‭ rades 1 to 12‬

G ‭School‬ ‭TINAGO NATIONAL HIGH SCHOOL‬ ‭Grade Level‬ ‭GRADE 9‬

‭DAILY LESSON‬ ‭Teacher‬ ‭JAYNE A. ELIGOYO‬ ‭Learning Area‬ ‭ENGLISH 9‬
‭LOG‬ ‭Teaching Dates and Time‬ ‭February 27, 2024‬ ‭Quarter‬ ‭THIRD QUARTER‬

‭TEACHER’S ACTIVITY‬ ‭STUDENT’S ACTIVITY‬

‭I. OBJECTIVES‬
‭ he learner demonstrates communicative competence through his/ her understanding of British-American Literature,‬
T
‭A. Grade Level Standards (MELC)‬ ‭including Philippine Literature and other texts types for a deeper appreciation of Philippine Culture and those of other‬
‭countries.‬
‭ . Content Standards‬
B ‭-‬
‭C. Performance Standards‬ ‭-‬
‭Competency:‬‭Judge the validity of the evidence listened‬‭to‬
‭(EN9LC-IVh-2.15)‬

‭D. Learning Competencies/‬ ‭ BJECTIVES:‬

O
‭Objectives‬ ‭At the end of the lesson, the students will be able to:‬
‭a.‬ ‭Define validity of evidence.‬
‭b.‬ ‭Determine ways on how to evaluate information and sources.‬
‭c.‬ ‭Take a stand on critical issues brought up in the material viewed.‬
‭II. CONTENT‬
‭A. Subject Matter‬ ‭Validity of Evidence‬
‭III. LEARNING RESOURCES‬
‭A. References‬
‭ ELC English Quarter 3‬
M
‭1. Teacher’s Guide pages‬
‭Learning Activity Sheet in English 9, Quarter 3‬
‭ . Learner’s Materials pages‬
2
‭3. Textbook pages‬
‭Laptop, PowerPoint presentation, Handouts, and Visual Aids.‬
‭4. Additional Materials from the‬
‭ ttps://docs.google.com/presentation/d/1Qfk267m4FxBg3infhzAgGOEwr‬
h
‭Learning Resource (LR) portal‬
‭35Vtk_NHu8gAqzhxNk/edit?usp=sharing‬
‭ ttps://www.youtube.com/watch?v=V3TkAXqI0iM‬
h
‭B. Other Learning Resources‬ ‭https://wonderopolis.org/wonder/How-Do-You-Know-if-a-Source-is-Valid‬
‭https://www.youtube.com/watch?v=tJwG7_qowYw‬
‭IV. PROCEDURES‬
‭●‬ ‭Routine Activities‬
‭a.‬ ‭Prayer‬
‭b.‬ ‭Classroom Management‬
‭c.‬ ‭Greetings‬
‭d.‬ ‭Attendance‬
‭●‬ ‭Recapitulation‬
‭“So, what’s our last topic?”‬ “‭ About fake news, ma’am”‬
‭“Alright, what is all about?”‬ ‭(The student answers.)‬

‭●‬ ‭Checking of Assignments (if any)‬

‭“None, Ma’am”‬
‭“Do we have an assignment?”‬

‭●‬ ‭Five-Minute Reading Activity: (TNHS Manual Reading Book)‬

‭Reading Passage 12:‬
‭It is well known that the world urgently needs adequate‬
‭A. Reviewing the previous lesson or‬
‭distribution of food, so that everyone gets enough. Adequate‬
‭presenting the new lesson‬ ‭(the students read the passage with teacher's‬
‭distribution of medicine is just as urgent. Medical expertise and‬
‭guidance)‬
‭medical supplies need to be redistributed throughout the world so‬
‭that people in emerging nations will have proper medical care.‬

‭(the teacher asks about the meaning of the vocabulary words)‬

‭Vocabulary:‬ ‭(Expected correct answer)‬
‭a.‬ ‭urgently‬ ‭a.‬ ‭urgently - immediate action or attention‬
‭b.‬ ‭adequate‬ ‭b.‬ ‭adequate - enough to meet the needs of a‬
‭c.‬ ‭emerging‬ ‭situation‬
‭c.‬ ‭emerging - growing or developing‬
‭ ‬ ‭Motivational Activity: WORD HUNT‬
●
‭Directions: Find the word in the puzzle. Words can go in any direction.‬
‭a.‬ ‭Audience‬ ‭d. Sources‬
‭b.‬ ‭Authority‬ ‭e. Validity‬
‭c.‬ ‭Evidence‬ ‭(Expected correct answer)‬
 ‭●‬ ‭Introduce the objectives for the day.‬

