WEEKLY LESSON PLAN

S.Y.2024-2025

Teacher: Lovely Grace Sampaga-Capuz Grade Level: Grade 10

Subject: ENGLISH 10 Quarter: 2
Topic: Writing an Argumentative Essay Week: 3-4
Content The learner demonstrates understanding of how world literature and other text types serve
Standard: as instruments to resolve social conflicts, also how to use the language of research,
campaigns and advocacies.
Performance The learner competently presents a research report on a relevant socio-cultural issue.
Standard:
Learning The learner will be able to identify and utilize key structural elements and
Goals language features of argumentative text, including formulating claims of fact,
policy, and value, to effectively compose an argumentative essay on a
familiar issue.
Acquisition The learner will be able to:
Learning 1. Identify key structural elements and language features of argumentative
Competencies text. (MELC10-ll-4a)
2. Formulating claims of fact, policy, and value (EN10WC-llb-13.2)

Make The students will understand that:

Meaning
1. Writing an exposition or discussion on a familiar issue to include key
structural elements and language features, e.g.: conjunctions or connectives
to link ideas: because, however, whereas, hence, etc. (MELC10-ll-4b)
(Added Competency)
Transfer The students in the long run will be able to independently use their learning
to:
1. Composing an argumentative essay (EN10WC-llh-13) (Added
Competency)
2.
3.
METHODOLOGY
Elements of Day In this lesson, you will explore the structure and features of argumentative essays,
Lesson Plan learning how to construct compelling arguments that effectively persuade your
EXPLORE audience.
Lesson __________________________________________________________________
Introduction/ 1
Overview You will learn to identify key structural elements and language features of
argumentative text, formulate claims of fact, policy, and value, and write an
exposition or discussion on a familiar issue using conjunctions or connectives to link
ideas. Additionally, you will understand how to compose an argumentative essay by
defining terms, presenting reasons and evidence, and summarizing your argument in
the introduction, body, and conclusion parts of the essay.
___________________________________________________________________

ESSENTIAL QUESTION: How can we effectively use

argumentative writing to address and potentially resolve
social issues?

___________________________________________________________________

Map of Conceptual Change Activity for Students’ Prior/New Knowledge:

Students will show their initial answer to the EQ with the use of

How can we effectively use argumentative writing to address and potentially

resolve social issues?

Initial Answer:

Revised Answer:
 Final Answer:

FIRM UP ACTIVITY 1:
(Acquisition) 2-3 Matching Type
A.1
Identify key Introduction/Description: In this activity, you'll be exploring the key building
structural blocks of argumentative writing. Match the structural elements and language
elements and features in Column A with their corresponding descriptions in Column B. This will
language help you understand how these elements work together to create a strong and
features of persuasive argument.
argumentative
text. Instructions: Match the terms in Column A with their corresponding definitions or
(MELC10-ll- descriptions in Column B. Write the letter of the correct answer before the number.
4a)
Learning Column A Column B
Target(s): 1. Claim A. What reasons or evidence does the
I can identify 2. Thesis Statement author use to support their main point?
the three main B. Does the author acknowledge
3. Supporting Arguments
parts of an opposing viewpoints? How are they
argumentative 4. Counterarguments addressed?
text: the 5. Transitions C. What is the main argument or
introduction position the author is taking in this text?
(including the D. Where is the central claim of the
claim), the essay clearly stated?
body E. What words or phrases are used to
paragraphs connect ideas and create a smooth
(with flow?
supporting
evidence), and
the conclusion Answer Key:
(restatement of
the claim). 1. C
2. D
3. A
A.2 4. B
Formulating 5. E
claims of fact,
policy, and
value
How can we effectively use argumentative writing to address and potentially
(EN10WC-llb-
resolve social issues?
13.2)
Initial Answer:
Learning
Revised Answer:
Target(s):
I can define
Final Answer:
and
differentiate
between
claims of fact, Learning Resources/Materials/Handout/Worksheet: Agustin, M., et al.
policy, and (2020). My Distance Learning Buddy: A Modular Textbook for the
value, 21st Century Learner Grade 10. Sibs Publishing House Inc.
providing
examples of Clickable Links:
each type.
Sample Assessment Item: Multiple Choice

Introduction/Description: In this assessment will help you practice identifying key

structural elements and language features of argumentative text. Choose the best
answer for each question. By understanding these elements, you'll be better equipped
to analyze and write strong arguments.

