School San Juan National High School Grade Level 10

Learning
Delivery Face-to-face Learning
English
Modality Area
Teacher Hazelle D. Taroy
Teaching
November 14-18,2022 Second
Date Quarter
LESSON
EXEMPLAR 12:30 -1:10 -Rizal
(Week 2) Teaching 1:10 – 1:50 – Jacinto
No. of Days 5
Time 2:05 – 2:50 – Dagohoy

I. OBJECTIVES At the end of the lesson, learners are expected to:

a. Identify the parts and key structural elements of
argumentative text
b. Analyze the given topics by identifying the pros and
cons
c. Express their opinion on the given issue by
accomplishing the given tasks

A. Content Standards The learner demonstrates understanding of how world

literatures and other text types serve as vehicles of expressing
and resolving conflicts among individuals or groups; also how to
use strategies in critical reading, listening, and viewing and
affirmation and negation markers to deliver impromptu and
extemporaneous speeches.
B. Performance Standards The learner proficiently delivers an argumentative speech
emphasizing how to resolve conflicts among individuals or
groups.
C. Most Essential
Learning Competencies MELC #9: Identify parts and features of argumentative essay
(MELC)
D. Enabling Competencies Use patterns and techniques of developing an argumentative
claim

II.CONTENT Argumentation
III.LEARNING RESOURCES
A. References
a. Teacher’s Guide  K to 12 Curriculum Guide, English, p. 169
Pages  PIVOT 4A BOW, p. 115
ENGLISH 10-QUARTER 2-PIVOT 4A Learner’s Material
b. Learner’s Material p. 10
Pages
c. Textbook Pages
d. Additional Materials
from Learning
Resources
B. List of Learning
Resources for
Development and
 Engagement Activities
IV.PROCEDURES
A. Introduction Supplemental Activity
GUESS THE WORD
 The teacher will introduce the activity in the class by
explaining the mechanics.
 The students will be given a few minutes to analyze
the presented meaning/ definition to arrange the
jumbled letters.

1. the process of arguing

ARMENTAGUTION - ARGUMENTATION

2. an idea that is believed to be true

NIONIPO - OPINION

3. a problem for debate or discussion

SUEIS – ISSUE

4. a short piece of writing typically expressing a point

of view

EYSSA – ESSAY

5. to make someone do or believe something by

giving them a good reason
PERSUDEA – PERSUADE
 After the activity the teacher will ask the following
questions to the students.

1. How did you find the activity?

2. What have you noticed about the unlocked
words?

GOAL ORIENTATION
 The teacher will give feedback about the students’
answers and present the objectives of the lesson.
 After the presentation of objectives, the teacher will give
an introduction about the next activity.

COVID-19 pandemic is one of the most pressing issues in

the country today. What is your opinion on the government’s
move to implement community quarantine measures in
 controlling the spread of COVID-19 infections in most cities and
municipalities in the country?

 The teacher will let at least two students give their

opinions about the issue. Then, lead the class in the next
activity.
 The teacher will present a table in class and ask them to
distinguish the terms pros and cons. Then, instruct the
students to get one whole sheet of pad paper to do the
activity.

Learning Task 1: Directions: Share your opinions about this

topic by completing the table provided. Do this in your notebook.

B. Development
CONCEPT PRESENTATION
 The teacher will introduce the topic in class.

ARGUMENTATION
While expressing opinions or claims about an issue
seems to be an easy thing to do, writing effective
argumentative texts, such as an argumentative essay, is
actually not. It requires a clear understanding of what
argumentative writing is, knowing structural patterns of
argumentative texts, employing techniques in researching and
supporting a claim, as well as using language features
appropriate for argumentation.
Argumentative writing is sometimes called persuasive
writing because it seeks to convince readers to support a
stand on a certain issue. It also requires the writer to examine
a topic or issue which involves the collection, generation and
evaluation of exhibits and/or evidences. It further emphasizes
the writer’s agreement or disagreement on particular
proposition.

