A Semi-detailed Lesson Plan in English (Grade 9/JHS)

Prepared by: Eliza Marie C. Lisbe

I. OBJECTIVES
At the end of the lesson, the learners are expected to:
a. Determine the relevance and the truthfulness of the ideas presented in the material viewed EN9VC-
IVa-10
b. Evaluate sources in order to determine its credibility and accuracy
c. Recognize guidelines with which to assess sources to make informed opinion about the issue in order to
become a better informed citizen
d. Demonstrate understanding of the lesson by actively participating in the discussion
II. SUBJECT MATTER
Topic: Evaluating sources: Relevance and Truthfulness
Reference: Almonte, L. R. et. al., (2014). A Journey Through Anglo-American Literature. Quezon City:
Vibal Group, Inc.
Other resources: Anderson, Katherine (2020). Evaluating News Sources. Retrieved from:
https://libguides.rutgers.edu/fake_news; Unknown (n.d). Evaluating Reliable Sources. Retrieved from:
https://learningforjustice.org
Values Integration: Accuracy, Truthfulness, Honesty, Responsibility
Materials: PowerPoint presentation, projector, learners’ copy of the sources/reading material
III. PROCEDURE
A. Preparation
1. Greet the class and tell them to settle down. Also, instruct them to keep unnecessary things except for
their pen and paper/notebook.
2. Start with a brief prayer
3. Check the attendance of the learners
B. Motivation
1. Present to the class the learning objectives for the said lesson.
2. Ask the learners where they usually look up or get information. Let them choose from the following
medium: a) Social Media (Instagram, Twitter, Facebook, Tiktok) b) Television c) Youtube d)
Newspapers e) Radio
Scenario: COVID-19 vaccine:Barcodes forLife
3. Pose a scenario where learners have to describe their initial and truth reactions. Give learners brief
moment to process their insights. Answer the guided questions to generate discussion.
A. Emotions- How does this story make you feel?
B. Values-How does the information fit in with your value system?
C. Critical thinking-How does this new information compare to your existing knowledge about the topic?
How would you evaluate this information? (Describe the steps you would take to fact check the post)
D. Reflection-Why do you think your friend shared this? How might you respond and why?
4. Note the significant responses of the learners and process it.
C. Presentation
Dyad: Choosing Reliable Sources: compare and contrast
1. Using the Venn diagram, learners are going to have to look at two different information. Explain that
all these sites came from a basic search of the words, school lunch.
Article 1: National School Lunch Program (Retrieved from: fns.usda.gov/nslp)
Article 2: School meal (Retrieved from: wikipedia.com)
2. Have the learners work in pair. Complete the Choosing Reliable Sources Venn diagram worksheet.
Compare and contrast the sources they have reviewed. They should write the details that describes how
the two information are similar and dissimilar.
3. Use the following questions to aid learners work:
A. When was each page created or updated?
B. What is the main idea or reason behind each page?
C. What seems to be the author’s purpose on each page?
4. From the activity, let the learners accomplish the CRAAP test (emphasis on relevance and
truthfulness).
D. Application
Activity: CRAAP Test
1. Divide the learners into 6. They will assess an excerpt of an article entitled, COVID associated with
hearing loss, tinnitus and vertigo – new study confirms link by Kevin Munro by looking around at the
guidelines in evaluating sources such as:
A. Relevance
B. Truthfulness/Accuracy
2. Have them put their answers in the chart presented.
3. After answering the CRAAP test, have one learner from each group describe the source they analyzed.
Then share what they decided and how they have made their determination.
Relevance
 Does the information relate to your topic or
answer your question?
 Who is the intended audience?
 Is the information at an appropriate level
(i.e. not too elementary or advanced for
your needs)?
 Have you looked at a variety of sources
before determining this is one you will
use?
 Would you be comfortable using this
source for a research paper?
Truthfulness
 Where does the information come from?
 Is the information supported by evidence?
 Has the information been reviewed or
refereed?
 Can you verify any of the information in
another source or from personal
knowledge?
 Does the language or tone seem biased and
free of emotion?
 Are there spelling, grammar, or other
typographical errors?
4. Discuss to expound learner’s insight on the activity:
A. Was the exercise easy or hard to evaluate the source?
B. What did your group discuss?
C. Would you have believed anything from the source?
D. What if they were posted on a site you trust?
E. Generalization
Interactive Discussion
1. Facilitate a discussion regarding the learners’ impressions with the sources they evaluated. In this
manner, learners are able to connect the activity done to lesson content.
a. What criteria did you consider when you assessed the information?
b. What if they (information) were posted on a site you trust?
c. How can we combat disinformation?
2. Note the significant responses of the learners.
IV. EVALUATION
Get that issue: Credible or Clickbait?
1. Study the two articles. Determine which of the two sources credible news is. Complete the chart by
answering the questions.
Source A Source B
What website published it?
When was it published?
Who is the target audience?
Summarize in five sentences
what happened
Did the writer remain impartial
or did he or she try to persuade
the reader in a certain direction?
How can you tell?
How well does the source present
key information?
Which source is credible?
Expound your insight.

