Grade 10 English DLL Q2-Q4

Teacher: Teaching Dates and Tie: A!g!st 22 " 2#$ 201#

+ONDAY I& O'(E O'(E)T )TI* I*ES ES

Grade Level: 10 Learning Area: English

School:

GRADES 1 to 12 DAILY DAILY LESSON LE SSON LOG

T,ESDAY

%!arter: 2

-EDNESDAY

T.,RSDAY

/RIDAY

Objectives must be met over the week and connected to the curriculum standards. To To meet the objectives, necessary procedures must be followed and if needed, additional lessons, exercises and remedial activities may be done for developing content knowledge and competencies. These are using Formative Assessment strategies. aluing aluing objectives support the learning of content and competencies and enable children to !nd signi!cance and joy in learning the lessons. "eekly objectives shall be derived from the curriculum guides.

A& )ontent Standards: Standards:

The learner demonstrates understanding of how world literatures and other text types serve as vehicles of expressing and resolving conflicts among individuals or groups; also how to use strategies in critical reading, listening, and viewing, and affirmation and negation markers to deliver impromptu and extemporaneous speeches.

'&erorance Standards:

The learner proficiently delivers an argumentative speech emphasizing how to resolve conflicts among individuals or groups.

)&Learning )oetencies3O45ectives: "rite the #$ $ode for each

II& )ONTENT )ONTENT

EN10VC-IIa-3.8: Assess the the effectiveness of of the ideas presented in the material viewed taking into account its purpose EN10LC-IIa-11: Switch from one listening strategy to another to extract meaning from the listening text

EN10RC-IIa-11: Transcode information from linear to nonlinear texts and vice-versa EN10V-IIa-13.9: ive technical and operational definitions

EN10V-IIa-13.9: Give technical and operational definitions

EN10G-IIa-29: !"serve correct grammar in making definitions EN10LT-IIa-14.2: #xplain how the elements specific to a selection "uild its theme

EN10RC-IIa-11: Transcode information from linear to nonlinear texts and vice-versa $%or reading remediation and enhancement&

$ontent is what the lesson is all about. %t pertains to the subject matter that the teacher aims to teach. %n the $&, the content can be tackled in a week or two.

Finding Common Ground

III& LEARNING RESO,R)ES A&Reerences 1& Teacher6s G!ide ages

#ists the materials to be used in di'erent days. aried sources of materials sustain children(s interest in the lesson and in learning. )nsure that there is a mix of concrete and manipulative materials as well as paper*based paper*based materials. +ands*on learning promotes concept development.

P120

P122

P122

P122

2& Learner6s +aterials +aterials ages

P117-118

P119-121

P121-122

P122

7& Te8t4oo9 ages

P117-118

P119-121

P121-122

P122

& Additional +aterials +aterials

1

ro Learning Reso!rce ;LR< ortal '&Other Learning Reso!rces

GRADES 1 to 12 DAILY DAILY LESSON LOG

Mp3 player, picture, copy of the song

"one # te!t$oo% only

School: Teacher: Teaching Dates and Tie: A!g!st 22=2#$ 201#

+ONDAY I*&RO)ED,RES

opy of the reading te!t

T,ESDAY

-EDNESDAY


Grade Level: 10 Learning Area: English %!arter: 2

T.,RSDAY

/RIDAY

These steps should be done across across the week. pread pread out the activities appropriately appropriately so that students will learn learn well. Always be guided by demonstration of learning by the students which you can infer from formative assessment activities. ustain learning systematically by providing students with multiple ways to learn new things, practice their learning, -uestion their learning processes, and draw conclusions about what they learned in relation to their life experiences and previous knowledge. %ndicate the time allotment for each step.

A&Revie>ing revio!s Lesson or resenting the Ne> Lesson

&ho'ing of of picture

&hare your reali(ations (based on the Additional activities given)

&hare your ans'er on the additional tas% given of the previous lesson

'&Esta4lishing a !rose or the Lesson

&haring of o$servations and discussion of the picture

uestion an you recall one unforgetta$le +isunderstanding that happened in your fa+ily

rainstor+ on the different conflict situations that arise a+ong teenagers

4s% Can conflict be prevented?

)&resenting E8ales3Instances E8ales3Instances o the Lesson

&haring of e!periences related to the

all a volunteer to share his  her e!perience)

&hare e!periences of the different conflict situations

&hare e!periences on conflicts that 'ere resolved

D&Disc!ssing Ne> )oncets and racticing Ne> S9ills ?1

5hile listening to the song, students predict 'ords or phrases that they e!pect to

*ead the te!t)

Group activity onduct a survey a$out the co++on conflict situations

o+plete the organi(er found in the /M on page 122

&hare reflection on the additional activity given)

*e+edialnhance+ent *eading &chedule./

2

ro Learning Reso!rce ;LR< ortal '&Other Learning Reso!rces


Mp3 player, picture, copy of the song




opy of the reading te!t

T,ESDAY

-EDNESDAY



T.,RSDAY

/RIDAY


A&Revie>ing revio!s Lesson or resenting the Ne> Lesson

&ho'ing of of picture

&hare your reali(ations (based on the Additional activities given)



&haring of o$servations and discussion of the picture

uestion an you recall one unforgetta$le +isunderstanding that happened in your fa+ily

rainstor+ on the different conflict situations that arise a+ong teenagers

4s% Can conflict be prevented?


&haring of e!periences related to the

all a volunteer to share his  her e!perience)

&hare e!periences of the different conflict situations

&hare e!periences on conflicts that 'ere resolved


5hile listening to the song, students predict 'ords or phrases that they e!pect to

*ead the te!t)

Group activity onduct a survey a$out the co++on conflict situations

o+plete the organi(er found in the /M on page 122

&hare reflection on the additional activity given)


2

hear fro+ the song through its title



+ONDAY I*&RO)ED,RES E& Disc!ssing Ne> Ne> )oncets and racticing Ne> S9ills ?2

/& Develoing +aster@ +aster@ #eads to Formative Assessment /0

in your group)

T,ESDAY

-EDNESDAY


T.,RSDAY

/RIDAY


4s% students to s%etch an o$6ect that they visuali(e in the song

&+all group sh sharing

iscuss the reading te!t given

ro+ the responses, let the students ran% the conflict fro+ the +ost nu+$er of persons to the least that e!perienced it)

iscuss in the class co++on causes of conflict situations as given in the /M)

ill in in the diagra+ 'ith causes of fa+ily conflicts 'ith short description)

Graph the results on the survey)

iscuss in the class 'ays to prevent co++on conflict situations as given in the /M)


3

G&/inding ractical Alications o )oncets and S9ills in Dail@ Living

GRADES 1 to 12 DAILY LESSON LOG

4s% 1) 5hat advice is given in the song o you agree 'ith it or not 5hy 2) 5ould you follo' the advice given 5hy or 'hy not

4s% From the given conflicts, which have you experienced with your family? Why?


+ONDAY *& RO)ED,RES

.n their respective groups, students discuss the interpretation of their graph results)

T,ESDAY

-EDNESDAY

5rite ans'ers on a Manila Paper


T.,RSDAY

.&+a9ing Generaliations and A4stractions a4o!t the Lesson

!plain 'hat is e+phasi(ed in the song

I& Eval!ating Learning

P re se nt a ne 's re po rt

P re se nta ti on of the gra ph

4s % a re pr es ent at iv e of th e group to present their output)

Presentation of the group activity

ournal 'riting

4s%

*eflect

4ssign students to research

(& Additional Activities or

/RIDAY

These steps should be done across the week. pread out the activities appropriately so that students will learn well. Always be guided by demonstration of learning by the students which you can infer from formative assessment activities. ustain learning systematically by providing students with multiple ways to learn new things, practice their learning, -uestion their learning processes, and draw conclusions about what they learned in relation to their life experiences and previous knowledge. %ndicate the time allotment for each step.

4s% What do you thin could be done to resolve this conflict in your family?

5rite the interpretation of the graph)

o+plete the phrase


! can prevent conflict by"#

:

Alication or Reediation

*I&

5hat do you thin% could $e done to resolve this conflict in your fa+ily

&ow to prevent conflict situations?

on $ac%ground of ante 4lighieri and read in advance anto ... of the .nferno on pages123-128 in their /M)

RE+ARBS


*II&

o+plete the sentence $oday, ! reali%ed that"#

RE/LE)TION



ReCect on @o!r teaching and assess @o!rsel as a teacher& Thin9 a4o!t @o!r st!dent6s rogress this >ee9& -hat >or9s -hat else needs to 4e done to hel the st!dents learn Identi@ >hat hel @o!r instr!ctional s!ervisors can rovide or @o! so >hen @o! eet the$ @o! can as9 the relevant !estions&

A& 1o. of learners who earned 234 in the evaluation '& 1o. of learners who re-uire additional activities for remediation )& 5id the remedial lessons work6 1o. of learners who have caught up with the lesson

D& 1o. of learners who continue to re-uire remediation E& "hich of my teaching strategies work well6 "hy did

;

these work6

/& "hat di7culties did % encounter which my principal or supervisor can help me solve6

G& "hat innovations or locali8ed materials did % used9discover which % wish to share with other teachers6


School: Teacher: Teaching Dates and Tie: A!g!st 2F " Sete4er 2$ 201#

+ONDAY I&

O'(E)TI*ES

A& )ontent Standards:

T,ESDAY

-EDNESDAY


T.,RSDAY

/RIDAY

Objectives must be met over the week and connected to the curriculum standards. To meet the objectives, necessary procedures must be followed and if needed, additional lessons, exercises and remedial activities may be done for developing content knowledge and competencies. These are using Formative Assessment strategies. aluing objectives support the learning of content and competencies and enable children to !nd signi!cance and joy in learning the lessons. "eekly objectives shall be derived from the curriculum guides.




)&Learning

EN10RC-IIb-11.2: #xplain

EN10LC-IIb-15.1:

EN10LT-IIb-14.2: #xplain

EN10V-IIb-13.9: ive

'emedial(#nhancement

<

)oetencies3O45ectives: "rite the #$ $ode for each

II& )ONTENT

illustrations from linear to nonlinear texts and vice versa

Assess the effectiveness of a how the elements specific to a technical and operational 'eading Schedule(*+ material listened to taking into selection "uild its theme definitions account the speaker)s purpose $ontent is what the lesson is all about. %t pertains to the subject matter that the teacher aims to teach. %n the $&, the content can be tackled in a week or two.

."*"=

III& LEARNING RESO,R)ES A& Reerences 1& Teacher6s G!ide ages

#ists the materials to be used in di'erent days. aried sources of materials sustain children(s interest in the lesson and in learning. )nsure that there is a mix of concrete and manipulative materials as well as paper*based materials. +ands*on learning promotes concept development.

P123-12:

P123-12:

P12:

P12;

2& Learner6s +aterials ages

P123-128

P12:-129

P129-130

P130-131

7& Te8t4oo9 ages

P123-128

P12:-129

P129-130

P130-131

>as% sheet


"one- te!t$oo% only

Po'erPoint presentation

& Additional +aterials ro Learning Reso!rce ;LR< ortal '&Other Learning Reso!rces



+ONDAY I*&RO)ED,RES A& Revie>ing revio!s Lesson or resenting the Ne> Lesson

T,ESDAY

-EDNESDAY


T.,RSDAY

/RIDAY


4s% &ave you seen a horror movie?

4s% What are the things that frightened you?

Present the sense chart that the class did the previous day)

&hare your e!planation to the additional tas% given


7


&ho' a picture of .nferno on 4s% page 123 5hat co+es to your +ind 'hen you hear the 'ord 4s% inferno What have you found out about 'ante Alighieri?

)&resenting E8ales3Instances o the Lesson

iscuss the $ac%ground of ante 4lighieri


4ns'er the >as% ; on page 123


RO)ED,RES

E& Disc!ssing Ne> )oncets and racticing Ne> S9ills ?2

4s% students ho' they define ter+s

iscuss 'hat has $een find out in the chart

Ma%e a 'ord 'e$

iscuss

Group 4ctivity

5hat is ?irgil@s advice to ante as spo%en at the Gate of Aell

o Bse your senses on page129 of the /M

Presentation of the guidelines to follo' 'hen 'riting a definition


+ONDAY *&

4s% 5hy do you thin% the te!t is entitled .nferno

&hare the e!perience 'hile +a%ing the chart

T,ESDAY

-EDNESDAY


T.,RSDAY

/RIDAY


&tudents use the 'ord in the sentence

iscuss

Group 4ctivity

5ho are the souls tortured in this anto


iscussion of the guidelines to follo' 'hen 'riting a definition


8

/& Develoing +aster@ #eads to Formative Assessment /0

*ead the te!t $y pair)


.nstruct the+ to highlight i+portant points and ta%e note of the different senses they discovered 'hile reading the te!t


RO)ED,RES

.&+a9ing Generaliations

Group 4ctivity

iscuss Ao' does ?irgil silence haron

Group 4ctivity

o efine Me activity on page 131



4s% Give situations 'here you need to give definition of ter+s)



+ONDAY *I&

iscuss 5hat is haron@s reaction to ante@s atte+pt to cross the river of 4charon

T,ESDAY

%!arter: 2

-EDNESDAY

T.,RSDAY

/RIDAY


&hare to their partner the

*elate ho' ante descri$ed

4ns'er

4s%

*e+edialnhance+ent

9

and A4stractions a4o!t the Lesson

i+portant points that they discovered in the te!t)

inferno as co+pared to ho' our religion teaches us)

*eading &chedule./ !s hope necessary in resolving conflicts?

5hy is it i+portant to define ter+s

$o be ased after the presentation of the group activity


(& Additional Activities or Alication or Reediation

*I&

o+plete the sense chart on page 129


*ead the .nferno again and try to ans'er >hin%ing a$out the te!t)

Prepare for the activity  on page 129

!plain !s hope necessary in resolving conflicts?

hec% the efine Me 4ctivity on Page 131

o another efine Me activity of ; ne' 'ords you learned fro+ .nferno

RE+ARBS


*II&

5rite do'n 'hat they thin% is the +ost i+portant point of the te!t read)

RE/LE)TION




A& 1o. of learners who earned 234 in the

10

evaluation

'& 1o. of learners who re-uire additional activities for remediation )& 5id the remedial lessons work6 1o. of learners who have caught up with the lesson

D& 1o. of learners who continue to re-uire remediation E& "hich of my teaching strategies work well6 "hy did these work6



School:

Grade Level:

10 11


+ONDAY I&

O'(E)TI*ES




II& )ONTENT

Learning Area: English

Teacher: Teaching Dates and Tie: Sete4er =F$ 201#

T,ESDAY

%!arter: 2

-EDNESDAY

T.,RSDAY

/RIDAY


The learner demonstrates understanding of how world literatures and other text types serve as vehicles of expressing and resolving conflicts among individuals or groups; also how to use strategies in critical reading, listening, and viewing, and affirmation and negation markers to deliver impromptu and extemporaneous speeches. The learner proficiently delivers an argumentative speech emphasizing how to resolve conflicts among individuals or groups.

