Objectives:

1. Define propaganda.
2. Determine the issue and stand presented in the propaganda
strategies.
3. Create advertisements that will convince the consumers to buy
products in Tayabas using the different propaganda
strategies.
4. Accurately identify the strategy used in each of the
propagandas.
II. LEARNING CONTENT
Lesson: Propaganda Strategies
Materials:
1. Pictures
2. Video clips
3. Visual aids References:
1. K-12 Curriculum Guide p.
2. Learning module pp. 360- 361
3. https://www.youtube.com/watch?v=nJub11RBEPs&list=PLi8t4ejK8-
UgGs2aDpAvo794Xb0S92AB&index=34

III. LEARNING TASKS

Introduction:

Differentiate how the

two countries promote
their place.

Preliminary Activity:
The class will be divided into 7 groups. Each group will
receive an improvised board and a piece of chalk. The task
of the group is to guess the name of the television commercial
based on the “tagline” that will be read by the teacher.
Mechanics:
a. The teacher will read the tagline twice.
b. When the students hear the word “go”, they will start their brainstorming.
c. They will be given 10 seconds to think and write their answer.
d. When they hear the word “stop and raise your board”, they will raise
their board.
e. In case of late response, the group’s answer will not be credited, but
they may participate again in the next item.
f. The highest pointer will be declared as winner.

1.Banco de Oro (BDO) – “We find ways.”

2.Nescafe Creamy White - The Milkiest Ever
3.Bonakid - Batang May Laban
4.Jolibee -I love You Sabado
5.Surf FabCon- Para sa Malinis at Bangong Tumatagal
6.Mang Tomas Siga and Spicy- Macho Ganado
7.Bear Brand- Tibay Araw-Araw
8.Dolfenal - Para Laging Good Vibes
9.Fudgee Barr- O’ Barr sa Sarap
10. Axe- The Ligh and Refined Fragrance
11.Bostik Super Vulca Seal- The Tapal King
12.Chao King Pork Chao Pan -Chao Panalo
13.Johnson's Shiny Drops Shampoo -Shine Like A princess
14.Double Control Diatabs -Nothing Works Better
15.Ceelin Plus-Proteksyon Plus- Laba sa Sakit
 16.Plemex- Basta Lagundi
17.KFC-It’s Finger Lickin Good
18.Ariel- Better Stain Removal in 1 Wash
19.Eight O’ Clock- Timplang Pinoy Para sa Pamilyang Pinoy
20.Nesfruta- Real Fruit Juice ang Sarap

Activity
Discussion about Propaganda

Propaganda
 Publicly to promote something: information put out by an
organization or government to promote a policy, idea, or
cause misleading publicity: deceptive or distorted information
that is systematically spread.

Basic Propaganda Strategies

1. Bandwagon - persuading consumers by telling them that others are
doing the same thing.

2. Testimonial - when a product is sold by using words from famous

people or authority figures.

3. Transfer - when a product is sold by the name or picture of a

famous person or thing but no words from the said person or thing.

4. Repetition - when the product ‘s name is repeated at least four

times in the ad

5. Emotional Words - words that will make a consumer feel strongly

about someone or something are used.
 Analysis
The students will watch the Breeze-Good Experiment Commercial,
Voice Combo Sandwich and Nolan’s Cheddar. After that, they will
answer the checklist about the commercial.

Directions: Put a check at the opposite of the possible characteristics of

the commercial below.

Commercial No.1: Breeze-Good Experiment Commercial

Characteristic Strongly Disagree Agree Strongly
Disagree Agree
1.gives us enough information about
the product

2.maximizes the time

3.teaches about the human values

4. very entertaining

5.suitable to all ages

Commercial No.2: Voice Combo Sandwich

Characteristic Strongly Disagree Agree Strongly
Disagree Agree

1.gives us enough information about the product

2.maximizes the time

3.teaches about the human values

4. very entertaining

5.suitable to all ages

Commercial No.3: Nolan’s Cheddar

Characteristic Strongly Disagree Agree Strongly Agree
Disagree
1.gives us enough information about the product
2.maximizes the time