‭At the end of the lesson, the students will be able to:‬
‭a.‬ ‭Define validity of evidence.‬ ‭(the students read the objectives)‬
‭ . Establishing a purpose for the lesson‬
B
‭b.‬ ‭Determine ways on how to evaluate information and‬
‭sources.‬
‭c.‬ ‭Take a stand on critical issues brought up in the material‬
‭viewed.‬
‭Directions: There are questions below, identify if the questions are for‬
‭VALIDITY, AUDIENCE, or AUTHORITY.‬
‭C. Presenting examples/ instances of‬ ‭(expected correct answer)‬
‭the new lesson‬ ‭ .‬ F
1 ‭ or whom did the author intend to read or view this source?‬ ‭1.‬ ‭Audience‬
‭2.‬ ‭Is this evidence any good?‬ ‭2.‬ ‭Validity‬
‭3.‬ ‭Does this person know what he/she is talking about?‬ ‭3.‬ ‭Authority‬

“‭ Imagine your teacher has just assigned your class a fun project. You get‬
‭to research your favorite topic and then share what you learn with the‬
‭class! You hop online and type your topic into a search engine. As you‬ ‭(the student imagined the scenario)‬
‭read article after article, you WONDER . . . how do you know when a‬
‭ . Discussing new concepts and‬
D ‭source is valid?”‬
‭practicing new skills #1‬
‭GOOD SOURCE‬
‭Things to consider in determining whether the sources are good.‬
‭1.‬ ‭Validity - the soundness and strength of argument.‬‭(Is this‬
‭evidence any good?)‬
‭2.‬ ‭Audience - the people who have read or will read a particular text,‬
 ‭ r publication, considered collectively.‬‭(For whom did the author‬
o
‭intend to read or view this source?‬
‭3.‬ ‭Authority - the power to inspire belief or weight of testimony.‬‭(Does‬
‭this person know what he/she is talking about?)‬

‭GOOD SOURCE = VALID EVIDENCE‬

“‭ When we determine that a source is good, we say that it has validity. But‬
‭how can you determine if the source you’re consulting is valid?”‬

‭Questions to evaluate information and sources.‬

‭a.‬ ‭Who is the author?‬ ‭(the students listened and took notes)‬
‭-‬ ‭What are his/her credentials? – Is he/she a recognized‬
‭expert in the field?‬
‭b.‬ ‭How did the source get the information?‬
‭E. Discussing new concepts and‬
‭-‬ ‭If the source includes references, look at a few of the‬
‭practicing new skills #2‬
‭references – do they look like a reliable source of‬
‭information? Does it look like the author is citing the‬
‭sources correctly?‬
‭c.‬ ‭What if the source you’ve found doesn’t have references?‬
‭-‬ ‭If the source doesn't include references, see if you can‬
‭fact-check the information in other ways. For example, if‬
‭you're looking at a news article that quotes experts in a‬
‭field, do a Google search of the expert's name and see‬
‭what information you can find on him or her.‬
 ‭ atch the video about the “Eksperto nagbabala laban sa pagtitiwala sa‬
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‭mga nakikilala sa social media | TV Patrol from the link:‬
‭https://www.youtube.com/watch?v=88of82A9ozo‬

‭(the students watch the video)‬

‭F. Developing mastery‬

‭(Leads to Formative Assessment 3)‬

‭After watching the video, answer the following questions:‬

‭1.‬ ‭Who is the speaker in material viewed/listened to?‬
‭(expected correct answers)‬
‭2.‬ ‭What is the speech all about?‬
‭1.‬ ‭Experts‬
‭3.‬ ‭Does the speaker have the power to inspire belief or the weight of‬
‭2.‬ ‭Caution to social media‬
‭testimony (authority)? How do you say so?‬
‭3.‬ ‭(student answer varies)‬
‭4.‬ ‭After watching the video, did he/she convince you to believe on‬
‭4.‬ ‭(student answer varies)‬
‭what he or she is saying? Why? Why not?‬
(‭ the teacher asks real-life questions)‬ ‭(expected correct answer)‬

‭●‬ W
‭ hat if a news article is based on unreliable or unverified‬ ‭●‬ I‭t could lead to the spread of false or misleading‬
‭sources? How would that affect the validity of the report and the‬ ‭information, which could harm the reputation of‬
‭public opinion?‬ ‭the news outlet, the credibility of the journalists,‬
‭G. Finding practical applications of‬
‭and the trust of the readers or viewers.‬
‭concepts and skills in daily living‬
‭●‬ W
‭ hat if a historical document is forged or tampered with? How‬ ‭●‬ ‭It could damage or destroy the original sources‬
‭would that affect the validity of the information and the‬ ‭of history, by replacing, modifying, or erasing‬
‭interpretation of the past?‬ ‭them, and by making it harder to distinguish‬
‭between genuine and forged documents.‬