Instructions: Read each statement carefully. Encircle the letter of the correct answer.
1. Which of the following is NOT a key structural element of an argumentative
essay?
a) Introduction
b) Body Paragraphs
c) Conclusion
d) Character Development

2. The main argument or position taken by the author is called the...

a) Thesis Statement
b) Claim
c) Evidence
d) Counterargument

3. Where is the central claim of an argumentative essay typically found?

a) In the first sentence of the essay
b) In the last sentence of the essay
c) In the introduction paragraph
d) In the conclusion paragraph

4. Which of the following is NOT a type of evidence commonly used in

argumentative writing?
a) Facts and statistics
b) Expert opinions
c) Personal anecdotes
d) Character descriptions

5. What is the purpose of counterarguments in an argumentative essay?

a) To weaken the author's own claim
b) To introduce new information
c) To acknowledge opposing viewpoints
d) To provide a humorous break

6. Which of the following is NOT a common transition word or phrase used to

connect ideas in argumentative writing?
a) However
b) Therefore
c) In addition
d) For example
e) Furthermore

7. What is the purpose of a conclusion in an argumentative essay?

a) To introduce new information
b) To restate the main claim and summarize key points
c) To provide a personal anecdote
d) To ask a question

8. Which of the following is a characteristic of a persuasive tone in an

argumentative essay?
a) Using only factual information
b) Avoiding emotional language
c) Presenting a neutral viewpoint
d) Using strong language to convince the reader

9. What is the main goal of an argumentative essay?

a) To entertain the reader
b) To inform the reader
c) To persuade the reader
d) To describe a place
10. Which of the following is NOT a key structural element of a
counterargument?
a) Acknowledging the opposing viewpoint
b) Presenting evidence that supports the opposing viewpoint
c) Refuting the opposing viewpoint with evidence
d) Introducing a new claim

Answer Key:

1. d
2. b
3. c
4. d
5. c
6. d
7. b
8. d
9. c
10. d

Learning Resources/Materials/Handout/Worksheet: Agustin, M., et al.

(2020). My Distance Learning Buddy: A Modular Textbook for the
21st Century Learner Grade 10. Sibs Publishing House Inc.

Clickable Links:

ACTIVITY 2:
Vocabulary Exercises

Introduction/Description: In this activity, we'll be focusing on the vocabulary that

is essential to crafting persuasive arguments. Complete the exercises to strengthen
your understanding of these key terms.

Instructions: Read each statement carefully. Encircle the letter of the correct
answer.

1. A claim of fact is a statement that can be proven true or false. Which of the
following is a claim of fact?
a) The Earth is flat.
b) Chocolate is the best flavor of ice cream.
c) The capital of France is Paris.
d) Everyone should eat more vegetables.

2. A claim of policy argues for a specific course of action. Which of the

following is a claim of policy?
a) The sky is blue.
b) Cats are better pets than dogs.
c) The government should invest more in renewable energy.
d) Reading is important for learning.

3. A claim of value expresses an opinion or belief about something. Which of

the following is a claim of value?
a) The sun rises in the east.
b) Dogs are loyal companions.
c) All students should wear uniforms to school.
d) The population of the world is increasing.

4. Which of the following words is a synonym for "claim"?

a) Argument
b) Evidence
c) Conclusion
d) Transition

5. Which of the following words is a synonym for "policy"?

a) Opinion
b) Fact
c) Rule
d) Value

6. Which of the following words is a synonym for "value"?

a) Fact
b) Importance
c) Policy
d) Argument

7. Which of the following phrases is an example of a claim of fact?

a) The Earth is a beautiful planet.
b) Everyone should recycle.
c) The average lifespan of a human is 79 years.
d) Dogs are the best pets.

8. Which of the following phrases is an example of a claim of policy?

a) The government should provide free healthcare for all citizens.
b) Music is an important part of life.
c) The sun is a star.
d) Cats are independent animals.

9. Which of the following phrases is an example of a claim of value?

a) The sky is blue.
b) Honesty is the best policy.
c) The world is round.
d) Everyone should learn a foreign language.

10. Which of the following sentences expresses a claim of fact?

a) Everyone should vote in every election.
b) The United States declared independence in 1776.
c) Dogs are the best pets.
d) The government should provide affordable housing for all.

Answer Key:

1. c
2. c
3. b
4. a
5. c
6. b
7. c
8. a
9. b
10. b

How can we effectively use argumentative writing to address and potentially

resolve social issues?
Initial Answer:

Revised Answer:

Final Answer:

Learning Resources/Materials/Handout/Worksheet: Agustin, M., et al.

