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Republic of the Philippines

Department of Education
Region IX, Zamboanga Peninsula
Division of Zamboanga Sibugay
Kabasalan National High School
F.L. Peña Sr., Kabasalan, Zamboanga Sibugay
DAILY LESSON LOG
Learning
Teacher Aveline Lois T. Triveles ENGLISH 7
Area
Teaching
March 29, 2023 Quarter THIRD
Dates
Teaching
09:30 AM- 10:30 AM Section ORCHID
Time

FRIDAY MATERIALS
At the end of the session, the students should be able to: USED/
a. Identify bandwagon as a writing technique used in persuasive writing; HIGLIGHTED
I. OBJECTIVES
b. Construct a sentence using bandwagon as a writing technique used in persuasive writing ;
COT
c. Learn to appreciate the value of cooperation in performing differentiated activities using the
bandwagon as a writing technique used in persuasion.
INDICATORS
A. Grade Level The learner demonstrates communicative competence through his/ her understanding of Philippine Literature
Standards: and other texts types for a deeper appreciation of Philippine Culture.
B. Performance The learner demonstrates understanding of: pre-colonial Philippine literature as a means of connecting to the
Standards past; various reading styles; ways of determining word meaning; the sounds of English and the prosodic
features of speech; and correct subject-verb agreement.
C. Learning MELC: EN7VC-IV-I16 Express one’s beliefs/convictions based on a material viewed
Competencies/
Objectives (Write Strategies: Explicit Instruction, Respond and Talk, Pause and Ponder, Collaborative Activities
the LC code for each
II. CONTENT
III.LEARNING
RESOURCES
A. References
1. Teacher’s Guide
NONE
Pages
2. Learner’s Material English – Grade 10 Alternative Delivery Mode Quarter 3 – Module 2b: Using a Variety of Persuasive and
 Pages Argumentative Writing Techniques
3. Textbook Pages NONE

4. Additional Materials English: Quarter 3 Module 2 - Lesson 2 | PDF | Persuasion | Logos (scribd.com)
from Learning https://www.scribd.com/document/500107995/ENGLISH-10-Q3-M2-L2
Self-Learning Modules – Tagum City National High School (tagumcitynhs.ph) https://tagumcitynhs.ph/main/?
Resource (LR) Portal page_id=274
English: Quarter 3 Module 3 – Types of Speech according to purpose
B. Other Learning pictures, LAS, pilot pens, board, erasers, audio-visual presentations, instructional materials
Resources
IV. PROCEDURES
Preliminaries  Prayer -Power point
 Greetings Presentation
 Checking of attendance -Handout
Note: A student who is absent will be given Self- Instructional Materials/ Self-Learning (Indicator 4, 5, 6,
Materials/Activity Sheets 7,8)
(Giving of Activity Sheets/SIM)
 Presentation of Classroom Rules (in an affirmative way)
 I will be ready to learn.
 I will be respectful of others.
 I will listen and follow instruction.
 I will raise my hand if I want to talk.
 I will set my cellular phone in silent mode and place it inside my bag.

Ask learners if they have problems with seeing the instructional materials and hearing teacher’s
instruction.
A. Review previews Do ask a student/s that will do the recapitulation by trying to answer the question. -Power point
lesson or Presentation
presenting new “What was our previous lesson?”(student answers) (Indicator 4, 5, 6,
lesson 7,8)
Possible answer: Persuasive Speech

A persuasive speech is written to convince the listeners/readers of the validity of the speaker’s
argument. It is presented with arguments supported with evidences, statistics, and facts.
B. Establishing a A. Presentation of Presentation of Grade Level standard -Visual Presentation
purpose for the B. Presentation of Competency MELC – based (Indicator 2,8)
lesson C. Presentation of Learning Objectives
Post it on the board and let students read it all together and aloud.
C. Presenting MOTIVATION
examples/instances Group the students according to their skills and talents.
of new lesson Group A – THE PAINTER
Group B – THE SINGER
Group C –THE ACTOR
After grouping the class, the teacher will present the scoreboard. Each group can earn points
by answering questions and by participating actively in the discussion. All throughout the
lesson these groupings will be utilized.
.
Activity I. KEEPING IT CLEAN! (Strategy: Respond and Talk)
(An image will be shown to the students and they are going to answer questions)

https://lrmds.deped.gov.ph/create/detail/371 https://lrmds.deped.gov.ph/create/detail/364 https://lrmds.deped.gov.ph/create/detail/77

Process Questions:
1. What can you tell about the pictures?
2. How are you going to convince people to do these?

Motivating Question:

https://lrmds.deped.gov.ph/create/detail/32 https://lrmds.deped.gov.ph/create/category/13/type/1?page=4

1. Have you tried to get a brother or a sister to do a household chore for you?
2. Have you convinced your parents to buy you this things?

