Subject: English 8
Grade Level: 8
Topic: Evaluating Persuasive Texts (Facts vs. Opinions; Types of Claims)
Duration: 60 minutes
Date: September 6, 2025
Prepared by: Ashley Nicole C. Tabuan
I. OBJECTIVES
At the end of the lesson, the students are expected to:
1. Differentiate facts from opinions in persuasive texts (Understanding).
2. Identify the types of evidence (self-evidence, anecdotal, authority, empirical)
(Knowledge).
3. Classify statements as claims of fact, value, or policy (Analysis).
4. Present their understanding through a chosen product (essay, oral sharing, or poster)
(Application & Creativity).
Value Integration: Critical thinking, honesty in communication, respect for truth.
II. CONTENT
Topic: Evaluating Persuasive Texts
- Subtopics:
- Facts vs. Opinions
- Types of Evidence (self-evidence, anecdotal, authority, empirical)
- Types of Claims (fact, value, policy)
Content Standard:
Students show their ability to use different literacies and communication skills by
examining persuasive texts for both clear meaning and reliable information.
Performance Standard:
Students study the features and writing style of persuasive texts, assess them for accuracy
and clarity, and create their own outputs using appropriate structures that fit their
intended purpose.
Learning Competencies:
- Tell the difference between facts and opinions.
- Point out examples of fact and opinion found in persuasive texts.
- Identify and explain claims of fact, value, and policy.
III. LEARNING RESOURCES
- Teacher-made materials: short persuasive statements prepared for class
- Simplified text excerpts:
• A short paragraph from The Indolence of the Filipino by Jose Rizal (1–2 sentences)
• A short quote (e.g., Nelson Mandela’s “I am prepared to die for the freedom of my
country”)
- Visual aids: printed fact vs. opinion chart, claim classification table (bond paper/manila
paper)
- Traditional materials: manila paper, markers, index cards
- Technology integration:
• PowerPoint/Google Slides for visuals and examples
• YouTube clip of a short persuasive speech/advertisement (optional)
• Kahoot/Quizizz or Mentimeter for quick formative quiz (if available)
• LCD projector or computer for class presentation
IV. PROCEDURE
Lesson Flow Outline
Segment Time Allotment Teacher’s Talking Students’ Tasks /
Points / Instructions Expected Output
A. Motivation / 5 mins “Class, let’s start Students
Review with a puzzle. unscramble
Unscramble these (FACTS,
jumbled words on OPINIONS,
the screen: FCATS, CLAIM,
OINIONPS, EVIDENCE).
CAMIL, Volunteers read
EICNEDVE.” aloud.
B. Presentation of 3 mins “Today, you will Students listen and
Purpose learn how to spot connect to real-life
facts, opinions, and examples.
claims in
persuasive texts.
This will help you
become smarter
readers when
looking at ads,
news, or social
media.”
C. Discussion 10 mins Teacher presents Students classify
examples using statements as fact,
PowerPoint: opinion, or claim.
- 'The Philippines Quick Q&A.
has 7,600+ islands'
→ Fact
- 'Adobo is the best
dish' → Opinion
- 'All students
should wear
uniforms' → Claim
of Policy.
D. Group Activity: 20 mins “Now, in groups, Groups work
Evidence analyze the short together:
Detectives & Claim statements on your - Fill a chart on
Detective task cards. Decide: manila paper
Is it fact or - Identify evidence
opinion? What type type
of evidence? What - Classify claim
type of claim?” - Prepare to present
(poster, oral, or
role-play).
E. Processing 10 mins “Let’s share Group
answers. How did representatives
you know if present outputs.
something was a Class discusses
fact, opinion, or answers.
claim? Why do you
think it matters to
know these
differences?”
F. Synthesis 5 mins “So, what have we Students share
learned? Facts can personal insights:
be proven, opinions 'One skill I will use
are personal, and after today is…'
claims are
statements meant to
persuade us. Being
able to separate
them makes us
critical and
responsible
readers.”
V. ASSESSMENT
Formative:
- Exit ticket via index card : 'Write one fact, one opinion, and one claim you learned
today.'
Summative (Student Choice – Differentiated Product):
1. Written: A short 5–6 sentence paragraph identifying fact, opinion, and claim in a text.
2. Oral: A 2-minute explanation of a statement as fact, opinion, or claim.
3. Visual: A mini poster/infographic showing examples of fact, opinion, and claim.
Mini-Checklist Rubric for Outputs
Criteria Excellent (5) Good (3) Needs
Improvement (2)
Accuracy All facts, opinions, Most identified Many errors in
and claims correctly with classification
correctly identified minor errors
Clarity Ideas are clearly Mostly clear with Unclear and
and logically some lapses in disorganized
presented organization presentation
Creativity Output is highly Some creativity Minimal creativity
engaging and evident shown
original
VI. ASSIGNMENT
Find a social media post, advertisement, or news headline. Identify one fact, one opinion,
and one claim. Bring your example to class tomorrow.
VII. REMARKS / REFLECTION
- What part of this lesson plan was easiest to prepare? _______________________
- What part was most challenging? _______________________
- How can I improve next time? _______________________
