LESSON PLAN
4As LESSON PLAN IN ENGLISH
I. Learning Outcomes
At the end of the lesson, the students can:
A. define evidence;
B. enumerate the steps of analyzing and evaluating evidence; and
C. apply the steps of analyzing and evaluating evidence.
II. Subject Matter
Lesson : Relevance and Worth of Ideas
Topic : Evidence
Materials : PowerPoint Presentation
References : English Learner’s Materials 9
[Link]
Prayer
Greetings
Attendance
A. Activity/Motivation
The students will analyze two statements and answer some questions.
Statement 1: “It’s going to rain because it is cloudy. The wind is picking up and the
air smells dump.”
Statement 2: “All Filipinos are generous and kind like Senator Manny Pacquiao.”
B. Analysis
After the activity, the teacher will ask the students with the following questions:
1. Which of the two statements do you agree with?
2. What made you agree with the statements you have chosen?
C. Abstraction
The teacher will introduce the new lesson. During the discussion, the students will
be called to share their ideas and additional inputs about the topic.
We have five (5) macro skills namely speaking, listening, viewing, reading, and
writing. Listening is very important in everyday living since listening allows us to
give feedback and response. Effective listening requires an ability to evaluate
whether we should believe the point being raised or not. It involves assessing the
weight of the evidence used to support.
Evidence is the available body parts or information indicating whether a belief or
proposition is true or valid.
Steps in Analyzing and Evaluating the Validity of Evidence:
1. Argumentation- identify the point/claim the author is trying to prove.
2. Specificity- identify specific facts, data, examples that support the
point.
3. Relevance- explain how the pieces are related to the claim.
D. Application
The students will analyze the statement and complete the table.
Directions: Read the address of Angelina Jolie's statement to the UN
Peacekeeping Ministerial. Then, complete the table below.
"..In fact, our support should be strongest where rights are threatened the most. We seem
incapable of upholding minimum standards of humanity in many parts of the world. That this
comes at a time when humankind is richer, and more technologically advanced than ever before,
is all the more painful. Eighteen years ago, when I first began working with the UN Refugee
Agency, there were just under 20 million displaced people worldwide, and the numbers were
falling. Today there are over 65 million people displaced, and the numbers are rising. More
countries are experiencing some form of violent conflict today than any time in the last thirty
years. UN peacekeepers now comprise of the second largest group of forces deployed overseas,
and are often required to serve where there is little or no peace to be kept. Against this
backdrop, it is easy to dismiss our institutions as flawed or ineffective.."
Source: [Link] (starts at 1:53 and ends at 3:15)
Point/Claim Evidence (Facts/Data/Examples)
E.
Evaluation
The students will answer the following questions.
Directions: Read the claim and each question carefully. Think about the type and
quality of evidence being described. Choose the answer that best explains whether
the evidence is strong, reliable, and relevant to the claim. Write your answer in 1/4
sheet of paper.
Claim: “Eating breakfast helps students get better grades.”
1. A famous doctor says, "Breakfast gives the brain the energy it needs to think.” Is
this evidence valid?
A. Yes, because the person is an expert.o
B. No, because doctors don't know about schools.
C. No, because it is just a story.
2. A student says, "I ate a donut this morning and I felt sleepy.” Is this a strong way to
prove the claim?
A. Yes, because the student experienced it personally.
B. No, because it is only one person’s experience.
C. Yes, because donuts are breakfast food.
3. A study shows that students who eat breakfast regularly have higher test scores
than those who do not. Why is this evidence strong?
A. Because it is easy to understand.
B. Because it is based on data from many students.
C. Because it agrees with what most people think.
4. Why is it important to check who conducted the study about breakfast and grades?
A. To know if the source is credible and reliable.
B. To see if the study is popular online.
C. To find out how long the study is.
5. After reviewing all the evidence about breakfast and grades, what should you do
next?
A. Believe only the evidence you like.
B. Ignore evidence that disagrees with the claim.
C. Draw a conclusion based on all the evidence.
Answer Key:
1. A
2. B
3. B
4. A
5. C
F. Agreement/Assignment
Directions: The students will research and write short definitions of the following four
types of evidence in preparation for the next lesson:
Statistical Evidence
Testimonial Evidence
Anecdotal Evidence
Analogical Evidence
They will bring their notes the next day and will be asked to share during the discussion.
Prepared by:
LEHANIE B. ABDUL
Discussant
Checked by:
HANINA M. ALI
Critique Teacher