DETAILED LESSON PLAN

GRADE 9

I.OBJECTIVES

At the end of the lesson, the students are expected to:

a. Determine facts from literary text;

b. Gather information presented in a text; and

c. Judge the validity of the evidence listened to

II.SUBJECT MATTER

a. Topic: Judge the validity of the evidence listened to

b. Reference: https://youtu.be/8kzeR_A22x8?si=KT5Y9nuaNN_OlbNC

c. Materials: Visual Aids, Laptop, and PowerPoint Presentation.

III.PROCEDURES

TEACHER’S ACTIVITY STUDENT’S ACTIVITY

A. Preliminaries
 Opening prayer
 Greetings
 Checking of Attendance
B. MOTIVATION
 Good morning, class!  Good morning, Ma’am!
 How are you today?  We’re doing good, Ma’am.
 That’s nice to hear! Before proceeding, can
you please arrange your chairs and sit  (Students will arrange their chairs)
properly.

 Alright, before we proceed to our discussion  (Students will count from one to four to know
for today, we’ll have a game first. The game is their group number)
entitled “BUILD BE, COMPLETE ME”. Let us
first count from one to four, and go to your
respective groups.
 Okay, I will give ten mystery letters to each
group, all of you. The group that gets the
most correct answers will win and will
receive additional points that will be given at
the end of the game and will be added to
their score for the quiz. So, are you ready
class?
 Yes, Ma’am!
 (The teacher will facilitate the activity)
 JUDGE THE VALIDITY OF THE EVIDENCE
LISTENED TO
C. PRESENTATION
 Okay, settle down now, class. Thank you so
much for your participation.
 So, how’s the game? Did you enjoy it?  Yes, Ma’am.
 Seems like you really enjoyed it. But then,
what did you notice with the words that you  I think the words that we formed are part of
formed? Yes, Irish? our lesson.
 Any other idea, Nicole?
  I believe that the words we formed are our
 Thank you, Irish and Nicole. Both of your topic for today.
answers are correct. Our lesson for today is
entitled, “Judge the validity of the evidence
listened to”.

 (The teacher will post the objectives on the

board)

 Everybody please read the objectives for

today’s discussion.  OBJECTIVES
At the end of the lesson, the students are
expected to:

a. Determine factual from literary text;

b. Differentiate persuasive text from
discussion text
c. Gather information presented in a text;
and
d. Judge the validity of the evidence
 Thank you, those are the objectives for our listened to
discussion.

D.DISCUSSION
 What comes into your mind when you hear  Validity is all about being valid or legit.
the word validity? Yes, Choi?
 Very good, Choi. That’s a brilliant idea.
 Now, who wants to read the definition of  (Joan will read the definition on the screen)
validity? Go on, Joan.