3.teaches about the human values

4. very entertaining

5.suitable to all
ages
Abstraction
The students will answer the following questions orally.
1. What did you observe in the presented commercials?
2. Do the commercials affect you in different ways?
3. Which among the three commercials do you like the most? Why?
4. Did the commercials persuade/ encourage you to buy or patronize
them product? 5. Which among the 5 characteristics of Commercial
No.1 encouraged you to buy the product?
How about Commercial No.2?
How about Commercial No.3?
Application
The class will pick a piece of paper inside the box. Each paper has
the name of the propaganda strategy. The word that they pick will be
the name of group where they will be included. However, they will have
the draw lots for the historical place/product that they will endorse.
a. Malagonlong Bridge
b. Rodillas Yema Cake
c. Tayabas Cassava Cake
d. Minor Basilica of Saint Michael the Archangel
e. Casa Comunidad de Tayabas

Assessment
Task 1: Where do I Belong?
Direction: The teacher will present 10 propagandas. The students will
identify the device used in each of the propaganda. The answers will be
written in their notebook.
The propagandas are the following:
1."OK" | NESTEA- https://youtu.be/sgOR2SY2sGU
2. Jollibee - I love You Sabado
https://youtu.be/mFDGPu0hosk?list=PLC1C5hxn_j98zPhWW3y4TDymjOX_lxEpI
3. Stik-O- https://youtu.be/TF3eXcrvpS0
4.MAGGI Magic Sinigang –https://youtu.be/xDBu6qkoY60
5.Jollibee-https://youtu.be/Br0s7GB_dms
6.Camay- https://youtu.be/SOA-kr2-GkQ
7. Skyflakes- https://youtu.be/xkLRcd5RhkE
8. Double Control Diatabs- https://youtu.be/VNI5eMF4wn8
9.KFC PH Sino'ng Manok Mo? - https://youtu.be/OXd2D6e2ejI
10.Lucky Me Spicy Hot Beef- https://youtu.be/N3kVb1bBH_s

ANSWER KEY
1. Emotional Words
2. Bandwagon
3. Repetition
4. Testimonial
5. Repetition
6. Transfer
7. Emotional Words
8. Transfer
9. Testimonial
10. Emotional Words

Task 2:
Direction: Read the following lines, phrases or sentences from the scenes
in the Philippine TV Commercials. Tell whether they fall under
bandwagon, testimonial, transfer, repetition and emotional words. Write
your answer on the space before the number.
______________1. The ladies sing…Caronia…Caronia…Caronia
______________2. The father in the commercial of PLDT NDD said to his son
“Kung saan ka masaya, suportahan taka.
______________3. Manny Pacquiao says “Hindi ako takot umaray,may
Alaxan FR naman”,expert sa body pain, bilis magpagaling.
______________4. Alden Richards and Maine Mendoza sing Paniwalaan
Mo in the endorsement of Mc Donalds.
 ______________5. Six women who are washing their clothes using Ariel 7.50
endorsed the product.
ANSWER KEY
1. Repetition 2. Emotional Words 3.Testimonial 4. Transfer 5. Bandwagon

RUBRIC FOR PROPAGANDA PRESENTATION

3 2 1
Creativity and The commercial is The commercial is The commercial
presentation creative and effectively somewhat creative and shows little creativity
written and is presented effective and/or the or effectiveness
well. presentation is and/or is not well
adequate. presented.
Need for product The commercial clearly The commercial The commercial does
explains the need for the somewhat explains the not adequately
product need for the product explain the need for
the product
Visual aids The commercial makes The commercial is The commercial does
(props) good use of visual aids or presented significantly not include any visual
props. outside the time aids or props.
frame
Enunciation/ Presenters’ Presenters’ Presenters’
diction enunciation/diction is enunciation/ diction enunciation/ diction
excellent. is average. is below average.

