ADAPTIVE TEACHING GUIDE

PHILOSOPHY: The TAYABAS WESTERN ACADEMY is a recognized educational institution that enhances minds, cultivates values, and lives in
wisdom through holistic education.
VISION: To be globally competent, confident, competitive, and proactive learning community in nation building.
MISSION: The TAYABAS WESTERN ACADEMY, the School of Choice, provides quality education that promotes a culture of excellence and instills
positive values for responsible and productive citizenship.

SUBJECT: English for Academic and TEACHER: Ms. Angelica M. Laylo Week No./ Inclusive Dates: Week 5 / March 6-7,
Professional Purposes (EAPP) 2024

Most Essential Topic Writing the Reaction Paper/Review/Critique

Lesson Academic Reason: Familiarizing Yourself with Common Logical Fallacies
Pre-requisite Content Knowledge Academic Integrity: Constructing Fact-based Statements and Arguments
Prerequisite Skill/s  Reading Skills
 Analytic Skills
Pre-requisite Assessment Analyze the given statement whether it is fact or opinion.
Pre-lesson Remediation Activity In-person (Face-to-Face)
For students with insufficient  The teacher provides additional activities where students can recall their understanding of Constructing
level on pre-requisite content/ Fact-based Statements and Arguments.
knowledge or skills:  The teacher encourages the students to express their difficulties and concerns about Fact-based
Statements and Arguments
 The teacher offers learning and reading materials and other references that discuss the Fact-based
Statements and Arguments
For students with fairly  The teacher offers additional learning and reading materials that discuss the Fact-based Statements and
sufficient level on pre-requisite Arguments
content/ knowledge or skills:  The teacher considers group discussion where students can share and evaluate their understanding of
Constructing Fact-based Statements and Arguments.
INTRODUCTION
Time Frame 2 hours per session (in person)
In case of some inquiries regarding the lesson, students may call/text or leave a message to:
Teacher’s Contact Details
Ms. Angelica M. Laylo – 09512434354/ma’[email protected]
At the end of the lesson, the students will be able to:
1. Remember and identify the common logical fallacies used in various communication media materials;
RUA
2. Understand and explain the differences between the (6) common logical fallacies; and
3. Apply their knowledge by analyzing media content that contains fallacious statements.
 Persuasion, or the act of influencing another person’s thoughts, ideas, beliefs, or actions, is a life skill that helps
to encourage someone to subscribe to propositions you present. Effective persuasion is dependent on sound and
logical reasoning. To achieve this, you must be aware of the various forms of fallacies. In this lesson, the
Context
students will identify common logical fallacies used in various communication media materials, explain the
differences between the (6) common logical fallacies, and create an argument or a play where they can show the
different logical fallacies.
At the end of the lesson, learners should be able to:
 boost their attention through a simple motivational activity called “commercial skit” prepared by the
teacher;
Overview
 engage in an interactive discussion by sharing their ideas and understanding of the topic, and
 participate and answer various activities and questions about the topic discussed.
 answer the importance of determining fallacious statements in various media materials.
STUDENTS’ EXPERIENTIAL LEARNING
Lesson Chunks Teacher’s Activity Student’s Activity
Chunk 1: A. Preliminary Activities
 Recalling the previous a. Greetings
lesson that had been
discussed. “Good morning, Grade 12 – Aristotle!”
 Activating the students’ “Good morning, Ma’am!”
motivation before the “Please remain standing for our prayer.”
discussion starts
 Lesson Proper b. Prayer
 Academic Reason:
Familiarizing Yourself "Our Almighty Father in heaven, we humbly
with Common Logical come before you on this wonderful day. As we
Fallacies embark on our journey of learning, we ask for
 Answering short activities your wisdom to illuminate our minds and hearts.
and assessments to Father, as their facilitator for this morning,
measure the student’s gives me the strengths and knowledge that I
understanding of the need so, I can always lead them in achieving
lesson. their learning. Please forgive us for all our sins
and transgressions, all of this is in the name of
our Lord and Savior, Christ Jesus. Amen.”

c. Class Settles
 “Before you take your seat, kindly arrange your
chairs, look for
any piece of trash, and throw it in our trash
bin.”

“If you’re good, you may now take your seat.”

d. Checking of attendance “None, Ma’am.”

“Now, let us check your attendance, first. Class

monitor, is there any absent for today?”