Any guess of what our topic is all about?

Process the result of the activity. Give students their points in the activity and reveal to them their place.
Present the topic to students through a power point presentation and let students read it all together and
aloud.
D. Discussing new DRILL AND UNLOCKING OF DIFFICULTIES -Power point
concepts and Persuade - to move by argument, entreaty, or a belief, position, or course of action Presentation
practicing new Persuasion - the act or process or an instance of persuading (Indicator 1,2,3,4, 5, 6,
skills #1 Convince - to bring (as by argument) to belief, consent, or a course of action : PERSUADE 7,8)
Advertisements - a public notice especially : one published in the press or broadcast over the air
https://www.merriam-webster.com/

E. Discussing new Persuasive writing -Power point

concepts and -type of writing that aims at convincing people to think, feel, or to act in the writer’s way. Persuasive Presentation
practicing new texts may be in the form of essays in books, articles in newspapers and magazines, posters and, of -pictures
skills #2 course, advertisements. All these forms of persuasion try to get the readers to agree or to take an (Indicator, 5, 6, 7,8)
action.

A persuasive writing usually contains:

a) the writer’s opinion, which he/she wants the readers to accept;
b) evidence or information to support the writer’s opinion;
c) the action that the writer wants the readers to do.

. The writer needs to combine thorough research with good word choice in order to make his opinions
believable and get the readers to agree with him. That is the ultimate goal, and this is why persuasive
writing is powerful.

Technique in Persuasive Writing:

1. Bandwagon
-This is a technique that persuades people by showing them that everyone else are doing the same
thing. It also implies that one must accept or reject an idea because everyone else is accepting or
rejecting it.
- If everyone believes it, it must be true!

Example:
Nine out of ten people prefer our soap!

Maria has doubts about joining investment schemes that promise a high return of interest for a short
 period of time. Because her family and friends are doing it, she decided to invest her money, anyway.
(This is an example of a bandwagon propaganda technique because Maria was pressured to accept the
idea of joining an investment scheme knowing that everyone is doing it)

F. Developing mastery ACTIVITY II. BANDWAGON OR NOT! (Arms upward or sideward) -Power point
(Leads to formative Raise your arms upward if the sentence is a bandwagon or Arms sideward if it is not. Presentation
assessment) -pictures
1. Former U.S. president Bill Clinton thinks that junk food should be -visual presentation
taken out of vending machines. NOT (Indicator, 5, 6, 7,8)
2. Katie likes to read and would rather do that than play sports. Her friends make fun of her
and tell her that reading is for nerds. Katie stops reading so much and starts to play sports
more. BANDWAGON
3. A Snickers bar has 280 calories and 30 grams of sugar.
That’s not very healthy. NOT
4. Believe me! I’ve been there before. I’m just like you. NOT
5. Cathy is opposed to social media because she would rather have a face-to-face conversation.
However, more and more of Cathy's friends have joined social media sites, so Cathy feels
like she needs to create an account as well. BANDWAGON

G. Finding practical ACTIVITY IV.UNITED WE STAND

applications of GROUP WORK: (Differentiated Activity)
concepts and
skills in daily Remember:
living  T.E.A.M
T-ogether
E-veryone
A-chieves
M-ore
 Use Mobile Phones If Necessary
Be a buddy…. not a bully (Republic Act 10627 )
Instruction:
 Copies of the instruction on the assigned task and rubric will be given to groups.
 Allotted time :twenty (20) minutes
(10 minutes =preparation and three (3) minutes =presentation for every group)
Group A – THE PAINTER
Group B – THE SINGER
Group C –THE ACTOR
Each group will have a leader, writer and reporter.

 Present first the rubric before making students start doing the activity.
 Agree as to the points that we are going to give for the group’s presentation.
 Each group be graded according to the following rubrics scoring guide and a copy of the rubrics will
be provided.
 After each presentation, the other group will also give their scores/feedback to the performances of
other groups.

Group A – THE PAINTER

Instructions:
 You are the painter!
 Draw a scene that uses bandwagon by making use of this object.(FRUIT)
Player 1: draw a picture
Player 2: color the picture
Player 3: present the output to the class (POSITIVE INTERDEPENDENCE)

Group B – THE SINGER

Instructions:
 Compose a song on having a lyrics that uses bandwagon technique on how to use facebook account
responsibly, preferably 4 lines only.
•Leader-choose the best output to be presented to the class. Present the output creatively through singing.
(INDIVIDUAL ACCOUNTABILITY)

Group C – THE ACTOR

Instructions:
•You are the actor!
 •Present a short advertisement wherein you use bandwagon technique by making use of this object.
(umbrella)
•Each member will share their ideas with the group.(SHARED AUTHORITY/EQUAL PARTICIPATION)

