SCHOOL CANTAPOY NATIONAL HIGH SCHOOL GRADE 9

ENGLISH
TEACHER LOVELY JOY D. SENACA LEARNING AREA
(ARISTOTLE)
DETAILED COT-3
TEACHING DATE MARCH 19, 2024
LESSON PLAN QUARTER THIRD
AND TIME 9:40 – 10:40 AM QUARTER

CONCEPTS: Values: Equality, Truth, Goodness, Justice, Valid Reasoning

Integration: Araling Panlipunan (Women Rights)
SKILLS: Listening, speaking, reading, writing, analysis and critical thinking
TIME FRAME: 60 minutes
STRATEGY APPLIED: 4A’s (Activity, Analysis, Abstraction, Application)

I. OBJECTIVES
A. CONTENT Students will demonstrate the ability to recognize faulty
logic, unsupported facts, and emotional appeals in various
STANDARDS forms of written and spoken communication.
Students will critically analyze texts, speeches, a
B. PERFORMANCE multimedia presentations to identify instances of faulty
logic, unsupported facts, and they will effectively
STANDARDS communicate their findings through written or verbal
responses.
C. LEARNING
EN9LC-IVh-2.15: Judge the validity of the evidence listened to
COMPETENCIES
D. SPECIFIC At the end of the lesson, students are expected to:
1. Identify the differences between faulty logic,
LEARNING
unsupported facts, and emotional appeal based on
OUTCOMES statements;
2. Demonstrate understanding of faulty logic, unsupported
facts, and emotional appeal through video and picture
analysis; and
3. Develop valid reasoning in creating arguments about
women’s rights.

Recognize Faulty Logic, Unsupported Facts, and Emotional

II. CONTENT Appeal
III. LEARNING
RESOURCES
A. References
English – Grade 9. Learning Activity Sheets (LAS
https://www.slideshare.net/chinitaewican5/
1. Teacher’s Guide despitedifferences-in-point-of-view
Pages https://www.youtube.com/watch?v=qnIpG7E3eOQ

2. Learner’s Guide A Journey through Anglo-American Literature Learner‘s

Pages Material for English (Pages 282-285)
A Journey through Anglo-American Literature Learner‘s
3. Textbook Pages Material for English (Pages 282-285)

B. Other Learning Cut-out cartolina, Laptop and Projector

Resources
IV. PROCEDURES
PRELIMINARY TEACHER’S ACTIVITY STUDENTS’ ACTIVITY
 Prayer (One student will lead the
Teacher will call the assigned prayer)
student to lead the prayer
 Greetings
“Good morning, Class”
(Good morning, Ma’am
lovely)
““In 10 seconds, please arrange
your chair, and pick up pieces of
papers. (Students will arrange
their chairs and pick up
some pieces of paper
immediately.)
“Thank you! You may now take your
seat” “Thank you, Ma’am”
ACTIVITIES

(5 minutes)
 Checking of Attendance
(Students will say facts)
“As I call your name to check
your attendance instead of saying
present, just say the word facts
if you are here”
Volunteer student will give
 Recapitulation the recapitulation

Who can recall the lesson that we

had yesterday?
Precisely! Thank you for that
brief recap!

(Video Clip: Logical Fallacy)

Yes, ma’am!
https://www.youtube.com/watch?
v=4CtofTCXcYI

Expected response:
‟What have you observed with the `‟According to the video,
video clip presented?” vegetables are bad for you,
MOTIVATION which is not true.”
(5 minutes)

‟It says that eating

plants caused dinosaurs’
extinction.”

‟Good observation!”

A. ACTIVITY As we go through our lesson we (students listen

(5 minutes) shall be guided by a specific set attentively)
of objectives.
(the teacher will flash the
objectives)
(Students will read the
 We will be working hand in hand objectives)
in order to attain all these.

Direction: Read the following

clues and fill out the crossword (Student will do the task)
puzzle.

Across

1. (of reasoning and other mental

processes) mistaken or misleading
because of flaws.

3. use of valid reasoning

Down

2. the power of arousing a

sympathetic response

4. something that has really

occurred or true

So based on our first activity

that our lesson will be talking
about Recognizing Faulty Logic,
Unsupported Facts, and Emotional
Appeal.