“That’s good to hear.”

e. Review

“Now, before we proceed to today’s discussion,

let us have a brief review of our previous “Ma’am we have discussed about the constructing Fact-
lesson.” based statements arguments.”

“Can anyone refresh our memories by “These are statements that are proven or accepted to
summarizing what you have learned in our last be true.
meeting? Yes, Mr. Suello.”
“The sun is the center of the universe; and Earth
revolves around the sun.”
“Very good. So, when we say facts, it is what?”
“These are statements that express someone’s beliefs
“Can you give an example of fact statement?” or views about something and are generally based on
facts. They may involve personal judgements or biases.”

“Very good. And how about opinion? Yes, Mr. “Summer is the best season.”
Kurt.”

“Generalization.”
“What is the example of this?”
 “It is a broad statement about a group of people or
“Okay, that’s great.” things.”

“Aside from facts and opinion, we also discuss

what?”

“Right. And what is this?”

“In addition, a generalization is usually formed “All, many, none, always, most, often, generally, never
from a characteristic common to a certain group and seldom.”
which is then applied to the broader group.

“Thank you! Now, what are the signal words

that we can use to identify generalized
statement?”

“That’s correct! So, if you have no questions

about our previous discussion, let us now move
forward to our new objectives for today.
f. Learning Objectives

“For today, here are our learning objectives that

will serve us guide in the fulfillment of today’s
discussion.”
At the end of the lesson, the students will be
able to:

1. identify the common logical fallacies used

in various communication media
materials;
2. explain the differences between the (6)
common logical fallacies; and
3. apply their knowledge by analyzing media
content that contains fallacious
statements.
B. Developmental Activities
I. Activity
a. Motivation

“Okay, everyone, before we proceed to our

today’s discussion let us have an activity, first.
This activity is called, “commercial skit”.

Commercial Skit (The students start creating a script for their

commercial skit based on the product they have
Instruction: chosen. The group 1 opens the activity followed by the
 Students will be divided into five (5) next groups. For the group 1, their product is
groups. safeguard. For the group 2, their product is Palmolive.
 Each representative from the group will For the group 3, their product is Mega Sardines. For
pick an item/product from the box. the group 4, their product is Rebisco. Lastly, for the
 After picking, each group group 5, their product is Lucky Me Pancit Canton.”)
representative/s will make at least 30
seconds commercial skit to sell the
product they have picked and try to
persuade their classmates to buy it.
(Here, they will unknowingly use as
many fallacies as they can.)

“Okay, class. We have watched all the

commercial skit from different groups. Moving
on to the next part, it is time to find out which
group stands out the most in delivering their
commercial skit.”
“Class, you all performed really well and did a
fantastic job delivering your commercial skit,
but naturally, there’s always sticks out the most.
Thus, to the groups that will not make it,
 constantly keep in mind that you performed well
and that there is always a second chance.”

“And without further ado, congratulation group

3. Their representative/s did a fantastic job
delivering the ad skit while staying true to
character.”

“Congratulations, group 3 and the rest of the

class. You all did well.”

“Group representative, come forward and kindly “Ma’am, we present clearly the information of our
get your reward.” product and we put so much effort to be more energetic
while making the commercial.”
“It is very nice to see that everyone actively
participates our activity. So, class, I would like
every one of you to give yourself a round of “Mostly of the information are based from facts, Ma’am.
applause.” But some are just to persuade the audience to buy our
product than others.”
II. Analysis

“Now, may I invite again here in front the group

representative of the group 3? Since, you able
to perform your commercial skit effectively in
class, we would like to know what are the
strategies that you used in your commercial to “Ma’am, we used a lot of similes and metaphors to
easily persuade your classmates?” compare our product to other groups and indicate how
it is much better than others.”

“Okay. So, are all the information about your

products are true or based from facts?”

“Okay, thank you Ms. Reyes. In some instances,

especially when it comes to business, some can’t
avoid to criticize other’s product just to
persuade others in buying their own product.”

“How about in your group, Mr. Hidalgo? What

are the strategies you used in your commercial
skit?” “Customers want persuasive commercials and ads to
make them feel better about product they are thinking
of purchasing. If I were the customer, I will buy a
“Good. Thank you. So, in real-life situations, we product depends on how good the advertisement of the
really can’t avoid comparing our products to product is.
others. It is very important that we could get
the attention of our potential customers
especially if we want to gain more buyers of our
products.”

