Republic of the Philippines

Department of Education
Region VIII – Eastern Visayas
SCHOOLS DIVISION OF CALBAYOG CITY
Calbayog City

DETAILED LESSON PLAN FOR ENGLISH 9

Name of School: Rafael Lentejas Memorial School of Fisheries Grade Level/Section IX

Teacher: Mr. Simon Peter Carl D. Maala Subject: ENGLISH

Date and Time: January 5, 2025 | 8:00 AM – 8:45 AM Quarter: II

I. OBJECTIVES
A. Content Standards The learners demonstrate their multiliteracies and communicative competence in evaluating informational texts (argumentative texts)
for clarity of meaning, purpose, and target audience as a foundation for publishing original informational texts.
B. Performance Standards The learners analyze the style, form, and features of informational texts (argumentative texts); evaluate informational texts for clarity
of meaning, purpose, and target audience; and compose and publish original multimodal informational texts (argumentative texts)
using appropriate forms and structures that represent their meaning, purpose, and target audience.
C. Learning Competencies Learning Competency: Examine text structures for clarity of meaning and purpose: non-journalistic text: argumentative text
(EN9INF-II-1)

By the end of the lesson, the learners should be able to:

1. Define what an argumentative text is;

2. Recognize the structure of ideas in an argumentative text;
3. Organize the elements of an argumentative text; and
4. Demonstrate respectful expression of opinions when engaging in argumentative texts.
II. CONTENT Argumentative text and its elements.
III. LEARNING
 RESOURCES
A. References
1. Teacher’s Guide pages Teacher-made instructional material (PPT)
2. Learner’s Material pages Teacher-made instructional material (PPT)
3. Textbook pages Teacher-made instructional material (PPT)
4. Additional Materials from Pinas Now - Netizens Call Out Isko Moreno’s Daughter Over Lavish... | Facebook
Learning Resource (LR)
Portal
B. Other Learning
Laptop, Monitor, Slide Deck Presentation and Visual Aids.
Resources
IV. PROCEDURES TEACHER’S ACTIVITY STUDENT’S ACTIVITY
1. Reviewing previous A. Preliminary Activities
lesson or presenting the
new lesson • Interfaith Prayer
“Everyone please stand, let us pray”
Please lead the prayer, (Learner A)

Oh God, creator of heavens and the

universe, you are worthy of our praises.
In you alone, we pray and submit
ourselves for we are nothing without
you. We humbly ask for your
forgiveness and mercy.

Dear Lord, we gather here today with

the intent of doing good in thy name.
Guide us in the right path, may our
efforts be blessed with insights,
understanding, wisdom, and respect for
all.

May our deep faith in You give us

strength to act honestly and well in all
 matters before us.

Amen.

• Greetings
“Good morning, class!”
Good morning, Sir! Good morning
classmates!

“Now before you sit down, kindly look under your desks and chairs for any trash
and throw them in the garbage bins.”

• Checking of Attendance

“Can I request the class monitor to check the class attendance.”

Yes, Sir.

• Checking Students

“Okay! Very good! So, how’s your day so far?”

Our day is going great, Sir!

“That’s very good to hear!”

But before we start, let us be mindful with our four golden rules. Everyone please
read altogether.
 CLASSROOM RULES 1. Be Prepared for class.
2. Be quiet when the teacher is
talking.
3. Learn to respect others.
4. Always do your best.

• Checking of Individual Needs

“Can you clearly read the text on the screen?”

Yes Sir!
“How about those people at the back?”
Yes Sir!

Excellent!

 Motivation
ACITIVITY 1: RIGHT WHERE IT BELONGS
Instructions:

 Statements will be flashed on the monitor.

 Students will raise the ‘Agree’ or ‘Disagree’ emoji to show their opinion on
each statement.

 After selecting their stance, learners will explain their reasoning for why they
agree or disagree.
 Do I make myself across?

Yes, Sir!
Are you ready, class?

Yes, Sir!

Our first statement is…

Cellphones should be allowed in class.

(The teacher will call two or three learners to explain)
Expected Responses:

(Learners will explain their reasoning

for why they disagreed).

The government should implement a strict ban on

single-use plastics.
(The teacher will call two or three learners to explain)

(Learners will explain their reasoning

for why they agreed).
 Online learning is more effective than face-to-face
learning for students today.
(The teacher will call two or three learners to explain)

(Learners will explain their reasoning

for why they disagreed).

Homework should be limited on weekends.

(The teacher will call two or three learners to explain)

(Learners will explain their reasoning

for why they agreed).

