10

DAILY LESSON PLAN

Learning Area Grade Level Week Day

English 10 3 1
The learner should be able to:
• define informative speech
I. OBJECTIVES
• identify features and writing styles for informative

The learner demonstrates understanding of informative,

persuasive and argumentative speeches.
The learner proficiently understand and use a variety of
Performance
informative, persuasive, and argumentative writing techniques
Standard
in writing a speech
Most Essential
Use a variety of informative, persuasive, and argumentative
Learning
writing techniquesEN10WC-IIIb-14.1.2
Competency
II. CONTENT Informative Writing Technique
III. LEARNING
RESOURCES
A. Reference SLM-E10Q3M3
Textbooks
Other
Sources
Materials • Visual Aids
IV. PROCEDURE Developmental Activities
Preliminary Activities:
1. Opening Prayer
2. Checking of Attendance
3. Setting of Classroom Standards
4. Drill

ELICITATION
Activity 1: What I Know
Directions: Determine whether each statement is True or False.
A. Reviewing Write your answer, either TRUE or FALSE, on your ANSWER
previous SHEET.
lesson or
presenting 1. Writing technique is defined as the descriptive style that an
new lesson author uses to convey his or her message in an effective and
meaningful manner to his or her audience.
2. Good informative writing evokes an image of someone who is
an expert on the subject at hand.
3. A persuasive speech aims to persuade the audience to change
their preformed opinions about a subject towards accepting the
speaker's side strongly supports.
4. A persuasive speech is written to convince the listeners of the
validity of the speaker's arguments about the subject.
5. When an author writes in an informative style, he or she is
painting a picture in words of a person, place, or thing for his or
her audience.

B. Establishing a ENGAGEMENT/EXPLORATION
purpose for
the lesson Activity 2. What’s In
C. Presenting Directions: Read the passages carefully and answer the
examples/inst questions that follow. Write your answer on your Answer Sheet.
ances of the
new lesson Chewy and chocolatey, Chocoo's are the most
delightful cookies you will ever taste at the most
affordable price yet! Grab a bag now, and enjoy this
treat!

1.The above is an example of

A. Argumentative Writing
B. Persuasive Writing
C. Informative Writing
D. Slogan Writing
2. "Parents should be held responsible for the actions of their
children" is a good topic for a/an
A. Argumentative Speech
B. Informative Speech
C. Argumentative-Informative Speech
D. Descriptive Speech
EDITORIAL - Face-to-face classes (The Philippine Star) -
December 1, 2020 - 12:00am
https://www.philstar.com/opinion/2020/12/01/2060551/ed
itorial-face-face-classes Based on reports from the field,
education officials themselves have reported the difficulties
being encountered by students in blended learning. Apart
from intermittent WiFi connection or lack of access to gadgets
and the internet, there are school children who lack a private
space at home that is conducive to learning.

Many students also need learning assistance from their

parents. And some parents are unprepared to take on the role
of tutors, either because they need to earn a living while their
children are in school or else because they lack the knowledge
and skills required for the task.

Faced with such challenges, education officials are now

discussing the possibility of resuming limited face-to-face
classes as soon as circumstances allow. If the plan pushes
through, the resumption's initial areas will be those without
COVID transmission over a certain period.

The Office of the Vice President has become embroiled in

another controversy as Department of Education officials
denied giving the green light for the "Community Learning
Hubs" set up by the OVP in several areas. The OVP has
clarified that the hubs are not rooms where face-toface classes
are held, but areas similar to internet shops, where school
children without gadgets or WiFi at home can access the
internet for their online classes. Difficult learners can also
have access to tutors at the hubs. The seats are spaced
following distancing protocols and are separated by
transparent acrylic dividers.

Similar setups have been implemented in several countries

where on-site classroom learning has resumed following a
significant downward trend in coronavirus transmission.
However, in recent weeks, some of the countries had to
suspend the classes anew following a fresh wave of COVID
cases. DepEd officials are monitoring these developments
amid discussions on the gradual resumption of face-to-face
classes.