Within time frame The commercial is The commercial is The commercial is

(1-2 minutes) presented within the time presented slightly presented significantly
frame. outside the time frame. outside the time
frame
 I. LEARNING COMPETENCY
 EN8SS-IIIa-1.10: Organize information about a chosen subject using a
graphic organizer.
Objectives:
1. Identify the purpose of using graphic organizer.
2. Organize information about a chosen subject using a graphic
organizer.
3. Display positive working attitude while creating graphic organizer.
II. LEARNING CONTENT
Lesson: Graphic Organizer
Materials:
1. Activity Sheets
2. Copies of the Literary Text
3. Pictures
References:
1. K to 12 Curriculum Guide (May, 2016) p. 181
2. http://www.inspiration.com/visual-learning/graphic-organizers
3. http://www.enchantedlearning.com/graphicorganizers/storymap/

III. LEARNING TASKS

Introduction:
Graphic organizers guide learners’ thinking as they fill in and build upon
a visual map or diagram. Graphic organizers are some of the most
effective visual learning strategies for students and are applied across the
curriculum to enhance learning and understanding of subject matter
content. In a variety of formats dependent upon the task, graphic
organizers facilitate students’ learning by helping them identify areas of
focus within a broad topic, such as a novel or article. Because they help
the learner make connections and structure thinking, students often turn
to graphic organizers for writing projects.

Preliminary Activity: 4 Pics, 1 Word!

Your teacher will show different pictures, you have to guess that one
word which is common to all.

____ R ____ ____ N I ____ ____ R

Activity:
Discussion of the types of graphic organizer.
 • Task 1: Organizational Chart
You will be shown an Organizational Chart of Luis Palad National High School.

Analysis:
After the picture has been shown, you will answer the following questions:

1. What can you say about the chart?

2. What do you think is the purpose of this kind of graphic organizer?

Abstraction:
The teacher will lead the students to the formation of the following
concepts:

A graphic organizer is a visual display that demonstrates relationships

between facts, concepts or ideas. A graphic organizer guides the
learner’s thinking as they fill in and build upon a visual map or diagram.
They are also informally used as a term to describe all visual learning
strategies such as concept mapping, webbing, mind mapping, and
more.

Application/Assessment:
• Final Task: Start Organizing!
 Task 2: You will make your own graphic organizer based on the story
“Makato and the Cowrie Shell” which you have already discussed in the
previous lesson.

These are some graphic organizers that you can use:

GRAPHIC ORGANIZER RUBRIC

DIRECTIONS: Using the following criteria, choose the appropriate number from
the following scale that reflects your assessment of the student’s work.
1 = Weak 2 = Moderately Weak 3 = Average 4 = Moderately Strong 5 = Strong

1. The graphic organizer has an appropriate title and labels.

2. The graphic organizer’s lines, boxes, and text are neat and
legible.
3. The information in the graphic organizer is accurate.
4. The spelling, grammar, and punctuation of the text on the
graphic organize are accurate.
5. The graphic organizer presents the information in a manner that is
easy to follow.
6. The relationships presented in the graphic organizer are correct
and clear.
7. The form in which the graphic organizer portrays the information is
appropriate to the relationships being represented.
8. The graphic organizer demonstrates an understanding of the
topic, its relationships & related concepts.
9. The graphic organizer fulfills all the requirements of the activity.

10. Overall, the graphic organizer represents the student’s full

potential.
TOTAL:
I. LEARNING COMPETENCY
 EN8G-IIIa-3.6: Use modals appropriately
Objectives:
 1. Define modals and give its characteristics.
2. Use the appropriate modal verbs that express different functions.
3. Exhibit courteousness in constructing sentences using the different
modals.

II. LEARNING CONTENT Lesson: Modals

Materials:

1. Copy of the lesson

2. Activity Sheets References:
1. K to 12 Curriculum Guide (May, 2016) p. 181
2. www.gingersoftware.com/content/grammar-rules/verbs/modal-
verbs/

III. LEARNING TASKS

Introduction:
Modals (also called modal verbs, modal auxiliary verbs, modal
auxiliaries) are special verbs which behave irregularly in English. They are
different from normal verbs like "work, play, visit..." They give additional
information about the function of the main verb that follows it. They have
a great variety of communicative functions.

Here are some characteristics of modal verbs:

• They never change their form. You can't add "s", "ed", "ing"...
• They are always followed by an infinitive without "to" (e.i. the bare
infinitive.)
• They are used to indicate modality allow speakers to express certainty,
possibility, willingness, obligation, necessity, ability

Preliminary Activity:
The teacher will ask the students to read the sentences from the story
(Makato and the Cowrie Shell) which contain modal verbs. Exploring the use of
modal verbs will help them build their confidence in using them.

