Distinguishing Facts, Opinions, Fact-Based Opinions, and Propaganda Techniques in English Grade 6

Republic of the Philippines
Department of Education
Region
DIVISION
SCHOOL
SCHOOL ADDRESS
School ID
TERM 1 LESSON PLAN
JULY 6 – 10, 2026 (WEEK 4)
Lesson Title DISTINGUISHING FACTS, OPINIONS, FACT-BASED OPINIONS, AND PROPAGANDA TECHNIQUES
Learning Area ENGLISH
Name of Teacher/s JERICK P. MAMAC
Grade Level and Section 6
No. of Sessions 4
References
(books, websites, toolkits, etc.)
Department of Education. (2025). MATATAG Curriculum Phase 3 SY 2026-2027. Retrieved from https://www.deped.gov.ph/matatagcurriculumk147/
Labrador, M.C.(2026). Lesson exemplar for English Grade 6, Quarter 1: Lesson 3 (Week 3), SY 2026–2027. Department of Education.
Declaration of AI use
Cite how AI was used in the
formulation of the lesson plan.
See DO 3, 2026 Annex A.
Consistent with the policy guidelines on the use of AI in basic education, I, [full name of teacher], hereby declare that I have used AI tools to assist in the preparation and
delivery of teaching and learning materials.
I used ChatGPT to develop Learning Objectives for the purpose of lesson planning.
The prompt used was:
“Provide the learning objectives for the topic.”
I affirm that the use of AI tools was intended solely to enhance the quality of instructional materials, align with curriculum standards, and support the teaching and learning
process. All outputs have been reviewed, adapted, edited, and validated using my professional expertise and judgment to ensure accuracy, appropriateness, and alignment with
learners’ developmental needs and levels.
Likewise, I affirm that no confidential learner information or sensitive institutional data was shared with the AI platform identified above in the process.
Sessions
NO SESSION
(MONDAY)
SESSION 1
(TUESDAY)
SESSION 2
(WEDNESDAY)
SESSION 3
(THURSDAY)
SESSION 4
(FRIDAY)
Intentions. Meaningful learning experiences are anchored in how we frame them. Start by deciding what you want learners to master by the end of the lesson - keep it clear and simple.
Remember: Understanding your learners' evolving context and designing around it help ensure that your lessons connect with and are relevant to them.
Learning Competency and
Curriculum Standards:
Write the competency/ies from
the curriculum that we are
targeting, and the content or
performance standards
applicable to the sessions.
A. Content Standards
The learners demonstrate their word knowledge as used in formal and informal situations; knowledge of grammatical structures; literal, inferential, and critical comprehension of
literary and informational texts; composing and creating text skills; and knowledge of non-verbal cues and propaganda techniques in order to produce culture-based texts based
on one’s purpose, context, and target audience.
B. Performance Standards
The learners apply literal, inferential, and critical comprehension of literary and informational texts; produce culture-based texts: narrative, expository, and persuasive texts
appropriate for their purpose, context (Indigenous People and regional celebrations), and target audience using simple, compound, and complex sentences, and age-appropriate
and gender-sensitive language.