‭(the teacher asks questions about the lesson)‬ ‭(expected correct answer)‬

‭H. Making generalizations and‬ ‭●‬ ‭What is the validity of evidence?‬ “‭ The evidence is valid if it considers the type, source,‬
‭abstractions about the lesson‬ ‭quality, and quantity of the evidence, as well as the‬
‭methods used to collect and analyze it.”‬
 ‭●‬ W
‭ hat are the things to consider in determining whether the‬ ➔
‭ ‬ v‭ alidity‬
‭sources are good?‬ ‭➔‬ ‭audience‬
‭➔‬ ‭authority‬

‭●‬ ‭What are the questions to evaluate information and sources?‬ ➔

‭ ‬W ‭ ho is the author?‬
‭➔‬ ‭How did the source get the information?‬
‭➔‬ ‭What if the source you’ve found doesn’t have‬
‭references?‬
‭Directions: Write TRUE if the statement is correct, and‬‭if the statement is‬ ‭(expected correct answer)‬
‭false, change the underlined word or phrase that makes it false and write‬
‭the correct word or phrase on a piece of paper.‬
‭.‬
‭1.‬ ‭Validity‬‭refers to the power to inspire belief or‬‭weight testimony.‬ ‭1.‬ ‭False. (Authority)‬
‭2.‬ ‭Good source comes from‬‭unreliable‬‭and credible sources‬‭such as‬ ‭2.‬ ‭False. (reliable and credible sources)‬
‭I. Evaluating learning‬
‭academic journals, books, experts, etc.‬
‭3.‬ ‭The‬‭credentials‬‭of a person are important in determining‬‭the‬ ‭3.‬ ‭True‬
‭validity of evidence.‬
‭4.‬ ‭Audience‬‭are the people who have read or will read‬‭a particular‬ ‭4.‬ ‭True‬
t‭ext, or publication, considered collectively.‬
‭5.‬ ‭When the source is‬‭bad‬‭,‬‭we can say that it is valid evidence.‬ ‭5.‬ ‭False (Source is good)‬
‭J. Additional activities for application or‬ ‭(Student’s accomplishment of the activities that are not finished yet.)‬
‭remediation‬ ‭●‬ ‭Developing Mastery Activity‬
‭V. REMARKS‬
‭VI. REFLECTION‬
‭A. No. of learners who earned 80% in the‬
‭evaluation.‬
‭B. No. of learners who require additional‬
‭activities for‬
‭remediation.‬
‭C. Did the remedial lessons 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
‭ ell? Why did this work?‬
w
‭F. What difficulties did I encounter that my‬
‭principal or supervisor can help me solve?‬
‭G. What innovation or localized materials‬
‭did I use/discover that I wish to share with‬
‭other teachers?‬

‭Prepared By:‬

‭_____‬‭JAYNE A. ELIGOYO‬‭_____‬
‭Student Teacher‬

‭Checked By:‬

‭______‬‭MARITES B. LINSOCO‬‭_____‬
‭Cooperating Teacher‬
 ‭RUBRIC‬

‭ RITERIA‬
C ‭‬
1 ‭‬
2 ‭‬
3 ‭‬
4 ‭SCORE‬
‭Focus/ Main Point‬ ‭The paragraph poorly‬ ‭The paragraph is‬ ‭The paragraph is‬ ‭The paragraph is‬
‭addresses topic‬ ‭focused on topic‬ ‭focused on the‬ ‭focused,‬
‭and includes‬ ‭and includes few‬ ‭topic and‬ ‭purposeful, and‬
‭irrelevant ideas‬ ‭loosely related‬ ‭includes relevant‬ ‭reflects clear‬
‭ideas‬ ‭ideas‬ ‭insight and ideas‬
‭ rovides little or‬
P ‭Supports main‬ ‭Supports main‬ ‭Persuasively‬
‭no support for the‬ ‭point with some‬ ‭point with‬ ‭supports main‬
‭Support‬ ‭main point‬ ‭underdeveloped‬ ‭developed‬ ‭point with well-developed‬
‭reasons and/or‬ ‭reasons and/or‬ ‭reasons and/or‬
‭examples‬ ‭examples‬ ‭examples‬
‭ ittle or no‬
L ‭Some‬ ‭Organizes ideas‬ ‭Effectively‬
‭organization of‬ ‭organization of‬ ‭to build an‬ ‭organizes ideas‬
‭Organization‬ ‭ideas to build an‬ ‭ideas to build an‬ ‭argument‬ ‭to build a logical,‬
‭argument‬ ‭argument‬ ‭coherent‬
‭argument‬