I would like to go on a journey for adventure.

1. I wish I could see the land for myself.
2. You might be lucky if you could go there.
3. Can I have some water to drink?
4. You might see Pra Ruang someday.
5. If he could work with this kind of woman, he would have a place to sleep, some food to
eat and perhaps someday, he might be lucky enough to see the king.
6. You may keep it.
7. That won‘t buy anything.
8. I can‘t even measure that much.

Activities
Discussion and Board Activity
 Can, Could, Be Able To are used to express a variety of ideas in English:
Ability/Lack of Ability
can/could/ be able to + base form of the verb
1. Tom can write poetry very well.
2. I wasn’t able to visit her in the hospital.
3. I could fly via Amsterdam if I leave the day before.

Task 1: Fill in the correct form of can, could or be able to as in the

examples.

1. _______ Tony run long distances when he was a boy?

2. ______ you please call a tow truck for me? My car broke down.
(polite) 3. The students _______ to buy their textbooks today. The
bookstore is all out of them.
4. ______ you teach me how to fix my computer? You’re so good at it.
5. ______ you ______ reach the customer if you call him at 4:00 his time?
Answers: Could Could aren’t able Can Will/be able to

May, Might
Formal Permission / Formal Prohibition
may / may not + base form of the verb
1. You may start your exam now.
2. You may not wear sandals to work.

Polite Request
May + subject + base form of the verb
1. May I help you?
Possibility / Negative Possibility

may/ might + base form of the verb

1. We may go out dinner tonight. Do you want to join us?
2. Our company might get the order if the client agrees to the price.
may not / might not + base form of the verb
1. Adam and Sue may not buy that house. It’s very
expensive.
2. They might not buy a house at all.
To Make a Suggestion (when there is no better
alternative) may as well / might as well + base
form of the verb

1. You may as well come inside. John will be home soon.

2. We might as well take Friday off. There’s no work to be done
anyway.
Polite Suggestion

might + base form of the verb

1. You might like to try the salmon fillet. It’s our special today.
Task 2: Fill in the correct form of may or might as in the example.

1. They ______ finish the project on time. The main engineer is ill.
2. You _____ want to stop by the museum gift shop on your way out.
3. _____ I have your autograph?
4. He _______ visit the Louvre. He’s in Paris anyway.
5. You ______ park your car here. It’s reserved for guests of the hotel only.
Answers: might not might May may as well may not

Shall, Should, Ought to

To Offer of Assistance or Polite Suggestion (When you are quite sure
of a positive answer)
Shall + subject + base form of the verb
1. Shall we go for a walk?
Note: Shall is only used with I or we. It is used instead of will only in
formal English.
To Offer of Assistance or Polite Suggestion (When you are not sure
of a positive answer)
Should + subject + base form of the verb
1. Should I call a doctor?

A Prediction or Expectation that Something Will Happen

should/shouldn’t + base form of the verb
1. The proposal should be finished on time.
2. I shouldn’t be late. The train usually arrives on time.
To Give Advice
should / ought to + base form of the verb

1. You should check that document before you send it out.

2. You ought to have your car serviced before the winter.
To Give Advice (about something you think wrong or
unacceptable) shouldn’t + base
form of the verb
1. James shouldn’t teach him words like those.

Task 3: Fill in should, shouldn’t or ought in the following sentences as in

the example.
1. You _____ get your teeth cleaned at least once a year.
2. The house ______ be ready to move into by next month. It’s almost
finished.
3. Ron ________ to improve his attitude. If he doesn’t, he might get fired.
4. ________ I get your jacket? It’s cold in here.
5. You ________ put your feet on the table. It’s not polite.
Answers: should should ought shall shouldn’t
 Must, Have to, Need to, Don’t have to, Needn’t
Necessity or Requirement
Present and Future:
must / have to / need to + base form of the verb
1. You must have a passport to cross the border.
2. Elisabeth has to apply for her visa by March 10th.
3. I need to drop by his room to pick up a book.
Past:
had to / needed to + base form of the verb
1. I had to work late last night.
2. I needed to drink a few cups of coffee in order to stay awake.
Note: have to and need to are often used in the same context, but many
times, need to is used to express something that is less urgent, something in
which you have a choice.
Almost 100% Certain
must + base form of the verb
1. Thomas has lived in Paris for years. His French must be very good.
To Persuade
must / have to + base form of the verb
1. You must try this wine. It’s excellent.
2. You have to visit us while you’re in town.