President Duterte has said there would be no face-to-face

 classes until a COVID vaccine becomes available. However,
the position may have to be modified if only to reduce the
number of students being left behind as a result of pandemic
restrictions. With the end of late enrollment on Nov. 21, the
DepEd reported nearly 25 million total enrollees in public and
private elementary and high schools. This means about two
million students are out of school for this academic year. With
face-to-face classes still banned, the government must find
innovative ways of promoting safe and inclusive learning.

3.Amid reports of the difficulties that are being encountered

by students in blended learning, education officials are
considering the idea of having _______ when circumstances
allow.
A. Face-to-face classes
B. Limited face-to-face classes
C. Community Learning Hubs
D. Inclusive Learning
4.The President's position of "no face-to-face classes until a
COVID vaccine becomes available" may have to be modified
according to the editorial to:
A. lessen the difficulties experienced by students in blended
learning.
B. allow the parents to continue earning a living without
worrying about their children's education.
C. reduce the number of students being left behind as a result
of pandemic restrictions.
D. permit the students to make use of the OVP-initiated
Community Learning Hubs
5.The editorial on "Face-to-face classes" is a perfect example of
informative writing.
A. True
B. False
C. Cannot be determined
EXPLANATION
Types of Speech and their Purpose
The CapsLET on Informative, Persuasive, and Argumentative
Writing mentions three main types of speeches: informative,
persuasive, and argumentative, and each has its purpose. An
informative speech is a type of speech that gives information
about a particular topic. Its primary aim is to help the audience
understand and recall information. A persuasive speech is a
type of speech used to convince the audience to accept a certain
point or idea. This speech is strategically presented to steer the
audience to receive, partially or completely, a view or belief. In
"Types of Public Speeches," it is mentioned that the core of a
D. Discussing
persuasive speech is pathos: appealing to and resonating with
new concepts
the audience's feelings and emotions. Meanwhile, the
and practicing
argumentative speech persuades the audience to take the side of
new skills
the speaker, and the speaker generally discusses a topic he or
she feels strongly about, and uses facts rather than emotions to
support the chosen claim, and avoids bias ("What Is an
Argumentative Speech?").

What Is a Writing Technique?

"The 4 Main Writing Styles: When and How You Should Use
Them" defines a writing technique as a style an author uses to
convey their message in a manner that is effective and
meaningful to their audience.
• Informative Writing Techniques Informative writing is
intended to inform the reader about a given topic.
 Sometimes called expository or explanatory writing, it
uses evidence and information from credible sources to
support a focused and logical explanation of the topic at
hand. In this type of writing, you educate the reader on
the given topic without including your ownopinions.

To achieve your purpose, it is good to remember the following:

Avoid biased information. Besides, "Introduction to Informative
Speaking" mentions the following techniques:
• make a complex topic easy to understand or offer a different
point of view.
• rely less on pathos and more on communicating
Be as factual as possible.
Prioritize information
Be as specific as possible
Use clear, formal, and bias-free language
• use descriptions, demonstrations, vivid detail, and definitions
to explain a subject, person, or place the audience wants to
understand

ELABORATION
Activity 3.
Directions: identify which of the following texts belongs to
informative speech.

Copy the table on your ANSWER SHEET and write your answers
on the column.

• A teacher telling students about the effects of climate change

• Become a volunteer in the fight against the spread of COVID
19
E. Finding • A talk about the ecotourism destination in your place
practical • A student sharing about her or his research
applications of • Social media has a negative impact on a person's psychological
concepts and well-being
skills in daily • Violence on television is influencing young viewers
living • Advocating the use of face masks, face shields, physical
distancing in the fight against COVID
• A talk about the types of speeches according to purpose

Informative Speech

Activity 4. What’s More

Directions: Study the two pictures below and then answer each
question that follows.
F. Making
generalization Image by GerdAltmann from Pixabay https://pixabay.com/illustrations/the-
s and eleventh-hour-clock-time4356762/
abstractions
about the
lesson
 1.What do the pictures tell you?
2.What is the best type of speech to use to get your message
across to your audience?

EVALUATION

Directions: Copy and indicate I if it is informative speech and N

if it is not. Write your answer before the number.

