A Semi Detailed Lesson Plan English 10

Learning Competency: EN10G-IVc-32: Observe the Language of Research, Campaigns

and Advocacies

I. Objectives:
At the end of the 60 minute period, 85% of the students will be able to:
a. Recall the meaning of research, campaign, and advocacy.
b. Identify the different language features or persuasive
techniques commonly used in speaking and writing.
c. Examine the language features employed on a given
persuasive article.
d. Show ability to resolve miscommunication through creating
paragraphs using persuasive techniques.
e. Create a campaign material for an advocacy.
II. Subject Matter:
Content Standard: The learner demonstrates understanding of how world
literature and other text types serve as instruments to
resolve social conflicts, also how to use the language
of research, campaigns and advocacies.
Topic: Commonly use language of Research, Campaigns,
and Advocacies
Concept/s: Research is the systematic investigation into and
study of materials and sources in order to establish
facts and reach new conclusions. Campaigns are planned
sequence of activities and processes that promote
an individual product, service, or resources.
An advocacy is defined as any action that speaks in
favor of, recommends, argues for a cause, supports or
defends, or pleads on behalf of others.
Value/s: Importance of displaying competency in observing and
employing the language features in academic and/or
persuasive writing for effective communication.
References: Aristotle. “Rhetoric.” Aristotle’s Rhetoric. June 21, 2004
Burke, Kenneth. “The Philosophy of Literary Form.”
Berkeley: University of California Press, 1941.
Oxford Dictionary, 2021
Rouzie, Albert. “The Rhetorical Triangle.” Rhetoric
Resources.1998. Reproduced on April 21, 2008.
 Materials: Laptop, PowerPoint presentation, Overhead Projector to
display lesson, Whiteboard or Chalkboard, Pictures
III. Procedure:
A. Classroom Routine:
B. Activity Proper:
1. Review. The teacher will conduct an oral recitation for the
recapitulation of the previous lesson. The teacher will randomly call
students to answer the following questions:
a. What are the two main sources of information?
b. What are the examples of primary sources and secondary
sources?
2. Pre-Writing. The teacher will instruct students to get a one whole
piece of paper. The teacher will then ask the students to write for
two (2) minutes the instance when they tried persuading anyone to
do their bidding or believe in them, in sentences or phrases.
3. Connect it. The teacher will divide the class into two groups. The
teacher will project on the board slogans, article from a newspaper,
and photocopied speeches of prominent speakers. The students
will be tasked to observe the pictures and discuss within their group
how they differ in their structure, meaning, and purpose. They then

1. Does the source provide original information? Yes No

2. Does it comment upon information from other Yes No
sources?
3. Does it seek to influence decision-making? Yes No
4. Does it support claims through acceptable Yes No
evidences?
5. Does it provide solutions and practices to work Yes No
for?
will infer how the artists and the authors came up with their work by
referring to the given checklist:

Synthesis: Question no. (1) refers to primary source, (2) refers to

secondary source, (3) refers to campaign, (4) refers to
research, and (5) refers to advocacy.
 C. Analysis:
The teacher will randomly call one member of each group to report
their discussion. Each will be given three minutes duration.
After the reporting, the teacher will ask the probing
questions to the class such as;
1. Employing analytical skill in problem solving is important. In
addressing issues, is learning the skill to convince others of your ideas
important too? Why or Why not?

2. If you are the author/artist, what initially piqued your interest to

come up with the end work?

3. In our recent world, what issues do you think need action and
solution?

D. Abstraction:
1. Inductive Approach.
The teacher will project sample sentences. The students are tasked
to observe the given sentences. After observing, the teacher will ask the
following questions:
a. What are the persuasive techniques used in the sentences?
b. What is the purpose of each persuasive technique?
c. With the given example, how will you define persuasive techniques?

2. Dicussion.
When you look around the world you will noticed that you do not go
an entire day without being persuaded by something whether it be a
television commercial, friends, family, or even by the book you read.
Persuading people is important because you are allowing your view of the
world to be transferred onto someone else. This is used for two different
reasons, to either convince someone that they should see something
differently or to convince them to do an action that could better their lives,
and ultimately the world (Scienceofyes.com).
The use of persuasion is mostly seen in Research papers into
eventually planning an advocacy and doing a campaign.

Research is a systematic investigation and study of materials and

sources in order to establish facts and reach new conclusions. Through
research, you can investigate an issue then discuss findings and propose
solutions to address the issue. You can extend your efforts through
 campaigns and advocacies. The former is any series of actions or events
that are meant to achieve a particular result, while the latter involves
promoting the interests or cause of someone or a group of people. Some
of the many types of campaigns include:
 Civil Society Campaign – a project intended to mobilize public
support in order to instigate social change.
 Political Campaign – an organized effort which seeks to influence
the decision making processes within a group.
 Advertising Campaign – a series of advertisement messages that
share a single idea and theme.

Some of the many types of advocacy to enact change moreover, include:

 Mass Advocacy – organized through large groups (i.e. polls,
protests).
 Media Advocacy – using media as the primary means to promote a
specific cause.
 Self-Advocacy – motions taken by individuals to support their own
rights in the workplace, schools, etc.
To actualize this, one should firstly have knowledge about the different
persuasive techniques. Writers can use a range of techniques to
persuade. In reading persuasive writing—or writing persuasively—the
writer need to think carefully about how techniques like the following are
used to position the reader to accept a particular point of view.

o Adjective: Describing words, often used to make the reader feel a

particular way about an issue.
Example:
“Reality shows allow us to feel a bland, artificial version of that
incredible thrill you get from having a crack and chasing your
ambitions.”

o Adverbs: Are words that modify adjectives or verbs. Like adjectives,

they are selected to make a reader think or feel about something in a
particular way.
Example:
“In a recent article, I wrote about my dogs, a kelpie and a blue
heeler, dying from 1080 fox bait. They had eaten it during a weekend trip
to the high country and died horribly.”

o Alliteration: Refers to the repetition of words to create emphasis.

