ECHAGUE NATIONAL HIGH

DAILY SCHOOL: GRADE/LEVEL: GRADE 9

SCHOOL
LESSON TEACHER: LEARNING AREA: ENGLISH
LOG th
DATE/TIME: April 24, 2023 QUARTER: 4 QUARTER

THURSDAY
I. OBJECTIVES
A. Content Standards The learner demonstrates communicative competence through his/ her understanding of British-American Literature,
including Philippine Literature and other texts types for a deeper appreciation of Philippine Culture and those of other
countries.
B. Performance
Standards
C. Learning Judge the relevance and worth of ideas, soundness of the author’s reasoning, and the effectiveness of the
Competencies presentation.
Write the LC code for EN9RC-IVf-2.22
each
D. Learning At the end of the lesson, the learners will be able to:
Objectives a. determine the reliability of information/evidence from the material presented by knowing its relevance and the
truthfulness;
b. judge the relevance and truthfulness of the ideas listened to and;
c. create informative text infographics.
II. CONTENT

III. LEARNING RESOURCES

A. References
1. Teacher’s Guide
pages
2. Learner’s Material
pages
3. Textbook pages
4. Additional
Materials from
Learning Resource
(LR) Portal
B. Other Learning
Resources
IV. PROCEDURES
TEACHER’S ACTIVITY STUDENT’S ACTIVITY
Preliminaries:
Good morning, class.

Good morning, ma’am!

Please remain standing and let
us have a prayer to be led to us
by Rollence.
Lord God, thank you for this opportunity to learn new skills
and stretch my understanding. Thank you for guiding me
through this time of study into the final exams. I lay before
you all the hopes and fears I have about the outcome. Amen.
Before you take your seats, kindly pick up the
trash around you and put it in the trash bins
immediately.
Yes, ma’am.

Okay, you may now be seated class.

Thank you, ma’am.

Class secretary, who is absent today?
Everyone is present ma’am.
That’s good to hear.
Okay, so how is your day? Is it good so far?
It was great ma’am!
 That’s good, so let’s begin with our lesson for
today. Are you ready?
Yes ma’am!
A. Motivation
Before we begin to our next lesson for today, let us
have a game called “Unlock Me!”
I will group you into five groups. Each group will be
given a piece of cardboard and a piece of chalk.
You’ll write your answer on the back portion of the
cardboard. The first group to raise their cardboard
first will be given extra points.
Am I making myself clear, class?

Yes, ma’am!
That’s good to hear! So, here’s the list of your
groupmates.

Group 1
Abogado,Adorable, Agsunod, Aliangan, Mateo,
Abero, Acosta ,Aguilar, Agustin, Antolin G.

Group 2.
Almario, Anloague, Aquino, Aruta, Morada, Antolin
C., Baldesamo, Baliao, Ballad, Benesa

Group 3
Badeng, Colobong Jay, Cuaresma, Daug Daug,
Pinoy, Benetiz, Colobong Jam, Colobong Jayc,
Fernandez ,Gamboa A.

Group 4
De Vera, Dela Cruz, Dela Cruz, Dumon,
Rumbaoa, Gamboa Jona, Inis, Marifosque,
Mendita, Paguirigan

Group 5
Galpao, Gannaban, Guerero, Guilaran, Jimenez,
Lacanaria, Mangantulao, Paguyo, Rendon,
Tamundong

Okay, you may now go to your groupmates. All

you have to do in this game is unlock the words
that describe the meanings below by replacing the
numbers with alphabets, as shown in the first
example.
9 14 20 5 12 12 9 7 5 14 20

- an adjective that describes someone or

something that has or shows the ability to learn,
understand, or deal with new or difficult situations.
ANSWER: INTELLIGENT

Are you now ready, class?

Yes, ma’am!

I assume that you’re all excited. Get ready group

1, 2, 3, 4, and 5. Let’s begin.
For item number 1.
20 18 21 20 8
-the quality or state of being true.
What’s your answer?
(All groups raised their cardboards.)

Okay, the answer is TRUTH. You all got the

correct answers, but group 2 will be given extra
points because they were the first to raise their
cards.

For item number 2.

18 5 12 5 22 1 14 3 5
-the quality or state of being closely connected or
appropriate. (All groups raised their cardboards.)