1. The speaker would like to delve into the Philippines'

diplomatic relationship with China, as he or she points
out the reasons behind his or her stand.

2.The speaker wants to share new ideas and build perceptions

about the importance of tree planting in light of the worsening
climate change.
G. Evaluating
3.The speaker believes that people should connect more
learning
with nature and would like them to see the validity of his or
her points

4.The speaker would like to change the listeners' minds by

convincing them to agree with his or her point of view about
Nature VS Nurture. He or she will present his ideas
objectively, logically, and respectfully.

5.With the increasing popularity of tattoos among young

adults and teens nowadays, the speaker would like to talk
about the reasons for the growth in tattoo culture and its
transformation into the mainstream society.

EXTENSION
H. Additional • Choose to research a short example of any of the
activities for following:
application or A. Informative Speech
remediation B. Persuasive Speech
C. Argumentative Speech
V. REMARKS
WRITERS:
MARITIS T. BALANAY GALINGON NATIONAL HIGH SCHOOL
Name School
Teacher I
Designation
JESSICA O. BENDAŃO GALINGON NATIONAL HIGH SCHOOL
Name School
Teacher III
Designation

Quality Assured By:

JESSA MAE C. MAPULA
HT –I
Approved: ___________________________________
Answer Key:
ELICITATION
1.False
2.True
3.False
4.True
5.False

ENGAGEMENT
1. C
2. A
3. B
4. C
5. B

ELABORATION
Informative speech
A teacher telling students about the
effects of climate change.
A talk about ecotourism destination in
your place
A student sharing about her or his
research
A talk about the types of speeches
according to purpose

Activity 4 What’s More

Answers may vary

EVALUATION
1. N
2. I
3. N
4. N
5. I
 DAILY LESSON PLAN

Learning Area Grade Level Week Day

English 10 3 2
The learner should be able to:
A. cite an example of persuasive speech;
I. OBJECTIVES B. identify the persuasive speech;
C. appreciatethe importance of persuasive
technique in writing speeches.
The learner demonstrates understanding of
Content Standard
informative, persuasive and argumentative speeches.
The learner proficiently understand and use a
Performance
variety of informative, persuasive, and argumentative
Standard
writing techniques in writing a speech
Most Essential Use a variety of informative, persuasive, and
Learning Competency argumentative writing techniquesEN10WC-IIIb-14.1.2
II. CONTENT Persuasive Writing Technique
III. LEARNING
RESOURCES
A. Reference SLM-E10Q3M3
Textbooks
Other Sources
Materials Visual Aids
IV. PROCEDURE Developmental Activities
Preliminary Activities
1. Opening Prayer
2. Checking of Attendance
3. Setting of Classroom Standards
4. Drill (Spelling Test)

ELICITATION

Directions: Choose the letter of the best answer. Write

your answer on your notebook.

1. In this type of writing, you are generally writing to give

an audience a basic-to-advanced perspective on
something.
a. Argumentative Writing
A. Reviewing previous b. Informative Writing
lesson or c. Persuasive Writing
presenting new d. B and C
lesson 2. When the writer has to take a stand on a topic,
persuade his/her audience of the validity of his or her
opinion, and possibly also persuade the audience to take
action, he or she is using
a. Argumentative Writing.
b. Persuasive Writing.
c. Informative Writing.
d. Both A and B.
3. This type of writing contains the author's opinions and
biases, as well as justifications and reasons were given
by the author as evidence of the correctness of their
position
a. Argumentative Writing
b. Informative Writing
c. Persuasive Writing
d. Both A and C
B. Establishing a ENGAGEMENT/ EXPLORATIONS
purpose for the Activity 2: Read and Analyze
lesson
Directions: Determine whether the following titles are
persuasive texts. Put a checkmark (/) if it is and (X) if it
is not. Copy the table and answer the activity on your
activity notebook. Answer the questions that follow.

