Republic of the Philippines

Department of Education
Region III – Central Luzon
Schools Division Of Pampanga
L. Gomez Subd. San Matias, Sto. Tomas, Pampanga
Tel. No. (045) 436-0669 Email Ad. depedsmnhs@yahoo.com

DETAILED LESSON PLAN in

ENGLISH FOR ACADEMIC AND PROFRESSIONAL PURPOSES (EAPP)

Teaching Dates and Time: November 07-11, 2022

Semester: 1st SEMESTER
(WEEK 1 – Q2 (Module 1)
Grade Level: 11 GAS 8 , 11 FBS 1 Teacher:

I.OBJECTIVES
A. Content Standard The learner understands the principles and uses of a position paper.

The learner presents a convincing position paper based on properly cited

B. Performance Standard
C. Learning Competencies
Objectives
factual evidence; produces an insightful statement of principles and
reasons for establishing a student organization, coming up with a group
exhibit of creative works, etc.
1. Analyzes the arguments used by the writer/s in manifestos.
2. Defends a stand on an issue by presenting reasonable
arguments 2supported bty properly cited factual evidences.
3. Writes various kinds of position papers.
Learners are expected to:
1. Define an argument.
2. Identify the major components of an argument; and
3. Analyze various types of arguments used by writer/s in
manifestos.

II.CONTENT(Nilalaman) Analyzing Arguments

III.LEARNING
RESOURCES(KagamitangPanturo)
A. References (Sanggunian) English for Academic and Professional Purposes Module 1 – Quarter 2
1. Teacher’s Guide pages Quarter 2- Module 1
2. Learner’s Materials pages Quarter 2- Module 1
3. Additional materials from blackboard, chalk, pen, and paper
Learning Resource (LR)
portal
B. Other Learning Resources
www. Youtube.com
4. (Iba pang Kagamitang
Panturo)

I. PROCEDURE:
A. Reviewing previous lesson or presenting the new lesson
1. Preliminaries:
 Prayer
 Reminder of the classroom health and safety protocols
 Checking of Attendance
 Quick “Kamustahan”

B. Establishing a purpose for the lesson

DAY 1- November 07, 2022

The teacher will divide the class into five (5) groups and provide two (2) topics in class which are:
1). Studies first before love life. 2). Social Media usage should be controlled. Each group will choose one (1) topic
and they will ponder on these issues whether they are agree or disagree. The teacher will allow the class to ask a
family member to explain their position on the subject that each group has chosen through using their mobile
phones. The class will compare their responses to those of their families using a Venn Diagram.
 Republic of the Philippines
Department of Education
Region III – Central Luzon
Schools Division Of Pampanga
L. Gomez Subd. San Matias, Sto. Tomas, Pampanga
Tel. No. (045) 436-0669 Email Ad. depedsmnhs@yahoo.com

DETAILED LESSON PLAN in

ENGLISH FOR ACADEMIC AND PROFRESSIONAL PURPOSES (EAPP)

C. Presenting examples/instances of the new lesson

After students have provided their responses using the Venn Diagram, the teacher will provide questions and will
elicit some responses from the class.

1. Where did you base your reason/s?

2. Do you need to give strong reasons for those questions? Why?

D. Discussing new concepts and practicing new skills #2

DAY 1 & 2: November 07-08, 2022 .
OBJECTIVE #1: Define an argument.
OBJECTIVE #2: Identify the major components of an argument.

1. Unlocking of Vocabularies
In order for the class to have a better understanding and to analyse arguments, they need to undertand first
the helpful terms that they will encounter throughout the discussion.

a. Argument - is a claim or set of claims with reasons and evidences offered as support. It is a line of
reasoning meant to demonstrate the truth or falsehood of something.

Here are the Elements of an Argument:

1) Claim - a.k.a proposition, answer the question “what are you trying to prove?”. It is also a
statement that summarizes the main idea or supports the author’s stand.

There are three Principal claims

a) Claim of Fact- asserts that a condition existed, exists, or will exist and is based on facts or data
that are, or can be verified.
Example: Class begins at XYZ High School at 7:30 am.
The only life in the universe exists on planet earth.
b) Claim of Value- attempts to prove that some things are more or less desirable than others. They
express approval or disapproval, good or bad, beautiful or ugly.
Example: Face to face learning is better than online learning.
Adding two years in basic education will produce highly competent graduates.
c) Claim of Policy- asserts that specific policies should be instituted as a solution to problems. The
expression should, must or ought to, usually appear in the sentence.
Example: They should shut down ABS-CBN network.
They should pass the Anti-Terrorism Bill 2020.

E. Continuation of the discussion of new concepts (Pagtalakay ng bagong konsepto at paglalahad ng bagong
kasanayan #2)

DAY 3: November 09, 2022 .

OBJECTIVE #2: Identify the major components of an argument.

2) Evidences- these are materials and resources the arguer use to convince the audience. These are proofs
to strengthen the author’s claim.