“Ms. Reyes said earlier that, not all of the “Yes, Ma’am. There’s an instance that I downloaded a
information that they present in their game from an advertisement from facebook. It is said
commercial are all based from facts, but some that you can gain money from this after downloading.
of them are just being said to persuade or But when I downloaded it, I am the one who needs to
gather the attention of the audience to buy their cash in money to continue playing the game.”
products. How do you think this can affect the
customer’s perspective about your product?
Yes, Ms. Andrada?”

“False information, Ma’am.”

“Okay, very good.”

“Did you have experienced that you found an

advertisement or commercial that is very “Common Fallacies, Ma’am.”
engaging, but when you used it or buy it, it’s not
the same as what you have expected in the
advertisement?

“It is about, Academic Reason: Familiarizing Yourself

with Common Logical Fallacies.”
 “That’s right! There are many ads in facebook
about games that tells that you can gain free
money or you can easily get money by playing
that apps, but when you downloaded it, the
benefits are not like what is shown in the
advertisement.”

“So, this kind of advertisement contains what?”

“Ma’am, when we say fallacy, a false or mistaken idea
“Now, class, based on the given example. What that comes to a conclusion without the evidence to
do we call this kind reasoning that you may be support it.
encountering in the various advertisement or
information you may consume every day.”

“Very good! It is called common fallacies.”

“So, based on your statements and on our

activity, what do you think will be our topic for
today?”
“Persuasion, or the act of influencing another person’s
thoughts, ideas, beliefs, or actions, is a life skill that
“Very Good!” helps you encourage someone to subscribe to the
III. Abstraction propositions you present.”
a. Discussion

“Our topic for today is about Academic Reason:

Familiarizing Yourself with Common Logical
Fallacies.”

“But before that class, what comes into your

mind when you hear the word fallacy?”

“Very good. So, in addition, fallacy is one of

some of the cases, where some speakers and
writers intentionally use to make their
opposition look worse, to simplify an issue, or
make their position look superior.”

“Now, class, kindly open your book and turn it

on page 54.”

“Please, kindly read what is persuasion.”

“If you are in the business field, this may mean

successfully attracting potential customers. If
you are an educator, this may mean establishing
a strong credibility, so students learn more from “Estella said that her neighbor was rude, so he thinks
your lesson.” that all people in their town must be rude.”

“One example that can attract consumers is

media messages, it also employs persuasion
heavily, like in the case of influencers urging
their target audience to support their cause. “

“So, effective persuasion is dependent on sound

and logical reasoning. To achieve this, you must “Mark tries a new restaurant and doesn’t like the food.
be aware of the various forms of fallacies. Listed He then assumes that all the restaurants in that are
below are some common fallacies in reasoning serve bad food.”
that you may be encountering in the various
content/information you consume daily.”

“First, we have hasty generalization, these are

claims based on observation that are too few, or
samples that are too small, to be taken as
conclusive generalizations. To put it simply, it is
making a judgement about a group or situation
based on a small sample or one-time
experience.”
“For example, Both Aiza’s grandparents are
cranky – thus, she assumes that all old people “Everyone is buying the newly released phone, so it
are cranky.” must be the best.”

“Ms. Angela, can you please give an example of

hasty generalization?”

“Thank you, Ms. Angela. Based on Ms. Angela’s

given example, Estella already concluded and
assumed that all people in their town are rude
as well just like her neighbor that she
encountered.” “A celebrity endorses a certain diet plan, and suddenly
everyone starts following it without considering if it’s
“What else? Yes, Ms. Mariane.” suitable for their own health needs.”

“Thank you, Ms. Mariane. So, again class, hasty

generalization is a leap to a generalized
conclusion based on only a few instances.”

“Now, let us proceed to bandwagon. When we

say bandwagon class, these are claims based on
a person’s or concepts popularity.”

“For example, Darwin’s parents have been urging

him to attend a nearby school in their barangay. “Yes, Ma’am because I am avid fan of Kathryn Bernardo
However, he decided to go to one of the schools in and I really support all the products she endorses like
the city, because that is where most of the kids in his for example, she endorses the sunsilk, as her fan, I used
current school are going.” sunsilk as well.”
“Now, who can give an example of bandwagon?
Yes, Mr. JM?

“Thank you, Mr. JM. Ample amount of people is

buying the new released phone because it is
popular. Therefore, people are relying on the “Yes, Ma’am.”
products popularity. Similar to what Ms. Sarah’s
situation wherein she was convinced to buy
hope glow because it is popular. Another
example, many people start buying a particular
brand of shoes because it’s popular, even
though they don’t know how much about the
quality or comfort.”