Students should be taught how to use AI responsibly in

school.
(The teacher will call two or three learners to explain)

(Learners will explain their reasoning

for why they agreed).

Good job, class!

 Now from the activities we did:
1. What have you observed from the texts? Responses may vary.
2. What statement or text do you feel is relatable? Responses may vary.
3. Based on the statements or texts presented, do you think these Responses may vary.
can be argued?
4. What do you think is our lesson for today?
Expected/Possible Response:
Our lesson for today is Argumentative
Texts.

That’s right, class! Our lesson for today is all about Argumentative Texts and its
elements.
2. Establishing a purpose To establish a clear purpose, the following are the lesson’s learning objectives: By the end of the lesson, the learners
for the lesson should be able to:

1. Define what an argumentative

text is;
2. Recognize the structure of ideas
in an argumentative text;
3. Organize the elements of an
argumentative text; and
4. Demonstrate respectful
expression of opinions when
engaging in argumentative
texts.
3. Presenting A. Lesson Purpose
examples/instances of
the new lesson ARGUING THE ARGUMENT!

Students will be asked to analyze a short sample of an argumentative essay. Afterwards,

the teacher will give a brief description of an argumentative essay.
The Importance of Exercise for Students
Exercise is important for students because it improves both physical and mental health. For
example, regular jogging or sports can increase energy and reduce stress, helping students
focus better in class. Some might argue that studying takes priority over exercise, but
research shows that active students perform better academically. Clearly, engaging in
physical activity is essential for a balanced and productive student life.

Processing Questions:

1. What is the text all about?

Expected Response: Sir, the text is
about the importance of exercise for
students.

2. What is the main purpose of the text?

Expected Response: Sir, the main
purpose of the text is to convince
readers that students should engage
in regular physical activity.
3. How are the ideas presented in the text?
Expected Response: Sir, the ideas in
the text are presented with a main
claim supported by examples and
reasoning.
 B. Unlocking Content Vocabulary

WHICH WORD FITS!

Learners will choose the correct term being described in each of the following statements.
The terms can be found in the box. Answer key:
1. It is position taken by the writer; what the writer is trying to prove or
argue. 1. Claim
2. It is provided to support a claim; reasons are supported by 2. Reason
evidence. 3. Evidence
3. It is used to support or prove a point with statistics, facts, 4. Counterclaim
quotations, surveys, etc. 5. Rebuttal
4. It is the opposing position or counterargument.
5. It refutes or disproves the counterclaim; addresses the criticism of
the claim.

REBUTTAL EVIDENCE CLAIM

REASON COUNTERCLAIM

4. Discussing new Now, that we unlocked some words that we will be discussing in today’s lesson, let us now
concepts and practicing proceed to our main topic.
new skills #1
What is an Argumentative Text?

An Argumentative text is… (the learners will read the definition)

Argumentative text is a type of text
wherein the writer aims at presenting an
issue (be it scientific, political, social,
etc.) and then taking side or making a
stand, which he will have to support by
giving proof or evidence.
(After the learners have read the definition, the teacher will explain it briefly).
 We now move forward to the elements of an argumentative text. The first element is
the Introductory Paragraph.
INTRODUCTION
1. This part should provide an outline of
the topic, the background information
needed to understand your argument,
the evidence you will present, and your
BACKGROUND OF THE TOPIC THESIS STATEMENT thesis statement. (A thesis statement is
a clear, concise, one-sentence
Ex. summary of your main point and claim.
Background of the Topic
Electric cars were invented more than 100 years ago. Battery-powered
electric vehicles were on the roads in the late 1800s. Eventually,
electric and gas-powered cars replaced horses for personal
transportation. Today, all vehicles should be electric powered because
electric cars are better for the environment and they cost less to fuel.
Thesis Statement

The second element of an argumentative text is the Body Paragraphs.

BODY [Link] part comprises at least three
paragraphs that contains reasons and
evidence (such as examples,
REASONS EVIDENCE research, statistics, statements from
an authority, etc.) that back up your
claim.

scholarly books, articles, and journals, research

data, statistics, statements from an authority/expert.
Ex.
1st Reason/Argument
First, all cars should be electric because they are better for the
environment. According to the Environmental Protection Agency, electric
cars emit less greenhouse gases than gas-powered cars (EPA, 2022).
This shows that electric cars are better for the environment because
greenhouse gases can lead to an unnatural warming of the Earth.
Evidence

2nd Reason/Argument
Next, all cars should be electric because they cost less to fuel than gas-
powered cars. A 2020 Consumer Reports study found that electric
vehicle owners spent 60% less on fuel than gas-powered vehicle owners
(Lindwall, 2022). In other words, owning an electric vehicle allows
people to save the money they would normally spend on gas.