(2020). My Distance Learning Buddy: A Modular Textbook for the
21st Century Learner Grade 10. Sibs Publishing House Inc.

Clickable Links:
Sample Assessment Item: Multiple Choice

Introduction/Description: In this assessment will help you practice identifying key

structural elements and language features of argumentative text. Choose the best
answer for each question. By understanding these elements, you'll be better equipped
to analyze and write strong arguments.

Instructions: Read each statement carefully. Encircle the letter of the correct answer.

1. Which of the following is a claim of fact that could be

verified through research?
a) The Earth's climate is changing.
b) The average lifespan of a human is 79 years.
c) The population of the United States is over 300 million.
d) The first humans evolved in Africa.

2. Which of the following is a claim of policy that proposes

a specific action to address a problem?
a) The government should invest more in renewable energy.
b) The government should ban the sale of assault weapons.
c) The government should provide affordable housing for all.
d) The government should invest more in education.

3. Which of the following is a claim of value that expresses

a personal belief about what is important or desirable?
a) Honesty is the best policy.
b) Everyone should be kind to animals.
c) Everyone should learn a foreign language.
d) Music is an important part of life.

4. Which of the following statements is a claim that can be

proven or disproven with evidence?
a) The population of the world is increasing.
b) The Earth is the only planet with life.
c) The sun is a star.
d) The best way to learn is by doing.

5. Which of the following statements is a claim that

suggests a course of action?
a) The government should provide free healthcare for all citizens.
b) The government should invest more in education.
c) The government should ban plastic bags.
d) The government should invest more in renewable energy.

6. Which of the following statements is a claim that

expresses a personal belief or opinion about what is good
or bad?
a) Dogs are the best pets.
b) The world is a beautiful place.
c) Everyone should be vegetarian.
d) The world is a dangerous place.

7. Which of the following statements is a claim that can be

supported by research and data?
a) The use of social media is increasing.
b) The average temperature of the Earth is increasing.
c) The world's population is growing.
d) The best way to learn is by doing.

8. Which of the following statements is a claim that

expresses a personal belief about what is right or wrong?
a) Everyone should vote in every election.
b) Everyone should be kind to animals.
c) Everyone should learn a foreign language.
d) Everyone should be happy.
 9. Which of the following statements is a claim that
proposes a solution to a problem?
a) The government should provide affordable housing for all.
b) The government should invest more in education.
c) The government should ban the sale of assault weapons.
d) The government should invest more in renewable energy.

10. Which of the following statements is a claim that

expresses a personal opinion about what is important or
valuable?
a) Music is an important part of life.
b) Honesty is the best policy.
c) Education is essential for a successful life.
d) The world is a beautiful place.

Answer Key:

1. d
2. b
3. c
4. a
5. c
6. a
7. a
8. b
9. a
10. d

Learning Resources/Materials/Handout/Worksheet: Agustin, M., et al.

(2020). My Distance Learning Buddy: A Modular Textbook for the
21st Century Learner Grade 10. Sibs Publishing House Inc.

Clickable Links:

DEEPEN ACTIVITY 3: Situation Analysis

(Make
Meaning) 4-5 Introduction/Description: In this activity, students will practice formulating
arguments, considering different perspectives, and using strong language to make
M.1 our points clear and persuasive.
Writing an
exposition or Instructions: Read the situation below and answer the following questions. Write
discussion on a your answers in a one whole sheet of paper.
familiar issue
to include key
structural Situation Analysis
elements and
language Situation:
features, e.g.:
conjunctions It's the first week back at school, and your friends are buzzing about the new "No
or connectives Phone Policy" that's being implemented. The school is trying to create a more
to link ideas: focused learning environment by banning cell phones during class time. Some
because, students think it's a good idea, saying it will help them concentrate and avoid
however, distractions. Others are totally against it, arguing that phones are essential for
whereas, communication, research, and staying connected with friends and family.
hence, etc.
(MELC10-ll- Guide Questions:
4b)
(Added 1. Identify the Issue: What is the main issue being debated in this situation?
Competency) 2. Formulate a Claim: What is your position on this issue? Do you support
or oppose the new "No Phone Policy"?
Learning
3. Develop Supporting Arguments: What are your reasons for supporting
Target(s): I
can use
your claim? Think about the potential benefits of a phone-free classroom
conjunctions
or the drawbacks of limiting phone use.
and
connectives 4. Acknowledge Counterarguments: What are some of the arguments that
like "because," people might have against your position? How would you address these
"however," counterarguments?
"whereas," 5. Use Connectives: Think about how you can use conjunctions and
"hence," and connectives to link your ideas and create a smooth flow in your argument.
"therefore" to For example, use words like "because," "however," "whereas," "hence,"
smoothly link etc.
ideas and
create logical
connections
between
sentences and How can we effectively use argumentative writing to address and potentially
paragraphs in resolve social issues?
my writing.
Initial Answer:

Revised Answer:

Final Answer:

Learning Resources/Materials/Handout/Worksheet: Agustin, M., et al.

