School Nueva Ecija High School Grade level 10

Teacher Dave D. Joson Learning Area English

Date & Time 7:30-8:30 Quarter : Third

I. OBJECTIVES
A. Content Standards The learner demonstrates:
Writing competence through his/her understanding persuasive writing.
B. Performance Write persuasive essay following the format.
Standards
C. Learning At the end of the lesson, the students should be able to:
Competencies / 1. Identify the parts of a persuasive essay/text;
Objectives 2. Organize paragraphs into its proper format.

II. CONTENT PARTS OF PERSUASIVE ESSAY

III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide
pages
2. Learner’s
Materials pages
3. Textbook pages Module in English 10, Quarter 3, Module 2-Lesson 1: Parts of a Persuasive Essay

4. Additional
materials from
learning Resource
(LR) portal
B. Other Learning  PowerPoint Presentation
Resources  Papers
 Chalk
 Books
IV. PROCEDURE
A. Reviewing “#DOYOUREMEMBER?”
previous lesson or
presenting the new The learners are going to recall what was previously discussed to them by
lesson (ELICIT) answering the following questions:

1. What is persuasion?
2. What is persuasive text?
3. What is the difference between persuasive writing and argumentative writing?
4. What are the similarities between persuasive writing and argumentative writing?

B. Establishing a A game will be played entitled “Unscramble jumble” The learners are
purpose for the going to guess the jumbled letters to form the correct word.
lesson (ENGAGE)
1. NRTIOUDCOIN
2. OYDB
3. NUCOLCIOSN
4. ARTPS
 School Nueva Ecija High School Grade level 10

Teacher Dave D. Joson Learning Area English

Date & Time 7:30-8:30 Quarter : Third

C. Presenting Processing: Based on the words that you have formed, what do you think our next
examples/instances lesson will be? Our lesson for today is all about the parts of persuasive essay and
of the new lesson its main parts are introduction, body, and conclusion.
(EXPLORE)
D. Discussing new The topic will be introduced to the learners: Parts of Persuasive Writing
concepts and
practicing new Just like any other forms of writing, persuasive essay has parts as well. First we
skills #1 have the introductory paragraph, this is where you include a glimpse of what
(EXPLAIN) your essay is all about followed by the body paragraph, the main bulk of your
essay and it should consists of three or more paragraphs and lastly the concluding
paragraph, where you restate and summarize all of your thoughts and theses.
E. Discussing new The learners will demonstrate understanding of persuasive writing by
concepts and answering this question:
practicing new
skills #2 1. What do you think is the reason why an essay should have parts?
(EXPLAIN)
After the overview of the lesson, sub parts of the main parts will be discussed.

Introductory paragraph includes:

 Catchy Hook
The introductory paragraph should have a strong “hook” that grabs the reader’s
attention. Open with an unusual fact or statistics, a question or quotation, or an
emphatic statement.

 Background information/Definitions
Familiarize your reader with the content of your persuasive essay by giving
context to your argument/subject. You can also define terms that the reader might
find usual/unfamiliar.

 Thesis Statement
It is a clear, concise statement of your main argument/s; the overall idea you will
be arguing. Your thesis will also serve as a road map for the rest of your essay,
giving the reader a general idea of the path, your argument will follow.

Body paragraph includes:

 Topic sentence
The topic sentence reflects the main idea of the paragraph and it links back to
support the thesis statement.

 Evidences
These are the information from a reliable outside source (not your own opinion)
that supports the main idea of the paragraph.

 Analysis
This shows how your evidence support and build your argument.

In your concluding paragraph, you will summarize the main points by restating
 School Nueva Ecija High School Grade level 10

Teacher Dave D. Joson Learning Area English

Date & Time 7:30-8:30 Quarter : Third

and reinforcing the thesis statements and supporting evidences. You can also
include a call to action in which you will write what you want your
audience/readers to believe and to do.

F. Developing The learners are going to identify if the following examples are either
mastery (leads to argumentative essay or persuasive essay.
formative
assessment 3) 1. The legalization of marijuana
(ELABORATE) 2. Abortion should be legal
3. Ice cream is the best dessert
4. Jeepney modernization
5. We should go to college to have a good career.

G. Finding practical The learners are going to organize the following texts into its proper format..
applications of
concept and skills It’s Time to Junk Junk Foods
in daily living
(ELABORATE) 1 The lack of healthy and tasty school selections has recently become a problem in
almost every elementary and high school across the nation. Most schools sell junk
food to students and I think this is wrong. 2 Junk foods should be taken out of
school lunch menus because regular junk food intake leads to long-term health
problems such as obesity, accompanying emotional and self-esteem problems, and
chronic illnesses in later life. 3 Tired, crabby, or unfocused in class? It could be the
food you are eating.

1. ________________________________
2. ________________________________
3. ________________________________

H. Making
generalizations and The teacher will sum up the discussion by asking the students with the following
abstractions about questions:
the lesson
(EVALUATE/ 1. What are the main parts of persuasive texts?
ELABORATE) 2. Your introductory paragraph should consist of what sub parts?
3. Your body paragraph should include what sub parts?
4. What are going to do with your concluding paragraph?

I. Evaluating
learning QUIZ:
(EVALUATE)
IDENTIFICATION
Identify what is being asked in the following sentences:

1. It is any text where the main purpose is to convince, motivate, or move

readers toward a certain point of view or opinion.
 School Nueva Ecija High School Grade level 10

Teacher Dave D. Joson Learning Area English

Date & Time 7:30-8:30 Quarter : Third

2. It is a clear, concise statement of your main argument/s; the overall idea you
will be arguing.

3. It typically gives context to your argument/subject.

4. Refers to the paragraph that usually opens with an unusual fact or statistics, a
question, or quotation or an emphatic statement

5. These are the information from a reliable outside source (not on your own
opinion) that supports the main idea of the paragraph.

J. Additional Assignment:
activities for For your assignment Write your own persuasive sentences for each of the
application or following scenarios:
remediation
(EXTEND) 1. You are trying to persuade members of your class to volunteer to tutor
underprivileged children.

2. You are trying to persuade members of your class to join campus journalism.

3. You are trying to convince your friends to read more.

Prepared by:

DAVE D. JOSON

Checked by:

JOVEN V. PASCUAL PhD NIEVA C. MICO PhD

Teacher III/Cooperating Teacher Head Teacher VI - English

Noted by:

LORENZO P. JOAQUIN MAEd

Principal IV