Prohibited or Forbidden
must not / mustn’t + base form of the verb
1. You must not drive over the speed limit.
2. You mustn’t leave medicines where children can get to them.
Lack of Necessity
don’t /doesn’t /didn’t + have to + base form of the verb
1. You don’t have to park the car. The hotel valet will do it for you.
2. Tim doesn’t have to go to school today. It’s a holiday.
3. You didn’t have to shout. Everyone could hear you.

Task 4: Fill in the blanks with one of these modals: must, must not, have
to, has to, don’t have to, doesn’t have to, needn’t as in the examples.
There may be more than one correct answer.
1. You ______ tell Anna about the party tomorrow night. It’s a surprise! (must
not, need to, doesn’t have to)
2. Tina _______ register for her classes on Monday, otherwise she won’t get a
place in them. (doesn’t have to, mustn’t, has to)
3. You ________ send that fax. I’ve already sent it. (must, will have to, don’t
have to)
4. A dog ______ get special training in order to be a guide dog. (must, need
to, don’t have to)
5. Jeremy _______ get up early tomorrow. His class was cancelled. (mustn’t,
doesn’t have to, don’t need to)
Answers: must not has to don’t have to must doesn’t have to
 Will / Would
will / won’t + base form of the verb
1. John will pick you up at 7:00am.
2. Beth won’t be happy with the results of the exam.
Polite Request or Statement
Will / Would + base form of the verb
1. Will you please take the trash out?
2. Would you mind if I sat here?
3. I’d (I would) like to sign up for your workshop.
Habitual Past Action
Would/Wouldn’t + base form of the verb
1. When I was a child, I would spend hours playing with my train set.
2. Peter wouldn’t eat broccoli when he was a kid. He loves it now.

Task 5: Fill in the blanks with one of the following words: will, won’t,
would, wouldn’t.
1. I ______ like to order the onion soup please.
2. The manager _______ be pleased to hear that a customer slipped on the
wet floor.
3. _______ it be okay if I slept here tonight?
4. When Igor lived in Russia, he ________ call his mother as often as he does
now.
5. I can assure you sir, the order ______ be shipped out tonight.
Answers: would won’t would wouldn’t wil

Analysis
All Modals: Fill in the blanks with the correct form of the following modals:
can, could, be able to, may, might, shall, should, must, have to, don’t
have to, need to
– You may have to make the modals negative according to the context
of the sentence.
– There may be more than one possibility.

1. If you are sick, you ________ go to work. You’ll infect everyone there.
2. Drivers _______ stop at red lights.
3. You _______ finish the proposal today. You can finish it tomorrow.

4. She ______ hear much better with her new hearing aids.
5. ______ I order us a bottle of wine?
6. Sam ______ pick his daughter up from school. She’s taking the bus home.
7. You _____________ smoke here. It’s a smoke-free building.
8. You ________ eat so many sweets. They are bad for you.
9. _________ you mind walking a little faster? We’re going to be late.
10. I’m sorry. I _______ help you. I don’t know how to do it.
Answers:

1. shouldn’t 5. Shall 8. shouldn’t

2. must 6. needn’t 9. would
3. don’t have to 7. mustn’t 10. can’t
4. can
 Abstraction
The teacher will lead the students to the formation of the following concepts:

• Modal verbs (can, could, must, should, ought to, may, might, will,
would,
shall) are modal auxiliary verbs that express ability, necessity, obligation,

duty, request, permission, advice, desire, probability, possibility,

etc. Modal verbs express the speaker's attitude to the action indicated by
the main verb.
• They never change their form. You can't add "s", "ed", "ing"...

Application: You Can Do It!

Write your own sentence using one of the modals.

1. (asking permission)
__________________________________________________________________
___

2. (asking for an advice)

__________________________________________________________________
___

3. (making an offer)
__________________________________________________________________
___

4. (expressing a possibility)
__________________________________________________________________
___

5. (showing determination)

_______________________________________________________________