B. ANALYSIS
(Reflective feedback) ⮚ FAULTY LOGIC
(20 minutes)
a) LOGIC – is the use and study
of valid reasoning,
distinguishing good from bad
reasoning.(https://www.philosophy
basics.com/branch_logic.html)
b) FAULTY - (of reasoning and
other mental processes) mistaken
or misleading because of flaws.
(Oxford University Press)

“If you describe someone's

argument or reasoning as faulty,
it means that it is wrong or
contains mistakes. Usually, it is
because of not thinking in a
logical manner.”
Examples:
1. Fiery shells is a great
restaurant: you can see how neat
and clean the place is. Expected responses/Answers

FAULTY LOGIC kind of

“The example shows faulty logic
persuasive technique having
as the restaurant cannot simply
fault or imperfect
be said as great just because it reasoning or judgment. It
is clean. It may be a neat and occurs when words make a
clean restaurant but it can also false connection (either
have awful service and terrible negative or positive)
cuisines.” between ideas or people.

2. Mrs. Lopez is an incompetent

mother. She always wears an
apron.

“I think that the statement

“Why do you think that this
is an example of faulty
statement describes faulty
logic because Mrs. Lopez’s
logic?”
competence as a mother was
based on wearing an apron.
Just because she always
wears an apron does not
mean she is incompetent.

“Correct! This example shows

faulty logic as it attacks the
person with something unrelated
to her competence as a mother
which in this case is her apron.”

(Video Clip: Nestea)

https://www.youtube.com/watch?
v=SA4xYmEr2tk

“Why do you think that makes the

“The advertisement shows
advertisement a faulty logic?”
faulty logic because
drinking Nestea cannot save
you from a hot seat
situation.”
“Good observation Now, we’re
moving on to the types of faulty
logic.”
TYPES OF FAULTY LOGIC

Students will read the

 presentation
a. Circular Reasoning – The
writer (speaker or ad)
supports a claim with
restatements of that same
claim.

Examples:
1. It gives the same exact
way of teaching and the
same tools to every single
person if you give the same
“The statement shows illogical thing to every person.
reasoning because the support of
the claim (giving the same thing
to every person) was simply
restating the claim (giving the
same exact tool and teaching to
every person.”
2. Eighteen-year-olds have
the right to vote because
it's legal for them to
vote.
“This argument is circular
because it goes right back to the
beginning: Eighteen-year-olds
have the right to vote because
it's legal. It's legal for them
to vote because they have the
right to vote. The statement
begins with what it is trying to
end with.”
“Simply, circular reasoning
reached a conclusion that is not
materially different from
something that was assumed as a
premise of the argument. In other
words, the argument assumes what
it is supposed to prove.”

b. Overgeneralization – The
writer reaches a conclusion
from a limited number of
In overgeneralization, the facts.
speaker often uses all, very,
never, and always to generalize
an argument or a situation.”

Example:
1. Emotional intelligence is the
cause of all the things I went
through.

“This statement shows

overgeneralization because there
might be several factors why a
person goes through a lot of
difficulties, aside from the lack
of emotional intelligence. These
factors could be a financial
factor, family crisis, and
others.”
2. Did you see that woman just
run a red light? Women are awful
drivers.
“In this example, the speaker
concludes that women are awful
drivers just because she
witnessed one that runs a red
light.”
“Can you give me an example of
overgeneralization reasoning?”

Sample responses
“My Mother likes to bake
and drink hot tea. When I
meet your Mother, I am
surprised that she doesn't
cook at all and drinks
sodas.”

“I asked five people in the

street what is their
favorite color, and four of
them said blue. Therefore,
80% of the population
prefer blue over any other
“Very good!” color.”

“Basically, you cannot claim that

something is true if you only
have one or two example or
limited evidence.”

c. Self-Contradiction – The
writer states a position that
contradicts an earlier stated
premise.

(Read from the slides)

 Example:
1. He learned that he has
high emotional
intelligence, which is
implicitly taught in
school, but never learned
it in school.
“In the statement, the school
taught emotional intelligence
implicitly, meaning it is learned
tacitly. Now, the speaker in the
statement claimed that he was not
able to learn it in school.
Hence, this statement is self-
contradictory.”
2. I know I promised to
show up today, but I don't
see why I should come if I
don't feel like it.