EN10LC-IIc-15.2: Assess whether the speaker)s purpose is achieved or not

EN10RC-IIc-5.4: resent information using ta"les, graphs, and maps

EN10WC-IIc-13.3: se EN10OL-IIc-3.11: 'emedial(#nhancement patterns and techni/ues of se the correct sound of 'eading Schedule(*+ developing an argumentative #nglish when communicating claim $ontent is what the lesson is all about. %t pertains to the subject matter that the teacher aims to teach. %n the $&, the content can be tackled in a week or two.

4*GBM">4>.? &&4C  .">="4>.="



P12;

P12;

P12<

P130


P131-132

P133

P133-13:

P13<-138

7& Te8t4oo9 ages

P131-132

P133

P133-13:

P13<-138

opy of the te!t

>as% sheet

opy of the te!t

Po'erPoint presentation on Pu$lic &pea%ing


12





T,ESDAY

%!arter: 2

-EDNESDAY

T.,RSDAY

/RIDAY


4s% &ave you ever taen a ride in a public transportation with an aggressive driver?

4s% Why is it important to drive safely?

Present the $est output on signage to the class

4s%

4s% 5hat happens 'hen drivers drive aggressively

o you thin% these signage is enough to convince drivers to drive safely 5hy

ite e!a+ples on effects of aggressive driving)

Go $ac% to the reading te!t D4ggressive driving should $e avoidedE and assign a slogan to argue safe driving)

iscuss .ntonation, uncture, stress and pitch

iscuss haracteristics of an 4rgu+entative ssay

Give practical e!a+ples of phrases or sentences that 'ould differ in +eaning 'hen said differently

&ow did you feel?



School:


4s% What did you do? or What did others do?

>ell the class on 'hat are their ideas on argu+ents)

4s% the class 'hat are the co++on signage the see along the road)

&ho' a sa+ple video on pu$lic spea%ing


4s% What maes a good speaer?

13



+ONDAY I*&

RO)ED,RES


School:

T,ESDAY

-EDNESDAY

%!arter: 2

T.,RSDAY

/RIDAY



>ell the+ that they are going 4s% a student to 'rite to read an e!a+ple of hisher ans'er on the $oard argu+entative essay

Group 4ctivity


* ead th e te !t $ y p air)

G ro up ac tiv it y +a %e a signage on avoiding aggressive driving

Group 4ctivity


Give 3 reasons 'hy aggressive driving should $e avoided

5hen do 'e +a%e use of signages

Group 4ctivity

o drills)


o >as% 11 on page 13: of your /M



or+ groups and do the activity on page 137 of your /M

or+ groups and do the activity on page 137 of your /M)

1:

School:



+ONDAY I*&

RO)ED,RES


I& Eval!atin Eval!ating g Learnin Learning g

(& Additional Activities Activities or Alication or Reediation

T,ESDAY

-EDNESDAY


T.,RSDAY

/RIDAY


4s%

5hat is the i+portance of signages


ill in and chec% the activity *eason outF =n page 132 in your /M

>he group slogan 'ill $e posted along the road)


Prepare a slogan on safe driving

5hat are the characteristics of an argu+entative essay


Why is it important to drive safely?

5hy are intonation, 6uncture, stress, and and pitch i+portant


Presentation of group activity

1;

*& RE+ARBS RE+ARBS


*I&

RE/LE)TION

School: Teacher: Teaching Dates and Tie: Sete4er =F$ 201#


ReCect on @o!r teaching and assess @o!rsel as a teacher& teacher& Thin9 a4o!t @o!r st!dent6s rogress this >ee9& -hat >or9s -hat else needs to 4e done to hel the st!dents learn Identi@ >hat hel @o!r instr!ctional s!ervisors can rovide or @o! so >hen @o! eet the$ @o! can as9 the relevant !estions&



1<




School: Teacher: Teaching Dates and Tie: Sete4er 12=1#$ 201#

+ONDAY I&

O'(E)TI*ES

A& )ontent )ontent Standard Standards: s:

T,ESDAY

-EDNESDAY


T.,RSDAY

/RIDAY






EN10LC-IId-3.15:#valuate EN10LC-IId-3.15:#valuate listening texts in terms of accuracy, validity, ade/uacy, and relevance EN10SS-IId-1.5.2: Scan for needed i nformation

EN10LT-IId-2.2: #xplain how the elements specific to a genre contri"ute to the theme of a particular literary selection EN10LT-IId-2.2.2: #xplain the literary devices used

EN10OL-IId-3.11:se EN10OL-IId-3.11:se the correct sound of #nglish when delivering impromptu and extemporaneous extemporaneous speech

EN10OL-IId-3.11:se EN10OL-IId-3.11:se the correct sound of #nglish when delivering impromptu and extemporaneous extemporaneous speech

'emedial(#nhancement 'eading Schedule(*+


17

II& )ONTENT III& LEARNING RESO,R)ES A& Reerences 1& Teacher6s G!ide ages

4*GBM">4>.? &&4C  .">="4>.=" #ists the materials to be used in di'erent days. aried sources of materials sustain children(s interest in the lesson and in learning. )nsure that there is a mix of concrete and manipulative materials as well as paper*based materials. +ands*on learning promotes concept development.

P133

P138

P1:2

P1:2


P1:;-1:<

P1;2-1;<

P1;9

P1;9

7& Te8t4oo9 ages

P1:;-1:<

P1;2-1;<

P1;9

P1;9

 op y o f th e te !t, +p 3

 op y o f th e s ele cti on

?i deo c li p, Po 'e rPoi nt

?i deo c li p, Po 'e rPo in t

& Additional +aterials ro Learning Reso!rce ;LR< ortal '& Other Learning Reso!rces





T,ESDAY

-EDNESDAY


T.,RSDAY

/RIDAY


4s% Are you a dreamer? o you eep your dreams only to yourself or you share your dreams with others?

o >as% 24 on page 1:; of your /M)

Aave the class give the ualities of a hero)

&ho' a video clip on i+pro+ptu or e!te+poraneous speeches

&ho' a video clip on i+pro+ptu or e!te+poraneous speeches

+phasi(e to the class that 'hile they read, they 'ill ta%e note of the ele+ents of

5hat have you o$served on ho' the spea%ers deliver the speeches

5hat have you o$served on ho' the spea%ers deliver the speeches


18

a story)


Play the song to the class and try to chec% if >as% 24 ans'ers +atch the song lyrics

*ead the te!t)

iscuss tips on i+pro+ptu and e!te+poraneous speeches)

iscuss tips on i+pro+ptu and e!te+poraneous speeches)


Play again and try to understand the +essage

escri$e the characters as as%ed on >as% < on page 1;< of your /M

Guide the+ in de+onstrating and +a%ing independent applications of their understanding of the target concepts, language co++unication through delivering an e!te+poraneous as evidence of their transfer of learning)

Guide the+ in de+onstrating and +a%ing independent applications of their understanding of the target concepts, language co++unication through delivering an e!te+poraneous as evidence of their transfer of learning)



+ONDAY I*&

RO)ED,RES


T,ESDAY

-EDNESDAY


T.,RSDAY

/RIDAY


4ns'er uestions found on page 1:7 of your /M)

>hin%-pair-and share of the activity a$ove)

Present the !te+poraneous ru$ric

Present the !te+poraneous ru$ric


19


Group activity .nterpret the +essage of the song through a painting or dra'ing

Group activity o >as% 7 on page 1;7 of your /M


 !p la in th e d ra 'i ng )

G ro up ac tiv it y  o >a s% 7 o n page 1;7 of your /M


RO)ED,RES


Paired 4ctivity

Give a topic to $rainstor+, prepare and practice


Paired 4ctivity

Paired 4ctivity




+ONDAY I*&

Paired 4ctivity

T,ESDAY

-EDNESDAY


T.,RSDAY

/RIDAY


!plain the the+e of the song)

5hat is the lesson of the story

5hat is the significance of learning ho' to deliver i+pro+ptu and e!te+poraneous speeches

5hat is the significance of learning ho' to deliver i+pro+ptu and e!te+poraneous speeches


20



Presentation of the output


*ead in advance D>he &ong *ead >echniues on of *olandE 4ppealing to your *eaders on page 1;8 and do >as% 8 on page 1;9 'ith your group)

elivering an e!te+poraneous or i+pro+ptu speech)

elivering an e!te+poraneous or i+pro+ptu speech)

*ote+ use the rubric found on page -.-/ in rating the speech

*ote+ use the rubric found on page -.-/ in rating the speech

ontinue the activity the ne!t day)

ontinue the activity the ne!t day)

*& RE+ARBS


*I&

RE/LE)TION




A& 1o. of learners who earned 234 in the evaluation

21






School: Teacher: Teaching Dates and Tie: Sete4er 1F=27$ 201#

Grade Level: 10 Learning Area: English %!arter: 2 22

+ONDAY I&

O'(E)TI*ES


T,ESDAY

-EDNESDAY

T.,RSDAY

/RIDAY






EN10SS-IId-1.5.2: Scan for needed information EN10VC-IIe-26: 0etect "ias and pre1udice in the material viewed

II& )ONTENT

EN10LT-IIe2.2: #xplain how EN10LT-IIe2.2: #xplain how EN10SS-IIe1.6.4: se 'emedial(#nhancement the elements specific to a the elements specific to a writing conventions to 'eading Schedule(*+ genre contri"ute to the theme genre contri"ute to the theme indicate acknowledgement of a particular literary selection of a particular literary selection of resources EN10LT-IIe2.2.3: 0etermine EN10LT-IIe2.2.3: 0etermine tone, mood, techni/ue, and tone, mood, techni/ue, and purpose of the author purpose of the author $ontent is what the lesson is all about. %t pertains to the subject matter that the teacher aims to teach. %n the $&, the content can be tackled in a week or two.

&="">&


*."G ." >A &=B*


P1;0

P1;2-1;3

P1;<-1;7

P1:2


P1<9-170

P170-173

P17:-17;

P183-18;

7& Te8t4oo9 ages

P1<9-170

P170-173

P17:-17;

P183-18;


opy of the te!t, Po'erPoint Presentation

opy of the selection, ?ideo clip of Petrarch@s life

opy of the selection Po'erPoint

Aandout on 4P4 and M/4, videoclip on Plagiaris+

School:

Grade Level:

10 23


Teacher: Teaching Dates and Tie: Sete4er 1F=27$ 201#


T,ESDAY

-EDNESDAY

Learning Area: English %!arter: 2

T.,RSDAY

/RIDAY


4s% What is your favorite romantic film? Why?

Aave the class 'atch the video clip)

*ecall the different ele+ents poetry

&ho' a video clip on Plagiaris+


5hose love story do you consider special and 'orth e+ulating

iscuss the life of Petrarch $ased on the video clip)

*ead the poe+ >he 5hite oe

5hy is it not good to cheat


&ho' pictures of ro+antic fil+s

*ead the three poe+s $y Petrarch

Guide the students in finding out the structure  rhy+e sche+e of the poe+

istri$ute the handouts on iting sources using 4P4 and M/4


/ist do'n 'hat you drea+ of in a courtship

Ao' 'ould you descri$e so+eone 'ho+ you are passionately in love 'ith

iscuss Petrarchan sonnet

iscuss i+portant points on M/4 and 4P4


2:

School:



+ONDAY I*&

RO)ED,RES

T,ESDAY

-EDNESDAY


T.,RSDAY

/RIDAY



*ead a$out the courtship during +iddle ages


Group 'or%

Group activity

/ist do'n $iases and differences $et'een the +iddle-ages courtship and their ideal courtship

o >as% < on page 173 of the /M


Group sharing "a+e an incident 'hen you did so+ething in the na+e of love

Group activity

Present an e!a+ple of a &ha%espearean sonnet)


Paired activity


o /etter  activity on page 18< of your /M

o+pare and ontrast the t'o sonnets

o >as% 1< on page 188 of your /M)

Group activity

Group 'or%

o >as% 1< on page 188 of your /M)


o >as% 10 on page 177 of your /M

2;


+ONDAY I*&

RO)ED,RES

T,ESDAY

%!arter: 2

-EDNESDAY

T.,RSDAY

/RIDAY



*eact


Presentation of the Group activity


*ead in advance a$out rancisco Petrarch)

*evie' the ele+ents of a poe+ particularly the rhy+e sche+e



School:


5hen one is in love, one has the tendency to $e $iased)

4ns'er uestions found on >as% 7 on page 17: of your /M

ra' insights fro+ the class on the i+portant learning they got a$out sonnets)

Presentation of Group 4ctivity

5r it e yo ur o'n so nne t

4s%


5hy do 'e need to ac%no'ledge sources used

>as% 1< 'ill serve as evaluation)

4d d +o re ac ti vit ie s on 'riting $i$liography)

2<

*& RE+ARBS


*I&

RE/LE)TION

School: Teacher: Teaching Dates and Tie: Sete4er 1F=27$ 201#





/& "hat di7culties did % encounter which my principal

27

or supervisor can help me solve6



School: Teacher: Teaching Dates and Tie: Sete4er 2#=70$ 201#

+ONDAY I&

O'(E)TI*ES


T,ESDAY

-EDNESDAY


T.,RSDAY





EN10VC-IIf-26: 0etect "ias and pre1udice in the material viewed

II& )ONTENT

/RIDAY


EN10LT-IIf2.2: #xplain how EN10RC-IIf-13.1: 'ead EN10G-IIf-28: se words 'emedial(#nhancement the elements specific to a closely to get explicitly and and expressions that affirm 'eading Schedule(*+ genre contri"ute to the theme implicitly stated information or negate of a particular literary selection EN10LT-IIf2.2.3: 0etermine tone, mood, techni/ue, and purpose of the author $ontent is what the lesson is all about. %t pertains to the subject matter that the teacher aims to teach. %n the $&, the content can be tackled in a week or two.

EMPATHIZING WITH THE!" - #E""IE !$!E%&" "PEECH' AFFI!M ( NEGATE'

III&

LEARNING


28

RESO,R)ES D& Reerences 1& Teacher6s G!ide ages

P179-180

P182-183

P18;-18<

P188-189


P198-199

P200-209

P210-217

P217-221

7& Te8t4oo9 ages

P198-199

P200-209

P210-217

P217-221

opy of the te!t,

Prepared ti+eline of the story, te!t$oo%

opy of the selection te!t$oo%

te!t$oo%

& Additional +aterials ro Learning Reso!rce ;LR< ortal E& Other Learning Reso!rces


Teacher: Teaching Dates and Tie: Sete4er 2#=70$ 201#




School:

T,ESDAY

%!arter: 2

-EDNESDAY

T.,RSDAY

/RIDAY


4s% &ave you experienced fighting for something or defending yourself against other people0s biases? &ow did you react?

o you thin% it is right to have $iases

&ho' a ti+eline of events 'hen the story 'as 'ritten

4s% What is the purpose of the author in writing $he 'ecameron?

