Instructional Planning

(The process of systematically planning, developing, evaluating and managing

the instructional process by using principles of teaching
and learning - D.O. 42, s. 2016)
Detailed Lesson Plan (DLP) Format
DLP No.: Learning Area: Grade Level: Quarter: Duration: Date:
January 25 ,
Reading and Writing Skills 11 4th 1 hour 2019
Learning Competency/ies: Formulates evaluative statements about the text Code:
(Taken from the Curriculum Guide) read EN11/12RWS-IV-ac-9
Key Concepts / Understandings
Evaluative statements (Logical Fallacies)
to be Developed
Adapted Cognitive Process
Domain Dimensions (D.O. No. 8, s. OBJECTIVES:
2015)
Knowledge
The fact or condition of Remembering Determine the types of fallacies
knowing something with
familiarity gained
through experience or Understanding
association

Skills Applying
The ability and capacity
acquired through
deliberate, systematic, Analyzing Detect fallacies from the different print and television advertisements
and sustained effort to
smoothly and adaptively
carryout complex
activities or the ability,
Evaluating Formulate evaluative statements about the print and television ads
coming from one's
knowledge, practice,
aptitude, etc., to do Creating
something

Attitude Valuing Reveal critical thinking and focus

Internalize responsibility in using media information and be critical
Values Internalizing values
consumers
2. Content Logical Fallacies
Academic Reading and Writing by Jessie Barot
Youtube videos:
3. Learning Resources
https://www.youtube.com/watch?v=iJ-HZBhxqJ4
https://www.youtube.com/watch?v=DD3BQwY_qCs&t=169s
4. Procedures
4.1 Introductory Activity Check the attendance and present the learning objectives.
5 minutes
4.2 Activity Divide the class into groups according to their learning ability (slow, average, fast
learners). Show two advertisements on two brands of toothpaste. Then, they
need to choose which brand they will buy and will disregard. They need to write
10 minutes
one reason for their decisions. A representative of the group will present the
group’s work. (Indicator 3)
4.3 Analysis Raise the following questions: (Indicator 2)1. Did your group make a better
choice? Why or why not? 2. Could you trust an advertisement if there is an expert
appearing like a dentist in Colgate? Explain. 3. Will you believe that having good
breath will lead you to your true love? Why or why not? 4. Do you think there are
advertisements that trick the consumers? Explain. 5. What should you do before
5 minutes
buying a product?
Relate the subject Economics specifically on the importance of being a critical
and wise consumer. (Indicator 1)

4.4 Abstraction Have an interactive discussion of the meaning of fallacy and the types of fallacies
15 minutes which are common in the print and tv ads.
Logical fallacies are errors in reasoning that invalidate an argument. As a critical
reader, you have to identify and examine fallacies and manipulative language
found in the text.

Types of Fallacy
1. Appeal to Pity – occurs when the element of pity is used instead of logical
reasoning
2. Bandwagon –occurs when an argument is considered to be valid because
it is what the majority thinks
3. Attacking the Person – occurs when someone tries to refute an argument
by attacking the character of the person instead of the ideas
 4. Appeal to Authority – occurs when the argument quotes an expert who is
not qualified in the particular subject
5. Hasty Generalization – occurs when the sample is not significant or
enough to support a generalization about a population
6. Anonymous Authority – the authority in question is not mentioned or
named
4.5 Application The students determine the fallacy that is present in the two advertisements of
10 minutes toothpaste.
4.6 Assessment Present three advertisements. Then, each group will be
given different tasks according to their learning ability.
Groups 1 and 2 will determine the type of fallacy and
explain their choice.
Groups 3 and 4 will determine the type of fallacy and
will write the statement/s in the ad which contains the
logical fallacy.
Conferencing Groups 5 and 6 will determine the type of fallacy and
10 minutes
will mention another example of advertisements that
contain the same error. (Indicator 3)

Scoring system:
Each correct answer will be given 2 points. There will
be 4 points for behavior and cooperation. (Indicator 4)

4.7 Assignment Enriching today’s Write statements from 5 advertisements that contain
2 minutes lesson logical fallacies.
4.8 Concluding Activity Present an idiom and let the students react to it.
3 minutes “ All glitters are not gold.”
5. Remarks
6. Reflections
C. Did the remedial lessons work? No. of learners who have
A. No. of learners who earned 80% in the evaluation.
caught up with the lesson.
B. No. of learners who require additional activities for
remediation.
D. No. of learners who continue to require remediation.
E. Which of my learning strategies worked well? Why
did these work?
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:

SHILA MARIE A. PELEGRINO JUVY M. SOSAS
Teacher School Principal