The answer is RELEVANCE. You all got the

correct answers, but group 2 will be given extra
points again because they were the first to raise
their cards.

For item number 3.

6 1 11 5 14 5 23 19
-false information that is broadcast or published as
news for fraudulent or politically motivated
purposes.
What is the answer for item number 3? (All groups raised their cardboards.)
Fake news ma’am!

That’s correct! Fake news. Your answers are

correct. The extra points will be given to Group 1.

Let’s move on to item number 4.

20 18 21 20 8 6 21 12 14 5 19 19

-the fact of being true.

What is the answer to item number 4? (All groups raised their cardboards.)
Truthfulness ma’am!

Excellent! The answer is truthfulness. Your

answers are correct. The extra points will be given
to group 5.

Let’s have item number 5.

19 15 21 18 3 5

-a place, person, or thing from which something

comes or can be obtained.

What is the answer? (All groups raised their cardboards.)

Source ma’am!

Correct! The answer is source. The extra points

will be given to group 4.

Let’s have the next item.

2 9 1 19

-prejudice in favor of or against one thing, person,

or group compared with another, usually in a way
considered to be unfair.
 (All groups raised their cardboards.)
What is your answer? Biases ma’am!

Very good! The answer is biases. The extra points

will be given to group 3.

Next item.
9 14 6 15 18 13 1 20 9 15 14
-facts provided or learned about something or
someone. (All groups raised their cardboards.)
Information ma’am!
The answer is?

Bravo! The answer is information. I am happy that

you’re enjoying the game. Let’s have the next item.
6 1 3 20 (All groups raised their cardboards.)
Fact ma’am!
-a thing that is known or proved to be true.
What is your answer?

Very good! The extra points will be given to group

1.
Let’s move on to item number 9.
4 1 20 5
-the day of the month or year as specified by a
number. (All groups raised their cardboards.)
Date ma’am!
What is the answer?

The answer is date. Okay, for the last item.

1 21 20 8 15 18
-a writer of a book, article, or report. (All groups raised their cardboards.)
Author ma’am!
What is the answer for the last item?

Correct! The answer is author. The group who got

the highest score is group 2.
You may now go to your proper seats.
B. Establishing a Have you enjoyed the game class?
purpose for the Yes, ma’am!
lesson
What are the words being mentioned from the
game again?
(Students will raise their hands)
Yes, Rico.
Truth, relevance, fake news, truthfulness, source, bias,
information, fact, date, and author ma’am.

Very good, Rico. So, the game you played a while

ago or the words being mentioned have something
to do with our lesson for today.

"Judge the relevance and worth of ideas, the

soundness of the author’s reasoning, and the
effectiveness of the presentation."
C. Discussing new (The teacher will present the PowerPoint slides)
concepts and
practicing new skills Let me read first the objectives.
#1
At the end of the lesson, the learners will be able
to:
a. determine the reliability of
information/evidence from the material
presented by knowing its relevance and
 the truthfulness;
b. judge the relevance and truthfulness of
the ideas listened to and;
c. create an informative text through
infographics.

Before we formally start the discussion. Let me ask

you a question. Do you believe in what others say
or what you see and read around you especially in
different social media platforms?
No ma’am.
Or do you easily believe when someone says, I
love you? Who is often deceived? Because she or
he easily believes in someone.
Who wants to share his or her thoughts?

(Students will raise their hands)

Yes, Iya.
No ma’am I am not easily convinced by what I see or read unless
it is a reliable source or article. Also, I am not the type of person
who can trust someone’s claims. I must verify it first.

Very good! That’s right. Especially, nowadays

there are lots of fake news circulating online and
even face to face. We must know how to identify or
to determine if it is fact or just a mere judgment or
opinion of others.
Let’s begin with this activity.
I need one boy and one girl to act as Maria and
Joseph having a conversation.
(Students will raise their hands)

Please come to the front, Kean and Isabel.

Listen to Kean and Isabel, because later on I will
ask you a question regarding their conversation.
Okay? Yes, ma’am!

Good to hear. Kean and Isabel you may now start.

Isabel as Maria: Have you read the Facebook post circulating

online since April 2 ? It was confirmed that the COVID UK Variant
has already reached our neighboring town, Lucban, Quezon.
According to my friend who resides in the said town, the alleged
person who was tested positive is a medical professional who
attended to a diseased patient. I am worried about my relatives
who live there. I hope they are fine.