“What else? Yes, Mr. Keann.”

“Ma’am, for example, in a discussion about cleaning up

“Thank you, Mr. Keann. That’s a good example a park, someone starts talking about how much they
for bandwagon because that is really common love picnics.”
type of this logical fallacies. For example, your
favorite artist like for example the newest
commercial of McDonalds. Vice Ganda and “Ma’am for example, during a discussion about climate
Paolo Ballesteros pulled it off. As a result, even change, one person starts talking about the economic
if Jollibee is your favorite fast-food chain, if you impact of renewable energy, then one student diverts
are a lover of these two, you would prefer to the attention away from the main topic.”
choose McDonalds over Jollibee. You were
influenced to eat at McDonald's because your
idol supports it.”

“How about you, Ms. Angela? For instance, your

favorite artist endorses something, do you buy it
and use the product as well?”
“I have experienced this one during a debate. For
example, we were arguing about a certain topic then
my opponent will start throwing bible verses that are
“Thank you, Ms. Angela. So, bandwagon, class not related to the argument.”
can be also in a non-fallacious context, it can
describe a popular trend or movement that
many people join or support.”
“Class, are we clear with the first two logical
fallacies?”

“Then let us move on to the next logical fallacies

which is the red herring, these are claims or
strategies that are not necessarily aligned with
an argument, but are made to distract a person
to lead him/her to false conclusions.”

“For example, an actor-politician accused of

plagiarism coincidentally times the release of his
latest movie with the expose of the issue.”

“It is changing the subject to avoid dealing with

the main issue. Now, who can give an example
of red herring. Yes, Ms. Trisha?”

“Thank you, Ms. Trisha.” “Ma’am, for example, during a political debate, instead
of addressing the opponent’s arguments, one candidate
“What else? Yes. Ms. Samantha.” attacks the
opponent’s personal appearance.”

“Thank you, Ms. Trisha. There’s a lot of cases

like that in reality, right? When you are
discussing about a certain topic, then there’s
someone who will suddenly change the topic
into unrelated one.”

“Have you ever experienced this kind of “Yes, Ma’am. I remember having an argument with
scenario? Yes, Mr. Ryan.” someone and then she suddenly changes the topic and
starts attacking my attitude saying I am fat and selfish
when in fact we are talking about the importance of
budgeting.”
“That’s actually right, Mr. Ryan because way
back in SHS, I have experienced that as well.”
“No, Ma’am because I know that is not right and just let
“Class, are we clear with red herring? Again, her comments slide and continue what I was saying.”
when we say red herring, these are claims or
arguments that are not aligned with the main
issue just to distract someone.”

“Moving on to the next one, we have ad

hominem, these are claims that, instead of
addressing an argument made by someone,
attack a person’s character or area of his or her
life that may not be related in any way with the
argument made.” “Yes, Ma’am.”

“Meaning to say class, when we say ad

hominem, it is attacking the person who is
making the argument, instead of the argument
itself.”

“For example, A youth leader questioned

government fund allocations, but the government
officials concerned called him ugly and clumsy,
instead of responding to the allegations factually.”

“Ms. Amethyst, can you please give another “Ma’am, for example, I do believe that ghost exists
example of ad hominem?” because there is no scientific evidence proving they
don’t.”

“Yes/No, Ma’an.”
“Well said, Ms. Amethyst. Instead of addressing
the main issue, the other candidates attack the
opponent’s personal appearance that obviously
is not related to the argument.”
“Ma’am, for instance, about the UFO’s visited the
“Class, have you ever experienced this matter? Earth.”
For example, your conversation with someone
turns very serious to the point that person starts “Ma’am, for example, no one has proven that unicorns
attacking your attitude or maybe your don’t exist, so they must exist.”
appearance in general?”

“Yes, Ma’am.”

“What is your response then? Did you start

attacking her personally as well?”

“That’s actually a good response, Ms. Marie.

Class, if you find yourself in a situation like this,
try not to respond angrily and stick to what you
said, regardless of how harsh someone says
about you that is blatantly off topic. Instead of
debating with people who are essentially not on
your level, pick your battles carefully and “Ma’am, for example, my friend tells me that I should
conserve your energy for far more important let her win the game because she never wins anything.”
matters.”

