LESSON PLAN IN ENGLISH 9

QUARTER 4 WEEK 2 DAY 1-2

Teacher: Grade Level: 9
Teaching Date: Learning Area: ENGLISH
Teaching Time:
I. OBJECTIVES

The learner demonstrates communicative competence through his/her

A. Grade Level
understanding of British-American Literature and other text types for a
Standard
deeper appreciation of Philippine Culture and those of other countries.

B. Most Essential
Judge the relevance and worth of ideas, soundness of author’s reasoning,
Learning
and the effectiveness of the presentation (EN9RC-IVf-2.22)
Competencies (MELC)

At the end of the lesson, the students will be able to:

a. differentiate premise and conclusion;

Objectives b. determine the premise and conclusion in a text; and

c. evaluate the relevance of the premises to the conclusion

II. CONTENT Premise and Conclusion

III. LEARNING
RESOURCES

A.References

1. Teacher’s Guide MELC

pages

2. Learner’s Materials
pages

3. Textbook pages

4. Additional Materials Pivot 4A Quarter 4 Week 3

from Learning
Resources (LR)

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 1.PowerPoint Presentation

2. Pictures

3. Lesson Reference - Gambill, Peter. (2014). Effective Argumentation:

B.Other Learning
Premises and Conclusion. https://www.sjsu.edu/writingcenter/docs/
Resources
handouts/Effective%20Argumentation%20Premises%20and
%20Conclusions.pdf

V. PROCEDURES

A. Preliminary Preliminaries
Routines
a. Prayer
b. Greetings
c. Checking of Attendance
d. Reminder/Recognition
e. Checking of Assignment
f. Review

B. Motivation TASK 1. Uncover the Hidden Word

Direction: Solve the mathematical operations to uncover the hidden

word.

1. P R E M I S E

3x5 √4 8(9) 15+18 99/11 2√64 42

Answers: P-15, R-2, E-72, M-33, I-9, S-16, E-16

2. C O N C L U S I O N

4x12 30 63/7 ½+½ √36 7x8 3(4+5) 2(5) 2 (¼) 100/5

Answers: C-48, O-3, N- 9, C-1, L-6, U-56, S-27, I-10, O-1/8, N-20

C. LESSON PROPER

C.1 Activity TASK 2. What can you say?

Direction: Give a logical conclusion out of the given statements.

A.

Premise 1: Kris enjoys spending time alone in his room.

Premise 2: Kris feels suffocated when he is in a room full of people.

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 Conclusion: __________________________

B.

Premise 1: Dogs are generally more affectionate than cats.

Premise 2: Dogs are more responsive to the owner’s commands than

cats.

Conclusion: __________________________

Processing Questions:

1. How did you come up with your conclusions?

2. Do you think the premises given are logical? Justify your answer.

TASK 3. Web Completion

Direction: Read the selection. Fill out the web organizer with the needed
information.

Schools must address bullying because it affects a student’s overall

well-being. Students who are bullied show signs of depression and low-
self-esteem which may last for a lifetime. When depression becomes
serious, some even threaten or attempt to harm themselves. When the
school does not feel safe anymore, some of these students opt not to
attend to their classes, resulting to lower grades or even dropout. If
bullying is not given due attention, it may negatively impact not only
the students but also the school itself.

Reason

Argument

Reason Reason

Discussion Questions:

1. How did you select the argument in the text?

2. What are your bases for identifying the reasons that support the
argument?

3. What word/s help you identify the argument or the reasons that
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 support it?

4. Do you think the given reasons sufficiently justifies the main

argument?

A C.2 ANALYSIS Processing Questions:

1. What makes up a logical reasoning?

2. Based on the examples you have encountered in the activities, how

would you define a premise? How about a conclusion?

3. Why is it important to carefully evaluate the reasoning of an author or

speaker?

C.3 ABSTRACTION An argument is a statement that tries to convince us that something is

true. It is usually supported with evidences. It consists of two main parts:
premise and conclusion.

A premise is an assertion that serves as evidence to support a

conclusion.

A conclusion is a statement or claim that is supported by at least one

premise.

Examples:

Conclusion Premise
Schools must address bullying… …because it affects a student’s
overall well-being.
Your body can benefit from eating ...since they are full of vitamins.
carrots…

Without these two parts, a statement can just either be a fact or opinion.

There are some words or phrases that may serve as cue words for
identifying the premise or conclusion.