Kean as Joseph: I think you are worrying for nothing, because

earlier today, April 4, 2021, I have read some news from the
inquirer.net published by news correspondent Delfin T. Mallari Jr.
Based on the article, the Municipal Health Office of Lucban had
clarified the said issue. According to them, the mayor only
wanted to quote one of the medical professionals who attended
to the deceased patient that there is a big possibility that it was
caused by a UK Variant, but there is no confirmatory test
performed yet. They have also added that they are already trying
to process a genome sequencing of a direct contact of the late
patient and the local chief executive only wanted the residents to
be vigilant and safe.

Thank you, Isabel and Kean. Please stay.

Now, upon hearing the conversation between
Maria and Joseph. Which statement is more
convincing? Is it Maria’s statement or Joseph’s
statement?
(Students will raise their hands)

Yes, Kim.
Joseph ma’am.

What are the things you considered in making your

choice? How do you say that Joseph’s statements
are more convincing? They both give some sources, but the source of Joseph's
statement is more reliable because it came from the news from
inquirer.net.

That’s right! If you are going to pay attention to the

dialogue. Maria and Joseph mentioned about a
source.

What are the sources of Maria?

(Students will raise their hands)
Yes, Mark.

Her sources are a Facebook post and her friends who resides in
Lucban, Quezon.
Very good! How about the source of information of
Joseph?
(Students will raise their hands)

Yes, Keigh. It is from a news article from inquirer.net ma’am.

That’s right! Even though they have both give

sources which of them has more credibility?
(Students will raise their hands)

Yes, Alili.
Joseph’s statement is more credible because it came from the
news article.

Very good! What do you think is the impact of

unconfirmed information spreading online?
(Students will raise their hands)
Yes, Jen.

It can lead to the spread of false or misleading information.

Yes, it may cause people to believe it and it will

end up passing the wrong information.

What do you think this suggest to the readers or

listeners?

As we try to gather information from various

sources or platforms to keep us updated. Our
capability to judge the truthfulness and relevance
of ideas is imperative. Remember, before we
believe the articles or materials that we have
obtained, we should first check if they are factual
or misleading. Thus, we must know the different
tips on how to distinguish factual or truthful
information from a fake one.

First, let us define what is relevance and truth

mean.
Who wants to read the definition of relevance from
the slide?
(Students will raise their hands)
Yes, Ricardo.
Relevance- is how appropriate something is to what is being
said at a given time.

It is how appropriate an information is. How related

it is to the issue being discussed.

How about the truth? Who wants to read the

definition from the slide?

(Students will raise their hands)

Yes, Robert.

Truth- is something that has been proven by facts or sincerity.

It is the quality of being true.

As we know, fake news is nothing new but what is
new is how easy is become to share information
both true and false on a massive scale.
Please read the content of the slide Isadora.

Social media platforms allow almost anyone to publish their

thoughts or share their stories with the world.

The trouble is that most people don't check the source of the
materials that they view online before they share them, which can
lead to fake news spreading quickly or even going viral.
Not just because something is on the internet and
looks professional, everyone should believe what it
says. People need to know how to spot factual or
truthful information, so how can we do that?

First, you must consider the source. Who wants to

read the content of the slide?
(Students will raise their hands)
Yes, Darwin.

1. CONSIDER THE SOURCE

-investigate the site you are viewing or reading.
If you encounter a story that you have never heard
before, do some digging. Check the web address
for spelling errors in the names. You must be
aware that people spreading fake news tend to
create web pages and newspaper mockups that
look official but are not. So, if you see a suspicious
post that looks like it's from a world health
organization, for example, Check the WHO site to
verify if it is really there.
Okay next.
Who wants to read the content of the slide?
(Students will raise their hands)

Yes, Leigh.

2. READ BEYOND
-headlines can be outrageous in an effort to get clicks,
so you should focus on the whole story. You have to
read and look for details such as statistics, date, name
and others.

Thank you. A credible news story will include

plenty of facts, including quotes from experts,
survey data, official statistics, or detailed,
consistent, and corroborated eyewitness accounts
from people on the scene.

So, if these things are missing, question them.

Okay, for the third one.

