School Masbate National Grade Grade 8-

DAILY
Comprehensive High School Level F. Amorsolo
LESSON PLAN
(DLP) Teacher Pechie Eloisa Ros Learning English 8
Area
Code/s: Teaching February 22-23, 2024 Quarter Third Quarter
EN8V-IIIg-26 Date and 7:30-8:30 AM
Time

I. OBJECTIVES
A. Content The learner demonstrates understanding of: Southeast Asian literature
Standard as a mirror to a shared heritage; coping strategies in processing textual
information; strategies in examining features of a listening and viewing
material; structural analysis of words and propaganda techniques; and
grammatical signals for opinion-making, persuasion and emphasis.
B. Performance The learner transfers learning by composing and delivering persuasive
Standard speech based on an informative essay featuring use of properly
acknowledged information sources, grammatical signals for opinion-
making, persuasion and emphasis and appropriate prosodic features,
stance and behavior.
C. Learning MELC
Competencies
/Objectives EN8V-IIIg-26: Analyze intention of words or expressions used in
Write the LC propaganda techniques
Code for each
At the end of the session, at least 80% of the learners will be able to:
1. identify the different propaganda techniques;
2. evaluate the words and expressions as tools used in
propaganda techniques; and
3. examine a propaganda in terms of techniques and intention
of words used.

Across Curriculum – Mathematics 7:

M7ME-IIb-1. converts measurements from one unit to another in both
Metric and English systems.

II. CONTENT
Topic: Propaganda Techniques
Domain/s: Oral Language, Viewing Comprehension
Interdisciplinary Integration: Mathematics

III.LEARNING
RESOURCES
A. References
1. Teacher’s Regional Daily Lesson Plan in English 8 (Q3: Week 7, Day 3)
Guide Pages
2. Learner’s English 8 Q3 Module 2;
Material Pages ADM English 8 Q3 Module 2
3. Textbook
Pages
4. Additional
Materials From
Learning
Resources
B. Other Learning
Resources

IV.PROCEDURE
A. Reviewing the Preliminaries
previous lesson -Opening Prayer
 or presenting -Reporting of attendance
new lesson -Class Rules
-Reminders

The class will have a short activity to recall their previous lesson about
the different types of issues.

What type of issue is being described?

Clue: Refers to a situation or topic that involves questions of right and
wrong, good and bad, or ethical considerations.
Clue: Refers to a problem or challenge related to the production,
distribution, and consumption of goods and services within an economy.
Clue: Refers to a problem or concern that affects a large number of
people within a society.

B. Establishing a The teacher presents the target competencies to the learners.

purpose for
the Lesson MOTIVE QUESTION:
What can you say about the poster?
What is being advertised in the
picture?

C. Presenting Read the comic strip below and answer the guide questions that follow.
Examples
Instances/Activi
ties for the new
lesson

1. Did the saleslady successfully convince the customer to buy the

product?
2. What words or phrases were used by the saleslady to convince the
customer?
3. If you were the customer, which particular technique used by the
seller in of the comic strip do you think would convince you the most?

D. Discussing new Propaganda. It is a form of communication that is aimed at influencing

concepts and the attitudes, perspectives and emotions of people or communities
practicing new toward some cause or position by presenting only one side of an
skills #1 argument. It is usually repeated and presented over a wide variety of
media in order to attract the interests of a greater majority.