Guide the class in ans'ering the uestions on page 201 in the /M

4s% o all authors have purpose for writing?

4s%


'o you agree on what 1essie 2obredo said in his speech?

/ist do'n possi$le e!pression of affir+ation and negation

29


Guide your students in ans'ering the ite+s e+phasi(ing that even in articles that 'e read there could $e $iases)

*ead the story and ans'er the uestions found in $et'een)

.nfor+ the students that they 'ill read a co++ence+ent speech)


o the >as% 3 on page 198 on your /M


5hile reading the speech, re+ind the+ to ta%e note on the purpose of the author in 'riting the speech)



+ONDAY I*&

RO)ED,RES


T,ESDAY

-EDNESDAY

>ell the class to read all the 12 suggestions and after reading as% the class 'hat the purpose of 4tty) /acson is in 'riting the $oo%

4s% the class to give their ans'ers orally on the first five ite+s in the 12 /ittle >hings


T.,RSDAY

/RIDAY


Aighlight the co++on for+s of $ias $ased on 'hat 'as read


4ns'er the uestions in the /M found on page 21;

=nce all the first ; ite+s have $een discussed, dra' out insights fro+ the class)


30


iscuss the co++on for+s highlighted


ra' out fro+ the students the i+portance of %no'ing ho' to detect $ias li%e in $uying products, +a%ing decision or choices or even electing a pu$lic official


RO)ED,RES


o >as% 10 on pages 21;217 in your /M)

Prepare the class to 'or% individually on the last 7 ite+s

*ecall the co++on purposes of the authors

iscuss to the class their ans'ers


Group activity o >as% < on page 207 of the /M


+ONDAY I*&

Group activity

T,ESDAY

-EDNESDAY


T.,RSDAY

/RIDAY


5hy is detecting $iases i+portant

Process the ans'ers of the students

5hy is it i+portant to have a purpose in delivering a speech

5hat is the significance of using affir+ation and negation e!pressions


31



hec% the tas% 3 ans'ers


*ead in advance >he eca+eron on pages 200207)

*ead in advance ollo' your heart Pursue your drea+ on page 210-213

Presentation of Group 4ctivity

*ead in advance the article on page 218-221 and prepare to ans'er the uestions found in the selection)

all one or t'o students to share their o'n little 'ays of caring for their country)

Prepare a personal testi+ony a$out a topic that they are +ost passionate a$out and that they have personally e!perienced) H>as% 1:I Activity may be done a wee or two after

*& RE+ARBS


*I&

RE/LE)TION




A& 1o. of learners who earned 234 in the evaluation '& 1o. of learners who re-uire additional activities for remediation

32

)& 5id the remedial lessons work6 1o. of learners who have caught up with the lesson





Teacher: Teaching Dates and Tie: Octo4er 7=H$ 201#

+ONDAY I&

O'(E)TI*ES


School:

T,ESDAY

%!arter: 2

-EDNESDAY

T.,RSDAY

/RIDAY


33






EN10V-II13.9: ive technical and operational definitions

II& )ONTENT III& LEARNING RESO,R)ES D& Reerences 1& Teacher6s G!ide ages

EN10G-II-28: se words and expressions that affirm or negate

EN10RC-II-13.1: 'ead closely to get explicitly and implicitly stated information

EN10VC-II-2!: se previous experiences as scaffold to the message conveyed "y a material viewed

EN10"-II-3.!: 0emonstrate confidence and ease of delivery $ontent is what the lesson is all about. %t pertains to the subject matter that the teacher aims to teach. %n the $&, the content can be tackled in a week or two.

H)NCH$AC* F NT!E %AME #ists the materials to be used in di'erent days. aried sources of materials sustain children(s interest in the lesson and in learning. )nsure that there is a mix of concrete and manipulative materials as well as paper*based materials. +ands*on learning promotes concept development.

P199-200

P201-202

P202-203

P20;


P232-23;

P23<-238

P238-239

P2:3-2:<

7& Te8t4oo9 ages

P232-23;

P23<-238

P238-239

P2:3-2:<

opy of the te!t,

>e!t$oo%

>e!t$oo%

?ideo clip of a sa+ple de$ate, Po'erPoint Presentation



I*&RO)ED,RES



School: Teacher: Teaching Dates and Tie: Octo4er 7=H$ 201#

+ONDAY

T,ESDAY

%!arter: 2

-EDNESDAY

T.,RSDAY

/RIDAY 3:


A& Revie>ing revio!s Lesson or resenting the Ne> Lesson


*eact We as human beings will never, never survive unless we recogni%e and celebrate our differences as well as our similarities#

4s%

Present the ta$le on e!pressions that affir+ or negate on page 23< of your /M

Present t'o sentences that are i+plicit and e!plicit

&ho' a video clip sa+ple of a de$ate

Ao' does one affir+ or negate properly

Aave the students differentiate the t'o sentences

>ell the students to read the goals of de$ate)

Aave students present the sa+ple sentences they had in their assign+ents)

iscuss i+plicit and e!plicit infor+ation and provide e!a+ples)

/ead the students to read the helpful tips to help the+ participate co+petently in a class de$ate)

o >as% 9 nos) 1-3 on pages 23<-237 of your /M and discuss the flo' 'ith your students)

4s% the students to read the selection enclosed in the $o! $y Pres) *a+on Magsaysay on page 238 of your /M)

What does it mean to live in a world variety?


Bnloc%ing difficulties


Pose the uestions on page232 prior to the reading of the te!t)

o >as% ; on page 232 of your /M


.nstruct the+ to study the =!ford # =regon e$ate or+at)

*ead >he Aunch$ac% of "otre a+e on pages 23323: of your /M


School: Teacher:

Grade Level: 10 Learning English Area: 3;

Teaching Dates and Tie:

+ONDAY I*&

RO)ED,RES

Octo4er 7=H$ 201# T,ESDAY

%!arter: 2

-EDNESDAY

T.,RSDAY


o >as% < on page 23: # 23; of your /M

o >as% 9 nos) :-; on pages 237 of your /M and discuss the flo' 'ith your students)

!plain 'hat infor+ation is conveyed $y the underlined state+ents in the selection

na$le the+ to develop confidence and ease as they carry on 'ith the tas%)


Group 4ctivity

Group activity

Group 4ctivity

o >as% 7 on page 23; of your /M

o >as% 10 on page 237 of the /M

.nstructs students to read the selection a$out ohn Je+p and identify the e!plicit and the i+plicit infor+ation that can $e found in the te!t)

5hen do 'e use i+plicit infor+ation !plicit infor+ation)

5hen do 'e +a%e use of the essentials of a de$ate


/RIDAY


4ns'er &ow do you deal with differences?

Give instances 'here you negate and affir+ in real life)


e$ate e!ercise H&tudents are to $e provided 'ith a copy of the ru$rics to guide the+ in the activityI

3<

Teacher: Teaching Dates and Tie: Octo4er 7=H$ 201#

+ONDAY I*&

RO)ED,RES





School:


T,ESDAY

%!arter: 2

-EDNESDAY

T.,RSDAY

/RIDAY


4s% What common bonds should you find to hurdle differences?

Group 4ctivity presentation 'ill serve as evaluation

*ead the e!pressions on >as% 8 and use the+ in a sentence) 5rite the+ in your note$oo%s)

5hy is it i+portant to negate and affir+ appropriately

5hy is it i+portant to distinguish e!plicit and i+plicit infor+ation

ngage the students to su++ari(e and reflection the essential parts of the lesson $y ans'ering the uestions in the /M

Presentation of the group activity 'ill $e rated through the ru$ric on page 202 of your >G)

identify the e!plicit and the i+plicit infor+ation that can $e found in the ohn Je+p te!t found on page 238 of your /M)

lass e$ate $ased on the ru$ric 'ill $e the $asis of the evaluation

&tudy the =!ford # =regon e$ate or+at on pages 2:: -2:; of your /M)

4llo' the students to thin% a$out the lesson and %eep a record of their responses in a 6ournal) >ell the+ that they +ay post$logt'eet their responses in their  account)

.dentify e!plicit and i+plicit infor+ation


(Class 'ebate may continue the next day)

*& RE+ARBS 37


*I&

RE/LE)TION

School: Teacher: Teaching Dates and Tie: Octo4er 7=H$ 201#






38


Teacher: Teaching Dates and Tie: Octo4er 10=1$ 201#

+ONDAY I&

O'(E)TI*ES



School:


T,ESDAY

%!arter: 2

-EDNESDAY

T.,RSDAY

/RIDAY






EN10VC-II#-2!: se previous experiences as scaffold to the message conveyed "y a material viewe

II& )ONTENT

EN10LT-II#-3: #xplain how a selection may "e influenced "y culture, history, environment, or other factors EN10V-II#13.9: ive technical and operational definitions #234T

EN10RC-II#-2.22: #valuate text content, elements, features, and properties using a set of criteria

EN10WC-II#-13: +ompose an argumentative essay


EN10G-II-#-285 se words and expressions that affirm or negate


THE TH!EE M)"*ETEE!" + THE P,AG)E+ A!G)MENTATIVE E""A



P209

P210

P213

P21;

39


P2:8-2:9

P23<-238

P2;:-2;7

P2;8-2<0

7& Te8t4oo9 ages

P2:8-2:9

P23<-238

P2;:-2;7

P2;8-2<0

?ideo clip

>e!t$oo%, picture of the three +us%eteers

>e!t$oo%

>e!t$oo%


School:






T,ESDAY

-EDNESDAY


T.,RSDAY

/RIDAY


?ideo clip sho'ing on disasters

4s%

iscuss the additional 4ctivity

escri$e the relationship of the three +us%eteers 'ith one another)

4s%

Present the characteristics of a great literature to your students

5hat are the points 'e need to re+e+$er in +a%ing an argu+ent

Aave the students read thoroughly the selection the Plague and analy(e 'hether it has these

.nvite the students to read and evaluate the te!t 'ith your help)

&ow would you extend help to your fellowmen in times of calamities

&ow would you embody harmony in times of struggles and conflicts?

Aave you e!perienced $eing devastated $y a string typhoon 4n earthua%e =r a tsuna+i Ao' did you

&ho' a picture of >he >hree Mus%eteers and have the+ react on it)

4s% the students to share an incident 'here they e!perience an argu+ent)


:0

feel then


characteristics)

Ao' did you cope 'ith the situation


+ONDAY RO)ED,RES



4ns'er >as% 8 uestions on page 2;< un your /M 'ith the class

School:


I*&

.nstruct the students to read the introduction of the story

T,ESDAY

-EDNESDAY

Process the uestions after'ards) Ma%e sure that the students have a full analysis od the te!t presented as you go through the processing uestions)


T.,RSDAY

/RIDAY


4s% &ow did the people in your community help one another during those trying times?

.ndividual >as% o >as% 3 on page 2:9 of your /M

&ee% their ans'ers on the essential uestion and relate their ans'ers to the the+e of the story)

ifferentiate >he >hree Mus%eteers and >he Plague $ased on their characteristics)

o+plete the ta$le on uestion no) < of >as% < on page 2;3 of your /M

4ns'er >as% 9 on page 2;7 in your /M)

Ma%e so+e note son the $oard of their +ost significant responses)


Aave an in-depth discussion of the pointers enclosed in the $o!) *e+e+$erF 4nd >he techniues in

:1

4rgu+entation on pages 2;9-2<0 on your /M


4ns'er

o >as% 7 on page 2;3 # 2;: in your /M

What inherent traits or values among our fellowmen had been evident in times of calamity? 3ist them down#

/et the students ans'er 'oes the message of the wor have meaning for me? Will ! remember it a year from now?

.f possi$le, provide the students 'ith +ore e!a+ples on the techniues of argu+entation then you +ay solicit their o'n e!a+ples)

'o these traits and values embody solidarity? Why? &ow?

School:



+ONDAY I*&

RO)ED,RES



T,ESDAY

-EDNESDAY


T.,RSDAY

/RIDAY


4s% Can you tell the message conveyed by the video shown#

>as% 3 on page 1:9 'ill serve as evaluation

!plain the +otto 4All for one, one for all5

4ns'ers on the co+pletion of the ta$le on uestion no) < of >as% < on page 2;3 of

4s% What have you learned from the story?

>as% 9 activity 'ill serve as evaluation)

5al% the students through in their co+position of an argu+entative essay 'ith e+phasis on resolution of conflicts a+ong individuals or groups)


5riting their o'n argu+entative essay) ($ell them that their essay is

:2

your /M 'ill serve as evaluation


efine ter+s found in >as% : on page 2:9 of your /M

*ead ahead >he Plague on page 2;:-2;< of your /M

a sure way for them to accomplish their biggest tas at the end of this module)

Group 4ctivity o >as% 10 on page 2;7 -2;8 of your /M) 4ctivity +ay $e presented ne!t 'ee%)

Ma%e the+ revisit the process of 'riting they learned fro+ Module 1 Hul+inating 4ctivityI to revie' and proofread their essay)

*& RE+ARBS


*I&

RE/LE)TION

School: Teacher: Teaching Dates and Tie: Octo4er 10=1$ 201#



A& 1o. of learners who earned 234 in the evaluation '& 1o. of learners who re-uire additional activities for remediation )& 5id the remedial lessons work6 1o. of learners who have caught up with the

:3

lesson





School: Teacher: Teaching Dates and Tie: Octo4er 1H=21$ 201#

+ONDAY I&

O'(E)TI*ES


T,ESDAY

-EDNESDAY


T.,RSDAY

/RIDAY



::




EN10WC-II$-13: +ompose an argumentative essay

II& )ONTENT

EN10F-IIi-1.1: Ma%e and EN10F-IIi-1.1: Ma%e and EN10"-II$-1.15: 6ake and *e+edialnhance+ent deliver i+pro+ptu and deliver i+pro+ptu and deliver impromptu and *eading &chedule./ e!te+poraneous speeches e!te+poraneous speeches extemporaneous speeches with 'ith ease and confidence 'ith ease and confidence ease and confidence $ontent is what the lesson is all about. %t pertains to the subject matter that the teacher aims to teach. %n the $&, the content can be tackled in a week or two.