V. ASSIGNMENT
1. Pick a topic which you want to know or curious about and research about it. Look for information
either in print material (magazines, journals, articles, etc.) or non-print material (online, electronic books,
videos, etc.)
2. After you’ve gathered the information, evaluate the source using the CRAAP
3. Write your work in a short-sized bond paper.
 APPENDIX A

SOURCE 1
School meal
by Hjamesberglen
Last updated: March 17, 2020
Retrieved from: Wikipedia.com

A school meal or school lunch (also known as hot lunch, a school dinner, or school breakfast)
is a meal provided to students and sometimes teachers at a school, typically in the middle or beginning of
the school day. Countries around the world offer various kinds of school meal programs. Each week
day, millions of children from all standards and grades receive meals at their respective schools. School
meals in twelve or more countries provide high-energy food with high nutritional values either free or at
economical rates.
The benefits of school meals vary from country to country. While in developed countries the
school meal is a source of nutritious meals, in developing countries it is an incentive to send children to
school and continue their education. In developing countries, school meals provide food security at times
of crisis and help children to become healthy and productive adults, thus helping to break the cycle
of poverty and hunger.

SOURCE 2

National School Lunch Program

by Economic Research Service U.S Department of Agriculture

Last updated: October 01, 2020

Retrieved from: https://www.ers.usda.gov/topics/food-nutrition-assistance/child-nutritionprograms/
national-school-lunch-program

The National School Lunch Program (NSLP) is the Nation's second largest food and nutrition
assistance program. In fiscal year (FY) 2019, it operated in nearly 100,000 public and nonprofit private
schools (grades PK-12) and residential child care institutions. The NSLP provided low-cost or free
lunches to 29.4 million children daily at a total cost of $14.1 billion. Average participation was less than 1
percent below that of the previous FY and about 8 percent lower than in FY 2011, when average
participation peaked at 31.8 million children.
Any student in a participating school can get an NSLP lunch regardless of the student's household
income. Eligible students can receive free or reduced-price lunches:
Free lunches are available to children in households with incomes at or below 130 percent of poverty.
Reduced-price lunches are available to children in households with incomes between 130 and 185 percent
of poverty.
In FY 2019, school cafeterias served nearly 5 billion lunches, with nearly three-quarters of the
lunches free or at a reduced price. ERS-sponsored research found that children from food-insecure and
marginally secure households were more likely to eat school meals and received more of their food and
nutrient intake from school meals than did other children (see Children's Food Security and Intakes from
School Meals: Final Report).
 APPENDIX B

COVID associated with hearing loss, tinnitus and vertigo – new study confirms link (Excerpt)
by Kevin Munro

Published : March 23, 2021 12.22am AEDT

Retrieved from: theconversation.com

Some viruses, such as measles, mumps and meningitis, can cause hearing difficulties, but what
about SARS-CoV-2, the virus that causes COVID-19?
In the first few months of the pandemic, a rapid systematic review of COVID-19 and hearing
difficulties revealed a possible link between COVID-19 and audio-vestibular symptoms (hearing loss,
tinnitus and vertigo). However, both the quantity and quality of the early studies were low. Now that the
pandemic has been with us for over a year, more studies have been published and researchers have been
able to estimate how common these symptoms might be.
My colleagues and I have identified about 60 studies that report audio-vestibular problems in
people with confirmed COVID-19. Our analysis of the pooled data, published in the International Journal
of Audiology, reveals that 7%-15% of adults diagnosed with COVID-19 report audio-vestibular
symptoms. The most common symptom is tinnitus (ringing in the ears) followed by hearing difficulties
and vertigo.