3. CHECK THE AUTHOR

- do a quick search on the author to find out if they

are real and credible.

You can check a writer’s social media accounts

and look for a blue check mark near their name on
Facebook or twitter. This means their occupation
has been verified. An article without a buy line is a
red flag so always check the offer.

Okay next. Who wants to read?

(Students will raise their hands)
Yes, Mia.
4. VERIFY SUPPORTING SOURCES

- determine if the given information actually supports the story.

Thank you, Mia. If you’re not sure about the

headline or effect, sometimes the simple solution
is the best. You can do a search on it to see what
others are saying about it. A factual news story will
always be corroborated by multiple sources.

Okay next is check the date.

Who wants to read?

(Students will raise their hands)
Yes, Shan.

5. CHECK THE DATE

- reposting old news stories does not mean they’re relevant to

current events. It should be updated.

Thank you, Shan. Some false stories aren’t

completely fake but rather distortions of real
events; these mendacious claims can take a
legitimate news story and twist what it says. Or
even something that happened long ago is related
to current events, so always check the date.
Lastly, check your biases. Who wants to read the
content of the slide? (Students will raise their hands)

Yes, Ann.
6. CHECK YOUR BIASES

- consider if your own beliefs could affect your judgement.

Thank you, Ann. Consider if your own beliefs affect
your judgment; we know this is difficult. Use your
common sense. Bear in mind that fake news is
designed to feed your biases, hopes, or fears. That
is why it is very important that we develop a critical
 mindset. Approach what you see and hear
rationally and critically.

Am I making myself clear, class? Yes, ma’am!

D. Discussing new What are the tips on how to spot factual or truthful
concepts and information again?
practicing new skills (Students will raise their hands)
#2 Yes, Marie.
1. CONSIDER THE SOURCE
2. READ BEYOND
3. CHECK THE AUTHOR
4. VERUFY SUPPORTING SOURCES
5. CHECK THE DATE
6. CHECK YOUR BIASES.

All right! Let’s go over the different learning tasks

that you will accomplish this week. Now that you
know the different tips on how to spot truthful or
factual information, let us verify your answer on the
first activity.

So, remember the conversation between Maria

and Joseph? Let’s do the fact check with a twist.

You will be divided into two groups. Yes, ma’am!

Raised the picture of Maria and Joseph if they

provide the information. Is that clear? (Both groups raised the picture of Maria and Joseph)

Okay, let’s start.

Who mentions the source? Is it Maria or Joseph? (Both groups raised the picture of Joseph)

Okay, both Maria and Joseph mention sources.

Who includes supporting details?

(Both groups raised the picture of Joseph)
Very good! Joseph includes supporting details.

What about the author? Who mentioned the

author? (Both groups raised the picture of Joseph and Maria)

That’s right! Joseph mentioned an author.

How about the supporting sources?

(Both groups raised the picture of Joseph and Maria)
Excellent! They both mentioned supporting
sources.

What about the date?

Correct! Since Mario got the most checks, (Students will raise their hands/
therefore, he is the one who stated truthful ideas. students ask questions)

Do you have any questions or clarifications about

our topic class?
E. Applications of Group Activity
concepts and skill
As a teenager, you are considered as one of the
most vulnerable individuals from COVID 19. Thus,
it is important to always remind yourself of the
preventive measures against the virus. In this task,
you will make a creative infographic out of the
informative text from the World Health
Organization on COVID 19 facts.

Infographic-is a visual representation of

information or data, specifically a collection of
imagery, charts and minimal texts that gives an
easy-to understand overview of a topic.

This is the rubric for your infographics:

F. Making Alright, let’s have a quick review about the topic.

generalizations and
abstractions about What is relevance and truth again?
the lesson
Yes, Bryan. (Students will raise their hands)

Relevance is how appropriate something is to what is being said

at a given time.
Truth is something that has been proven by facts or sincerity
ma’am.

That’s correct! How about the different tips on how

to spot factual and truthful information?
 (Students will raise their hands)
What are those?

Yes, Lia.
1. CONSIDER THE SOURCE
2. READ BEYOND
3. CHECK THE AUTHOR
4. VERUFY SUPPORTING SOURCES
5. CHECK THE DATE
6. CHECK YOUR BIASES.