%E,IVE!ING A "PEECH



P21;

P21<-217

P217

p217

P217


P2;8-2<0

P2<1-2<2

P2<1-2<2

P2<1-2<2

P2<1-2<2

7& Te8t4oo9 ages

P2;8-2<0

P2<1-2<2

P2<1-2<2

P2<1-2<2

P2<1-2<2


?ideo clip, te!t$oo%, copy of speech

?ideo clip, te!t$oo%, copy of speech

&ound syste+

&ound syste+

&ound syste+




T,ESDAY

-EDNESDAY


T.,RSDAY

/RIDAY


:;


Present a video of an argu+entative speech)


4s% the students on 'hat are the techniues in argu+entation used in the speech)


5al% the students through in the preparation of preparing their speech)


Aelp the students clarify the steps for planning and drafting their speech) (!f possible they can use the argumentative essay that they accomplished in the previous lesson)


I*&

RO)ED,RES

&ho' again the video of an argu+entative speech)

&hare insights on the speech 'itnessed fro+ the class the previous day

&hare insights on the speech 'itnessed fro+ the class the previous day

5al% the students through in the preparation of delivering their speech)



Ma%e sure that all pointers to deliver an argu+entative speech have $een co+prehensively discussed 'ith students leaving the+ 'ith no gray areas)

&tart the delivery of speeches

&tart the delivery of speeches

&peech delivery

&peech delivery

4id the students clarify the steps for planning and drafting their speech) (!f possible they can use the argumentative essay that they accomplished in the previous lesson)


+ONDAY

T,ESDAY

-EDNESDAY



T.,RSDAY

/RIDAY :<




G& /inding ractical Alications o )oncets and S9ills in Dail@ Living


Aelp the students clarify the steps for planning and drafting their speech) (!f possible they can use the argumentative essay that they accomplished in the previous lesson)

&peech delivery

&peech delivery

&peech delivery

&peech delivery

Aave an in-depth discussion on ho' to deliver an argu+entative speech

Guide the+ in the points of editing their speech

Guide the+ in the delivery of their speech

Pair 'or%

Pair 'or%

/et the+ read through each other@s speeches and proofread their 'or%)

/et the+ practice their speeches 'ith their partner) Aave the partners critic their perfor+ance

School: Teacher:

4s% the students to point out their strengths and 'ea%nesses in delivering their speech)

4s% the students to point out their strengths and 'ea%nesses in delivering their speech)

Grade Level: 10 Learning English Area: :7


+ONDAY I*&

RO)ED,RES

.& +a9ing Generaliations and A4stractions a4o!t the Lesson


(&

Additional Activities or Alication or Reediation

Octo4er 1H=21$ 201# T,ESDAY

-EDNESDAY

%!arter: 2

T.,RSDAY

/RIDAY


5hy is it i+portant to learn ho' to 'rite an argu+entative speech properly

5hy is it i+portant to learn ho' to deliver an argu+entative speech properly

.nvite students to su++ari(e and thin% the essential points that they en6oyed that have +ade the+ reali(ed 'orthy of e+ulation and practice

.nvite students to su++ari(e and thin% the essential points that they en6oyed that have +ade the+ reali(ed 'orthy of e+ulation and practice

*e'rite your argu+entative essay

elivering an argu+entative speech $ased on the criteria found in the ru$ric on page 217 of your >G



ncode your argu+entative essay

Practice your speech) valuation 'ill continue the ne!t day)

Aave the+ 'rite their responses of Procedure G and A in their 6ournal to %eep a record of all their essential learnings)

Aave the+ 'rite their responses of Procedure G and A in their 6ournal to %eep a record of all their essential learnings)

*& RE+ARBS

School:

Grade Level:

10 :8


*I&

RE/LE)TION

Teacher: Teaching Dates and Tie: Octo4er 1H=21$ 201#






G& "hat innovations or locali8ed materials did % used9discover

:9

which % wish to share with other teachers6

School:


Teacher: Teaching Dates and Tie: Nove4er 2=$ 201#

+ONDAY I&

O'(E)TI*ES


'&erorance Standards: )&Learning )oetencies3O45ectives: "rite the #$ $ode for each

II& )ONTENT

T,ESDAY

-EDNESDAY


T.,RSDAY

/RIDAY


The learner demonstrates understanding of how world literature and other text types serve as sources of wisdom in expressing and resolving conflicts among individuals, groups and nature; also how to use evaluative reading, listening and viewing strategies, special speeches for occasion, pronouns and structures of modification. >he learner s%ilfully delivers a speech for a special occasion through utili(ing effective ver$al and non-ver$al strategies and .> resources) EN10VC-IIIa-12: 'aise /uestions to clarify issues covered in the material viewed

EN10V-IIIa13.9: ive expanded definitions of words

EN10,T-IIIa/./: !plain ho' the ele+ents specific to a genre contri$ute to the the+e of a particular literary selection

EN10G-IIIa-31: Bse pronouns effectively


EN10LC-IIIa-165 isten to simplify, reorganize, synthesize, and evaluate information to expand, review, or update knowledge $ontent is what the lesson is all about. %t pertains to the subject matter that the teacher aims to teach. %n the $&, the content can be tackled in a week or two.

!ECGNIZING THE GIFT F NAT)!E

III& LEARNING RESO,R)ES D& Reerences 1& Teacher6s G!ide ages


P231-232

P233

P23<-237

P237-238


P27:-27;

P277-279

P279-287

P288-289

7& Te8t4oo9 ages

P27:-27;

P277-279

P279-287

P288-289

;0



Pictures, +p3 of D5hat a 5onderful 5ordE, +p3 player

te!t$oo%

School: Teacher: Teaching Dates and Tie: Nove4er 2=$ 201#


te!t$oo%

T,ESDAY

-EDNESDAY

te!t$oo%


T.,RSDAY

/RIDAY


4s% the students to go outside of the roo+ and let the+ discover nature@s gift)

reate a 'ord 'e$

&hare so+e of the ne' 'ords you had in your additional activity)

4s% the students to read an e!cerpt of the story, D4 ay in 4 ountryE

*ecall the ele+ents of a short story

iscuss the ta$le on cases of Pronoun on page 288 on your /M)


*e+ind the+ that the point of vie' is the 'ay the author allo's the+ to DseeE and DhearE 'hat@s going on)

!plain to the students the i+portance of voca$ulary $an%)


4fter ten +inutes, as% the+ to co+pare ans'ers 'ith their class+ates

or+ ; groups and follo' the instructions on >as% : on your page 277 in your /M) (6roup  7 8ocabulary 2oc and 2oll9 6: 7 A $ricy Word9 6/ 7 ;agical Word9 6< 7 $rash Can

Group activity


ill out the ta$le on page 288 of your /M

5rite five 'ords that appeal to their senses as indicated in the dra'ing on page 28<)

;1

$hesaurus9 6=.hades of ;eaning)



.nstruct the+ to co+plete the state+ents on >as% 14 on page 27: of your /M)

RO)ED,RES



/et students highlight the i+agery of the te!t)


+ONDAY I*&

Aave the students discuss in their respective groups their ans'ers

T,ESDAY

-EDNESDAY

4ns'er >est Courself on page 289


T.,RSDAY

/RIDAY


4s% the+ to share their point of vie')

/ead the students to appreciate a song related to nature $y co+pleting >as% 24 and  on pages 27:-27; of your /M)

4s% a representative of the group to report to the class their ans'ers after 20 +inutes)

Aave the students interact 'ith class+ates during the reporting)

4s% students to share their ans'ers to the class

Group 4ctivity Aave the students group the+selves and ans'er >as% < on page 287 'hile

Provide additional e!a+ples and e!ercises on personal pronouns and different cases


acilitate the conduct of >as% 8 on page 289-290 in the /M)

;2

rereading the story E4 ay in 4 ountryE



Ao' can 'e preserve and protect nature

RO)ED,RES



Ao' can you recogni(e the gift of nature


+ONDAY I*&

5hy do 'e need to e!pand our voca$ulary

T,ESDAY

-EDNESDAY

5hy do 'e have to use pronouns


T.,RSDAY

/RIDAY


5hy do 'e need to protect nature

5hat is the i+portance of voca$ulary

!plain the +essage of the story)

>as% 24 and  'ill serve as evaluation)

o+pletion of >as% : 'ill serve as evaluation

Group activity on >as% < 'ill serve as evaluation

iscuss the significance of the use of the different cases of pronoun


>as% 8 output 'ill serv e as evaluation and +ay $e passed a 'ee% after)

;3

(&


o >as% 3 on pages 27<277 of your /M)

Give another set of 3 ne' 'ords that you found in the selection and do the >as% : again on your o'n)

*evie' on the different cases of pronoun

o+pletion of >as% 8 'ill serve as additional activity

*& RE+ARBS

Page 4 of 5


*I&

RE/LE)TION





;:





School: Teacher: Teaching Dates and Tie: Nove4er H=11$ 201#

+ONDAY I&

O'(E)TI*ES


'&erorance Standards: )&Learning )oetencies3O45ectives:

T,ESDAY

-EDNESDAY


T.,RSDAY

/RIDAY


The learner demonstrates understanding of how world literature and other text types serve as sources of wisdom in expressing and resolving conflicts among individuals, groups and nature; also how to use evaluative reading, listening and viewing strategies, special speeches for occasion, pronouns and structures of modification. >he learner s%illfully delivers a speech for a special occasion through utili(ing effective ver$al and non-ver$al strategies and .> resources) EN10WC-IIIa14.1.1: #xpand ideas using principles of

EN10VC-IIIb-23: Share viewpoints "ased on the ideas

EN10V-III13.9: Give e!panded definitions of

EN10WC-III1.1./: Bse a variety of infor+ative,


;;

"rite the #$ $ode for each

cohesion and coherence

presented in the materials viewed EN10LC-IIIb-16.1: 0istinguish the important points from less important ones in a text listened to

II& )ONTENT III& LEARNING RESO,R)ES D& Reerences 1& Teacher6s G!ide ages

'ords EN10,T-III/./: !plain ho' the ele+ents specific to a genre contri$ute to the the+e of a particular literary selection

persuasive, and argu+entative 'riting techniue


CHE!ENCE ( CHE"IN ( THE "T! F *EE"H #ists the materials to be used in di'erent days. aried sources of materials sustain children(s interest in the lesson and in learning. )nsure that there is a mix of concrete and manipulative materials as well as paper*based materials. +ands*on learning promotes concept development.

P239-2:1

P2:9-2;0

P2;0-2;1

P2;;


P291-293

P298

P299-307

P311-312

7& Te8t4oo9 ages

P291-293

P298

P299-307

P311-312

te!t$oo%

?ideoclip, te!$oo%

te!t$oo%

>e!t$oo%, video clip of good'ill speech, Po'erPoint of re+inders on 'riting a speech of good'ill




+ONDAY I*&RO)ED,RES A& Revie>ing revio!s Lesson or resenting the

T,ESDAY

-EDNESDAY


T.,RSDAY

/RIDAY


Ao' do 'e +a%e

>ell the students that they

Group activity ( word per

*ecall 'hat happened to


;<

Ne> Lesson


connections

+phasi(e $o be able to write effective speeches, the logical lins between and various points made must be clear to the readers#

are going to 'atch a short docu+entary fil+ entitled, D&ave our PlanetE)

group)

.nstruct students to distinguish i+portant points fro+ the less i+portant ones $y co+pleting the >as% 1 hart on page 298 of their /M

*ead the introduction a$out the author)


/et the students read the 4llo' a+ple ti+e for the te!t inside the $o!es in >as% students to read and 9 on page 291 of your /M) understand 'hat they are going to do)


!plain to the class the difference $et'een cohesion and coherence

4s% students to give reasons 'hy it is i+portant or less i+portant)

o >as% : on page 299 in ; +ins

Present to the students the +otive uestions found on page 299

>hin%-Pair-&hare


+ONDAY I*&

RO)ED,RES

T,ESDAY

4s% 5hat 'ill you do if you are Jeesh in the story and 'as held as the chief of the tri$e

Get a partner, = >as% ; on page 30; 'hile reading the story, >he &tory of Jeesh on page 299-30: in your /M


Jeesh

-EDNESDAY

&ho' a sa+ple video of a good'ill speech)

.ntroduce to the students that good'ill speeches are $ased on creation  cultivation of +odesty, tolerance, and good hu+or)


T.,RSDAY

/RIDAY


;7





I*&

RO)ED,RES

Give the students +ore e!a+ples of ohesive 'ords found on page 2:02:1 of your >G

&hare the class their output after 1; +inutes

iscuss 'ith the class their possi$le ans'ers for >as% ;)

4s% the students to pic% so+e cohesive 'ords and use the+ in a sentence)

/et the students $egin to 'atching the video clip on "atural Aa(ards on Au+an) .nfor+ the+ to co+plete >as% 2 and >as% 3 on page 298 of their /M

iscuss the story further $y using the uestions found on >as% < on page 30< in your /M)

Point out the re+inders 'hen 'riting a good'ill speech found on page 2;; of your >G)

5hen can 'e +a%e use of cohesion and coherence

.dentify the three +ain points, t'o data$le ideas and one uestion they have a$out the docu+entary vie'ed)

Ao' did the characters face the conflicts through the 'ords they said, actions and +otives

*ecall the prosodic features of speech as aids to speech delivery)


+ONDAY

T,ESDAY

-EDNESDAY

>a%e note and e!plain the $uilding conventions of a good'ill speech found on page 311 of the /M



T.,RSDAY

/RIDAY ;8




(&


5hat is the i+portance of learning cohesion and coherence

5hat have you reali(ed after 'atching the video clip

4s% the students to choose a partner and study the : pictures on page 291 of their /M and 'rite a dialogue a$out the pictures 'ithin 20 +inutes)

>as% 2 and >as% 3 'ill serve as evaluation

5rite a speech 'ith appropriate cohesion and coherence $ased on the list of speech topics you are to choose fro+ on page 293)

5rite do'n 3 'ays to &ave our Planet)

ased on your analysis, 'ho is +ore effective in responding to the people@s need

5hat is the significance of good'ill speeches

o >as% 7 on page 30<

Paired activity


5ith a partner, 'rite a good'ill speech for Jeesh)

o >as% 8 on page 307 'ith the sa+e group +e+$ers)

Practice to deliver the good 'ill speech in front of the class) ivide the parts 'ith your partner)

*& RE+ARBS



Grade Level: 10 Learning Area: English %!arter: 7 ;9

*I&

RE/LE)TION






<0

School:


Teacher: Teaching Dates and Tie: Nove4er 1=1H$ 201#

+ONDAY I&

O'(E)TI*ES



II& )ONTENT

T,ESDAY

-EDNESDAY


T.,RSDAY

/RIDAY


The learner demonstrates understanding of how world literature and other text types serve as sources of wisdom in expressing and resolving conflicts among individuals, groups and nature; also how to use evaluative reading, listening and viewing strategies, special speeches for occasion, pronouns and structures of modification. >he learner s%illfully delivers a speech for a special occasion through utili(ing effective ver$al and non-ver$al strategies and .> resources) EN10V-IIIc13.9: ive expanded definitions of words EN10VC-IIIc-10: #valuate the information contained in the material viewed in terms of accuracy and effectiveness

EN10LT-IIIc2.2.3: 0etermine tone, mood, techni/ue, and purpose of the author

EN10""-III21..: Bse 'riting conventions to ac%no'ledge sources

EN10G-III2-31: Bse pronouns appropriately


EN10V-IIIc13.9: ive expanded definitions of words


W!*ING WITH NAT)!E&" ,IMIT"



P2<:-2<;

P2<<-2<7

P271

P271-27;


P31:-31;

P317-319

P320-322

P323-332

7& Te8t4oo9 ages

P31:-31;

P317-319

P320-322

P323-332


Pictures of nature that are si+ilar to 'hat is found in

opy of the te!t, te!t$oo%

&trips of paper containing students@ perceived nature@s

Aandout and Po'erPoint on the Pronoun-4ntecedent

<1

the $oo% Hp31:I


li+its and positive responses to $e used on the collage, te!t$oo%

School: Teacher: Teaching Dates and Tie: Nove4er 1=1H$ 201#



T,ESDAY



T.,RSDAY

/RIDAY


Post the pictures on the $oard and as% the students 'hat idea the pictures suggest)

4fter eliciting the correct ans'er, deepen the concept $y as%ing

Ao' do ilipinos vie' iscuss the over-all the+e nature@s condition at present of the poe+, &ong of $ased on the video sho'n 4utu+n and relate their yesterday ans'ers to the the+e of life)

/et students share their insights a$out the i+portance of nature as depicted in the +usic video)

/et the students do the shape collage having in +ind that it should sho' ho' they perceive nature@s li+its and respond to it positively)

Give out the 'ords for study) /et the students read the poe+ t'ice and highlight the 'ords)

Group 'or%

Why is it called ;other >arth?