TEXT YES NO
( ∕) (X)
1. "How to Travel Alone Safely in a
Foreign Country."
2. "Curfews Do Keep Young People Out of
Trouble."
3. "Understanding COVID 19
C. Presenting Comprehensively."
examples/instances 4. "More Effective Laws Should be Created
of the new lesson in order to Encourage Recycling
5. "The Harmful Effects of Stress and the
Ways to Avoid Them"
6. "Fighting Obesity Among Children:
Solutions"
7. "Why Do People Procrastinate?"

Process Questions:

1. How many persuasive texts are there?

2. How many text/s that is/are not?
3. What do you think those texts are?

EXPLANATION

Persuasive Writing Techniques

To write persuasively and effectively, you must use a

variety of techniques, which will help you condition the
readers or listeners to accept a particular point of view

Gary McCoy, in "Persuasive Techniques," mentioned the

following techniques which writers can use to persuade
his or her readers or audience to his or her point of view.

Emotive language: Language selected to evoke

D. Discussing new
emotions.
concepts and
Repetition: Occurs when words are repeated in order to
practicing new
make a stronger impact on the audience. Evidence:
skills
Evidence is any material or information used in support
of an argument. It can be: Facts and statistics, Expert
opinion, Research
Statistics and data: Numbers, tables and graphs,
percentages and ratios used as evidence to support an
argument. Statistics is the science of interpreting and
analyzing this information.
Connotations: A positive or negative implication. Words
or phrases with 'loaded' language that promote a positive
or negative feeling or idea.
Attacks: Criticizing or opposing an individual or an idea
Anecdotes: A short story usually recounting a personal
experience Hyperbole (exaggeration): Gross exaggeration
 - used for a dramatic effect
Appeals: Appeals attempt to persuade through emotional
manipulation; targeting of particular interests or
concerns. There are many different types of appeals.

• Appeal to Reason (a.k.a. rational appeal): This is

persuasive writing that appeals to the part of humans
that likes to think. It tries to persuade us by giving what
appear to be good, solid reasons to share the author's
point of view. It uses facts, definitions, cause and effect,
etc.

• Emotional Appeal: This is when the writer appeals to

powerful emotions, such as our love of country, family,
peace, and justice, as well as to our fear and hatred of
the things that threaten us.

• Appeal to Authority: This is when writers rely on their

authority, credibility, or general character. They present
themselves as trustworthy. They may have education or
personal experience that makes them an authority, or
they may get their information from others who do,
mentioning experts as sources to lend credibility.

Other persuasive techniques include:

Rhetorical question: This type of question does not
really need an answer, as the answer is quite obvious.
The writer uses this for effect, or to emphasize a point.
Expert opinion. The opinion of experts or authority in
the particular field will further boost their argument in
the issue being discussed.
Inclusive language. Using the words 'we' or 'us' in your
writing will make the reader feel that he or she is a part
of it and may get him or her to your side.

ELABORATION
Activity 3.
Directions: identify which of the following texts belongs
to persuasive speech.

Copy the table on your ANSWER SHEET and write your

answers on the column.

• A teacher telling students about the effects of climate

change
• Become a volunteer in the fight against the spread of
E. Finding practical COVID 19
applications of • A talk about the ecotourism destination in your place
concepts and skills • A student sharing about her or his research
in daily living • Social media has a negative impact on a person's
psychological well-being
• Violence on television is influencing young viewers
• Advocating the use of face masks, face shields, physical
distancing in the fight against COVID
• A talk about the types of speeches according to purpose

Persuasive Speech
 F. Making 1. What is the importance of persuasive technique in
generalizations and writing?
abstractions about 2. How important is in your daily writing?
the lesson

EVALUATION

Directions: Copy the tableand write P if it is persuasive

technique in writing and NP if it is not.

Writing Technique Feature

1. Uses descriptions,
demonstrations, vivid
detail, and definitions to
explain a subject, person,
or place the audience
wants to understand.
2. Makes appeals in support
of the thesis by using
sound, credible evidence.
3. Emotive language,
Evidence, Rhetorical
G. Evaluating learning
question, Appeals, and
Exaggeration are
examples of this writing
technique
4. Uses a balance of facts
and opinions from various
sources, such as scientific
studies, expert testimony,
statistics, and personal
anecdotes.
5. Uses evidence and
information from credible
sources to support a
focused and logical
explanation of the topic at
hand.