“A self-contradiction is the act

of someone or something
conflicting or going against
itself.”
d. False Causality - This occurs
when two events happen at the
same time, and an assumption is
made that one event causes the
other.
Examples:
1. Every time I forget my
umbrella, it rains.
Therefore, I caused the
rain by leaving my umbrella
at home. So, to guarantee a
nice day I always bring my
umbrella.
“In this example, the person
thinks that the two events caused
each other; forgetting the
umbrella and raining. Whereas,
rain can be caused by other
factors such as changes in
weather.”

“Often a reader will mistake a

time connection for a cause- 2. Whenever I cross paths
effect relationship when none is with a black cat, something
proven to exist.” bad happens.
“In false causality, we make
false assumptions about a thing
that caused one phenomenon to
happen.”
e. Over-Simplification - This
occurs when a single cause is
assumed to have created a problem
or an issue. In reality, the
problem or issue may have been
created by a number of causes.
Example
1. My self-esteem was very
low because society and
“This example shows over- everyone around me think I
simplification because the am an idiot.
speaker only assumed that the
problem, low self-esteem, is
caused by the ‘thought’ people
perceived him as an idiot.
However, factors for low self-
esteem are beyond the perception
of other people. There could be
internal factors as well.”

2. Education today isn't as good

as it used to be. Obviously, our
teachers are not doing their
jobs.

“It cannot be denied that teacher

performance impacts the quality
of education students receive and
if someone feels unsatisfied with
a child's education, they may
look to their teachers. However,
it should not suggest that
teachers are the sole or primary
cause of poor quality education.”

“Oversimplification occurs when

we attempt to make something
appear simpler by ignoring
certain relevant complexities.”
“From all the types of faulty
logic, what do you often
encounter or unconsciously use?”
“The false causality,
Ma’am. I used to think that
whenever I wear a nice
outfit, I don’t get nice
pictures.”

“Mine was self-

contradiction because I
express how much I love
black shirts but complain
 how warm it is to the
body.”
“Do you have any questions or
clarifications?”

“Okay, Let us now proceed to None ma’am!

unsupported facts.”

Read from the slide

UNSUPPORTED FACTS are those
facts claimed by an
individual or group of
individuals that have
really occurred but with no
support due to lack of
evidence.

“This is an example of Example:

unsupported fact since there is 1. She said that you stink.
no explanation why the person is
said to stink, and there is no
evidence presented that will
indicate the smell of the
person.”
2. People who live in Bataan are
smarter than those who live in
other provinces.
“To support this claim, this
should be backed up with evidence
such as research or studies and
surveys.”
Men are According to
naturall a study
y more conducted by
violent Denson et.
than al.
women. (2018)about
aggression
in women’s
behavior,
brain, and
hormones;
women are
just as
likely to
aggress
“We can see the difference
between these two statements. We
can conclude that the first one
merely based on experience while
the other one underwent a
scientific and systematic study.
Also, it provides specific data
that supports the argument.”

(Video Clip: James Reid shows how

to #BeatEnergyGap with MILO Champ
Moves)

https://www.youtube.com/watch?
v=qnIpG7E3eOQ

“What have you observed with the

Milo advertisement? How does it
show unsupported fact?”
“James Reid said that 4 out
of 5 kids have it without
“Very good. Also, the back up study.”
advertisement lacks content and
did not stated who those four
kids are.”

⮚ EMOTIONAL APPEAL – the process

of arousing a sympathetic
response.
Emotional appeals are especially
prevalent in advertising. When
fashion magazines play on our
insecurities about body image,
they are using emotional appeals.
When political ads play on our
fears, telling us that voting for
someone will lead to financial
ruin or wars, they are using
emotional appeals.
(slideshare.net)
Example:
1. A mouthwash commercial shows
two people just waking up in the
morning with the words “Yuck!
Morning breath, the worst breath
of the day.”
(https://pdfcoffee.com/
aaaaaaadocx-pdf-free.html
“In this example, the commercial
wants the viewers to feel bad
about their morning breath and
make them “need” mouthwash to
ease the bad feeling.” 2. A college student asks
his professor to accept a
late paper: "I've worked
all weekend on this report.
 I know that it is past your
deadline, but I have to
work fulltime while also
attending college."

