Detailed Lesson Plan in: ENGLISH for Grades 7 (

Quarter 1-Week 1- SY 2020-2021)

Detailed Lesson Plan in ENGLISH 10 2nd Quarter - Week 4 Day 1-5

Learning Competencies:

a. Identify language features of an argument text –

e.g.
a. Modal verbs: should, must, might and
b. Modal adverbs: usually, probably, etc.
b. Identify language features of an argumentative text
c. Attitudes expressed through evaluative language
d. Conjunctions or conjunctives to link ideas: because, therefore, on the other hand, etc.

I. Objectives:
1. Recall the definition of argumentative text and its characteristics.
2. Identify the language features used in argumentative text.
3. Recognize the structure and organization of an argumentative text.

II. Content:

a) References: Learning Module for Grade 10, English CG- May 2016
b) Instructional Materials: pictures/illustrations, graphic organizer
Sources:
https://assets.readingeggsassets.com/teacher_resources/rex/writing/pdfs/upper/exposition_text_information_a
nd_overview-fp-222c3d8f.pd

General Instruction: Copy and accomplish each activity on your English Activity Notebook.

DAY 1

A. Reviewing of Previous Lesson or Presenting the New Lesson

Task 1: Review

Give thumbs up (agree) or thumbs down (disagree) to the following statements:

_____1. The thesis statement is written in the introduction.

_____2. The support can be examples, statistics, or personal experiences.
_____3. The body of the essay contains the reasons
_____4. The summary of the arguments is included in the introduction.
_____5. An argumentative essay tries to change the reader’s mind by convincing the reader to agree with the
writer’s point of view.
_____6. The conclusion restates the main claim of the essay.
_____7. An argumentative essay presents and explains the issue or case.

Task 2: Argumentative

1. Define argumentative essay.

2. List the characteristics of an argumentative essay.

a.
b.
c.

B. Establishing a Purpose for the Lesson

Purpose of an exposition
To present one side of an argument and persuade the reader or listener to agree or take action to solve the
problem

Exposition or arguments can be presented as:

• essays
• editorials
• letters to the editor
• speeches
DAY 2
C. Presenting Examples/Instances of the lesson
Task 3: Key Concepts
Language Features of Argumentative Texts

• Conjunctions create cohesion and express cause and effect.

Example:
because, therefore, so

• Reasons for actions or choices are shown through the use of connectives
Example:
however, similarly, mainly, therefore, so, because, the first reason

• Evaluative language adding the voice of authority is found

Example
It is most important that all people...

• A moderate to high degree of modality or certainty is found in the words selected

Example
often, nearly, most, generally, might, could. This depends on whether the writer wants to feel
authoritative and definite or open to discussion.

The use of high modality

Remind students of the different levels of modality and work with them to develop word banks of the different
levels. For example words that show low modality are may, possible; words showing medium modality are will,
probably; while high modality is shown by must and certainly.
e.g.
It might make you afraid becomes It will make you afraid as low modality changes to high.

Conjuntions
Give students a number of simple sentences and encourage them to use conjunctions to link arguments in
each paragraph more effectively as this will lead to a more cohesive text.
e.g.
It is understood that the danger will pass because the water has subsided.

D. Discussion of New Concepts

Have you experienced presenting an argument? Was it successful? Here are some techniques on how to
develop your argument.

Developing an Argument
When you develop your argument, you are confirming your own position and building your case. Use
empirical evidence, such as facts and statistics, to support your claims. Appeal to your audience’s rational and
logical thinking. Argue using your evidence and research.
Your list of strengths and weaknesses can help you develop your argument.

Techniques on Appealing to your Readers

The success of your argument depends on your skill in convincing your reader through sound
reasoning, persuasion, and evidence. There are three fundamental types of appeal in presenting an argument:
reason, ethics, and emotion.

Write Your Conclusion

Your conclusion should state your conviction strongly. Review your main points and tell your audience
what action you would like them to take; address and resolve the main points in your introduction.

Basic Component of an Argument

• The claim (typically answers the question: “What do I think?”)
• The reasons (typically answers the question: “Why do I think so?”)
• The evidence (typically answers the question: “How do I know this?”)
DAY 3

E. Continuation of the Discussion of New Concepts

Suggested Organization for a Classic Argument

1. Introduction: Give the context and background of your issues. Establish the style, tone, and significance
of your issue.

2. State Your Case: Clarify your issue here. Give any necessary background for understanding the issues.
Define important terms or conditions here.

3. Proposition: State your central proposition. Be sure that your hook presents an issue that is open to
debate. Present the subtopics or supportive points to forecast your argument for your reader.

4. Refutation: Analyze the opposition’s argument and summarize it; refute or address the points; point out
faulty reasoning and inappropriate appeals.

5. Substantiation and Proof: Present and develop your own case. Carefully plan your disclosure; avoid
logical fallacies. Rely primarily on reasoning for your appeal and use emotional appeals carefully; use
examples, facts, experts, and statistics. Develop your argument using the appropriate prose strategy,
e.g., causal analysis, comparison, analogies. Or definitions.

6. Conclusion: Conclude with conviction. Review your main points and state your claims strongly. Make a
strong plea for action, or invite your readers to refute your argument

F. Developing Mastery

Task 4: Give Your Stand

Present an argument on this issue. Follow the tips given. (You can also use the same format shown in letter J
of this module.)

Is global solidarity possible?

DAY 4

G. Finding Practical Application of Concepts and Skills in Daily Living

Have you experienced arguing to your family or friends because you did things which you think correct? How
did you convince your family or friends that what you did is just right? Explain.

H. Making Generalization and Abstractions about the Lesson

What are important points that should be considered in making an argument? Explain your answer.

I. Evaluating Learning

Task 5: Features
Identify what language feature is used in the text.

The Editor

Greenpeace Australia News

Locked Bag 199

ANNANDALE NSW 2038

Dear Lynette

When are human beings going to accept responsibility for the environment and for the survival of animal
species?
It saddens me to think that in our short time on this planet we have annihilated thousands of animal species,
punctured a hole in the ozone layer, destroyed vast areas of irreplaceable rainforests and polluted land and
water—to name just a few of our crimes.

The continual destruction of animal habitats to make way for spreading urban populations or increased farming
lands for growing food concerns me greatly. People are encroaching on animals’ territory and soon animals will
no longer have the space they need. People must work now to protect animal habitats. Background Point

People are polluting the earth to such an extent that many waterways are not fit for swimming. Non-recyclable
rubbish is growing at an incredible rate. People dump toxic waste at sea or bury it in the desert. Pumping
sewage into our oceans causes the death of fish as well as animals further up the food chain such as whales.
Rubbish such as plastic kills innocent creatures such as seals, birds and turtles.

I urge all people to take responsibility for this earth we share with other creatures and which we hold in trust
for our children and our children’s children. We can do it if we work together.

Eric, Manly

Answer:
Example: can – use of modality

DAY 5

J. Additional Activities for Application or Remediation

Task 6: Use the format

Write an argumentative text and follow the format below.

(Issue or background information)

__________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
Argument 1 (Point)
________________________________________________________________________________________
________________________________________________________________________________________
(Elaboration)
________________________________________________________________________________________
________________________________________________________________________________________
Argument 2 (Point)
________________________________________________________________________________________
________________________________________________________________________________________
(Elaboration)
________________________________________________________________________________________
________________________________________________________________________________________
(Reinforcement of statement of position)
________________________________________________________________________________________
________________________________________________________________________________________

*Note: If you have questions or clarifications regarding this module, you may contact me through this cellphone
number 09564479258.