“Class, are we clear with ad hominem?” “Ma’am, for example, asking your teacher to raise your
grade because you have a terrible semester.”
“Then, let us move on the next one which is the
appeal to ignorance, these are propositions that
claim truth, because it has not yet been proven
false. Meaning to say class, it is based on the
assumption that a statement must be true if it
cannot be proven false — or false if it cannot be
proven true.”

“For example, James believes that there is life on

Mars, all because it has not yet been proven
otherwise.”
“Mr. Riguel, can you please give another
example of appeal to ignorance.”

“Very Good, Mr. Riguel. Are all of you here

believe in ghost?”
“Hasty generalization, bandwagon, red herring, ad
“We have different assumptions with regards to hominem, appeal to ignorance, and appeal to pity.”
the existence of ghost. Maybe some of us
believe they exist and some are not.”
“Hasty generalization refers to making a judgement
“What else? Yes, Ms. Luna?” about a group or situation based on a small sample or
one-time experience.”
“Very Good. What else? Yes, Mr. Mercadejas.”

“That’s a good example as well, the existence of

unicorn.” “Ma’am it is believing something as true or good just
because many people think so or because it is
“Class, are we clear with appeal to ignorance?” advertised by popular person.”

“If there is no more question, let us move

forward to the last logical fallacies which is the
appeal to pity, these are claims that are made to
induce pity or guilt so as to be accepted as “Ma’am, when we say hasty generalization, it is making
true.” a judgement about a group or situation based on a
small sample or one-time experience whereas when we
“For example, Ben claims that he deserves top say bandwagon these are claims based on a person’s or
marks, because he submits schoolwork despite concepts popularity.”
having a toxic home environment.”

“Meaning to say class, when we say appeal to

pity, it is a fallacy that involves using pity or
guilt to persuade someone to accept a
conclusion.” “Ma’am, it is changing the subject to avoid dealing with
 the main issue.
“Mr. Galvez, can you please give an example of
this fallacy?”

“Ma’am, attacking the person who is making the

“That’s a good example, Mr. Galvez. Another argument, instead of the argument itself.
example? Yes, Ms. Leah.”

“Very Good, Ms. Leah. So, class, when we say

appeal to pity it is when someone attempts to “Ma’am, when we say red herring, it is a logical fallacy
persuade others by provoking feelings of guilt that occurs when topic is introduced in an argument
or pity.” that does not directly relate to the issue being discusses
whereas when we say ad hominem refers to
“So, class, remember that these fallacies can argumentation strategies that focus on the person
weaken arguments and lead to faulty reasoning. making an argument rather that their viewpoint.”
It’s important to recognize them and strive for
logical and evidence-based discussions."

"Class, is there any questions or clarifications “Ma’am, appeal to ignorance it is believing something is
about the common fallacies that we have true or false because it hasn’t been proven otherwise.”
tackled? If none, then I will be the one who will
be asking you."
“Ma’am, appeal to pity is trying to get others to agree
b. Activities for Mastery with you by making them feel sorry for you.”

“To know what you have learned in our

discussion, I will call
students to answer my questions.”
“Ma’am, when we say appeal to ignorance is the logical
“Ms. Jessica, what are the (6) common logical fallacy of claiming that a statement must be true
fallacies? because there’s no evidence against it whereas appeal
to pity is trying to play on people’s feelings instead of
presenting factual information and evidence to support
“Mr. Jomari, can you give your understanding an argument.”
about hasty generalization?”
“Well said, Mr. Jomari.”

“Let us proceed to bandwagon. Ms. Mariel, can

you explain what is bandwagon?”
“In my own perspective, it is important for us to
determine if the statement is fallacious for the reason
“Very Good.” that it will give us the information that a certain
statement is not accurate and misleading. Therefore,
“Mr. Jayvee, can you differentiate hasty through that we will able to distinguished what
generalization and bandwagon?” statement is legit and valid.”

“Excellent, Mr. Jayvee.”

“I hope we are clear in hasty generalization and

bandwagon. Now, Ms. Mitch what is red
herring?”

“Very Good, Ms. Mitch.”

“So, now, Mr. Bryan, what does ad hominem

means?”

“Very Good, Mr. Bryan.”

“Ms. Kimberly, can you please differentiate red

herring and ad hominem?”
 “Well said, Ms. Kimberly. I hope we are clear in
red herring and ad hominem. Now, Mr. Eric,
what do we mean when we say appeal to
ignorance?”

“Very good. Now, for our last fallacies, we have

the appeal to pity. Ms. Pancho please explain
what is appeal to pity.”