-EDNESDAY

rules

What maes earth a mother? /et the students enu+erate other fe+inine ualities that the arth have)

/et so+eone read the e!cerpt fro+ the Prea+$le of the Proposal for Bniversal eclaration of the

/et the students understand the +eaning through conte!t clues

ivide the class into 7 groups and give each group a rule on using uotation +ar%s Aave each group discuss the rule assigned to the+)

onduct a diagnostic test to evaluate if the students have an idea a$out the correct use of pronouns, in particular, in +a%ing pronouns agree 'ith its antecedents) .t is found on page 323


Present the pronounantecedent rules and give e!a+ples)

hec% their ans'ers in the previous activity and discuss the rules related to it)

o practice e!ercises in >as% 9 on pages 328-329 of the /M)

<2

*ights of Mother arth as the 'hole class listens and ta%e notes different rights)



+ONDAY I*&

RO)ED,RES

T,ESDAY

-EDNESDAY


T.,RSDAY

/RIDAY



/et the class co+plete the ?enn iagra+ found on page 31;

iscuss ho' to give an e!panded definition of a 'ord $y studying the e!a+ple found on page 318)

/et the+ o$serve the correct use of uotation +ar%s in the story found on page 322

hec% and discuss the ans'ers)


lass discussion of the ?enn iagra+

Pair 'or%

/et the+ highlight the sentences containing uotation +ar%s and identify the different rules sho'n therein)

Provide +ore e!ercises and drills)


&hare so+e pertinent e!periences 'hen you reali(ed that nature is li%e a

5hen do 'e use uotation +ar%s

/et students defend their ans'ers

Bse the dictionary to find the +eanings of the 'ord found in >as% : on page 318 of the /M)

.llustrate an e!a+ple of giving an e!tended definition and let students


<3

+other to you)


finish the tas%)


+ONDAY I*&

RO)ED,RES

T,ESDAY

-EDNESDAY


T.,RSDAY


5hat can you say to the youth of the ne' generation in connection 'ith your reali(ation

5hat is the role of e!panding the +eaning of a 'ord in understanding poetry

5hy do 'e need to %no' the rules of using uotation +ar%s

&u++ari(e the rules as seen in the e!a+ples)


Play the +usic video Paraiso $y &+o%ey Mountain and e!press their insights of the song on the freedo+ $oard)

Pair 'or% on >as% : 'ill serve as evaluation)

Present a report on the rules of uotation +ar% assigned 'ith e!a+ples fro+ the story read)

o >as% 10 on page 329

=utput of the evaluating learning can $e an e!tended activity

Group 'or%

valuation, if not co+pleted can $e an e!tended activity)

o >as% 11 found on page 330

(&


/RIDAY



o >as% ; on page 318-319)

<:

*& RE+ARBS


*I&

RE/LE)TION






<;




School: Teacher: Teaching Dates and Tie: Nove4er 21=2$ 201#

+ONDAY I&

O'(E)TI*ES



T,ESDAY

-EDNESDAY


T.,RSDAY

/RIDAY


The learner demonstrates understanding of how world literature and other text types serve as sources of wisdom in expressing and resolving conflicts among individuals, groups and nature; also how to use evaluative reading, listening and viewing strategies, special speeches for occasion, pronouns and structures of modification. >he learner s%illfully delivers a speech for a special occasion through utili(ing effective ver$al and non-ver$al strategies and .> resources)

EN10G-IIIc-31: se pronouns appropriately

EN10LC-IIId-3.2: 'aise /uestions and seek clarifications on issues discussed in the text listened to. EN10LC-IIId-3.18: et different viewpoints on various local or glo"al issues

EN10,T-IIId1./: !plain ho' the ele+ents specific to a selection $uild its the+e EN10VC-IIId-/4: isclose the personal significance of a +aterial vie'ed

EN10""-IIId1.: &ho' respect for intellectual property rights $y ac%no'ledging citations +ade in the critiue EN10""-IIId1..  Bse uotation +ar%s or hanging indentations for direct uotes


<<

II& )ONTENT


E5PE!IENCING THE PWE! F NAT)!E



P271-27;

P28;-28<

P287-290

P292-293


P323-332

P33;-33<

P338-3:1

P3:3

7& Te8t4oo9 ages

P323-332

P33;-33<

P338-3:1

P3:3

Aandout and Po'erPoint on the Pronoun-4ntecedent rules

Pictures, te!t$oo%, video clip

opy of te!t, picture

&a+ple ne's articles, clippings





T,ESDAY

-EDNESDAY


T.,RSDAY

/RIDAY


Give a diagnostic test to evaluate if the students understood correct use of pronouns, in particular, in +a%ing pronouns agree 'ith its antecedents)

&ho' pictures of alternative sources of energy li%e 'ind po'er, hydro-electric po'er, fossil fuels, geother+al po'er, tidal po'er, etc) /et the students identify these

&ho' the picture in the /M and let the students descri$e 'hat they see)

&haring of output of the additional activity given)


<7

sources and give +ore e!a+ples >ry to list do'n at least five $enefits that 'e get fro+ these sources of energy)


*evie' on the rules of discussed pronounantecedent rules)


iscuss re+aining rules 'hich are not tac%led in the previous lesson



o teacher-+ade drills)

RO)ED,RES


What do you thin will happen if some of these energy sources were not available? What would you do and how would you deal with the problem? /et the students 'atch the video of Man-volution and Pollution )

ivide the students into 10 groups 'ith five +e+$ers each) Give the+ clippings a$out environ+ental and social conditions of the country)

4s% students to present social conditions in our society at present e)g) poverty, social in6ustice, etc)

/et the students co+pare the environ+ental and social issues in the past and the present

ivide the class to co+e up 'ith their o'n concept of "aturalis+ and *ealis+ using these social conditions

/et the students predict 'hat +ight happen in the future given such conditions


+ONDAY I*&

4s% the follo'ing uestions

4s% the students to e!plain in their o'n 'ords naturalis+ and realis+

T,ESDAY

-EDNESDAY


T.,RSDAY

/RIDAY


hec% ans'ers and let students defend their ans'ers)

ivide the class into t'o and share their vie's a$out 'hat 'as vie'ed)

&tress out reality and survival as the +ain concepts and have the groups share to the class

Present points of 'riting ne's article


<8

their respective concepts)


o another set of drills

Aave interactive discussion on ho' could students $ring a$out change in this present condition)

ivide the class into : s+all groups and e!plain to the+ to prepare a plot analysis of the story they are a$out to read) >he plot analysis 'ill $e $ased on the diagra+ as sho'n on page 3:1)

5rite a ne's article co+paring the environ+ental social conditions of the country in the past and in the present)


o+plete a teacher-+ade dialog drill on pronounantecedent rules)

/et students arrive to the solutions li%e *educe, *euse, *ecycle)

*elate in the story 'ith culture, history, environ+ent, and other factors)

uring 'riting, let students ac%no'ledge sources used in their articles)


Teacher: Teaching Dates and Tie: Nove4er 21=2$ 201#

+ONDAY I*&

RO)ED,RES



School:

T,ESDAY

%!arter: 7

-EDNESDAY

T.,RSDAY

/RIDAY


&u++ari(e the rules of pronoun-antecedent)

/et the+ give a short $ut sound generali(ation a$out 'hat they have gained fro+ the discussion)

/et the students give present-day e!a+ples of 'hat@s really happening are related to their o$servation

4s%


Why is it important to show respect to intellectual

<9


(&


onduct a su++ative test on pronoun-antecedent rules

o the >as% 12 on page 331

Presentation of vie's on the topic &umans are solely responsible for the destruction of the >arth and there is nothing we could do to solve the problem# !t is irreversible# *esearch a$out realis+ and naturalis+ in history, particularly in 4+erican /iterature and read in advance Cour >e!t on pages 338-3:1)

!) &unger, poverty, ustice

property rights?

Plot analysis on page 3:1 'ill serve as evaluation)

5riting the co+parative ne's article 'ill serve as evaluation

o >as% 8 on page 3:3 of the /M

valuation if not co+pleted, +ay $eco+e an e!tended activity)

*& RE+ARBS


*I&

RE/LE)TION





70






School: Teacher:

Grade Level: 10 Learning English Area: 71


+ONDAY I&

O'(E)TI*ES



II& )ONTENT

Nove4er 2= Dece4er 2$ 201# T,ESDAY

%!arter: 7

-EDNESDAY

T.,RSDAY

/RIDAY


The learner demonstrates understanding of how world literature and other text types serve as sources of wisdom in expressing and resolving conflicts among individuals, groups and nature; also how to use evaluative reading, listening and viewing strategies, special speeches for occasion, pronouns and structures of modification. >he learner s%illfully delivers a speech for a special occasion through utili(ing effective ver$al and non-ver$al strategies and .> resources) EN10VC-IIIe-12: 'aise /uestions to clarify issues covered in the material viewed

EN10V-IIIf13.9: ive expanded definitions of word

EN10G-III6-30: Bse structures of +odification

EN10,T-III6-3: !plain ho' a selection +ay $e influenced $y culture, history, environ+ent, or other factors


EN10LT-IIIe-3: #xplain how a selection may "e influenced "y culture, history, environment, or other factors $ontent is what the lesson is all about. %t pertains to the subject matter that the teacher aims to teach. %n the $&, the content can be tackled in a week or two.

HA!NE""ING NAT)!E&" PTENTIA,"



P303-30:

P30:-30;

P307

P311


P3;3-3;:

P3;:-3;9

P3;9-3<1

P3<3-3<7

7& Te8t4oo9 ages

P3;3-3;:

P3;:-3;9

P3;9-3<1

P3<3-3<7


?ideo clip, laptop, pro6ector, copy of the song

te!t$oo%

>e!t$oo%, pictureart'or%, dictionary

te!t$oo%

72


Teacher: Teaching Dates and Tie: Nove4er 2= Dece4er 2$ 201#




School:

T,ESDAY

%!arter: 7

-EDNESDAY

T.,RSDAY

/RIDAY


Group the students to +a!i+i(e acuaintances and assign a na+e $ased on the ter+s stream, grass, music, sun, and mountain

/et the students vie' a video clip to $e do'nloaded fro+ Cou>u$e as indicated in the >G page 303

&olicit fro+ the students ideas fro+ the 'ords listed on page 3;;

Present a picture or an art'or% (!t can be from the previous activity or any picture of your choice)

4s%


&ow do you react to something extraordinary?

*ecall on ho' 'ords are defined and e!panded)

/et the students descri$e 'hat they see)

>ell the students to read the selection on page 3<3-3<< and as% the+ to ta%e note on ho' its conflict is parallel to hu+an@s disposition to nature


/et the students identify 'hich a+ong the five ter+s +entioned a$ove can heal people fro+ their illness

/et the students give the synony+s of the given 'ords)

iscuss further the inputs on structures of +odification specifically a$out ad6ectives and adver$s found on pages 3;9-3<0)

*e+ind the class a$out every$ody@s responsi$ility of ta%ing care of the nature)


or+ulate ; uestions pertaining to the+

iscuss their ans'ers and let the+ use it in sentences

Provide e!a+ples per structure

/et the students +ention so+e progra+s and pro6ects pertaining to the recovery of da+ages natural resources and sustaina$le develop+ent)

73

School:


Teacher: Teaching Dates and Tie: Nove4er 2= Dece4er 2$ 201#

+ONDAY I*&

RO)ED,RES


T,ESDAY

-EDNESDAY


T.,RSDAY

/RIDAY


4s%

Aave the students read the te!t)

Give drills in identifying structures of Modification)

ncourage the+ to find out ho' they can contri$ute in the i+ple+entation of these progra+s)

.n dyads, let the students discuss their ans'ers to the uestions found in the /M)

Group students $y :)

iscuss the ans'ers to the uestions on >as% 11 found on page 3<< of the /M)

'oes music literally heal physical weaness? &ow?


&et aside the uestions and play the video again and ta%e note of the uestions raised $y the spea%er


o+plete the ta$le on >as% 3 page 3;: in your /M

4s% &ow can you relate to the story to your everyday experience?

/et the students co+plete the >as% 8 ta$le on page 3<1 of the /M

hoose 3-; 'ords on the 'ord list of the >a$le found on >as% 8 and use the+ in creating a dialogue)


&uggest 'ays on ho' hu+ans can possi$ly resolve its conflict 'ith nature)

7:


School: Teacher: Teaching Dates and Tie: Nove4er 2= Dece4er 2$ 201#

+ONDAY I*&

RO)ED,RES



T,ESDAY

-EDNESDAY


T.,RSDAY

/RIDAY


4s% 5hat have you reali(ed in the activity

o+plete the ta$le on >as% 3 page 3;: in your /M

What event in the story do you find most significant?