C. Learning Competencies
Listening and Reading (Receptive Skills)
Comprehend informational texts:
A. Distinguishing fact from opinion (statements of facts, opinions, and fact-based statements of opinion).
B. Identifying propaganda technique used to persuade audience to further an idea or agenda:
• Name calling or labelling
• Glittering generalities
• Transfer
Learning Objectives:
Write the smaller knowledge,
skills, or tasks from the
competency that the learners will
work on and be able to show by
the end of the sessions.
The learners are expected to:
a. identify facts, opinions, and
fact-based opinions in
informational texts; (cognitive)
b. classify statements according
to their type correctly;
(psychomotor) and
c. value the importance of
distinguishing facts from
opinions in making informed
decisions; (affective)
a. differentiate facts, opinions,
and fact-based opinions in the
given statements; (cognitive)
b. classify statements according
to their type using appropriate
symbols and labels;
(psychomotor) and
c. demonstrate critical thinking
in evaluating information from
different sources and media
platforms; (affective)
a. distinguish the different types
of propaganda used in
advertisements and statements;
(cognitive)
b. analyze advertisements to
determine the propaganda
technique applied;
(psychomotor) and
c. demonstrate awareness of
how propaganda influences
people’s opinions and decisions;
(affective)
a. determine the different
propaganda techniques used in
advertisements and statements;
(cognitive)
b. analyze and classify
propaganda techniques shown
in pictures and advertisements;
(psychomotor) and
c. show awareness of the
effects of propaganda on
people’s beliefs and choices;
(affective)
Learner Context:
Write your observations of your
learners, and how they have
been performing or responding to
learning experiences recently.
Include strengths, interests, and
possible barriers to learning.
a. Current Performance Status and Responses: The learners demonstrate developing critical thinking skills in distinguishing facts, opinions, and fact-based opinions from
informational texts and media sources. They actively participate in discussions, classification activities, and analysis of advertisements and propaganda techniques.
b. Strengths: The learners show confidence in expressing their viewpoints, identifying factual information, and analyzing persuasive statements used in media and
advertisements. They demonstrate active participation in collaborative discussions and critical reading activities.
c. Interests: The learners are highly interested in current issues, advertisements, social media content, and activities involving debates, persuasive statements, and media
analysis. They enjoy interactive tasks that involve evaluating opinions, identifying propaganda techniques, and sharing personal insights.
d. Potential Barriers to Learning: Some learners may experience difficulty distinguishing fact-based opinions from pure opinions and identifying hidden persuasive techniques in
advertisements and media messages. Others may require additional guidance in critically evaluating information from different sources and avoiding misinformation.
Learning
Experience.
A learning experience is like a thoughtfully designed journey. Each activity and interaction builds towards meaningful understanding and growth. Identify activities and interactions
to help learners gain knowledge, skills, or understanding in a purposeful way.
Pre-Lesson:
Describe how you will help the
learners get ready for the lesson.
A. Directions: Encircle the
word/s that give the meaning of
the underlined word. Use
punctuation marks as your
guide.
1. The teacher asked the
students to be silent:
completely quiet and not
making any noise.
Directions: Identify if it is a
Fact, Opinion, or Fact-based
Opinion.
____________________1. The
Philippines imports a large
portion of its oil supply, which
affects fuel prices in the country.
____________________2. The
rising cost of living in the
Fact, Opinion, or Fact-based
Opinion.
____________________1. The
Philippines has experienced
several typhoons in the past
month, causing flooding in many
areas.
____________________2.
Directions: Read each
statement carefully. Identify
whether it is Name Calling,
Glittering Generalities, or
Transfer.
1. “Only a fool would vote for
that candidate!” – Name
Calling
2. “Our new phone is the

2. The old house looked
dilapidated — in poor condition
and falling apart — after years
of neglect.
3. The baby gave a feeble cry,
weak and barely heard,
because she was tired.
4. He was known for his
generosity, kindness in giving
to others, especially to the poor.
5. The weather became frigid
(extremely cold), so everyone
wore thick jackets.
B. Directions: Complete the
graphic organizer by picking out
four words associated to
“informational text”. Copy and
connect them to the lines.
From the words you picked,
define informational text.
Informational texts are non-
fiction, written works that aim
to provide information about a
particular topic like arts,
sciences, or social studies.
Examples of which are
biographies, newspapers,
magazines, textbooks,
reference materials, manuals,
instruction guides etc.
https://ae01.alicdn.com/kf/
S276f78af30f54b07b4a122c70f
a437ffJ.jpg
Philippines is very difficult for
many families.
____________________3. The
West Philippine Sea is a
disputed area involving the
Philippines and other countries.
____________________4.
Many Filipinos rely on rice as
their staple food, so the
increase in rice prices greatly
affects daily living. The
government should prioritize
helping farmers and stabilizing
food prices.
____________________5.
Government officials are not
doing enough to solve the
country’s economic problems.
Answer Key:
1.Fact
2.Opinion
3.Fact
4.Fact-based opinion
Opinion
B. Directions: Read each
statement carefully. Write TRUE
if it is correct and FALSE if not.
Instruct the students to write on
the blank provided.
__________1. Informational
texts are based on facts and
opinions.
__________2. Images and
charts may be found in an
informational text.
__________3. All informational
texts are non-fiction.
__________4. We can get
information on different media
platforms.
__________5. The information
posted on social media is
always 100% true.
1. False 2. True 3. True 4.
True 5. False
Filipino workers abroad
contribute the most to the
country’s economy.
____________________3. The
government has launched
programs to support farmers
affected by the rising cost of
rice.
____________________4.
Traffic congestion in Metro
Manila wastes a lot of time and
causes stress for commuters.
We should improve public
transportation to solve this
problem.
____________________5.
Renewable energy sources, like
solar and wind, are the best
solution for the country’s energy
crisis.
Answer Key:
1.Fact
2.Opinion
3.Fact
4.Fact-based opinion
5.Opinion
B. Your mother makes kakanin,
a native rice delicacy. You want
to help her sell it to others.
Present ways to encourage
people to buy the kakanin.
Guide Questions:
1. What is the product that you
want to sell?
2. What strategies will you do to
promote it?
ultimate symbol of freedom and
innovation.” – Glittering
Generalities
3. “This toothpaste has the seal
of the Dental Association, so it
must be good.” – Transfer
4. “Don’t listen to them; they are
just liars and cheaters.” – Name
Calling
5.“Join our movement for a
brighter, stronger, united
future!” – Glittering
Generalities
B. Directions: Identify whether
the picture shows Name
Calling, Glittering
Generalities, or Transfer.
___________1.
___________2.
___________3.