Types of Propaganda Techniques

1. Card Stacking: Presenting only information that is favorable to the
viewpoint being promoted while omitting or downplaying
information that contradicts it.
 Example: An advertisement for a fast-food restaurant
highlights the nutritional information of their salads but
fails to mention the high calorie and fat content of their
 burgers and fries.
2. Name-calling: Using derogatory or negative labels to create a
negative perception of a person, group, or idea.
 Example: A political campaign ad refers to a candidate as a
"corrupt politician" without providing evidence to support
the claim, aiming to discredit the candidate and sway
voters' opinions.
3. Plain Folks: Presenting oneself or one's ideas as being aligned with
the common people or the average citizen to gain trust and
support.
 Example: A politician running for office emphasizes their
humble upbringing and portrays themselves as a "regular
guy" who understands the struggles of everyday citizens,
despite their wealth and privilege.
4. Glittering Generalities: Using vague, emotionally appealing words
or phrases that lack specific meaning or substance to evoke
positive feelings and associations.
 Example: A commercial for a luxury car describes it as "the
epitome of elegance and sophistication," without providing
concrete details about its features or performance.
5. Soft Soap: Using flattery or praise to persuade or manipulate
others into accepting a particular belief, idea, or course of action.
 Example: An advertisement for a skincare product claims
that it will make users "look years younger" and "radiate
beauty," appealing to people's desire for compliments and
admiration.
6. Bandwagon: Suggesting that everyone is adopting a particular
belief, attitude, or behavior, and implying that individuals should
follow the crowd to avoid being left out or different.
 Example: A commercial for a popular smartphone features
people of all ages and backgrounds enthusiastically using
the product, implying that everyone is jumping on the
bandwagon and that viewers should do the same to stay
current.
7. Testimonial: Using endorsements or testimonials from celebrities,
experts, or satisfied customers to persuade others to accept a
particular belief or idea.
 Example: An advertisement for a skincare product features
a famous celebrity claiming that the product transformed
their skin, implying that viewers can achieve similar results
by using the product.
8. Transfer: Associating a product, idea, or person with positive or
negative symbols, images, or emotions to transfer those feelings
onto the product, idea, or person.
 Example: A political candidate's campaign poster shows
them standing in front of an American flag, associating
themselves with patriotism and national pride to gain
support from voters.
9. Simplification. Presenting complex issues, ideas, or situations in
overly simplistic terms, often ignoring nuances or complexities to
make them easier to understand and accept.
 Example: A news report on a political conflict presents the
situation as a simple "good versus evil" narrative, failing to
explore the underlying factors or perspectives involved.
10.Loaded Words: Using emotionally charged words or phrases with
strong connotations to evoke a specific response or manipulate
people's perceptions.
 Example: A political speech describes opponents as
"traitors" and "enemies of the state," using loaded language
to incite fear and anger among supporters.
E. Discussing new Task 1: "Decode the Data: “EnerGize' vs. Competitor Caffeine
concepts and Claims" (Integration)
practicing new skill
#2 Scenario:

A fictional company, "HealthFirst," claims that their new energy drink

can provide "10 times more energy" than leading competitors. They
present a table comparing the caffeine content of their energy drink to
other popular brands, using conversion of measurements from
milligrams (mg) to grams (g)

Word Problem:

"HealthFirst, a company known for its innovative energy products,

proudly introduces its latest creation, the 'EnerGize' energy drink.
According to their advertisements, 'EnerGize' contains 200 milligrams of
caffeine per serving, making it ten times more potent than leading
competitors. To put this claim to the test, let's compare the caffeine
content of 'EnerGize' to that of two popular competitor brands.

1. According to the provided conversion table, how many grams of

caffeine does 'EnerGize' contain per serving?
2. What is the caffeine content in grams for each serving of
Competitor A and Competitor B?
3. Based on your calculations, is the claim that 'EnerGize' is ten
times more potent than leading competitors accurate? Why or why
not?

Propaganda Technique: The propaganda technique used in this scenario

is "Exaggerated Claims." The company claims that their energy drink is
"ten times more potent" than leading competitors based on the
comparison of caffeine content. However, this claim may be misleading if
other factors, such as serving size or additional ingredients, are not
taken into account.

Solution:

1. To convert milligrams (mg) to grams (g), divide the caffeine content

by 1000:
 'EnerGize': 200 mg ÷ 1000 = 0.2 grams
2. Caffeine content for Competitor A and Competitor B:
 Competitor A: 50 mg ÷ 1000 = 0.05 grams
 Competitor B: 20 mg ÷ 1000 = 0.02 grams
3. Comparing the caffeine content in grams:
 'EnerGize' (0.2 g) vs. Competitor A (0.05 g) → 'EnerGize' is 4
times more potent.
 'EnerGize' (0.2 g) vs. Competitor B (0.02 g) → 'EnerGize' is
10 times more potent.