Types of Evidence:
a) Personal Experience
b) Reasons
c) Confirmed Facts
d) Statistics
e) Research by Expert

3) Manifesto- is a published declaration of the intentions, beliefs, motives, or views of someone, be it an

individual, group, political party, or government. It is usally political (for election purposes) or artistic in
nature. However, there are also ther types of manifestos that may or may not contain an argument like:
 Republic of the Philippines
Department of Education
Region III – Central Luzon
Schools Division Of Pampanga
L. Gomez Subd. San Matias, Sto. Tomas, Pampanga
Tel. No. (045) 436-0669 Email Ad. depedsmnhs@yahoo.com

DETAILED LESSON PLAN in

ENGLISH FOR ACADEMIC AND PROFRESSIONAL PURPOSES (EAPP)

a) Creeds (religious beliefs)

b) Educational manifestos
c) Scientific& technological manifestos
d) Professional manifestos (pertaining to an individual or organization)
e) Personal manifestos

F. Developing mastery
DAY 4: November 10, 2022.
OBJECTIVE #3: Analyze various types of arguments used by writer/s in manifestos.

The class will split off into its several groups. Each group will read the article below and analyze Jeff Gore's position
in the article "Is it Time to Ditch the Penny? The teacher will next present a table for the students to fill out with the
necessary data.

Yes In the 1920s, two pennies would buy you a newspaper from a street vendor. These days, people don’t even bother
picking up pennies off the street.
The sad fact that a century of initiation has eroded the value of the penny to the point that they’re no longer useful as a
currency; indeed, continuing to use the penny actually slows down cash transactions.
What’s more, the U.S. Mint calculates that the last eight years, it has cost more than a penny to make a penny, highlighting
the silliness of continuing to produce the coin. At a time when the federal budget is under increasing stress, the government
should not be wasting valuable resources to make a coin that nobody wants.
If the penny isn’t useful as a currency, then why are we still minting it? One reason is that some businesses such as zinc
suppliers, continue to lobby to prevent its elimination.
Coins have been used as currency for thousands of years- they were minted in ancient Greece and Persia- but inflation
requires that we periodically reform our coinage systems. Canada, which has a monetary system very similar to that the
United States, retired its penny in 2012. As one member of the Canadian Parliament’s Senate Finance Committee noted at
the time, the penny “slows down the line of grocery stores and ends up under our couches.” Remarkably, the penny has
been the lowest-denomination coin the U.S. for more than 150 years, since the half-penny was discontinued in 1857.
A simple way to retire the penny would be the round cash transactions up to down to the nearest nickel.
This is the way pricing is already done on U.S. military bases overseas. It is past time for the entire country to follow this no-
nonsense approach and retire the penny.

-Jeff Gore Citizens to Retire the U.S. Penny December 8, 2014

The New York Times UPRONT * UPRONTMAGAZINE.COM

Group #1: ___________________ PT#: _____ Date: ______ Score: ______

Author/Credentials

Author’s Main Claim/ Argument

Claim/Reason 1

Evidence to Support Claim 1

Evidence to Support Claim 2

Claim/Reason 3

Evidence to Support Claim 3

G. Making generalizations and abstraction about the lesson

You may wonder why you need to know about the word "argument" much more you do not have to write it in
your assignment for it to be an important part of your task. The kind of argument we are talking about here is
 Republic of the Philippines
Department of Education
Region III – Central Luzon
Schools Division Of Pampanga
L. Gomez Subd. San Matias, Sto. Tomas, Pampanga
Tel. No. (045) 436-0669 Email Ad. depedsmnhs@yahoo.com

DETAILED LESSON PLAN in

ENGLISH FOR ACADEMIC AND PROFRESSIONAL PURPOSES (EAPP)

not what we often used in everyday language which refers to a heated dispute, a quarrel, a shouting match to
see who wins or not in making a point.

In academic writing, you can never establish a point without an argument. In fact, making an argument
expressing a point of view on a subject and supporting it with evidence is the aim of academic writing. It is a
reason or set of reasons given with the aim of letting others believe with you that an action or an idea is right or
wrong backed up with evidence to support it. It has premises and a conclusion (claim).

H. Evaluating learning
DAY 5: November 11, 2022

On a ¼ sheet paper and a 15 points quiz, the students will identify the the claims in the following paragraph
“The Arguments For and Against Prioritizing Younger Patients with COVID-19”.

1. Being younger than someone else is not a satisfactory criterion on its own. Being 18 years old versus
19 years old would not be any different than a coin toss or a first come, first served policy, he wrote.

2. Everyone should have an opportunity to lead a life of a certain duration. This leads to those who have
already led a life of certain duration to be passed over for lifesaving treatments over those who have
not yet done so. While a compelling angle, Archard wrote that there is no consensus on what can
count as a fair innings.
3. Archard wrote that if age was to be a criterion for life-saving healthcare, then it would imply a
devaluation of older people. “Such discrimination publicly expresses the view that older people are of
lesser worth or importance than young people,” he said, adding that it contributes to the view that
older people are second class citizens.

I. Additional activities for application or remediation

Students will answer the following questions below and create a five-sentence paragraph on a whole sheet
of paper.

1. Why it is important to analyze an argument?

2. Discuss the steps in analyzing an argument.