Very well said! It seems that you already

understood the lesson.
G. Evaluating Now that you have learned the topic, this part will
Learning assess you on what you have understood from the
lesson.

Direction: Analyze the following situations and

decide whether it can help you obtain factual
information or not. Put a check () if yes and a Answers
cross (x) if no. 1. X
____1. You are reading an article about the 2. X
number of new positive cases of COVID 19 in your 3. I
place. The, you found out that the article is out of 4. X
date. 5. X
____2. Sheila saw a viral Twitter post from
unknown source who asserted that a medicinal
plant is being used to cure COVID 19 patients.
____3. A resource speaker in the seminar you are
attending mentioned names of credible authors
while expounding his ideas.
____4. Your friend saw a cryptic news headline
and shared it in her timeline, but it does not
present any details about the story.
____5. A social media influencer stressed,
“Filipinos have no right in the West Philippine
Sea”. However, he failed to cite any source to
prove his claim.
H. Additional Before I end our class, I will be giving you
activities for homework.
application or
remediation
Please read the directions of your assignment,
Jay.
Direction. Listen carefully to the news clip using the link below
and be ready to answer the given questions;

https://www.rappler.com › nation › duterte-warns-new-l

Note: If you do not have internet access at home, you may refer
to the transcribed version of the news clip below:

Duterte warns of new lockdown if Delta variant causes surge in

COVID-19 cases JUL 26, 2021 8:10 PM PHT BONZ
MAGSAMBOL MANILA, PHILIPPINES
However, the President's public address – which ran for nearly
three hours – fails to mention the government's game plan
against the Delta variant President Rodrigo Duterte on Monday,
 July 26, warned of a new lockdown if the highly-transmissible
COVID-19 Delta variant spreads in the country. Delta (variant), if
ever it will spread.... If something wrong happens, I have to be
strict and I have now my word that there will be, just like what
happened in the early days," Duterte said in his sixth and final
State of the Nation Address (SONA). Despite his own warning,
Duterte contradicted himself when he said in the same speech
that the country could not afford more lockdowns. "We have
spent enormous amounts of resources to build our capacity to
overcome this pandemic. We cannot afford more lockdowns," he
said. The Delta variant, which was first detected in India, is
ravaging Southeast Asian countries like Indonesia, Thailand, and
Malaysia. The Philippines now has 119 known cases of the
highly transmissible variant, but there are concerns that the
actual number may be far higher, as the Philippine Genome
Center is only sequencing a small percentage of the positive
cases. To prevent further local transmission of the Delta variant,
the government has imposed travel bans where it is widespread.

Please watch or read and analyze the news.

Because next meeting you will have an activity
regarding this.
Yes, ma’am.

That’s great! Now, keep your things and pick up

the pieces around you before leaving.
Goodbye, class!
Thank you and goodbye, teacher!
And goodbye, classmates!
V. REMARKS

VI. REFLECTION
A. No. of learners ______ of Learners who earned 80% above
who earned 80% on
the formative
assessment
B. No. of learners _______ of Learners who require additional activities for remediation
who require
additional activities
for remediation
C. Did the remedial ___Yes ___No
lessons work? No. of
learners who have
caught up with the
lesson
D. No. of learners ____ of Learners who caught up the lesson
who continue to
require mediation
E. Which of my Strategies used that work well:
teaching strategies ___ Group collaboration
worked well? Why ___ Games
did this work? ___ Solving Puzzles/Jigsaw
___ Answering preliminary activities/exercises
___ Carousel
___ Dyads
___ Think-Pair-Share (TPS)
___ Rereading of Paragraphs/ Poems/ Stories
___ Differentiated Instruction
___ Role Playing/Drama
___ Discovery Method
___ Lecture Method
Why?
___ Complete IMs
___ Availability of Materials
 ___ Students’ eagerness to learn
___ Group member’s cooperation in doing their tasks
F. What difficulties __ Bullying among students
did I encounter which __ Students’ behavior/attitude
my principal or __ Colorful IMs
supervisor can help __ Unavailable Technology Equipment (AVR/LCD)
me solve? __ Science/ Computer/ Internet Lab
__ Additional Clerical works
G. What innovation
or localized materials
did I use/discover
which I wish to share
with other teachers?

Prepared by:

Practice Teacher
Checked by:

Critic Teacher