ENGLISH DEPARTMENT

SCHOOL YEAR 2022 - 2023

School Bulihan Integrated National Grade Level 8

SEMI-DETAILED High School
LESSON PLAN Teacher Cristine Jewel D. Ogalinola Learning Area English 8
Teaching January 4-9, 2023 Quarter Second
Details 8 – Gold
8 – Tangerine
8 – Beige
8 – White
8 – Xanadu

I. OBJECTIVES 1. Identify statements that show comparison and contrast;

2. Express similar and contrasting ideas regarding the text presented; and
3. Use Venn diagram to compare and contrast pieces of information
presented in text.
A. Content
Standard
B. Performance The learner composes a short but powerful persuasive text using a variety
Standard of persuasive techniques and devices.
C. Learning To compare and contrast own opinions with those presented in familiar
Competencies texts.
D. Pedagogical Integrative Approach
Approach
Strategy Content-Based Instruction
Activity The 4A’s Activity (Activity, Analysis, Abstraction, Application)
II. CONTENT VIEWING GENRES
Module 1: Lesson 6
III. LEARNING Let the materials to be used in different days. Varied sources of materials
RESOURCES sustain children’s interest in the lesson and in learning. Ensure that there is
a mix of concrete and manipulative materials as well as paper-based
materials. Hands on learning promotes concept development.
A. REFERENCES PIVOT 4A Module
1. TEACHER’S pp. 18-24
GUIDE PAGES
2. LEARNERS’ pp. 18-24
MATERIAL PAGES
3. TEXTBOOK
PAGES
4. ADDITIONAL
MATERIALS
 FROM LEARNING
RESOURCE
PORTAL
5. OTHER
LEARNING PowerPoint Presentation
RESOURCES
IV. PROCEDURE These steps should be done across the week. Spread out the activities
appropriately so that the students will learn well. Always be guided by
demonstration of learning by the students which you can infer from
formative assessment activities. Sustain learning systematically by
providing students multiple ways to learn new things, practice the learners,
question their learning, and draw conclusions about what they learned in
relation to their life experiences about previous knowledge. Indicate the
time allotment for each step.
Teacher’s Activity Student Responses

A. REVIEIWING Routinary Activities

PREVIOUS LESSONS 1. Prayer
OR PRESENTING 2. Greetings
NEW LESSON 3. Checking of the attendance and
classroom condition

Recalling previous lesson:

VIEWING GENRES Last time we discussed about the
different viewing genres such as
news flash, movie trailer, weather
report, documentary and internet-
based programs. Aside from that
we also discussed their features
and characteristics.

B. ESTABLISHING A ACTIVITY:
PURPOSE FOR THE GETTING FAMILIAR
LESSON
I will be asking 1 student of “What
is their standard of beauty?”

After that, I will the rest of the class

if they agree or have the same
sentiment with their classmates or
if they disagree. With this, I will
know how they formulate their
ideas and express their opinion
towards something.
C. DISCUSSING NEW ANALYSIS:
CONCEPTS AND
PRACTICING NEW COMPARING AND CONTRASTING
SKILLS #1 OPINIONS

One of the most important skills in

reading is to be able to compare
and contrast opinions presented in
text. Remember that when you are
comparing something, you are
looking for the similarities. On the
other hand, when you are
contrasting, you are looking for
differences.

Signal/Markers in Stating Compare

and Contrast

Compare:
• like
• as well as
• both
• likewise
• also
• resemble
• same as
• similar to
Example: Time, like money, is a
limited resource. You cannot buy
everything you want, likewise, you
do not have enough time to do
everything you want to do. Our
time is the same as our money. It is
limited. Also, time is a resource
when work needs to be done.

Contrast:
• unlike
• in contrast to
• on the other hand
• as opposed to
• different from
• however
• whereas
• on the contrary
• although
Example: Unlike time or money,
desire is an unlimited resource.
Think about it. In contrast to
money which can run out, your
desire for new experiences and
ideas will never end. Whereas
there is never enough time to do
everything you want, your desire
will always come up with
something new and exciting.

One way to evaluate others’

opinions is by identifying the
persuasive strategies used by the
writer or speaker. Knowing these
strategies not only helps you
formulate strong claims, but also
helps you identify the weak ones.