Take note that if a student is not comfortable with singing,acting and drawing, he/she will be given a chance
to choose his/her presentation from the suggested activities below:
 Suggested Activities: Craft making, dancing, broadcasting

Rubrics Scoring Guide

Dimensions
Presentation had an Presentation had a Presentation had an Presentation
exceptional amount good amount of amount of valuable contain little to no
of valuable valuable information but as a valuable
CONTENT information and was information and whole, the content was information
extremely beneficial benefited the class lacking of valuable
to the class information
The group always The group worked The group sometimes The group never
worked from others from other’s ideas worked from others ideas. worked from
ideas. It was evident most of the time However, it seems as other’s ideas. It
COLLABORATION that all of the group though certain people did seems as though
members contributed not do as much work as only a few people
equally to the others worked on the
presentation presentation
Presenter/s was/were Presenter/s was/ Presenter/s was/were not Presenters were
very confident in the were confident with the level of unconfident and
delivery and did an occasionally confidence/ preparedness demonstrated little
excellent job confident in the showed in the classroom evidence of
engaging the class, delivery however, but had some strong planning prior to
PRESENTATION preparedness is very the presentation moments the presentation
evident was not as
engaging as it
could have been for
the class
Process Questions:
1. What is the technique used in persuasive writing?
2. Based on the different activities, do you agree that singing, painting and acting are for girls only?
GAD, HGSPS-IIIe-6
3. Why do we need to have the value of cooperation in doing differentiated activities?
H.

I. Making Present the “STATUE OF QUESTIONS”

generalizations and A music will be played and the teacher will give a ball to be pass around. If the music stops, a learner
abstractions about who holds the ball will pick a name from the box. He/she is going to ask a question to the person whose
the lesson name is called.Then the game continues for another two(2) rounds.
 Processing questions:
1. Were you able to identify bandwagon as a writing technique used in persuasive writing?
2. Were you able to construct a sentence using bandwagon as a writing technique used in persuasive
writing?
3. Were you able to learn to appreciate the value of cooperation in performing differentiated
activities using the bandwagon as a writing technique used in persuasive writing?
J. Evaluating learning FORMATIVE ASSESSMENT: MULTIPLE CHOICE
Directions: In a sheet of paper, read and understand the given statements and questions. Choose your
answer from the four (4) choices given by writing ONLY the letter of your answer.

_______1. What type of writing that aims at convincing people to think, feel, or to act in the writer’s
way?
a) persuasive writing
b) informative writing
c) argumentative writing
d) narrative writing

_______2. What do you call the technique that persuades people by showing them that everyone else are
doing the same thing.?

a) plain folks b. bandwagon c.testimonial d. transfer

_______3. Which of the given sentences is an example of bandwagon?

a. The governor says, “ I’m going to clean the streets!”showing them that everyone
else are not like the others.
b. Who wouldn’t like to earn more money?
c. Cathy is opposed to social media because she would rather have a face-to-face
conversation. However, more and more of Cathy's friends have joined social
media sites, so Cathy feels like she needs to create an account as well.showing
them that everyone else are not on the same side of the story.
d. Duty does not trump honesty. Duty does not trump common sense
and duty, my friends, does not trump morality.

_______4 How can we persuade people ? By

e. showing them that everyone else is different.
f. showing them that everyone else are NOT like the others.
g. showing them that everyone else are doing the same thing.
h. showing them that everyone else are NOT on the same side of the story.

_______5. What do you think is the result if the value of cooperation in performing differentiated
activities is not demonstrated by the members of the group?
 a) Something good will come out
b) Something better will be the result
c) Something best will be the result
d) Something bad will happen that will cause your failure

K. Additional Please refer the additional activities in the LAS/SIM.

activities for
application or
remediation
V. REMARKS

VI. REFLECTION
A. No. of learners who earned
70% on the formative
assessment
B. No. of learners who require
additional activities for
remediation
C. Did the remedial lesson
work? No. of learners who
have caught up with the
lesson
D. No. of learners who continue
to require remediation
E. Which of my teaching
strategies worked well? Why
did this work?
F. What difficulties did I
encounter which my
principal or supervisor can
help me solve?
 G. What innovation or localized
materials do I use/discover
which I wish to share with
other teachers
DATE CHECKED March 28, 2023
Prepared by: Checked by: Process Observers:

JASPER MOLLY BELLE P. GENCIANE JUREBE P. EULOGIO MA. CORAZON D. VILLAFLORES ULPIANO L. MORALES JR., Ed.D.
Teacher III Master Teacher I Secondary School Head Teacher II Secondary School Principal II
 (DO IT category) 1. What is th

(DO IT category)2. How will y

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and will let students choose what should the rules and regulations to be followed for the day. Everybody should agree with the house rules.
(TELL IT category)3. What ha
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(TELL IT category)4. “Hands

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(DO IT category)5. What is the