Evidence
Another element of an argumentative text is the Counterargument.

COUNTERARGUMENT [Link] paragraph is still part of the body,

but it is reserved for acknowledging
opposing claims and then rebut them to
further support your side or stance.
COUNTERCLAIM REBUTTAL

Counterclaim
Some people believe that all cars should not be electric because
electric cars cannot drive long distances. This is not the case because
many electric cars can travel long distances without charging. For
example, Tesla's Model S can drive approximately 370 miles without
stopping for a charge (Sidiqui, 2020). This means it is possible to drive
long distances in an electric car without a need to stop and recharge.
Rebuttal

The last element of an argumentative text is the Conclusion.

CONCLUSION [Link] is the final part of the text that

restates the thesis in a new way,
summarizes the key reasons or
evidence, and provides a final thought
RESTATES CALL TO or call to action to encourage the reader
THESIS SUMMARY ACTION to reflect or take the intended action.
OF
REASONS
 Summary of Reasons
Thesis Statement
In conclusion, all cars should be electric. Electric cars are
better for the environment and they cost less to fuel. When it is
time to purchase a car, an electric vehicle is the better choice.
Call to Action

Those are the parts of an argumentative text. To better visualize each part, here are its
exact structure:

PARAGRAPH 1
INTRODUCTION
Background of the Topic:
___________________________________________________________________________________
Thesis Statement:
___________________________________________________________________________________

BODY

Paragraph 2 Paragraph 3 Paragraph 4

Reason 1: Reason 2: Counterclaim:
___________________ ___________________ ___________________
Evidence: Evidence: Rebuttal:
___________________ ___________________ ___________________

Paragraph 5
CONCLUSION
Restate the Thesis Statement:
______________________________________________________________________________________
Summary of Reasons & Call to Action:
______________________________________________________________________________________

5. Discussing new
 concepts and practicing
new skills #2
6. Developing mastery ACTIVITY TIME!
Think Stations: Place it Right, Make it Tight!

Mechanics:

1. Pre-group the students

2. Each group is assigned to only one station.
3. Each group works only on the task in their assigned station, using the texts provided to
identify the parts and elements of the argumentative text.
4. Each group is given 4 minutes to finish the task.
5. Select one presenter who will explain the output to the class after the work period.
6. All groups will be rated based on the given rubric.

7. All the groups that can finish the task will receive gold coin.
Station 1: Short Paragraph
Instructions: Read the short persuasive paragraph. Then, identify each statement and
determine which part of a persuasive text it represents.

Station 1:

1. Body (Counterclaim)
2. Body (Reason/Evidence)

Station 2: Figures
Instructions: Organize the parts and their components using a graphic organizer.

Station 2:
 Station 3: (Sentence Strips)
Instructions: Arrange the sentences to form a complete argumentative text, then identify
the parts and elements.

Sentence Strips (Jumbled) Station 3:

A. However, others argue that too much screen time can 1. Introduction: Sentence B
distract students from learning. 2. Claim: Schools should allow the use
B. Schools should allow the use of smartphones in the of smartphones in the classroom.
classroom. 3. Reason/Evidence: Sentence D
C. In conclusion, smartphones can be effective learning tools 4. Counterclaim: Sentence A
if used responsibly and with proper guidelines. 5. Conclusion: Sentence C
D. Smartphones help students access educational apps,
online references, and learning materials quickly.
E. Therefore, banning smartphones completely may limit
students’ access to helpful educational resources.

7. Finding practical I will now present a social media post and you are to answer some questions afterwards.
applications of concepts
and skills in daily living
Do you follow, class?
Yes, Sir!

Very well. Class, please read the post quietly.

Now that you have finished reading the social media post, let us now answer the following
questions.

Processing Questions:

1. What is the claim of the post?

Response: Politicians’ families should
be mindful of their lifestyle/public image.

2. What reasons or evidence support the claim?

Response: Luxury lifestyle of children,
online criticism, inequality.
3. Which sentence shows the conclusion?
Response: This situation reflects
broader social frustrations about
privilege and wealth.
8. Making generalizations
and abstractions about 1. Again class, what is an argumentative text?
the lesson. Response: An argumentative text is a
type of text wherein the writer aims at
presenting an issue (be it scientific,
political, social, etc.) and then taking
side or making a stand, which he will
have to support by giving proof or
Impressive! evidence.