(2020). My Distance Learning Buddy: A Modular Textbook for the
21st Century Learner Grade 10. Sibs Publishing House Inc.

Clickable Links:

Sample Assessment Item: Short Paragraph

Introduction/Description: In this assessment, you will write a short paragraph

expressing your opinion on the new "No Phone Policy" at school. Your paragraph
will be assessed based on your ability to formulate a clear claim, provide supporting
arguments, address counterarguments, and use conjunctions and connectives
effectively. Remember to write your paragraph on a short coupon bond paper.

Instructions: Write a short paragraph expressing your position on the phone policy
issue, using your supporting arguments and addressing counterarguments. Make sure
to use conjunctions and connectives to connect your ideas. Write your essay in a
short coupon bond paper.

Learning Resources/Materials/Handout/Worksheet: Agustin, M., et al.

(2020). My Distance Learning Buddy: A Modular Textbook for the
21st Century Learner Grade 10. Sibs Publishing House Inc.

Clickable Links:

TRANSFER Transfer Goal: The students in the long run will be able to independently use their
Performance 6-7 argumentative writing skills to engage in meaningful discussions, express their
Standard: opinions effectively, and advocate for their beliefs in academic and real-world
settings.
T.1
Composing an
argumentative Show the ff:
essay Performance Task GRASP:
(EN10WC-llh-
13) (Added Goal To persuade your classmates to adopt your
Competency) position on a current issue that affects your
school community.
Role You are a student leader and advocate for
change at your school.
 Audience Your classmates and teacher.
Situation Your school is considering implementing a
new policy or making a significant change.
Choose one of the following issues:

o A new dress code

o A change to the school lunch
program
o A new technology policy for
student devices
o A change to the school
schedule
o A new extracurricular activity
or club
o A change to the school's
disciplinary policy
o A new environmental initiative

Product/ Performance Compose a well-structured argumentative

Purpose essay that presents your position on the
chosen issue. Your essay should include:

o A clear and concise thesis

statement
o Strong supporting arguments
with evidence
o Acknowledgment and
refutation of counterarguments
o Effective transitions and
connectives
o A compelling conclusion that
summarizes your main points
and reinforces your stance

Standards and Criteria:

Argumentative Essay Analytic Rubric

Criteria Beginning (1) Developing Proficient (3) Exemplary
(2) (4)

Content The essay The essay The essay The essay

lacks a clear demonstrates demonstrates demonstrates
understanding a basic a clear a thorough
of the issue understanding understanding understanding
and/or of the issue of the issue of the issue
presents a and presents a and presents a and presents a
weak or somewhat well- compelling
underdevelope developed developed and
d argument. argument. argument. persuasive
argument.
Structure The essay The essay has The essay has The essay has
lacks a clear a basic a clear and a highly
organizational organizational logical effective
structure. The structure, but organizational organizational
introduction, it may be structure. The structure. The
body somewhat introduction, introduction,
paragraphs, disjointed or body body
and lack clear paragraphs, paragraphs,
conclusion are transitions. and and
not well- conclusion are conclusion are
 defined. well-defined well-defined,
and flow flow
smoothly. seamlessly,
and enhance
the overall
persuasivenes
s of the
argument.
Evidence The essay The essay The essay The essay
lacks relevant includes some includes includes a
evidence to relevant relevant and variety of
support its evidence, but sufficient relevant and
arguments. it may be evidence to compelling
insufficient or support its evidence to
not well- arguments. support its
integrated. The evidence arguments.
is well- The evidence
integrated and is seamlessly
effectively integrated,
supports the effectively
claims made. supports the
claims made,
and enhances
the overall
persuasivenes
s of the
argument.
Counterargu The essay The essay The essay The essay
ments fails to acknowledges acknowledges thoroughly
acknowledge some and acknowledges
or address counterargum effectively and
counterargum ents but does refutes effectively
ents. not effectively counterargum refutes
refute them. ents. counterargum
ents. The
refutation is
persuasive
and
strengthens
the overall
argument.
Language The essay is The essay is The essay is The essay is
written in written in written in written in
unclear, clear and clear, concise, clear, concise,
vague, or mostly formal and formal and
informal language. language. It is persuasive
language. However, it free of language. It is
may contain grammatical free of
some errors and grammatical
grammatical awkward errors and
errors or phrasing. awkward
awkward phrasing. The
phrasing. language is
sophisticated
and enhances
the overall
impact of the
argument.
Transitions The essay The essay The essay The essay
lacks includes some includes includes a
transitions transitions, effective variety of
between but they are transitions effective
paragraphs not always between transitions
and ideas. effective or paragraphs between
consistent. and ideas. The paragraphs
transitions and ideas. The
create a transitions are
 smooth flow seamless and
of ideas and enhance the
enhance the overall
overall coherence and
coherence of persuasivenes
the argument. s of the
argument.