Proposition is very essential in argumentative writing. It

serves as the point of reference of the argumentative writer. It
is where the writer decides whether to express his/her
agreement or disagreement. In doing so, it is necessary that
he/she gathers information and/or evidences that would
support his/her stand.
One of the most common forms of argumentative writing
is an argumentative essay. An argumentative essay is an
essay that presents a stand or a rationale on a given
proposition or issue. In this essay, the main argument
presented is elaborated and explained through the
presentation of its pros and cons. The main objective of an
argumentative essay is to convince or persuade the reader
into considering your stand or argument on an issue.

Key Structural Elements of Argumentative Writing

The basic components of an argument include: (a) a
claim, (b) reasons behind this claim, and (c) evidences to
support this specific claim.
The pattern of idea development in argumentative writing
may vary from one writer to another. The structure of
developing an argumentative essay largely depends on how a
writer intends to present his or her main argument, and how
he or she wishes to develop the main idea presented by
backing it up with supporting details or evidences.
As an essay is usually made up of an introduction, a
body, and a conclusion, argumentative essays may use a
pattern or structure that conforms to how a writer intends to
present and further establish a point.
The table below presents various patterns of how ideas or
arguments in an argumentative essay may be presented and
developed.
In

Pattern A, the thesis statement about the issue is presented in

the topic sentence. It is followed by the first set of pros
(supporting ideas) relative to the thesis statement. Then, the
second set of pros (supporting ideas) is also presented to
further support and strengthen the claim regarding the thesis
statement. It is followed by the presentation of the cons
(counterarguments) and refutations. Lastly, a conclusion that
summarizes the ideas presented in the essay and highlights
the benefits of the thesis statement is presented to the
readers.
Pattern B, meanwhile, is almost similar to the first one.
The only difference is that it presents the cons (opposing
ideas) and refutations first before building up the thesis
statement using the pros (supporting ideas).
Finally, Pattern C presents the simplest flow of
arguments starting with the presentation of the thesis
 statement. Then, the three (3) sets of cons (opposing ideas)
of the issue together with their corresponding refutations are
provided. Not a single pro (supporting idea) is given in this
pattern. This means that the conclusion needs to focus on
justifying the refutations to fully support the claim.

C. Engagement  The teacher will instruct the students to accomplish the

activity after the concept presentation of the lesson.
Learning Task 2: Directions: Read the statements carefully. In
your notebook, write AGREE if the statement expresses
the truth about argumentative texts, and DISAGREE if it says
otherwise.
______________ 1. The main goal of an argumentative text is
to tell a story.
______________ 2. An argumentative text persuades readers
to believe a certain claim or opinion.
______________ 3. When writing an argumentative text such
as an essay, it is important to include evidences that support
your claim.
______________ 4. Argumentative texts basically present and
describe a topic.
______________ 5. Understanding the pros and cons of an
issue is an essential aspect of argumentative writing.
______________ 6. One’s choice of words matters in clearly
expressing his/her arguments about an issue.
______________ 7. An argumentative essay presents a writer’s
stand or rationale regarding a certain issue.
______________ 8. The pattern of idea development in an
argumentative text is the same for every author.
______________ 9. Research plays a big role in ensuring the
worth and validity of one’s claims and ideas in an argumentative
essay.
______________ 10. Argumentative writing usually shows a
more subjective style of writing as the writer explains his or her
views about the topic.
D. Assimilation  The teacher will ask the students to get one whole sheet
of pad paper and do the activity that will be presented to
them.

Learning Task 3: Directions: This time, you will be prompted to

draft an argumentative essay for a given topic. Provide the key
elements using the template given. Do this in one whole sheet
of pad paper.
V. REFLECTION The teacher will ask the learners five-sentence summary of what they have
learned from the lesson. Allow the students to write their insights about the
topic.

VI. REMARKS/MASTERY
LEVEL

Prepared by:

HAZELLE D. TAROY
Grade 10, English Teacher

Checked:

ROSALIE J. MACALOS, EdD

Head Teacher I