 Yes, thank you, Margie. So, according to the

Oxford language dictionary, validity is the
quality of being factually sound. The state of
being legally or officially binding or
acceptable. To judge the validity of the
evidence listened to, you need to employ
various skills and understanding of the text.
Your values, prior knowledge, schema, or
experiences may help you arrive at the right
judgment. In some cases, you will be forced
to make decisions, make a stand about an
issue, or judge the validity of the evidence
you heard from an issue.
 Listening is probably the most important skill
you should possess in order to gather
information. To be an effective listener, you
must concentrate on hearing and
understanding the message, analyzing the
message, and then, remembering the
message. To know if the information
presented by the writer is valid or not, you
need to extract the supporting (pros) and
opposing (cons) opinions about the issue.
One of the most still heated and controversial
issues in today’s time is the election for the
presidency. There are people who are pro-
Bongbong Marcos; at the same time, there
are people who are anti-Marcos, and both
 sides have their own opinions and evidence
to present their stand. Now, the information
they present may influence you to believe
certain ideas and push you to take some form
of action. The question is, how to determine
if the evidence presented is valid? Before
that, let us first define evidence and its types.
 Now, what is evidence?  Evidence is the proof to show them that what
you are sharing is correct and valid.
 Very good! Evidence is the available body of
facts or information indicating whether a
belief or proposition is true or valid. Now,
these are the types of evidence, testimonial,
statistical, anecdotal, and analogical. Let us
discuss these types of evidence one by one.
 What is a Testimonial evidence?  It is the statements of truth from a certain
person made under oath in a court or
testimonies offered to prove the truth of the
matter.
 Very good! How about Statistical Evidence?  These are the results of the researchers or
surveys that can never be proven because of
probability or likelihood, which is from
random sampling.
 That is correct! What is Anecdotal Evidence?  It is collected in a casual or informal manner
and relies heavily or entirely on personal
testimony.
 Excellent! Lastly, how about Analogical?  Based on the idea that two or more things
are similar in some aspect, there is a
tendency that they are also similar in another
 Correct! Now, why is it important to aspect.
determine whether the evidence you listened
to is valid or reliable? Just as the quality of
research in student papers varies, so does the
quality of information in many sources. Here
are some tips you may consider when
validating evidence.
 Credentials of the source
- Is the person qualified to say something
about a certain issue?
- Is he an expert in that particular field?
- You may also want to consider his/her
educational background. Or, if it is a
written text or a news report you may
check on the writer or reporter’s
credentials.
 Publication date
- It’s a good idea to look for books
published in the last 10 years.
On some topics, for example,
Shakespeare, the Middle Ages, and World
War II. It’s okay to use books 25 or 50
years old. For a subject that’s current,
let’s say climate change or the internet, a
25-year-old book would be usable only in
certain circumstances.
 Check for Biases
- Is the book an objective source on the
subject?
 - Does it look at the sides of an argument,
or is it biased? In favor of one side only?
- Information in a biased source may still
be useful, but the author may be
overstating benefits, overlooking
negatives, or otherwise reflecting only
one side of an argument.
For example, if the author thanks people
for the ethical treatment of animals or
peta if the acknowledgments of a book
on veganism, the author may be biased
toward convincing people to avoid
animal products for ethical reasons
rather than reasons based on health or
environmental damage.
 Check the Evidence
- An author may cite specific studies or
other evidence to back up his or her
assertions. Authors who list their sources
are generally more credible, particularly
if they reference recent studies or well-
known authorities.
- However, use your judgment; a biased
author may have found biased sources
and/or may have taken information out
of context to support a thesis.
- Look at the author’s evidence. Does the
author cite specific evidence to back up
his or her assertions?

E.GENERALIZATION
 Okay settle down, class. I want to
congratulate both teams for a job well done. I
can see that you really paid attention during
our discussion earlier. Thank you for you
cooperation and active participation.
 Now, to wrap up today’s discussion, who can  (The students will answer the questions)
tell the class the summary of the lesson that
we tackled today? Yes, Jessica.
 What is the relevance of this topic in our
everyday lives? Go share your answer,
Marian.
 Thank you for that wonderful and
breathtaking answer. As I’ve said countless of
times, you truly understood the lesson that
we discussed today.
F.APPLICATION
Direction: I will show you an example of a literary
text where you will judge the validity of the
writer’s work. Write your answers in your activity
notebook. After identifying the pieces of
evidence in the literary text, identify what type of
evidence is shown.
G. EVALUATION

I. Direction: Read the following sentences and identify what is being defined. Do this on your
activity notebook.
 1. It is the quality of being factually sound. The state of being legally or officially binding
or acceptable.
2. It is probably the most important skill you should possess in order to gather
information.
3. is the available body of facts or information indicating whether a belief or
proposition is true or valid.
4-5.To know if the information presented by the writer is valid or not, you need to extract
the and opinions about the issue.

6. An author may cite specific studies or other evidence to back up his or her assertions.

7. Information in a biased source may still be useful, but the author may be overstating
benefits, overlooking negatives, or otherwise reflecting only one side of an argument.

8. It’s a good idea to look for books published in the last 10 years.
9. You may also want to consider his/her educational background.

10. What are the different types of evidence?

V.ASSIGNMENT

Direction: Judge a literary work and write down the pieces of evidence that you gathered from the
literary piece you picked. After identifying the pieces of evidence in the literary text, identify what type
of evidence is shown.

Presented to:

Mrs. Kiara Camille R. Banares

Presented by:

Aliah Sandre M. Roberto