Conclusion: While 'EnerGize' is indeed ten times more potent than

 Competitor B in terms of caffeine content per serving, the claim that it is
ten times more potent than "leading competitors" may be an
exaggeration, as it only holds true for one of the two competitors
compared. This showcases how propaganda techniques like exaggerated
claims can manipulate perceptions without presenting the full context.

F. Developing Task 2: Propaganda Play: Role-Playing Persuasive Tactics

mastery The teacher will divide students into 5 groups and assign each group a
different role-playing scenario. Students should focus on effectively
portraying their characters and incorporating propaganda techniques
into their interactions.
Role-Playing Scenarios:
1. Political Rally: Characters: Politician, Supporters, Protesters
Scenario: A politician delivers a speech at a rally, using
propaganda techniques to persuade supporters and discredit
protesters.
2. Product Advertisement: Characters: Spokesperson, Consumers
Scenario: A spokesperson promotes a product through an
advertisement, employing propaganda techniques to convince
consumers of its benefits.
3. Debate: Characters: Opposing Debaters, Moderator, Audience
Scenario: Two debaters argue opposing viewpoints on a
controversial topic, using propaganda techniques to sway the
audience's opinions.
4. News Broadcast: Characters: News Anchor, Expert Guest, Viewers
Scenario: A news anchor reports on a current event, featuring an
expert guest who uses propaganda techniques to influence
viewers' interpretations of the news
5. Social Media Campaign: Characters: Influencer, Folllowers, Critics
Scenario: An influencer uses social media to promote a viewpoint
or product, employing propaganda techniques like plain folks and
bandwagon to sway followers. Critics challenge the influencer's
claims, while followers react with support or skepticism

G. Finding Task 3: REFLECT ME!

practical The teacher asks:
applications of Reflect on a time when you encountered propaganda techniques in media
concepts and or advertising. How did you recognize these techniques, and how did they
skills in daily influence your perception of the message?
living
H. Making Task 4: WRAP IT UP
generalization
s and What did you learn?
abstraction As a student, how can you become more discerning consumers of media
about the and advertising?
lesson
I. Evaluating Task 5. Investigating Persuasive Tactics in Ads!
Learning
Directions: Analyze and identify the propaganda technique used in each
situation below. Select your answer from the word bank and write it on a
separate sheet of paper
 1. ____________. A beach resort has its poster with a picture of a beautiful
view and a tagline that says, “Experience real paradise!” designed to
attract tourists.
2. ____________. A political candidate is labelling his opponent a “corrupt
leader”.
3. ____________. A common family is shown in an advertisement happily
or excitedly having noodles for their dinner.
4. ____________. A seller of a handbag says to the customer, “You’ll look
elegant with this bag on you!”
5. ____________. A make-up brand says that its products will make you
look young and beautiful but it doesn’t tell you the possible side effects of
the chemicals in products do to your skin.
J. Additional EXPLORE THE WORLD OF ADS!
activities for Directions: Look for products, ideas, and services advertised in the
application/ television, radio, newspapers, social media, or even through direct
Remediation selling. Then, fill in the table below with the necessary information.

V.REMARKS
This lesson is designed for 2 class session.

VI.REFLECTIONS
A. No. of learners
who earned 75%
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 work
well? Why did
these work?
F. What difficulties
did I encounter
which my
principal or
supervisor can
help me solve?
G. What innovation
or localized
material did I
use/ discover
which I wish to
share with other
teacher?

Prepared by:

PECHIE ELOISA ROS

Student Teacher

Checked & observed by:

KRISTEL ANN R. HERMOSA

Teacher III

Noted by:

CHONA R. RAGASA
MT II/OIC, English Dept.