“This example shows usage of

emotional appeal as the student
asks his professor to accept his
paper by telling him his
“pitiful” situation.”
(Video Clip: Pedigree Commercial-
Echo)

https://www.youtube.com/watch?
v=_ODC5e3AEa8

“I think that the ads used

emotional appeal because it
“What have you observed with the
arouses sympathetic
Pedigree advertisement? Does it
emotions for the dog,
use emotional appeal?”
especially those who are
animal lovers.”
 Faulty Logic: Explain faulty
logic as an argument with flawed
reasoning structure. Like for
intance "All athletes are strong.
Maria is strong, therefore Maria
is an athlete." (This is a hasty
generalization)
 Unsupported Facts: Explain
unsupported facts as statements
presented as true but lack
evidence or proof. Llike for
instance "Women are naturally
better caregivers than men."
(This is an unsupported claim)
 Emotional Appeal: Explain
emotional appeal as an argument
that tries to influence people
based on emotions rather than
facts. Like for instance "If you
don't support equal pay for
women, you hate women!"

C. ABSTRACTION Directions: Analyze the

(Discussion of concepts) following pictures and determine
(10 minutes) whether they present faulty
logic, unsupported fact, or
emotional appeal.
 1.

2.

3.

4.

5.

D. APPLICATION
  Debate Simulation: The class
will be divided into two groups.
One group will argue for increased
educational opportunities for
(students will do the given
girls, and the other will argue
against it (within reasonable task)
parameters to promote healthy
debate). The teacher will
encourage students to develop
strong arguments with valid
(5 minutes) reasoning while avoiding faulty
logic, unsupported facts, and
emotional appeals.
 Reflection: After the debate
simulation, have students reflect
on the arguments presented. Did
they identify any instances of
faulty logic, unsupported facts,
or emotional appeals? How could
the arguments be strengthened?
Direction: (Write your answer in a ½ crosswise sheet of paper.)
Identify whether the statement is a faulty logic,
unsupported facts, or emotional appeal. Write your answers
on the space provided.

_______ 1. You got a good grade on your essay because the

teacher likes you.
_______ 2. "Science shows that the Earth is billions of years
old!"
_______ 3. I know why you failed all your classes last semester.
You don’t study.
EVALUATION
_______ 4. Juan is an impressive speaker because he always
(10 minutes)
impresses his listeners deeply.
_______ 5. A telephone company ad shows a small sweet
grandmother sitting patiently by the phone waiting for her
loved ones to call.
Answer key
1. Fauly logic
2. Unsupported facts
3. Unsupported facts
4. Fauly logic
5. Emotional appeal

ASSIGNMENT Direction: (Write your answer in a ½ crosswise sheet of

paper.)
(Questions Using SOLO Taxonomy: Recognizing Faulty Logic,
Unsupported Facts, and Emotional Appeals)

Pre-structural (Level 1):

1. Question: Someone says, "Women shouldn't be allowed to

vote because they're too emotional." Does this sound
like a fair reason?
Possible Answer: No, it doesn't sound fair because
emotions don't necessarily affect someone's ability to
make good decisions.
 Uni-structural (Level 2):

2. Question: An article claims that women are less

qualified for leadership positions because most CEOs are
men. Is this presenting a fact or an opinion?
Possible Answer: This is an opinion because it doesn't
provide evidence that gender determines leadership
skills.

Multi-structural (Level 3):

3. Question: How can using statistics about women in STEM

fields be a stronger argument for equal pay than saying
women "deserve" it?
Possible Answer: Statistics provide concrete data about
women's contributions, while "deserve" is more
subjective and doesn't address the issue of equal work
for equal pay.

Relational (Level 4):

4. Question: You're listening to a debate about parental

leave policies. How can identifying faulty logic help
you understand which speaker is presenting a more
credible argument for equal parental leave?
Possible Answer: Identifying faulty logic can help you
spot arguments that jump from one point to another
without clear reasoning or evidence. A credible speaker
will likely use statistics about the benefits of equal
parental leave for families and the workforce.

(Optional)Extended Abstract (Level 5):

5. Question: You're creating a social media campaign

promoting women's rights in education. How can you craft
a message that uses facts and logic to be persuasive,
while still appealing to the audience's sense of justice
and equality?
Possible Answer: You could highlight data on the
economic benefits of women's education for both
individuals and countries. Include powerful stories of
women overcoming educational barriers, but ensure the
focus remains on the factual benefits of equal
educational opportunities.

Prepared by:
LOVELY JOY D. SENACA
SST-I/ Subject Teacher
Evaluator:
CHARLITA L. NICOLAS
MT-I / SIC