‭Language Use,‬ ‭ ittle or no use of‬

L ‭ ome use of‬
S ‭ ppropriate use‬
A ‭ ffective and‬
E
‭Style &‬ ‭elements of style‬ ‭elements of style‬ ‭of elements of‬ ‭creative use of‬
‭Conventions‬ ‭Many errors in‬ ‭Contains‬ ‭style‬ ‭elements of style‬
‭(Sentence‬ ‭grammar,‬ ‭frequent errors in‬ ‭Uses correct‬ ‭to enhance‬
‭structure, word‬ ‭spelling, and‬ ‭grammar,‬ ‭grammar,‬ ‭meaning‬
‭choice, grammar,‬ ‭punctuation,‬ ‭spelling, and‬ ‭spelling, and‬ ‭Uses correct‬
‭spelling,‬ ‭makes reader’s‬ ‭punctuation‬ ‭punctuation with‬ ‭grammar,‬
‭punctuation)‬ ‭comprehension‬ ‭few errors‬ ‭spelling,‬
‭difficult‬ ‭punctuation‬
‭throughout with‬
‭very few errors‬
‭ATTACHED MATERIAL 1:‬‭“Why You Should Drink More Water” by Dr. John Smith, published on the website HealthTips.com.‬

‭“Why You Should Drink More Water”‬

‭by Dr. John Smith, published on the website HealthTips.com.‬

‭ ater‬ ‭is‬ ‭essential‬ ‭for‬ ‭life.‬ ‭It‬ ‭makes‬ ‭up‬ ‭about‬ ‭60%‬ ‭of‬ ‭your‬‭body‬‭weight‬‭and‬‭helps‬‭with‬‭many‬
W
‭vital‬‭functions,‬‭such‬‭as‬‭regulating‬‭your‬‭body‬‭temperature,‬‭flushing‬‭out‬‭toxins,‬‭lubricating‬‭your‬
‭joints,‬ ‭and‬ ‭transporting‬ ‭nutrients‬ ‭and‬ ‭oxygen‬ ‭to‬ ‭your‬ ‭cells.‬ ‭Drinking‬ ‭enough‬ ‭water‬ ‭can‬ ‭also‬
‭improve‬ ‭your‬ ‭mood,‬ ‭memory,‬ ‭and‬‭concentration,‬‭as‬‭well‬‭as‬‭prevent‬‭headaches,‬‭fatigue,‬‭and‬
‭dehydration.‬

‭ ccording‬ ‭to‬ ‭the‬ ‭Mayo‬‭Clinic,‬‭the‬‭recommended‬‭amount‬‭of‬‭water‬‭intake‬‭for‬‭healthy‬‭adults‬‭is‬

A
‭about‬ ‭15.5‬ ‭cups‬ ‭(3.7‬ ‭liters)‬ ‭for‬‭men‬‭and‬‭11.5‬‭cups‬‭(2.7‬‭liters)‬‭for‬‭women.‬‭However,‬‭this‬‭may‬
‭vary‬ ‭depending‬ ‭on‬ ‭your‬ ‭age,‬ ‭activity‬ ‭level,‬ ‭health‬ ‭condition,‬ ‭and‬ ‭climate.‬ ‭Some‬ ‭factors‬ ‭that‬
‭increase your water needs are exercise, hot weather, illness, pregnancy, and breastfeeding.‬

‭ o‬ ‭stay‬ ‭hydrated,‬ ‭you‬ ‭should‬ ‭drink‬ ‭water‬ ‭regularly‬ ‭throughout‬ ‭the‬ ‭day,‬ ‭especially‬ ‭before,‬
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‭during,‬‭and‬‭after‬‭physical‬‭activity.‬‭You‬‭can‬‭also‬‭get‬‭water‬‭from‬‭other‬‭beverages,‬‭such‬‭as‬‭milk,‬
‭juice,‬ ‭tea,‬ ‭and‬ ‭coffee,‬ ‭as‬ ‭well‬ ‭as‬ ‭from‬ ‭foods,‬ ‭such‬ ‭as‬ ‭fruits,‬ ‭vegetables,‬ ‭soups,‬ ‭and‬ ‭yogurt.‬
‭However,‬ ‭you‬ ‭should‬ ‭limit‬ ‭your‬ ‭intake‬‭of‬‭sugary,‬‭caffeinated,‬‭or‬‭alcoholic‬‭drinks,‬‭as‬‭they‬‭can‬
‭dehydrate you and have negative effects on your health.‬

‭ rinking‬ ‭more‬ ‭water‬ ‭is‬ ‭one‬ ‭of‬ ‭the‬ ‭simplest‬ ‭and‬ ‭most‬ ‭effective‬ ‭ways‬ ‭to‬ ‭improve‬ ‭your‬
D
‭well-being. So, grab a glass of water and enjoy the benefits!‬