 Example:
“And I can tell you it is distressing beyond words to watch an animal
suffer like that and not be able to alleviate its agony.”

o Appeals: Writers often appeal to different emotions, such as a

reader’s sense of fairness, justice or patriotism.
Example:
“You should vote for my candidate. He will save the country from
communism.

o Anecdotes: Short, personal stories that help to illustrate a point.

Example:
“For my three most recent books, on motherhood, cancer and
nursing, I interviewed more than 300 people about the nuts
and bolts of what our incredibly short time on this planet is
really about –life, death, family and love. If there is one
thing I can guarantee, it’s that there will never be a person who
lies on their deathbed, shaking with rage, sobbing, ‘Dear God, I
wish I’d spent more time watching Master Chef.'”

o Everyday language: Writers will often use everyday language,

sometimes called colloquial language, that they may be regarded
down-to-earth.
Example:
“Fairness is the cornerstone of our constitution and our national
identity. But as we head into an election year, I think we
need to ask ourselves whether we really believe in a fair go
for all.”

o Cliches: An overused expression. Although they should be avoided,

cliches give writers an opportunity to express an idea to their readers
quickly.
Examples:
“Absence makes the heart grow fonder.”
“Time will tell.”

o Emotive Language: Refers to words that provoke emotional reaction

from the audience.
Example:
 “But no, people from the bush were saying it is cruel to kill foxes
with a poison that causes a slow, agonising death.”

o Exaggeration: Writers often exaggerate or overstate something to

help persuade readers of their point of view.
Example:
“Our experts will tell you a million reasons why it can’t or shouldn’t
be done here. They have turned excuse-making into an art
form.”

o Using Evidence: Writers will often use evidence – which might take
the form of facts, figures, quotes or graphs – to help support
their argument.
Example:
“According to the Australian Bureau of Statistics, males are 400 per
cent more likely to commit an offence intended to cause injury than
are females.”

o Expert opinion. Sometimes writers will use the opinion of experts to

give further weight to their argument.
Example:
“A new research report by Victorian doctors illustrates why:
because when kids are worried their parents will be told their
private medical details, they simply don’t go to the doctor.”

o Inclusive language: using the words ‘we’ or ‘us’ – is often used to get
a reader onside.
Example:
“We might not like it, but our kids’ right to confidential medical
advice should take precedence over our right to know about
it.”

o Repetition: The repetition of words, phrases and ideas can be used to

reinforce an argument and drive home the message to a reader.
Example:
“It has been well established here and overseas that if teenagers
think they can see a doctor in confidence, they are more
likely to do so, more likely to go back for repeat visits, and more
likely to disclose sensitive information.”
 o Rhetorical Question: A question where the answer is obvious can
help lead readers to a particular conclusion.
Example:
“It has been well established here and overseas that if teenagers
think they can see a doctor in confidence, they are more
likely to do so, more likely to go back for repeat visits, and more
likely to disclose sensitive information. And isn’t this the
outcome we want?”

o Bandwagon: Our fear of being outcasts and our natural desire to be

part of the group.
Example:
“Why should you vote for him? All cause-oriented groups are
supporting his opponent.”

3. Reflection. The teacher will have an oral validation and ask the students
the following questions:
a. From what you have learned in our discussion, what do you think is the
significance of having persuasive techniques in writing? In
communication?

b. Do you believe in its significance? How is it essential in building

effective communication in written and oral communication?

E. Application:
After learning the different persuasive techniques in crafting sentences and
paragraphs, the students will now identify the technique that they unknowingly
used in the making of their own sentences and phrases earlier. The teacher
will then instruct the students to add three (3) more sample sentences,
accordingly using persuasive techniques other than what was employed. The
teacher will grade the output with the following criteria:

Accuracy of the technique use in the sentence - 10 pts.

Conventions of Grammar are clearly observed - 5 pts.

IV. Assessment:
V. Assignment: Believe In Yourself!
Think of an advocacy that you wanted to be realized. Create a campaign
material out of that planned advocacy and upload it in your facebook account.
The material can be in a form of slogan, illustration, or in a poster. Observe
the language and the persuasive techniques used in the samples below to
help you create your material.

Criteria in rating the campaign material:

Standard Excellent Satisfactory Developing Beginning

(5 pts.) (4 pts.) (3 pts.) (2 pts.)
 The campaign The campaign The campaign The campaign
material shows material shows material material lacks
Relevance relevant and satisfactory somewhat some relevant
excellent contents. shows related contents.
contents. contents.

Comprehensiv Language/Symb Language/Symb Language/Symb

Effective ely utilized ols were ols were used ols were used at
Verbal/Non- language/sym adequately but not seem to a minimum or
Verbal bols to utilized to showcase the not used
Strategies showcase the showcase the advocacy. effectively at all.
Used advocacy. advocacy.

The campaign The campaign The campaign The campaign

Visual material is material meets material material needs
Presentation catchy/exceed the somewhat some visual
ed the expectation. meets the enhancement.
expectation. expectation.