HEARING LOSS AND VERTIGO

Hearing difficulties associated with COVID-19 have been reported across a wide age range and
COVID-19 severity, ranging from mild (and managed at home) to severe (requiring hospitalisation).
There are several case reports of sudden loss of hearing in one ear, often accompanied by tinnitus.
Sudden hearing loss occurs in around 20 per 100,000 people each year. It is treated with steroids
to reduce swelling and inflammation in the inner ear. But the treatment only tends to work if it is started
soon after the hearing loss occurs.
We know that viruses can cause sudden hearing loss, so SARS-CoV-2 may be responsible for the
case reports of hearing loss in COVID patients. Yet the number of COVID-19 cases worldwide is so high
that it is difficult to say with any great certainty if the cases of sudden hearing loss are higher than what
we would generally expect to see each year.
Another commonly reported symptom of COVID-19 is dizziness. It can be quite difficult to
differentiate this from the rotatory vertigo that is characteristic of damage to the balance system in the
inner ear. However, the best estimate is that rotatory vertigo occurs in around 7% of COVID-19 cases.

START OF OUR UNDERSTANDING

Given the importance of providing timely evidence to inform health services, the information
from this new systematic review is to be welcomed, but so far, the evidence is based on surveys and case
reports. It is important not to diagnose audio-vestibular symptoms where they do not exist or where they
are coincidental, given the high rates of COVID-19 in the population. However, the findings of the review
might simply reflect the start of our understanding of this emergent health condition.
What is lacking are carefully conducted clinical and diagnostic studies that compare a sample of
people who tested positive for COVID-19 and a sample of non-COVID controls. To that end, we are
leading a year-long study to investigate the long-term effect of COVID-19 on the audio-vestibular system
among people who have been previously in hospital with the virus.

APPENDIX C
SOURCE A
Retrieved from: gmanetwork.com

Millennial na kusinero sa barko, nakapagpatayo na sariling gas station

By Jamil Santos
Marso 11, 2021 10:00 pm

Hinangaan ng netizens ang pagpupursigi ng isang millenial na

kusinero sa barko na nakapagpatayo ng negosyo niyang
gasolinahan sa Sariaya, Quezon. Ang kaniyang ama, nag-ambag
din sa pamamagitan ng pagbenta ng sasakyan na napalitan niya
agad ng brand new car.

Sa ulat ng GTV "State of the Nation," sinabing ang gasoline

station ay katas ng pagtatrabaho ng anim na taon ng 26-anyos na
si John Ebreo.

Nagbukas noong Mayo 2020 ang gasolinahan ni Ebreo kaya kahit dumating noon ang pandemya
sa pag-uwi niya sa Pilipinas, may pinagkunan ng panggastos si Ebreo.

Tinulungan pa rin si Ebreo ng kaniyang mga magulang nang ibenta ng kaniyang tatay ang
kaniyang sasakyan para sa ipangdagdag sa kaniyang puhunan.

Pero wala pang isang taon, napalitan na ni Ebreo ng brand new car ang sasakyan ng kaniyang
tatay.

Payo ni Ebreo sa mga kabataan, huwag hayaang mapunta sa luho ang pinaghirapang pera, at
sanayin ang sarili na mag-ipon at maging wais sa investment.