H. Additional
activities for
application or
remediation
V. REMARKS

WRITERS:
MARITIS T. BALANAY GALINGON NATIONAL HIGH SCHOOL
Name School
Teacher I
Designation
 JESSICA O. BENDAŃO GALINGON NATIONAL HIGH SCHOOL
Name School
Teacher III
Designation

Quality Assured By:

JESSA MAE C. MAPULA
HT –I
Approved: ___________________________________

Answer Key
ELICITATION
1. B
2. A
3. C

ENGAGEMENT/EXPLORATION
1. X
2. ∕
3. X
4. ∕
5. X
6. X
7. X

ELABORATION
Persuasive Speech
Become volunteer in the fight against the spread of COVID 19
Social media has a negative impact on a person’s psychological well-being
Violence on television is influencing young viewers
Advocating the use of face masks, face shields, physical distancing in the fight against
COVID

EVALAUTION
1. NP
2. NP
3. P
4. NP
5. NP
 DAILY LESSON PLAN

Learning Area Grade Level Week Day

English 10 3 3
The learner should be able to:
A. cite an example of argumentative speech;
I. OBJECTIVES B. identify the argumentative speech;
C.appreciate the importance of argumentative
technique in writing speeches.
The learner demonstrates understanding of
Content Standard
informative, persuasive and argumentative speeches.
The learner proficiently understand and use a
Performance
variety of informative, persuasive, and argumentative
Standard
writing techniques in writing a speech
Most Essential Use a variety of informative, persuasive, and
Learning Competency argumentative writing techniques EN10WC-IIIb-14.1.2
II. CONTENT Argumentative Writing Technique
III. LEARNING
RESOURCES
A. Reference SLM-E10Q3M3
Textbooks
Other Sources
Materials Visual Aids and Pictures
IV. PROCEDURE Developmental Activities
Preliminary Activities
1. Opening Prayer
2. Checking of Attendance
3. Setting of Classroom Standards
4. Drill (Spelling Test)

ELICITATION
Activity 1
Directions: Identify the type of speech described in
each number. Write your answer on a separate sheet
of paper.

A. Reviewing previous 1. This type of speech is used to convince the audience to

lesson or accept a certain point or idea. This speech is strategically
presenting new presented to steer the audience to receive, partially or
lesson completely, a view or belief.

2. This type of speech gives information about a

particular topic. Its primary aim is to help the audience
understand and recall information.

3. This type of speech is where the speaker generally

discusses a topic he or she feels strongly about, and uses
facts rather than emotions to support the chosen claim,
and avoids bias

B. Establishing a ENGAGEMENT/ EXPLORATIONS

purpose for the Activity 2
 lesson
Directions: Each speech bubble contains a writing
technique that can be used in writing the different
speeches. Determine which of the following speech
bubble is/are argumentative speech.

C. Presenting
examples/instances
of the new lesson

Process Questions:
1. What item number/s is/are argumentative
speech? Why?

Argumentative Writing Techniques

The article "Writing for Success: Argument" mentions

some points to consider in writing argumentatively:
• Choose a topic that you feel passionate about.
• Start by acknowledging and explaining points of view
that may conflict with your own to build credibility and
trust with your audience. Also, state the limits of your
argument
• Make your appeals in support of your thesis by using
sound, credible evidence. Use a balance of facts and
opinions from a wide range of sources, such as
scientific studies, expert testimony, statistics, and
personal anecdotes. Each piece of evidence should be
fully explained and clearly stated.
D. Discussing new • Make sure that your style and tone are appropriate
concepts and for your subject and audience.
practicing new • Finally, write a conclusion that effectively
skills summarizes the main argument and reinforces your
thesis.
In order to develop sound arguments, the same article
suggests and recommends the following points to help
you in your task:

• An engaging introduction
• A reasonable, specific thesis that is able to be
supported by evidence
• A varied range of evidence from credible sources
• Respectful acknowledgement and explanation of
opposing ideas • A style and tone of language that is
appropriate for the subject and audience
• Acknowledgement of the argument's limits
• A conclusion that will adequately summarize the
essay and reinforce the thesis
 Furthermore, logical reasoning and analysis using the
following techniques will help you in persuading your
readers to take your side:

• Analogy: For the purpose of explanation or

clarification, you compare two things because there is
an assumption that two things similar in one aspect
are alike in others.
• Comparison and Contrast: This technique presents
the similarities and differences between the two major
issues.
• Definition: This technique focuses on clarifying a
definition for a controversial term or concept. It gives a
meaning or several meanings to a concept that forms
the argument.
• Analysis: This is a detailed examination or
investigation of an issue or problem's elements or
structure. This technique takes a portion from the
whole and scrutinizes it to prove the point.

ELABORATION
Activity 3

Directions: Using logical reasoning and analysis

determine the argumentative writing technique to be
used in writing about the illustration in each number.
Write your answer on a separate sheet of paper.

E. Finding practical
applications of
concepts and skills
in daily living

F. Making
1. What is argumentative technique?
generalizations and
2. What is/are the importance of argumentative
abstractions about
technique in writing a speech?
the lesson
EVALUATION

Directions: Study the picture carefully. Then do the

following:
G. Evaluating learning
• Identify the issue or problem
• Write a short argumentative speech based on
the picture.
 pexels-pixabay-221000
https://www.pexels.com/photo/air-airpollution-
chimney-city-22100

H. Additional
activities for
application or
remediation
V. REMARKS

WRITERS:
MARITIS T. BALANAY GALINGON NATIONAL HIGH SCHOOL
Name School
Teacher I
Designation
JESSICA O. BENDAŃO GALINGON NATIONAL HIGH SCHOOL
Name School
Teacher III
Designation

Quality Assured By:

JESSA MAE C. MAPULA
HT –I
Approved: ___________________________________

Answer Key
Activity 1
1. Persuasive
2. Informative
3. Argumentative
Activity 2
Item 2 and 4
Activity 3
Answer varies
Evaluation
Answer varies
 DAILY LESSON PLAN

Learning Area Grade Level Week Day

English 10 3 4
The learner should be able to:
A. compare and contrast pictures base on the
I. OBJECTIVES respective writing techniques;
B. write a short speech;
C. identify the writing technique used .
The learner demonstrates understanding of
Content Standard
informative, persuasive and argumentative speeches.
The learner proficiently understand and use a
Performance
variety of informative, persuasive, and argumentative
Standard
writing techniques in writing a speech
Most Essential Use a variety of informative, persuasive, and
Learning Competency argumentative writing techniques EN10WC-IIIb-14.1.2
Difference between Persuasive and Argumentative
II. CONTENT
Writing Techniques
III. LEARNING
RESOURCES
A. Reference SLM-E10Q3M3
Textbooks
Other Sources
Materials Pictures, visual aids, marking pen, manila paper
IV. PROCEDURE Developmental Activities
Preliminary Activities
1. Opening Prayer
2. Checking of Attendance
3. Setting of Classroom Standards
4. Drill (Reading article from website)

ELICITATION

Activity 1: Read and answer the following questions.

Write your answers in your activity notebook.

1. Which part of an argument tells the main point?

A. Claim
B. Counterclaim
C. Reason
A. Reviewing
D. Evidence
previous lesson
2. What is the purpose of informative writing?
or presenting
A. To tell a story
new lesson
B. To inform
C. To persuade
D. Both a and b
3. What are the components of persuasive essay?
A. Argument, details, thesis
B. Topic sentence, details, concluding sentence
C. Introduction, thesis statement, body
paragraphs, conclusion
D. Who cares?
4. What is the purpose of persuasive writing?
A. To inform
B. To persuade
C. To tell a story
D. To tell “how-to”
B. Establishing a ENGAGEMENT/ EXPLORATION
purpose for the Activity 2
lesson Directions: Compare the two pictures above. Say
something about it. Choose one writing technique to be
used in comparing.