2. What are the parts and elements of an argumentative text?

Response: The four parts of an

argumentative text are the introduction,
Amazing! body, counterargument, and conclusion

3. In your opinion, why is it important to learn the parts of an

argumentative text?
Responses may vary. (In my opinion,
it is important to learn the parts of an
argumentative text because knowing
the claim, reasons, evidence, and
conclusion helps us understand and
evaluate other people’s opinions. It also
allows us to express our own ideas
clearly and persuasively, whether in
writing, discussions, or even social
media. By learning the parts, we can
make stronger arguments, avoid
misunderstandings, and apply these
skills in real-life situations, like deciding
on issues in school, community, or
Very good, Class! everyday life.
9. Evaluating learning Since you have already understood what is an argumentative text and its parts, we will
assess your knowledge on the topic we have discussed. Pease read the instructions
carefully as shown on the monitor.

Instructions:
 Encircle the best answer
 Erasure means wrong.

Are the instructions clear?

Yes, Sir!
Good. You only have 10 mins. to answer.

Do you follow, class? Yes, Sir!

QUIZ

1. What is the main purpose of an argumentative text?

A. To entertain the reader
B. To present facts without opinion
C. To convince readers of a claim using reasons and evidence
D. To describe events in chronological order
2. Which of the following best defines a thesis statement?
A. A summary of the entire essay
B. The writer’s main claim or position
C. A list of supporting evidence
D. The opposing viewpoint
3. In an argumentative text, which part acknowledges opposing views?
A. Introduction
B. Body paragraphs
C. Counterargument
D. Conclusion
 4. What is the role of evidence in an argumentative text?
A. To restate the thesis
B. To support claims with facts, statistics, or expert opinions
C. To entertain the reader
D. To introduce the topic
5. Which of the following is an example of a rebuttal?
A. “Some people believe electric cars cannot travel long distances.”
B. “This is not the case because Tesla’s Model S can travel 370 miles without
charging.”
C. “Electric cars were invented more than 100 years ago.”
D. “In conclusion, electric cars are better for the environment.”

Okay class, exchange papers... Answer Key:

1. C
2. B
3. C
Count the number of checked items and put the score at the right corner of the 4. B
paper. 5. B

Okay class, who got 5? 4? 3?

10. Additional activities for Assignment: Writing Your Own Argumentative Text
application or
remediation. Title: My Stand on a School or Community Issue
Points: 20
Instructions:
1. Choose one issue that affects your school or community. Examples:
 Should students have longer recess?
 Should plastic bottles be banned in the canteen?
  Should the community invest more in public parks?
2. Write a short argumentative text (1–2 paragraphs) that includes the following parts:
 Introduction: Background of the topic + clear thesis statement (your
claim).
 Body: At least one reason supported by evidence (facts, examples, or
personal observation).
 Counterclaim and Rebuttal: Acknowledge an opposing view and
explain why your claim is stronger.
 Conclusion: Restate your thesis and give a call to action.
3. Use your own words and experiences. Avoid copying from online sources.

Remember class that while crafting or writing your own argumentative text, be
sure to be guided by the rubrics.

Do you follow?
Yes, Sir!
 RUBRICS
Criteria Excellent (Full Good Fair Needs Points
Points) Improvement
Relevanc Claim is clear Claim is Claim is Claim is 5
e of and strongly mostly clear somewhat unclear or off-
Content connected to and unclear or topic
(5 pts) the chosen connected loosely
issue connected
Evidence Provides Provides Provides Lacks 5
and strong, relevant adequate weak or supporting
Support reasons with reasons with limited evidence
(5 pts) examples/facts some reasons/exam
examples/fact ples
s
OrganizatLogical and Mostly logical Somewhat Disorganized; 5
ion (5 coherent flow flow with disorganized; difficult to
pts) from minor gaps ideas jump follow
introduction to
conclusion
Grammar Sentences are Few errors, Several Many errors, 3
and clear, minimal meaning still errors, meaning
Language to no errors clear meaning unclear
(3 pts) sometimes
unclear
Originalit Shows strong Shows some Limited No personal 2
y and personal personal personal perspective or
Voice (2 perspective and perspective perspective voice
pts) sincere voice
Total /20
Points
V. REMARKS
VI. REFLECTION
a. No. of learners who
earned 80% in the
evaluation.
b. No. of learners who
require additional
activities for remediation
who scored below 80%
c. Did the remedial lessons
work? No. of learners
who have caught up with
the lesson.
d. No. of learners who
continue to require
remediation.
e. Which of my teaching
strategies worked well?
Why did these work?
f. What difficulties did I
encounter which my
principal or supervisor
can help me solve?
g. What innovation or
localized materials did I
use/discover which I wish
to share with other
teachers?

Prepared:

SIMON PETER CARL D. MAALA

Student-teacher, English