Group activity

5hat have you learned in the activity

*e+ind the class a$out the significance of the govern+ent@s progra+s and pro6ects

Presenting a dialogue

o+plete the ta$le of >as% 12 on page 3<<)

Group activity

valuation 'ill $e an e!tended activity since students need to research a$out the govern+ent progra+s and pro6ects


o >as% < on page 3;8

(&


*ead in advance >he ?oice of the Mountain on pages 3;;-3;8

>as% < 'ill $e considered as an e!tended activity) =utputs 'ill $e posted on the class 'all depending on 'hat 'as agreed $y the class)

o >as% 10 on page 3<2 of the /M)

7;

*& RE+ARBS


*I&

RE/LE)TION

School: Teacher: Teaching Dates and Tie: Nove4er 2= Dece4er 2$ 201#





7<




School: Teacher: Teaching Dates and Tie: Dece4er =F$ 201#

+ONDAY I&

O'(E)TI*ES



II& )ONTENT

T,ESDAY

-EDNESDAY


T.,RSDAY

/RIDAY


The learner demonstrates understanding of how world literature and other text types serve as sources of wisdom in expressing and resolving conflicts among individuals, groups and nature; also how to use evaluative reading, listening and viewing strategies, special speeches for occasion, pronouns and structures of modification. >he learner s%illfully delivers a speech for a special occasion through utili(ing effective ver$al and non-ver$al strategies and .> resources) EN10RC-IIIf-2.185 ersonal significance of the selection to the reader $reader response&

EN10V-IIIf13.95 ive expanded definitions of words


EN10,T-IIIg/0: valuate literature as a source of 'isdo+ in e!pressing and resolving conflicts $et'een individuals or groups and nature



$EING NE WITH NAT)!E

77



P317-319

P321-322

P322-32:

P32<


P373-37:

P37;-37<

P37<-380

P382

7& Te8t4oo9 ages

P373-37:

P37;-37<

P37<-380

P382


Music video of >here Cou 5ill e $y aith Aill

te!t$oo%

>e!t$oo%

te!t$oo%





T,ESDAY

-EDNESDAY


T.,RSDAY

/RIDAY


/et the students 'rite on a piece of paper 'hat they 'ant to $eco+e

*ecall 'ays of e!panding the +eaning of a 'ord

Aave the students present their output to the class

Present the 3 'ays of e!panding a definition into a paragraph

Present the $ac%ground of the author of the selection >he /ast /eaf

all volunteers to share their output fro+ the previous activity)

5hat sy+$oli(es your life

>ell the students that as a proof of their desire to change for the $etter, they


78

are to draft a letter of intent to their adviser pertaining to their involve+ent in their efforts to resolve conflict in the school $rought a$out $y natural cala+ity)




5atch the +usic video of D>here Cou@ll e $y faith Aill

4s% 5hat did you feel after hearing the song

RO)ED,RES


/et the students read and discover the interesting t'ist in the story)

/et the students read the e!a+ple on page 382-383 of the /M

Provide additional e!a+ples in e!panding a definition into a paragraph

Process the reading te!t $ased on the uestions no) 1-3 on page 380 in the /M

*evie' the parts of a letter


+ONDAY I*&

iscuss the 3 'ays of e!panding a definition into a paragraph

T,ESDAY

-EDNESDAY


T.,RSDAY

/RIDAY


/et the students fill-out the though $alloons on page 37: and select students to share their ans'ers to the class

Pair 'or% /et the students s%i+ the selection and fill-out in the ta$le 'ith the data needed

Process the reading te!t $ased on the uestions no) :-< on page 380 in the /M

iscuss ho' each part of the letter 'as 'ritten in the e!a+ple given in the $oo%


79

on page37< of the /M




=n a piece of $ond paper, dra' the sy+$olic icon of your inspiration) !plain n 3 sentences your output) 5rite the+ $elo' your dra'ing)

iscuss the students ans'ers and let the+ e!plain it)

*elate the +essage of the song to an e!perience

ite an instance 'here 'e can +a%e use of e!panding +eaning a definition into a paragraph

RO)ED,RES


4s% &ow did the story helped you reali%e the complexity and complication of life and its connectivity with nature?


+ONDAY I*&

o+plete the diagra+ of >as% < on page 381 of the /M)

T,ESDAY

-EDNESDAY

raft the letter they are to 'rite

Why do we need to tae part in resolving conflicts with nature?


T.,RSDAY

/RIDAY


5hat +essage can 'e get fro+ the song

5hat significant learnings did you get out of the activity

o+plete the phrases given in the /M in >as% 74 page 381)

5hat is our role in resolving conflicts 'ith nature


80


(&


eveloping Mastery activity 'ill serve as evaluation)

o+pletion of the ta$le on page 37< 'ill serve as evaluation

o+pletion of >as% < 'ill serve as evaluation

5ritten letter 'ill serve as evaluation

.f the activity is not co+pleted, let the students finish it at ho+e)



ncode the letter)

*& RE+ARBS


*I&

RE/LE)TION




A& 1o. of learners who earned 234 in the evaluation '& 1o. of learners who re-uire

81

additional activities for remediation






I&

O'(E)TI*ES

School: Teacher: Teaching Dates and Tie: Dece4er 12=1#$ 201#

+ONDAY

T,ESDAY

-EDNESDAY


T.,RSDAY

/RIDAY 82




II& )ONTENT

The learner demonstrates understanding of how world literature and other text types serve as sources of wisdom in expressing and resolving conflicts among individuals, groups and nature; also how to use evaluative reading, listening and viewing strategies, special speeches for occasion, pronouns and structures of modification. >he learner s%illfully delivers a speech for a special occasion through utili(ing effective ver$al and non-ver$al strategies and .> resources) EN10V-III13.9: ive expanded definitions of words

EN10LT-III20: #valuate literature as a source of wisdom in expressing and resolving conflicts "etween individuals or groups and nature

EN10VC-IIIg-10: valuate the infor+ation contained in the +aterial vie'ed in ter+s of accuracy and effectiveness


EN10WC-IIIg1: o+pose an independent critiue of a chosen selection







P327-328

P330

P331

P331


P383-38:

P38;-388

P389-393

P389-393

7& Te8t4oo9 ages

P383-38:

P38;-388

P389-393

P389-393


>e!t$oo%, teacher-+ade 'or%sheets

te!t$oo%

>e!t$oo%

>e!t$oo%

School:

Grade Level:

10 83


Teacher: Teaching Dates and Tie: Dece4er 12=1#$ 201#



T,ESDAY

-EDNESDAY


T.,RSDAY

/RIDAY


4s% the students to fill-in the grid >as% 8 on page 38: of the /M 'ith 'hat is as%ed in each colu+n

iscuss the student@s ans'ers

Give the $ac%ground of the author

4s%

5atch a video a$out the %eynote speeches of fa+ous personalities (ex# peech of 'uterte, 2obredo, etc#)

Give a feed$ac% on the speech critiuing done in the previous lesson

Present points on ho' to critiue a speech

Present difficulties in critiuing a speech


What would it be lie to live in a space colony?


Present the structures of +odification as they vary in nature and function

.nstruct students to read the given te!t silently)

Give an e!a+ple of a critiue speech

&hare to the class group practices on ho' they +anage to critiue the speech


Provide e!a+ples and discuss

Aave the students co+plete the phrases on >as% 10 of page 388 in your /M)

iscuss 'ith the students ho' the sa+ple critiue speech is $eing done)

Guide again the students in ho' to critiue a speech

8:



+ONDAY I*&

RO)ED,RES




T,ESDAY

-EDNESDAY


T.,RSDAY

/RIDAY


4dd ad6ective, adver$, or ualifier to intensify the +eaning of the given 'ords

/et the+ ans'er the rest if the given 'ords found in the /M on page 38:

5hen can 'e +a%e use of the %no'ledge of e!panding +eaning of 'ords

iscuss their ans'ers

Provide the students 'ith a transcript of the vie'ed speech and let the+ co+pare the speech and the delivery)


/et the students e!pound their ans'ers

.n a group, let the students critiue the given speech)


5hat are the conseuences of today@s technological advances if nature is not $eing sustained and protected

5hat are the strong points of the speech delivered $y the personality in the video



8;



+ONDAY I*&

RO)ED,RES


T,ESDAY

-EDNESDAY


T.,RSDAY

/RIDAY


5hy is it i+portant to e!pand +eaning of 'ords

&hare insights on the significance of nature, the circu+stances that pose li%elihood of other living things to hu+an $eing)

5hat have you learned fro+ the activity


>as% 8 'ill serve as evaluation

ra' or present a picture of the possi$le conseuences if the environ+ent is $eing neglected or a$used)

=utput on the speech critiuing 'ill $e the evaluation


Bse the given 'ords in >as% 94 on page 38: of your /M in a sentence

.f activity is not co+pleted give it as an e!tended activity)

Ma%e the tas% an e!tended activity for the class)




(&


8<

*& RE+ARBS


*I&

RE/LE)TION







87





+ONDAY I&

O'(E)TI*ES



T,ESDAY

-EDNESDAY


T.,RSDAY

/RIDAY


The learner demonstrates understanding of how world literature and other text types serve as sources of wisdom in expressing and resolving conflicts among individuals, groups and nature; also how to use evaluative reading, listening and viewing strategies, special speeches for occasion, pronouns and structures of modification. >he learner s%illfully delivers a speech for a special occasion through utili(ing effective ver$al and non-ver$al strategies and .> resources) EN10VC-IIIg-10: valuate the infor+ation contained in the +aterial vie'ed in ter+s of accuracy and effectiveness





II& )ONTENT



III&

LEARNING

#ists the materials to be used in di'erent days. aried sources of materials sustain children(s interest in the lesson and in learning. )nsure that there

88

RESO,R)ES

is a mix of concrete and manipulative materials as well as paper*based materials. +ands*on learning promotes concept development.

A& Reerences 1& Teacher6s G!ide ages

P331

P331

P331


P389-393

P389-393

P389-393

7& Te8t4oo9 ages

P389-393

P389-393

P389-393

>e!t$oo%

>e!t$oo%

>e!t$oo%






T,ESDAY

-EDNESDAY


T.,RSDAY

/RIDAY











89













+ONDAY I*&

RO)ED,RES


T,ESDAY

-EDNESDAY


T.,RSDAY

/RIDAY







90












School: Teacher: Teaching Dates and Tie: Dece4er 1F=21$ 201#

+ONDAY I*&

RO)ED,RES


T,ESDAY

-EDNESDAY


T.,RSDAY

/RIDAY







91


(&










*& RE+ARBS


*I&

RE/LE)TION




A& 1o. of learners who earned 234 in the evaluation '& 1o. of learners who re-uire additional activities for

92

remediation






I&

O'(E)TI*ES


School: Teacher: Teaching Dates and Tie: (an!ar@ 2=#$ 201#

+ONDAY

T,ESDAY

%!arter: 7

-EDNESDAY

T.,RSDAY

/RIDAY 93

Objectives must be meet over the week and connected to the curriculum standards. To meet the objectives, necessary procedures must be followed and if needed, additional lessons, exercises and remedial activities may be done for developing content knowledge and competencies. These are using Formative Assessment strategies. aluing objectives support the learning of content and competencies and enable children to !nd signi!cance and joy in learning the lessons. "eekly objectives shall be derived from the curriculum guides.



II& )ONTENT

The learner demonstrates understanding of how world literature and other text types serve as sources of wisdom in expressing and resolving conflicts among individuals, groups and nature; also how to use evaluative reading, listening and viewing strategies, special speeches for occasion, pronouns and structures of modification. >he learner s%illfully delivers a speech for a special occasion through utili(ing effective ver$al and non-ver$al strategies and .> resources) EN10,-IIIi1.10: eliver special speeches li%e toast and roast speeches, tri$utes, 'elco+e and closing re+ar%s, speeches to introduce guest spea%ersresource persons etc) effectively in varied speech situations

EN10,C-III7-3.13: *eact to the falsity or soundness of an argu+ent

EN10VC-III7-/3: &hare vie'points $ased on the ideas presented in the +aterials vie'ed







P28:-28;

P290

P292


P33;-33<

P338-3:1

P3:2-3:3

7& Te8t4oo9 ages

P33;-33<

P338-3:1

P3:2-3:3

>e!t$oo%, pictures

te!t$oo%

te!t$oo%



School: Teacher:

Grade Level: 10 Learning English Area: 9:

Teaching Dates and Tie: (an!ar@ 2=#$ 201#


-EDNESDAY

T.,RSDAY

/RIDAY


4s% students a$out their hrist+as rea%


/et the students highlight one significant e!perience during the $rea%


/et students share a$out their +ost significant e!perience


T,ESDAY

%!arter: 7

4s% 5hat are other things that you 'ould 'ant to e!perience in life

Present pictures of "utritional .nfor+ation or Aealth acts of different products

&ho' a picture si+ilar to that of page 337

*evie' the selection read)

/et the students recall so+e ideas associated 'ith the picture sho'n

>ell the students on 'hat they are supposed to do for the day

/et the students analy(e 'hich of the ingredients can cause or cure illness

Present or dra' a graphic organi(er of a fire as sho'n in the /M on page 3:2

4s% students to for+ five groups and do the assigned tas%s on >as% 7 page 3:2 of the /M)

&ho' students pictures of alternative sources of energy fro+ nature

/et the students read the story and o$serve si+ilarities to $oth the story and the picture inside the fire and contrasting ideas on the logs)

iscuss and relate the social conditions during the ti+e to ho' the story 'as 'ritten)

4s% the students on 'hat ingredients are present in these products)


9;


Teacher: Teaching Dates and Tie: (an!ar@ 2=#$ 201#

+ONDAY I*&

RO)ED,RES





School:

T,ESDAY

%!arter: 7

-EDNESDAY

T.,RSDAY

/RIDAY

These steps should be done across the week. pread out the activities appropriately so that students will learn well. Always be guided by demonstration of learning by the students which you can infer from formative assessment activities. ustain learning systematically by providing students with multiple ways to learn new things, practice their learning, -uestion their learning processes, and draw conclusions about what they learned in relation to their life experiences and previous knowledge. %ndicate the time allotment for each step. /et the students read silently .n dyad, let the students /et the+ list do'n $enefits /et the students discuss *e+edialnhance+ent

share their future plans or their goals in life for the ne' year)

they can get out of these energy

.nstruct the students to +a%e an individual uc%et /ist for the year)

Process students ans'ers

5hy do 'e need to have plans in life

5hat do you thin% 'ill happen if so+e of these sources 'ere not availa$le

their presentation

4s% the students 'rite the ideas co++on to $oth the story and the picture inside the fire and the contrasting ideas on the logs)

/et the students give present-day happening are related to their o$servation

*eading &chedule./

Prepare and practice for the presentation

Process the presentation)

9<


Teacher: Teaching Dates and Tie: (an!ar@ 2=#$ 201#

+ONDAY I*&

RO)ED,RES



(&



School:

T,ESDAY

%!arter: 7

-EDNESDAY

T.,RSDAY

/RIDAY


5hat have you learned in class

5hat 'ould you do and ho' 4s% the students to 'ould you deal 'ith the generali(e of 'hat they pro$le+ have learned, highlighting the factors that could have affected these events)

/et the students share their reali(ations of the lesson)

/et students share their $uc%et list to the class

/et the+ give a state+ent or t'o e!pressing their than%sgiving to nature for all its $enefits)

Present the group presentation

Graphic organi(er 'ill serve as evaluation

Group students ahead of ti+e and let the+ prepare for >as% 7 on page 3:2-3:3)


.f the activity is not co+pleted, do it the follo'ing day)

97

*& RE+ARBS


*I&

RE/LE)TION

School: Teacher: Teaching Dates and Tie: (an!ar@ 2=#$ 201#





/& "hat di7culties did %

98

encounter which my principal or supervisor can help me solve6


Teacher: Teaching Dates F=17$ 201# and Tie: (an!ar@ F=17$

+ONDAY I&

O'(E)TI*ES



II& )ONTENT )ONTENT


School:


T,ESDAY

%!arter: 7

-EDNESDAY

T.,RSDAY

/RIDAY


The learner demonstrates understanding of how world literature and other text types serve as sources of wisdom in expressing and resolving conflicts among individuals, groups and nature; also how to use evaluative reading, listening and viewing strategies, special speeches for occasion, pronouns and structures of modification. >he learner s%illfully delivers a speech for a special occasion through utili(ing effective ver$al and non-ver$al strategies and .> resources) EN10""-III71..3: 4c%no'ledge sources $y preparing a $i$liography

EN10""-III71..3: 4c%no'ledge sources $y preparing a $i$liography

EN10G-IIIg-30: Bse EN10G-IIIg-30: Bse structures of +odification

EN10G-IIIg-30: Bse structures of +odification




III& LEARNING RESO,R)ES A& Reer Reerenc ences es 1& Teacher6s eacher6s G!ide G!ide ages ages 2& Learner6s +aterials +aterials


P293

P293

P29:-29;

P29:-29;

P3:3-3:;

P3:3-3:;

P3:;-3:8

P3:;-3:8

99

ages 7& Te8t4oo9 ages

P3:3-3:;

P3:3-3:;

P3:;-3:8

P3:;-3:8

& Additional +aterials +aterials ro Learning Reso!rce ;LR< ortal '& Other Other Learnin Learning g Reso!rces

>e!t$oo%, handout, 'or%sheet

>e!t$oo%, handout, 'or%sheet

>e !t !t $o $oo %, %, 'o 'o r% r% sh she et et s

>e !t !t $o $oo %, %, 'o 'o r% r% sh she et et s



+ONDAY I*&RO)ED,RES A& Revie>in Revie>ing g revio! revio!s s Lesson or resenting the Ne> Lesson



School:

T,ESDAY

%!arter: 7

-EDNESDAY

T.,RSDAY

/RIDAY


*ecall lesson on citing sources

*ecall lesson on citing sources

Present a 'ord and as% students to give other 'ords that could descri$e  +odify it until you co+e up 'ith a co+plete sentence)

*evie' the past lesson on structures of +odification

/et the students prepare a si+ple $i$liography for the given references found on page 3:;

/et the students prepare a si+ple $i$liography for the given references found on page 3:;

Provide at least ; si+ple e!a+ples)

Provide another e!a+ple


100


/et the+ differentiate a reference list and a $i$liography)

/et the+ differentiate a reference list and a $i$liography)

Give the different types of +odifications through e!a+ples and practice $oard e!ercises)

/et students ans'er the e!ercises)


*evie' the guidelines in preparing a $i$liography

*evie' the guidelines in preparing a $i$liography

/et the+ go $ac% to the te!t and identify sentences that contain structures of +odifications

hec% the e!ercises ans'ered



+ONDAY I*&

RO)ED,RES

E& Disc!ssi Disc!ssing ng Ne> Ne> )once )oncets ts and racticing Ne> S9ills ?2


School:

T,ESDAY

%!arter: 7

-EDNESDAY

T.,RSDAY

/RIDAY


Provide e!ercises on +a%ing $i$liography

Provide e!ercises on +a%ing $i$liography

4s% the+ to give their o'n e!a+ples using si+ple 'ords and e!panding it to for+ sentences

Provide +o +ore dr drills


101


Group the students and have the+ arrange a list of references to $e placed in a $i$liography

Group the students and have the+ arrange a list of references to $e placed in a $i$liography

Group 4ctivity


5hy do 'e need to ac%no'ledge sources

5hy do 'e need to ac%no'ledge sources

5hen can 'e +a%e use of the different structures of +odifications


I*&

RO)ED,RES


o >as% 11 of page 3:8 in your /M

Teacher: Teaching Dates and Tie: (an!ar@ F=17$ 201#

T,ESDAY

5hen can 'e +a%e use of the different structures of +odifications


School:

+ONDAY

Give individual drills

%!arter: 7

-EDNESDAY

T.,RSDAY

/RIDAY


5hat is the purpose of i$liography

5hat is the purpose of i$liography

5hat is the i+portance of the different structures of +odifications

5hat is the i+portance of the different structures of +odifications


102


(&


Group activity 'ill serve as evaluation)



.ndividual drill 'ill serve as evaluation)

Give students additional e!ercises on +a%ing a $i$liography

&tudy in advance structures of +odification on pages3:;-3:7 in the /M

Give additional drills

Give additional drills

*& RE+ARBS


*I&

RE/LE)TION

School: Teacher: Teaching Dates and Tie: (an!ar@ F=17$ 201#



A& 1o. of learners who earned 234 in the evaluation '& 1o. of learners who re-uire additional activities for

103

remediation






I&

O'(E)TI*ES

School: Teacher: Teaching Dates and Tie: (an!ar@ 1#=1$ 201#

+ONDAY

T,ESDAY

-EDNESDAY


T.,RSDAY

/RIDAY 10:




II& )ONTENT

The learner demonstrates understanding of how world literature and other text types serve as sources of wisdom in expressing and resolving conflicts among individuals, groups and nature; also how to use evaluative reading, listening and viewing strategies, special speeches for occasion, pronouns and structures of modification. >he learner s%illfully delivers a speech for a special occasion through utili(ing effective ver$al and non-ver$al strategies and .> resources) EN10VC-III8-/4: isclose the personal significance of a +aterial vie'ed

EN10,-III83.11: Produce the sounds of nglish correctly and effectively

EN10,-III83.11: Produce the sounds of nglish correctly and effectively







P332

P332

P332

P332


P39:-39;

P39:-39;

P39:-39;

P39:-39;

7& Te8t4oo9 ages

P39:-39;

P39:-39;

P39:-39;

P39:-39;

>e!t$oo%, videoclip

>e!t$oo%, videoclip

>e!t$oo%, videoclip

>e!t$oo%, videoclip



School: Teacher:

Grade Level: 10 Learning English Area: 10;

Teaching Dates and Tie: (an!ar@ 1#=1$ 201H





T,ESDAY

-EDNESDAY

%!arter: 7

T.,RSDAY

/RIDAY


Present a short docu+entary video clip a$out Mother "ature to the students

*evie' on the points in conducting a sy+posiu+



licit fro+ the students vie's a$out 'hat they have seen

ollo' up the class on ho' are they in preparation of the sy+posiu+



/et the students share on their progress of the sy+posiu+ preparations

/et the students present their sy+posiu+

/et the students present their sy+posiu+

/et the students +eet their group and prepare for the sy+posiu+



4s% &ow does the documentary presented?

Present to the class the +echanics of a sy+posiu+


10<


School: Teacher: Teaching Dates and Tie: (an!ar@ 1#=1$ 201H

+ONDAY I*&

RO)ED,RES

T,ESDAY

-EDNESDAY


T.,RSDAY

/RIDAY



iscuss ho' to plan and organi(e a sy+posiu+

/et students discuss their sy+posiu+ 'ith their class+ates




ivide the class into groups and then give each topics to $e discussed in a +ini sy+posiu+

Practice the presentations for the sy+posiu+

Present their sy+posiu+



5hen do 'e usually +a%e use of a sy+posiu+





107



+ONDAY I*&

RO)ED,RES



(&


T,ESDAY

-EDNESDAY


T.,RSDAY

/RIDAY



5hat are the significant learnings you get fro+ the lesson



raft of the +ini-sy+posiu+ script $y group 'ill $e the evaluation




Preparation of speeches and presentation for the sy+posiu+)

Preparation of speeches and presentation for the sy+posiu+

Preparation of speeches and presentation for the sy+posiu+



108

*& RE+ARBS


*I&

RE/LE)TION







109

encounter which my principal or supervisor can help me solve6



School: Teacher: Teaching Dates and Tie: (an!ar@ 27 " 2H$ 201H

+ONDAY I&

O'(E)TI*ES


T,ESDAY

-EDNESDAY

%!arter: 

T.,RSDAY

/RIDAY


The learner demonstrates understanding of how world literature and other text types serve as instruments to resolve social conflicts, also how to use the language of research, campaigns and advocacies.


The learner competently presents a research report on a relevant socio-cultural issue.


EN10LC-IVa-16: isten to simplify, reorganize, synthesize and evaluate information to expand, review, or update knowledge

II& )ONTENT


EN10SS-IVa-1.5: se locational skills to gather information from primary and secondary sources of information

EN10LT-IVa-2.2.1:#xpress appreciation for sensory images used

EN10LT-IVa2.2: #xplain how the elements specific to a genre contri"ute to the theme of a particular literary selection



!E$)I,%ING )! "CIETIE"

III&

LEARNING

#ists the materials to be used in di'erent days. aried sources of materials sustain children(s interest in the lesson and in learning. )nsure that there

110

RESO,R)ES

is a mix of concrete and manipulative materials as well as paper*based materials. +ands*on learning promotes concept development.

A& Reerences 1& Teacher6s G!ide ages

P3<1-3<2

P3<3

P3<:-3<7

P3<:-3<7


P:08-:09

P:09

P:10-:1;

P:11-:1;

7& Te8t4oo9 ages

P:08-:10

P:09

P:10-:1;

P:11-:1;

?ideo lip

>e!t$oo%, video clip, Po'erPoint presentation on Pri+ary and &econdary sources

opy of the reading te!t, video clip

opy of the te!t






T,ESDAY

-EDNESDAY

Grade Level: 10 Learning Area: English %!arter: 

T.,RSDAY

/RIDAY


& ho 'in g of v id eo c lip

& ho ' a v id eo o n p ri +a ry and secondary sources


*evie' 'ith the class the story, D>he /ittle PrinceE $y guiding students to ans'er the processing uestions on page :1:

&haring of o$servations on the video clip 'atched)

licit o$servation fro+ students of the video sho'n)

Aave the students 'atch a video fro+ youtu$e)co+ D5hat is a riendE

Present to the class the graphic organi(er of >as% < on page :1; of the /M


111


4s% the students the places in the Philippines that they have already visited)

Present 'hat are pri+ary and secondary sources

/et the students do >as% : on page :10 of the /M)

5al% through 'ith the students in co+pleting the graphic organi(er


/et the students share their e!periences and discoveries a$out the country fro+ their travels)

Give e!a+ples of each and discuss)

Give a $rief $ac%ground of the author

Group 'or%



+ONDAY I*&

RO)ED,RES


o >as% 7 on page :1; of the /M

T,ESDAY

-EDNESDAY


T.,RSDAY

/RIDAY


/et the students +a%e a concept +ap regarding the video clip 'atched)

/et the students give their o'n e!a+ples)

/et the students ans'er the anticipation guide of >as% ; on page :10 of the /M)

/et the students discuss a+ong their group the tas% assigned to the+ in the group activity


112



&+all group sharing

/et the students ans 'er the e!ercises on >as% 2 on page :09 of the /M)

4s% students the Processing uestions on /M page :09)

Process the activity $y as%ing the follo'ing uestions &ow did you complete the tas? What helped you classifying the materials


RO)ED,RES


With the convenience that technology brings in maing friends, do you thin that being a friend and befriending another has become superficial?


+ONDAY I*&

4llot so+e ti+e for the students to read the te!t)

T,ESDAY

-EDNESDAY

5or% on the co+pletion of the tas% in the group activity assigned to the+

With the convenience that technology brings in maing friends, do you thin that being a friend and befriending another has become superficial?


T.,RSDAY

/RIDAY


) 5hat +a%es you proud of the Philippines

4s% &ow important is the correctness of information in research writing?

&ow do we mae and eep friends?

&ow do we mae and eep friends?


113



Ma%ing of the oncept Map 'ill serve as evaluation

4ns'er

>as% 2 on page :09 of the /M 'ill serve as the evaluation)

o+pletion of >as% : and ; 'ill serve as evaluation

o+plete the >as% 3 on page :09 of the /M

Group students ahead of ti+e and let the+ prepare for >as% 7 on page :1; of the /M

!f given the chance to travel for free, which destination will you visit first?

Presentation of the group activity 'ill serve as evaluation)

.f the activity cannot $e co+pleted 'ithin the lesson, +a%e it an e!tended activity)

*& RE+ARBS

Page 4 of 5


*I&

RE/LE)TION





11:







I&

O'(E)TI*ES

School: Teacher: Teaching Dates and Tie: (an!ar@ 70 " /e4r!ar@ 7$ 201H

+ONDAY

T,ESDAY

-EDNESDAY


T.,RSDAY

/RIDAY

11;







EN10LC-IVa-16: isten to simplify, reorganize, synthesize and evaluate information to expand, review, or update knowledge

II& )ONTENT

EN10WC-IVa14.1.1: #xpand ideas using principles of cohesion and coherence

EN10V-IVb-30: et familiar with technical terms used in research

EN10LC-IVb-3.18: et 'emedial(#nhancement different viewpoints on various 'eading Schedule(*+ local or glo"al issues EN10LC-IVb-16.1: 0istinguish the important points from less important ones $ontent is what the lesson is all about. %t pertains to the subject matter that the teacher aims to teach. %n the $&, the content can be tackled in a week or two.