a. What does the statement on
the shirt tell us? (Filipinos
cannot live without rice)
b. As a Filipino, do you think this
statement is a fact or opinion?
Why do you say so?
Flow:
Describe the activities that you
can implement in one or more
sessions to meet the learning
objectives.
Apply the Learning Design
Principles by thinking about how
to:
• make the objectives clear for
the learners
• guide learners before letting
them try the task on their own
• check the state of the learners'
well-being, understanding, and
mastery over the lesson
• connect today's new concepts
to past competencies
• encourage collaboration among
learners
• invite learners to reflect on why
this matters to them
• ensure inclusion for learners'
varied abilities, learning styles,
and contexts
TYPES OF STATEMENTS TYPES OF STATEMENTS Directions: Let us watch the video.
https://www.youtube.com/watch?
v=drjl50HuwH4
In the video, how did they present the
product so that we would buy it?
Products are introduced and promoted
for people to buy. Many advertisements
use propaganda as their strategy in
persuading people.
Propaganda is information, idea, or
image, that is broadcast, published or in
some other way spread with the
intention of influencing people’s opinion.
It is often biased for it only gives one
part of an argument and uses
misleading information.
Types of Propaganda Statements
1. Name Calling – Using negative
words or labels to create a bad
impression of someone or something.
Example: The politician called his
opponent a liar to make voters distrust
him.
v=7jw2jXZeBZg
2. Glittering Generalities – Using
appealing, vague, or flowery words that
sound good but have little concrete
meaning.
Example: “Vote for freedom and
justice!” is a slogan that uses glittering
generalities.
v=n_iyvCPAas4
3. Transfer – Associating a person,
idea, or product with something
respected, feared, or admired to make it
seem positive or negative.
Example:The commercial showed a
popular celebrity using the toothpaste,
transferring their fame and
trustworthiness to the product.
v=OOsl52DR8Ck
Propaganda is information, idea, or
image, that is broadcast, published or in
some other way spread with the
intention of influencing people’s opinion.
It is often biased for it only gives one
part of an argument and uses
misleading information.
Types of Propaganda Statements
1. Name Calling – Using negative
words or labels to create a bad
impression of someone or something.
Example: The politician called his
opponent a liar to make voters distrust
him.
v=7jw2jXZeBZg
2. Glittering Generalities – Using
appealing, vague, or flowery words that
sound good but have little concrete
meaning.
Example: “Vote for freedom and
justice!” is a slogan that uses glittering
generalities.
v=n_iyvCPAas4
3. Transfer – Associating a person,
idea, or product with something
respected, feared, or admired to make it
seem positive or negative.
Example:The commercial showed a
popular celebrity using the toothpaste,
transferring their fame and
trustworthiness to the product.
v=OOsl52DR8Ck
Learning Resources: • PowerPoint Presentation for • PowerPoint Presentation for • PowerPoint Presentation for • PowerPoint Presentation for

List down the learning resources
that will help you reach your
objectives. Ensure that they are
available and inclusive.
Include options and alternatives
in case of emergencies.
discussion
• Pen
• Learning Activity Sheet
• Notebook
• Visual aids
discussion
• Pen
• Notebook
• Visual aids
discussion
• Pen
• Notebook
• Visual aids
• Video presentation about
advertisements
discussion
• Pen
• Notebook
• Visual aids
• Video presentation about
advertisements
•Drawing activity materials
Opportunities for Integration:
Write down any possibilities to
meaningfully anchor learning
areas, special topic, or
technology.
Write N/A if none.
Araling Panlipunan –
understanding issues related to
rice production, farmers, and
education
Technology – using
PowerPoint Presentation in
presenting examples,
discussions, and activities
Araling Panlipunan –
understanding issues related to
economy, education, and
agriculture in the Philippines
Media and Information
Literacy – analyzing how media
influences people’s opinions
and choices
PowerPoint Presentation and
video clips in presenting
advertisements and discussions
Media and Information
Literacy – understanding how
advertisements influence public
opinion and decision-making
Assessment. Assessments reveal what learners have gained and what they still need help with. These are helpful in providing you with information to guide your future instruction.
Formative Assessment:
Create a task, activity, or
questions to evaluate learning
and provide feedback. Include
ways for learners to ask for
guidance or support.
Remember to provide
appropriate accommodations so
all learners can demonstrate
their understanding (e.g., varied
response formats,
small group options, visual or
auditory supports).
Fact, Opinion or Fact-based
opinion.
____________________1. The
National Rice Awareness Month
(NRAM) is celebrated in the
country every month of
November annually by virtue of
the Proclamation No. 524 series
of 2004.
____________________2.
Maguindanawon farmers call
the name of the stars, angels,
famed individuals, and others
prior to rice planting. This ritual
is done to have abundant crops
and rice yield.
____________________3.
NFA, Dinorado, Milagrosa and
Jasmine are some of the
varieties of rice.
____________________4. Rice
also plays a huge part on
providing income sources for
Filipino families especially the
farmers who work day and night
statement. Draw a circle ( ) if
it is a fact, triangle ( ) for
opinion and star ( ) for fact-
based statement of opinion.
_____1. Philippines is in
Southeast Asia and is an
archipelago.
_____2. Mang Inasal is the best
fast-food chain because all
Filipinos enjoy unlirice.
_____3. According to studies,
farmers’ importance must be
acknowledged in our society.
We can do that by providing
higher pay to the farmers.
Afterall, they play an important
role in food production and
supply.
_____4. Farming is the most
difficult job in the world.
_____5. The soils of Luzon and
Mindoro are especially suitable
for rice cultivation.
advertisement and decide the
propaganda used. Choose your
answer from the choices in the
box.
Directions: Analyze the
advertisements below and
decide the propaganda used.
Choose the letter of the correct
answer.
A. Glittering Generalities
B. Transfer
C. Name Calling
_____1. The mayor is a thief!
He should step down from his
office!
_____2. Buy Comfy Mattress! A
hardworking Filipino deserves a
good rest.
_____3. Quench your thirst the
healthy way! Try Gab’s Buko
Juice. Fresh from the farm.
Guaranteed clean!
_____4. Filipinos are naturally
happy. Share your brightest
smile with Say Cheese
Toothpaste! Fight cavities and
let the world shine with your
smile!
_____5. Hungry and tired? Try
Bis-quick! Your biscuit on the