Persuasive Techniques
Three elements of persuasion:
▪ Ethos
▪ Pathos
▪ Logos

ETHOS
• Ethos is an appeal to the
writer’s credibility, ethics,
morals and characters.
• When you evaluate an
appeal to ethos, you
examine how successfully
the writer or speaker
appeals to the audience’s
sense of ethical behavior.
The writer or speaker
presents himself or herself
to the audience as credible,
trustworthy, honest and
ethical.
• Example: More than one
hundred peer-reviewed
studies have been
conducted over the past
decade, and none of them
suggests that this is an
effective treatment for hair
loss.
 PATHOS
• Pathos is an appeal to the
emotions of the audience.
• While pathos is making an
appeal to emotions.
Making people feel that
they have a connection
with the topic at hand
evokes certain emotions,
beliefs and values.
• Example: There's no price
that can replace peace of
mind. Our advanced
security systems will
protect the well-being of
your family so that you can
sleep soundly at night.

LOGOS
• Logos is an appeal to logic
and reason.
• When you evaluate an
appeal to logos, you
consider an argument
based on facts, evidence
and reason. Using logos
means appealing to the
readers’ sense of what is
logical.
• Example: As a doctor, I am
qualified to tell you that
this course of treatment
will likely generate the best
results considering all the
symptoms, conditions and
options.

Students will be asked to compare

and contrast things in the
presented text.

D. DISCUSSING NEW ABSTRACTION:

CONCEPTS AND
PRACTICING NEW Students will be asked to compare
SKILLS #2 and contrast things in the
 presented text. This time, you will
be giving your own opinion
whether you agree or disagree with
the writer’s opinion.

Call
By Jonamel S. Dionisio

Smartphones are both used for

communications.
Each needs signals to make a call,
but smartphones can be used in
any locations.
Telephones are used only for calls,
while smartphones have lots of
functions.
Similarly, smartphones and
telephones are useful.
Also, these phones are making
people’s life meaningful.
Still, in using any of the two
everyone should be careful.

Guide Questions:
1. What are the things being
compared and contrasted?
2. How are smartphones and
Telephones the same?
3. How are smartphones and
telephones different?

E. DEVELOPING APPLICATION:
MASTERY
Activity No. 9: Persuasive
Techniques

Using a table, think of different

statements/sentence that shows or
highlights the use of the three
Persuasive Techniques: Ethos,
Pathos, Logos.

ETHOS PATHOS LOGOS

F. FINDING PRACTICAL PROCESS QUESTIONS:
APPLICATIONS OF
CONCEPTS AND Imagine that one of your subject
SKILLS IN DAILY teachers gave you an activity to
LIVING perform a debate with the whole
class. How important do you think
it is to know how other speakers
construct their arguments that will
help you in developing your own
style in terms of convincing your
audience that you have good
ideas?

G. MAKING I would ask at least 3 students to

GENERALIZATIONS share their sentiments of today’s
AND ABSTRACTIONS discussion using the lines:
ABOUT THE LESSON
I have learned…
I realized…
From now on, I will…

H. EVALUATING INDIVIDUAL ACTIVITY:

LEARNING
Quiz No. 10:

Identify whether the statements

show comparison, contrast or both
processes at once. Put a check
mark (✓) if it compares, an x-mark
(X) if it contrasts and both check
and ex marks (✓X) if it shows both
processes. Write your answer on a
separate sheet of paper.

1. The Philippines is a democratic Answer:

country while Japan is a monarchy. 1. X
2. These loaves of bread are both 2. ✓X
fresh, but the one in the 3. X
refrigerator is a day older. 4. X
3. Everyone expects life to go 5. X
smoothly all the time. In truth, it is
filled with constant ups and downs.
 4. The weather during December is
much colder than the weather
during March.
5. Jean has a curly hair while Jane
got straight hair. They are totally
different although they are twins.

Prepared by:

CRISTINE JEWEL D. OGALINOLA

Practice Teacher

Checked by:

NECY M. ESTABILLA
Grade 8 English Teacher

Noted by:
JOHN PAUL T. SOLON
Head Teacher III, ENGLISH DEPARTMENT