SOURCE B

Isang kusinero sa barko, nakapagpundar ng gasolinahan sa loob lamang ng anim na taon

by Sidney Cruz

Published: 9:30 PM in Inspiring, Social Media, Trending

Retrieved from: https://www.thedailysentry.net/
Hindi biro ang magtrabaho bilang isang cook sa
barko, bukod sa nakakalungkot isipin na nasa gitna
kayo ng karagatan, ay malayo ka pa sa iyong mga
mahal sa buhay.
 Bagaman malaki ang sinasahod ng mga nagtatrabaho sa barko gaya ng pagiging seaman at iba
pang crew ng isang barko kaya kahit maraming balakid, ay tinatanggap ng ating mga kababayan ang
trabahong ito.

Ngunit sa kabilang banda, kapag natatapos na ang kanilang kontrata, wala na rin silang kita. Kaya
naman kailangan ang diskarte at disiplina sa pag-iipon upang may pangtustos pa rin sa pamilya habang
naka bakasyon.

Ibinahagi ng ating kababayang si John Ebreo ang kanyang kwento ng tagumpay bilang isang
kusinero sa barko at ngayon ay nakapagpundar na siya ng gasoline station sa probinsya ng Quezon.

Ayon kay John Ebreo, 26 na taong gulang mula Sariaya, Quezon, isa syang cook ng barko at sa
loob ng anim na buwan na pagta-trabaho dito, ay nakapagpundar sya ng sarili nyang gasolinahan bunga
ng sipag at tiyaga.

Taong May 2020, nang magbukas ang kanyang gasolinahan sa gitna ng krisis sa pandemya.
Lakas loob nyang binuksan ang gasolinahan sa tulong na din ng kanyang mga magulang. Ibinenta man ng
kanyang ama ang sasakyan nito upang maidagdag sa pagpapatayo ng negosyo, napalitan naman niya agad
ito ng bago

Kaya naman ng makauwi siya sa bansa, mayroon siyang pinagkakaabalahan kahit pa may
pandemya. Siya na rin ang nagiging pump boy sa tuwing naka-day off sa kanyang mga tauhan.

“Mahirap po kasi sa isang seaman kung walang investment sa Pinas lalo na pag nasa bakasyon
kasi puro palabas ang pera dahil sa dami ng trainings at requirements na kailangan ayusin. Maganda na
‘yung may income kahit nakabakasyon,” kwento pa ni John. Mahalaga raw talaga lalo na sa OFW na
katulad nya ang pag-iipon habang bata pa dahil hindi raw habambuhay ang pagbabarko at hindi lahat ng
oras ay dumarating ang kontrata.Dagdag pa ni John, nakuha daw niya sa kanyang mga magulang ang
pagiging madiskarte sa buhay kaya nagpapasalamat siya sa mga pangaral ng mga ito sa kanya.

Malaki din ang naging tulong ng kanyang mga magulang para maipatayo ang kanyang gasoline
station. Ibinenta umano ng kanyang ama ang sasakyan nito noong Abril 2020 upang pandagdag sa
pagpapatayo ng gas station. Sa kabila nito, nangako naman si John na reregaluhan niya ng bagong
sasakyan ang ama sa ika-60th na kaarawan nito sa darating na 2022. 

At dahil sa sinuwerte nga ang kanyang gas station, hindi na nya hinintay pa ang 2022 at agad na
bumili siya ng bagong sasakyan at iniregalo na niya agad ito noong nakaraang taon. Nais ni John na
ibahagi sa social media ang kanyang tagumpay hindi para ipagmayabang kundi para magbigay ng
inspirasyon sa iba lalo na sa mga OFW, na posibleng makapagpatayo ng negosyong pagkakakitaan kapag
may disiplina lang sa pag-iipon.

Dagdag pa ni John, walang may gusto na habambuhay malayo sa pamilya kapalit ng magandang
trabaho. Ani pa nya, huwag din nating hayaang napupunta lang sa mga luho ang perang pinaghihirapan.
Habang maaga, sanayin na ang sarili na mag-ipon at mamuhunan sa negosyo.Kinagiliwan naman ng mga
netizens ang kwentong tagumpay na ito ni John, at labis ang kanilang paghanaga sa binata dahil sa
diskarte at disiplina nito sa paghawak ng pera.