Video].
YouTube. https://www.youtube.com/watch?v=7kuS2ScZnHQ
Colburn Classroom. (2020, February 1). Simpsons Logical fallacies: post hoc fallacy [Video]. YouTube.
https://www.youtube.com/watch?v=0N9KvaCr1Fk
Gibson, S. A. (n.d.). Shared Writing | Read Write Think. https://www.readwritethink.org/professionaldevelopment/strategy-guides/shared-writing
Gray, S. (2019, February 19). How to use the Cooperative Learning “Carousel” Strategy - Shelley Gray. Shelley
Gray. https://shelleygrayteaching.com/carousel/
K to 12 English Curriculum Guide. (2016). Department of Education. https://www.deped.gov.ph/wpcontent/uploads/2019/01/English-CG.pdf
Milan, L. J. (2022). Effective Communication in English: Literacy for All. Instructional Coverage System
Publishin, INC.
Muller, G. H. (2013). Muller, Language & Composition: The Art of Voice, 2014 1e, (AP Edition) Student
Edition. McGraw-Hill Education.
OpenAI. (2024). ChatGPT (May 19 version) [Large language model]. https://chat.openai.com/
Patrick, B. (2023). FALLACY. ResearchGate.
https://www.researchgate.net/publication/369440758_FALLACY
PsychOut. (2020, November 23). SpongeBob SquarePants Logical Fallacies - Appeal to Emotion (Part 4 of 15)
[Video]. YouTube. https://www.youtube.com/watch?v=4PDhvjFC4ec
Samuels, B., & Garbati, J. (2018). Mastering academic writing. SAGE.
The Elaboration Theory’s Procedure for Designing Instruction: A Conceptual Approach on JSTOR. (n.d.).
www.jstor.org. https://www.jstor.org/stable/30220691
Tuncer, A. M. (2022). Logical fallacy in education; false dilemma and quantal sociology. OAlib, 09(08), 1–5.
https://doi.org/10.4236/oalib.1109131
Xie, W., Damiano, A. D., & Jong, C. (2022). Emotional appeals and social support in organizational YouTube
videos during COVID-19. Telematics and Informatics Reports, 8, 100028.
https://doi.org/10.1016/j.teler.2022.100028