Premise Indicators Conclusion Indicators

Since, for, because, as shown by, consequently, therefore, so,
given that, owing to, for the accordingly, hence, thus, that is
reason that why, clearly, it implies that, it
follows that
C.4 APPLICATION

TASK 4. Text Dissection

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 Direction: Read the text carefully. Dissect the arguments in the text by
identifying the premises and conclusion. Then, evaluate whether the
premises support the given conclusion. Write your answers in the table.

Should students be allowed to have cellphones in school?

Have you ever left one of your books at home when you needed
it in the class? You might answer ‘yes’ to the question, but this
problem won’t be a big deal if you can just call your family home,
right? However, there are some schools that do not allow you to bring
your cellphone to school. This situation has created the question of
whether students should be allowed to have cell phones in school or
not. While some argue that cell phones are disruptive and can hinder
learning, I believe that there are strong reasons to support their use in
educational settings.

One of the primary reasons students should be allowed to have

cell phones in school is for communication purposes. In emergency
situations, having a cell phone can be a lifesaver. Parents can reach
their children in case of unforeseen circumstances, ensuring their
safety. Moreover, students can communicate with their peers and
teachers, fostering a collaborative and communicative learning
environment.

Cell phones offer access to a vast array of educational resources.

With the internet at their fingertips, students can easily look up
information, conduct research, and access educational apps. This
access can significantly enhance their learning experience, allowing
them to delve deeper into subjects and explore a wealth of knowledge
beyond traditional classroom materials.

Permitting cell phones in schools can also be a valuable lesson in

responsibility. Students must learn to manage their devices
appropriately and refrain from using them during class unless
instructed otherwise. This promotes self-discipline and helps prepare
them for responsible technology use in their future careers.

In conclusion, allowing students to have cell phones in school

can be a wise decision if managed effectively. These devices can
enhance communication, provide access to educational resources, and
teach responsibility. While concerns about distractions are valid, they
can be reduced with well-defined guidelines and supervision.
Ultimately, embracing technology in the classroom can help students
prepare for the digital world they will encounter in the future.

Source: https://englet.com/short-argumentative-essay/

Conclusion Premise Is the premise Reason

relevant?
(Yes/No)

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 Note: For slow learners, you can just provide the last paragraph of the
text.

C. VALUING Nowadays, we are bombarded with plenty of information coming from

Finding practical various sources. Oftentimes, these pieces of information affect how we
applications of perceive the world around us. How can we ensure that the information
concepts and skills. we receive on a daily basis is truthful and worthy?

D. EVALUATION Direction: Identify the premise and conclusion in each statement.

Evaluate whether the premise is relevant to the conclusion.
Evaluating Learning

1. High school students are mostly minors; hence, they cannot own a
driving license yet.

Premise:

Conclusion:

Is premise relevant (Yes/No):

2. Abortion is wrong because many women cannot bear a child.

Premise:

Conclusion:

Is premise relevant (Yes/No):

3. There are events happening in this world that cannot be explained by

science. Clearly, miracles occur in this world.

Premise:

Conclusion:

Is premise relevant (Yes/No):

4. Office workers need to exercise. Sitting in the office for long hours
increases the risk of chronic health problems.

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 Premise:

Conclusion:

Is premise relevant (Yes/No):

5. The uniform policy must be lifted for the meantime given that the
sweltering heat makes people uncomfortable in uniforms.

Premise:

Conclusion:

Is premise relevant (Yes/No):

AGREEMENT

J. Additional activities Write five sentences, each with a premise and a conclusion.
for application or
remediation

V. REMARK

V1 REFLECTION

A. No. of learners who

earned 80% in the
evaluation

B. No. of learners who

require additional
activities for
remediation who
scored blow 80%

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 well? Why did
these work?

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 F. What difficulties did
I encounter which my
principal or supervisor
can help me solve?

G. What innovation or
localized materials did
I used/discover which I
wish to share with
other teachers?

DEVELOPMENT TEAM

Writer: MELODY B. DAMOLA

Content Editor:
LR Evaluator:
LR Illustrator:

Executive Management:

Sally A. Palomo
EPS-English

Aileen A. Jamero
EPS-LRMS

Juliet F. Lastimosa
Chief, Curriculum Implementation Division

Mervie Y. Seblos, CESE

Assistant Schools Division Superintendent

Isagani S. Dela Cruz, CESO V

Schools Division Superintenden

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