just to provide food not only to
their own but to all Filipinos that
are dependent on rice to sustain
the day-today nutrient needs.
We should appreciate the efforts
of the farmers who do the hard
work for us to have rice on our
tables. Let us help and support
them in every way we can by
patronizing their own produce to
help them earn for their families.
Support our farmers, support
local rice!
____________________5.
Before harvesting, farmers drive
away evil spirits that might steal
their harvest by throwing sliced
turmeric around the ripe grains
for three consecutive
afternoons.
Answer Key: 1. Fact 2. Opinion
3. Fact 4. Fact-based statement
of opinion 5. Opinion
go! With chocolate filling that
gives you instant energy!
Crunchy on the outside, creamy
on the inside.
1. C 2. B 3. A 4. B 5. A
Ways Forward. Meaningful learning can also happen beyond the classroom - for both the learners and the teacher.
Pause and reflect on what happened today.
Extended Learning
opportunities:
Suggest other learning
experiences outside the
classroom/class hours that
learners may want to access to
reinforce what they have learned,
to
spark their curiosities further, or
that may provide them support in
their areas of difficulty.
sentence carefully. After each
sentence, write whether it is a
Fact, an Opinion, or a Fact-
based Statement of Opinion.
1. The Revised K-12 Curriculum
updates the existing education
program to improve student
learning outcomes. 2. It includes
changes in subjects and
teaching strategies to make
lessons more relevant. 3. Some
educators believe that the
revised curriculum makes
learning more effective for
students. 4. The program
focuses on developing critical
thinking, communication, and
problem-solving skills. 5. Many
people think that the Revised K-
sentence carefully. After each
sentence, encircle Fact, box
Opinion, or underline the Fact-
based Statement of Opinion.
The Programme for
International Student
Assessment (PISA) is an
international test that measures
the skills of 15-year-old students
in reading, mathematics, and
science. It is conducted every
three years by an international
organization. Many educators
believe that PISA results show
how well students can apply
their knowledge in real-life
situations. The assessment
compares the performance of
students from different
Directions: Study the
illustrations. Answer the
questions posted Read each
statement and answer the
questions. Understand the type
of statements by reading the
discussion column.
Directions: Draw and write
your own example propaganda
technique.

12 Curriculum will better
prepare students for future
careers.
1.
2.
3.
4.
5.
countries. Some people think
that PISA rankings do not fully
reflect the quality of a country’s
education system.
Reflections:
Think about what you need to
change for the next session
based on what happened today.
Is there something the learners
are interested in exploring?
Are there some things you would
like to share with your co-
teachers, parents, or school
leaders about your classroom
experience? What would you like
your instructional coach to help
you with?
Prepared by: Checked by: Reviewed by:
JERICK P. MAMAC JULIETTE A. FERNANDEZ ARIEL M. ERALDO
Teacher VI Master Teacher III Principal IV

Distinguishing Facts, Opinions, Fact-Based Opinions, and Propaganda Techniques in English Grade 6

Distinguishing Facts, Opinions, Fact-Based Opinions, and Propaganda Techniques in English Grade 6

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