“Very Good.”

“Ms. Knielsen, can you please differentiate

appeal to ignorance and appeal to pity?”

“Very good class. It seems that you really

understood what we have discussed for today.”

c. Valuing

“Why do you think it is important for us to

determine fallacious statements in various
media materials?”
SYNTHESIS The following key points of the lesson:

Module: 6
 Fallacy , a false or mistaken idea that comes to a conclusion without the evidence to support it.
 Persuasion, or the act of influencing another person’s thoughts, ideas, beliefs, or actions, is a life skill
that helps you encourage someone to subscribe propositions you present.
  Common logical fallacies in reasoning
 Hasty generalization, these are claims based on observations that are too few, or samples that are
too small, to be taken as conclusive generalizations.
 Bandwagon, these are claims based on a person’s or concept's popularity.
 Red Herring, these are claims or strategies that are not necessarily aligned with an argument, but are
made to distract a person to lead him/her to false conclusions.
 Ad hominem, these are claims that, instead of addressing an argument made by someone, attack a
person’s character or area of his or her life that may not be related in any way with the argument
made.
 Appeal to ignorance, these are propositions that claim truth, because it has not yet been proven
false.
 Appeal to pity, these are claims that are made to induce pity or guilt so as to be accepted as true.

RUA of the Student’s Learning Application Assessment

Group Activity: I. Direction: From the choices given in the box,
identify the kind of fallacy evident in the succeeding
Detecting Fallacies in the Media statements.

Directions: Consume media content from various

sources and platforms. Select five ads that contain
fallacious statements. Fill out the following table to
better analyze media content. Share findings with your
teacher.
_______ 1. Pregnant woman lobbies for financial
Product Fallacy Fallacious assistance, because she is scared and lonely in bearing
Advertised Detected Statement and raising a child in such a terrible world.
Cornetto Red Herring Cornetto _______ 2. Patrick buys himself a new digital single lens
distracted us. reflex (DSLR) camera, since all his photographer
The whole topic friends did so, too.
of the _______ 3. A world-renowned virologist discouraged
commercial was citizens from visiting business establishments to help
about a guy contain the spread of COVID-19; a business tycoon, in
buying DVD but response, calls the virologist a nerd.
instead we were _______ 4. In an ongoing trial against a reporter
distracted by accused of libel, his lawyer defends him by
the cheapness enumerating his big breaks in journalism.
 of the ice _______ 5. To boost sales, Company Y claims that its
cream. coffee has slimming effects, even if there are no
Joy Bandwagon “Zero Sebo” conclusive studies to prove this.
“Based on _______ 6. As a kid, Kris has experienced a haircut
technical test mishap with Salon G; a similar incident took place with
and quantitative the same salon during her teen years. She has since
test with 300 discouraged friends and family to visit Salon G, saying
consumers in its hairdressers are all bad.
Metro Manila _______ 7. Trevor is convinced that a spirit lives in their
Bear brand Bandwagon This bear brand attic, because no one in his family could dispute this
commercial is a claim.
bandwagon _______ 8. Snow White deodorant increases sales by
because it saying in its ads that their products are chosen by at
makes everyone least 80% of Filipinos.
join the dance _______ 9. An elderly male consults his barangay leader
to let everyone regarding garbage disposal concerns in his area; he
accommodate gets told that the pandemic is the problem to focus on
the product. at the moment, nothing else.
Binay for Appear to pity “Isang taon na _______ 10. Political figure M is confident that if country
President 2016 akong Y, with socio-demographic characteristics highly
pinagtutulungan similar to ours, could tackle food crisis, so can we.
. Masakit,
malupit,
pagkatao’y
minamaliit.”
Binay is
blubbering his
experiences and
the message of
his
advertisement is
to vote for him
because he also
experienced
what the poor
people
 experienced.
Growee Appeal to “Batang
ignorance Growee! Handa
sa hamon ng
araw-araw.”
Their target
audience is the
kids, but the
message of the
advertisement is
to let moms or
parents buy
growee so that
their kids would
be strong and
tall.

For example:

Champion Bandwagon “No. 1 in Metro

Manila. Tapat
po sa inyo.”
POST-LESSON REMEDIATION ACTIVITY
Reflection:

In your own perspective, why a student like you need to identify logical fallacies?”

Prepared by: Checked by:

Ms. Angelica M. Laylo Ms. Angelica P. Aguila

Practice Teacher Cooperating Teacher