C. Presenting
examples/instan
ces of the new
lesson

ee

EXPLANATION

D. Discussing new
concepts and
practicing new
skills

E. Finding practical ELABORATION

applications of
concepts and Directions: (Group Activity) Compare and contrast your
 skills in daily life journey during your elementary years from your life
living now as Junior High School student using any one of the
writing technique. Consolidate the answers of your
group. Share it to the class.

F. Making 1. What is the difference between argumentative

generalizations from persuasive?
and abstractions 2. Do you believe that there are similarities between
about the lesson the two? Defend your answers.
EVALUATION

Directions: Read each question carefully and choose the

letter of the best answer.

1. Which of the following is a topic for an Informative

Speech?
A. Destruction of the world's forest is justified by the
human need for land and food.
B. All Filipino citizens should receive free COVID 19
vaccination
C. Impact of Blended Learning on Students' Education
D. Do field trips offer an educational benefit to students,
or are they just a distraction?

2. In your speech about the importance of tree planting,

you want to share new ideas and build perceptions about
this familiar topic. You are delivering a/an
A. Argumentative Speech
C. Chronological Speech
B. Informative Speech
D. Persuasive Speech

3. Statistics and data about the latest COVID 19 cases in

the country as well as the number of deaths and active
G. Evaluating cases will be useful in a/an ____________________ if you
learning want the listeners to know why they should continue to
follow the health protocols consistently.
A. Argumentative Writing Technique
C. Persuasive Writing Techniques
B. Informative Speech
D. Persuasive Speech

4. A news article written by Alexis Romero dated

December 2, 2020 and posted in www.philstar.com
headlined "Accompanied minors to be allowed in malls,"
is a good subject for a/an __________. You want to
convince your listeners to agree with your point of view of
not allowing minors in public places.
A. Argumentative Speech
B. Informative Speech
C. Persuasive Speech
D. Factual Speech

5. Which of the following uses descriptions,

demonstrations, vivid detail, and definitions to explain a
subject, person, or place the audience wants to
understand?
A. Argumentative Speech
B. Chronological Speech
C. Informative Speech
D. Persuasive Speech
 EXTENSION
Directions: Write a short description of the pictures
below. Be guided with the questions below.

H. Additional
activities for
application or
remediation
Process Questions:
1. What is the difference between the two picture?
Why?
2. Do you believe that picture no.2 could be an
effect? Why?
3. If you are going to choose of the two pictures,
which one should you prefer? Why?

5. REMARKS

WRITERS:
MARITIS T. BALANAY GALINGON NATIONAL HIGH SCHOOL
Name School
Teacher I
Designation
JESSICA O. BENDAŃO GALINGON NATIONAL HIGH SCHOOL
Name School
Teacher III
Designation

Quality Assured By:

JESSA MAE C. MAPULA
HT –I
Approved: ___________________________________

Answer Key
Activity 1 Evaluation
1. D 1.C
2. B 2.C
3. C 3.D
4. B 4.A
5.C
Activity 2
Answer may vary…
 DAILY LESSON PLAN

Learning Area Grade Level Week Day

English 10 3 5
I. OBJECTIVES ICL/LAC/INTERCLUBBING
Content Standard
Performance Standard
Most Essential
Learning Competency
II. CONTENT ICL/LAC/INTERCLUBBING
III. LEARNING
RESOURCES
A. Reference
Textbooks
Other Sources
Materials
IV. PROCEDURE ICL/LAC/INTERCLUBBING
A. Reviewing previous
lesson or presenting
new lesson
B. Establishing a
purpose for the
lesson
C. Presenting
examples/instances
of the new lesson
D. Discussing new
concepts and
practicing new skills
E. Finding practical
applications of
concepts and skills
in daily living
F. Making
generalizations and
abstractions about
the lesson
G. Evaluating learning
H. Additional activities
for application or
remediation
V. REMARKS
WRITERS:
MARITIS T. BALANAY GALINGON NATIONAL HIGH SCHOOL
Name School
Teacher I
Designation
JESSICA O. BENDAŃO GALINGON NATIONAL HIGH SCHOOL
Name School
Teacher III
Designation
 Quality Assured By:
JESSA MAE C. MAPULA
HT –I
Approved: ___________________________________