Total Points: 20

Grading Scale:

 16-20 Points: Exemplary

 12-15 Points: Proficient
 8-11 Points: Developing
 4-7 Points: Beginning

8 Map of Conceptual Change:

Values Integration and Reflection:

GRASP 1:

 Values Integration: This GRASP task encourages students to reflect on the

importance of fairness, respect, and inclusivity within the school
community. By engaging in advocacy for a policy change, students can
develop a sense of responsibility for creating a more equitable and just
environment for all.
 Reflection: After completing the GRASP task, students can reflect on their
own values and beliefs related to the chosen issue and consider how their
actions can contribute to positive change within their school. They can also
reflect on the power of language to influence others and the importance of
using language responsibly and respectfully when advocating for their
position.

Activity Title: Project Exercises

Introduction/Description: In this activity, you'll experience what it's like to be a real-

world advocate, using your persuasive skills to influence others and make a positive
impact on your school community.

"Persuasive Campaign"

Project Description:

Imagine you're a student leader at your school, and you want to make a positive
change. In this project, you'll create a persuasive campaign to advocate for a new
school policy or initiative that you believe would benefit your school community.

Instructions:

1. Choose Your Cause: Select a policy or initiative that you want to promote.
This could be something like:
o A new recycling program
o A school-wide fundraiser for a good cause

o A new club or extracurricular activity

o A change to the school lunch menu
o A school-wide event or celebration
 2. Develop Your Message: Create a clear, concise, and persuasive message
that explains why your chosen policy or initiative is important. Consider:
o What are the benefits of this change?
o How will it improve the school experience for students?

o What problems will it solve?

o Who will be most affected by this change?
3. Target Your Audience: Think about who you need to persuade to make this
change happen. This might include:
o Your fellow students
o School administrators

o Teachers
o Parents
4. Create Your Campaign: Develop a multi-modal campaign to get your
message out. This could include:
o Persuasive Essay or Speech: Write a well-structured essay or speech
that presents your argument effectively. Include strong supporting
arguments, evidence, and counterarguments.
o Visual Aids: Design posters, flyers, or social media graphics that are
eye-catching and convey your message clearly.
o Video or Presentation: Create a short video or presentation that uses
persuasive techniques to engage your audience.
5. Present Your Campaign: Present your campaign to the class, using
persuasive language and techniques to convince your audience to support
your cause.

How can we effectively use argumentative writing to address and potentially

resolve social issues?
Initial Answer:

Revised Answer:

Final Answer:

Learning Resources/Materials/Handout/Worksheet: Agustin, M., et al.

(2020). My Distance Learning Buddy: A Modular Textbook for the
21st Century Learner Grade 10. Sibs Publishing House Inc.

Clickable Links:

ASSIGNMENT
1
2-3 Learners will take down notes about their lessons.
DAY 4-5 Identify if the statement is claim of fact, value, or policy. Write your answer on
the line before each number.

_________1. The oldest known disease is leprosy.

_________2. The government should implement a uniform policy in public
schools across the state.
_________3. Capital punishment is unjust.
_________4. Congress should qualify acts of terrorism in the Anti-Terrorism
Bill.
_________5. Monet’s art is better than Pablo Picasso’s because of its
motivational subject matter, unique technique, and use of soft colors.
6-7
8

Prepared by: LOVELY GRACE SAMPAGA-CAPUZ

 TLE Teacher

Checked by: MIRASOL C. REGACHO, MED

Academic Coordinator

Approve by: ERNIE B. REGACHO, MED

School Principal