P3<7-370

P371-372

P372-373

P37:-37;


P:1;

P:1<-:17

P:17-:18

P:19-:20

7& Te8t4oo9 ages

P:1;

P:1<-:17

P:17-:18

P:19-:20

Graphic organi(er found in the >G on page 3<7,

>e!t$oo%

>e!t$oo%

>e!t$oo%, survey result




Grade Level: 10 Learning Area: English %!arter:  11<


T,ESDAY

-EDNESDAY

T.,RSDAY


Prepare the students for the listening activity $y presenting a $lan% graphic organi(er

*ecall lesson on cohesion and coherence

&hare 'ith the class a docu+entary that you@ve seen recently)

&hare a recent survey fro+ an organi(ation a$out sociocultural issue)


4s% the students to loo% closely at the parts of the graphic organi(er) >ell the+ that they have to supply the +issing parts in order to si+plify and recogni(e the ideas of the te!t) >ell the students that you are going to read the te!t t'ice) .f you opted to have the te!t recorded, tell the+ that the audio file 'ill $e played t'ice)

irect the class to the input given in the /M on page :1< a$out coherence)

>ell the class that they are a$out to co+plete the first step in 'riting a research report 'hich is selecting and li+iting a topic)

/et the students share any infor+ation a$out the survey that you 6ust shared)



/RIDAY


*e+ind the+ to listen very carefully) .n the first play$ac%, they +ay start supplying infor+ation to co+plete the graphic organi(er

iscuss the cohesive 4s% the students to read devices in the /M and DAo' to select and li+it a provide other e!a+ples research topicE on page :17-:18)

4s% students to give so+e +ore e!a+ples

School:

iscuss 'ith the students 'hat they have read)


4s% students if they have an idea a$out the preparations i+ple+ented $efore arriving at the result)

iscuss the guidelines on ho' to develop a uestionnaire for research)

Grade Level:

10 117


Teacher: Teaching Dates and Tie: (an!ar@ 70 " /e4r!ar@ 7$ 201H

+ONDAY I*&

RO)ED,RES

T,ESDAY

-EDNESDAY

Learning Area: English %!arter: 

T.,RSDAY

/RIDAY



Process the listening te!t $y as%ing the students the uestions on >as% 8 in the /M page :1;)


o+plete the graphic organi(er given at the $eginning of the lesson)

Provide teacher-+ade drills on the use of cohesive devices

&tudents co+plete the graphic organi(er 'ith the infor+ation reuired


.f 'hat you have heard is a fiction, ho' 'ould you have ended the story

Give instances 'hen 'e can use cohesive devices

Go over the input and tell the+ to ans'er the uestions on each part

4s% students to use cohesive devices in a sentence

ivide the class into si! groups and present to the+ the graphic organi(er on page :18 and e!plain to the+ 'hat to do

/et the class return to their groups and as% the+ to study the sa+ple uestionnaire that you 'ill provide)


4s% the groups to study the sa+ple uestionnaire and let the+ identify if it follo'ed the discussed guidelines)

>ell points on ho' to i+prove the sa+ple uestionnaire)

118



+ONDAY I*&

RO)ED,RES

T,ESDAY

-EDNESDAY


T.,RSDAY


) &hare your reali(ations of the story)

&hare the i+portance of cohesion)

/et a representative of the group report their output to the class)

5hat significant learnings have you learned in class today


o+pletion of the Graphic =rgani(er 'ill serve as evaluation

o+plete the e!ercise on page :17 on cohesive devices)

o+pletion of the graphic organi(er serves as evaluation)

Group output 'ill $e presented in class

ivide the class into groups of ; and o >as% 9 of the /M on page :1<)

*ead in advance Ao' to &elect and /i+it a *esearch >opic on page :17)

*esearch in advance a$out the topic chosen

o+plete >as% 13 on page :20 of your /M


/RIDAY



*& RE+ARBS 119

Page 4 of 5


*I&

RE/LE)TION







120


Teacher: Teaching Dates and Tie: /e4r!ar@ #=10$ 201H

+ONDAY I&

O'(E)TI*ES


T,ESDAY

%!arter: 

-EDNESDAY

T.,RSDAY

/RIDAY






EN10LT-IVa-2.2: #xplain how the elements specific to a genre contri"ute to the theme of a particular literary selection

II& )ONTENT


School:


EN10LT-IVa-2.2.1: #xpress appreciation for sensory images used

EN10LT-IVb2.2: #xplain how EN10VC-IVc29: Appraise 'emedial(#nhancement the elements specific to a the unity of plot, setting and 'eading Schedule(*+ genre contri"ute to the theme characterization in a of a particular literary selection material viewed to achieve EN10LT-IV-b2.2.2: #xplain the writer)s purpose the literary devices used $ontent is what the lesson is all about. %t pertains to the subject matter that the teacher aims to teach. %n the $&, the content can be tackled in a week or two.


III& LEARNING RESO,R)ES A& Reerences 1& Teacher6s G!ide ages 2& Learner6s +aterials ages


P382-383

P383-38:

P38:-38;

P38<

P:23-:29

P:2;-:2<

P:27-:31

P:31-:32

121

7& Te8t4oo9 ages & Additional +aterials ro Learning Reso!rce ;LR< ortal '&Other Learning Reso!rces


P121-122

P:2;-:2<

P:27-:31

P:31-:32

" one # te !t$ oo % o nly

P ic tu re o f th e 5e ep in g 5o+an $y Picasso

opy of the te!t, te!t$oo%

opy of the +ovie >, te!t$oo%, tas% sheets

School: Teacher: Teaching Dates and Tie: /e4r!ar@ #=10$ 201H


T,ESDAY

-EDNESDAY


T.,RSDAY

/RIDAY



/et students enu+erate the figures of speech that they %no'


4s% the+ to give e!a+ples of these figures of speech


Give the+ drills to identify different figures of speech

4s% What is a wal that is felt?5

4llo' the students ti+e to read the Poe+ D4 Marian &ends a Postcard Ao+eE

.nvite the students to the fil+ vie'ing of >

>ell the s tudents that the ans'er to the uestion is Dance)E ance is a 'al% that is felt)

iscuss the poe+ $y letting the students ans'er the uestions found in the /M on page :29)

Give the guide uestions ahead of ti+e on page :31 H>as% 7I $efore the start of the fil+ vie'ing)

Guide the students in ans'ering >as% 2 on page :2; of the /M

/et the students cite so+e lines fro+ the te!t to prove their ans'er)

Group the class in advance and assign the+ to do >as% 8 on page :32


122



.ntroduce to the+ ne' &ho' a replica of Picasso@s figures of speech D>he 5eeping 5o+anE (Alliteration, Allusion, /et the students guess the ;etonymy, @xymoron, title of the painting ($as /, 3itotes, Analogy, Allegory, page <:= of the 3;) Caesura, 'eus >x ;achina)

RO)ED,RES

4ssign 2 i+ages per group) /et the students identify 'hich of the listed i+ages appeared in the poe+)


+ONDAY I*&

Group activity

T,ESDAY

-EDNESDAY

il+ vie'ing 'hile ta%ing note on the ans'ers of the guide uestions and tas%s assigned to the+ earlier)


T.,RSDAY

/RIDAY



Provide e!a+ples for each %ind


Give drills in identifying the ne' figures of speech

4ns'er the uestions in the /M on page :2;,>as% 3

&+all Group 5or% Prepare the students to unloc% the challenge of the

Aave the students $rainstor+ for their ans'ers


/et the+ 'rite their ans'ers on a Manila Paper and prepare for a group report)



123

poe+ $y telling the+ ans'er the pu((les in >as% : on the /M page :2<



/et students use the figures of speech in a sentence)

RO)ED,RES

*elate the +essage of the poe+ to real life

&ow did you find the activity? Were you challenged when you were solving the pu%%les?


+ONDAY I*&

4s%

T,ESDAY

-EDNESDAY



T.,RSDAY

/RIDAY



5hat is the purpose of using figures of speech


/et the students do >as% 1 on /M page :23

What helped you in answering them? Can you tell the class other pu%%les that you now?

>as% : 'ill serve as evaluation

What significant reali%ations have you made after the activity?


Group activity 'ill serve as evaluation



12:


*esearch on Picasso

*ead in advance the poe+ found on page :27-:28 if the /M

.f the activity is not co+pleted, +a%e it an e!tended tas%)

Movie 'ill continue the ne!t +eeting)

*& RE+ARBS


*I&

RE/LE)TION





12;





School: Teacher: Teaching Dates and Tie: /e4r!ar@ 17=1H$ 201H

+ONDAY I&

O'(E)TI*ES



T,ESDAY

-EDNESDAY


T.,RSDAY

/RIDAY


The learner demonstrates understanding of how world literature and other text types serve as instruments to resolve social conflicts, also how to use the language of research, campaigns and advocacies. The learner competently presents a research report on a relevant socio-cultural issue.

12<


II& )ONTENT

EN10,C-IV2-3.14: Get different vie'points on various local or glo$al issues EN10,C-IV2-1.1: istinguish the i+portant points fro+ less i+portant ones

EN10SS-IVc-1.8: Synthesize essential information a"out a chosen issue

EN10VC-IVd29: Appraise the unity of plot, setting and characterization in a material viewed to achieve the writer)s purpose

EN10VC-IVd29: Appraise the unity of plot, setting and characterization in a material viewed to achieve the writer)s purpose



$!I%GING GAP" ( T!AN"CEN%ING $!%E!"



P390-391

P:00-:01

P:02

P:02


P:3;-:3<

P:39-::1

P::1

P::1

7& Te8t4oo9 ages

P:3;-:3<

P:39-::1

P::1

P::1

?ideo clip, te!t$oo%

te!t$oo%

/es Mesera$les +ovie, te!t$oo%

/es Mesera$les +ovie, te!t$oo%





T,ESDAY

-EDNESDAY


T.,RSDAY

/RIDAY


&ho' a video of an intervie'

/et the students do >as% 1 on /M page :39

&hare ans'ers of the >as% : J-5-/ hart on /es Misera$les

5atch the fil+ /es Misra$les 'hile co+pleting the instructed activity


127


4s% students a$out their o$servations of the video sho'n


>ell the students that they 'ill soon $e intervie'ing resource people fro+ their locality)


Present the attached sa+ple intervie' guide to the students)


RO)ED,RES

.nstruct and group students in advance to ta%e note on the necessary infor+ation for the+ to do >as% 7 on page ::< of the /M


4s%





What are the other terms that we can use to classify characters?

5ith a partner, do >as% 2 on page ::0 of the /M


+ONDAY I*&

4s% the Processing uestions found on /M page ::0)

T,ESDAY

-EDNESDAY


T.,RSDAY

/RIDAY


128


.nstruct the students that they 'ill $e 'or%ing 'ith their groups in for+ulating guide uestions for their future intervie')

Process the activity $y letting the students ans'er the uestions on page ::0 of the /M




&ho' the+ the graphic organi(er in the /M page :3< to properly guide the+ in this activity)

 o >a s% 3 o n p age :: 0

5a tc h th e fi l+ /e s Misra$les 'hile co+pleting the instructed activity



&u++ari(e steps on ho' to conduct an intervie'





I*&

RO)ED,RES


+ONDAY

T,ESDAY

-EDNESDAY



T.,RSDAY

/RIDAY 129



5hat are the i+portant points to re+e+$er in conducting an intervie'





o+pletion of the graphic organi(er and the actual intervie' Hrecorded  video tapedI 'ill serve as evaluation

o+pletion of the tas%s 'ill serve as evaluation



onduct the intervie'

4ns'er >as% : on page ::1





*& RE+ARBS



Grade Level: 10 Learning Area: English %!arter:  130

*I&

RE/LE)TION






School:

Grade Level:

10 131


+ONDAY I&

O'(E)TI*ES


T,ESDAY

%!arter: 

-EDNESDAY

T.,RSDAY

/RIDAY






EN10-,T-IVd/.3: ra' si+ilarities and differences of the featured selections in relation to the the+e

II& )ONTENT

Learning Area: English

Teacher: Teaching Dates and Tie: /e4r!ar@ 20=2$ 201H

EN10V-IVb-30: et familiar with technical terms used in research

EN10SS-IVe-2.3: +ompose a research report on a relevant social issue

EN10SS-IVe-2.3: +ompose a research report on a relevant social issue



T!AN"CEN%ING $!%E!"



P:00-:08

P:08

P:09

P:09


P:39-:;2

P:;2-:;<

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132


School: Teacher: Teaching Dates and Tie: /e4r!ar@ 20=2$ 201H


T,ESDAY

-EDNESDAY


T.,RSDAY

/RIDAY


5hat 'as the $est part of the +ovie for you

*evie' on the different 'ays of citing sources discussed in the previous uarter)

Present a sa+ple literature revie'

ollo' up the students of their progress on the activity given the previous +eeting)


*e+ind the students of the group tas% they 'ere ought to present after the +ovie

Provide the class so+e e!ercises to cite sources


Presentation of the group >as%

iscuss their ans'ers

4llo' the students to read the notes a$out literature revie' on pages :;3)

4llo' other students to participate in sharing insights on ho' to solve the difficulties +et)



ivide the class into different groups and let the+ 'or% on preli+inary activity for 'riting a sociocultural issue)

.n their groups let the students study the ualities of a good /iterature *evie' Matri!

Give the+ practical pointers on ho' to go a$out their research


4s% the students a$out their 4s% students to share opinion on the sa+ple difficulties they +et 'hile literature revie' doing the activity)

133



+ONDAY I*&

RO)ED,RES

T,ESDAY

-EDNESDAY


T.,RSDAY

/RIDAY




Give the guide uestions for 4s% the class to analy(e the the group sa+ple literature revie' +atri! using the ualities What will your research given in the /M page :;3report be about? Why do :;:) you need to study it?

/et the+ go $ac% to their groups and continue +a%ing their literature revie')



/et the group further discuss the follo'ing

ontinue +a%ing their literature revie'

4nalysis of sa+ple literature +atri!


What sources will you need to study your subect? &ow do you complete data gathering?

G&/inding ractical

5hat feelings did you share

4s%

4s% a representative fro+

4s% a representative to give

13:

Alications o )oncets and S9ills in Dail@ Living


'ith any of the characters &ow will you wor with the outline of your research?


+ONDAY I*&

RO)ED,RES

each group to share their output)

T,ESDAY

-EDNESDAY

an update of their progress)


T.,RSDAY


.f you 'ere the author, 'ould you change the ending 5hat changes 'ould you do 'ith the story



Passing of the group output)

4s% a representative fro+ the group to share the progress of their output)

4s% a representative fro+ the group to share the progress of their output)

o+plete the >as% 8 on

. activity is not co+pleted,

.f activity is not co+pleted,

.f activity is not co+pleted,

(& Additional Activities or

/RIDAY


4s% &ow will you prepare for the research activity?

/et the students 'or% on co+pleting their /iterature *evie' Matri! in preparation for the research report a$out a socio-cultural issue of your choice)

/et the students 'or% on co+pleting their /iterature *evie' Matri! in preparation for the research report a$out a socio-cultural issue of your choice)


13;

Alication or Reediation

page ::7)

give it as an e!tended tas%) .t 'ill serve as the spring $oard to the ne!t lesson

give it as an e!tended tas%)

give it as an e!tended tas%) 4gree a+ong the students the deadline of the output)

*& RE+ARBS


*I&

RE/LE)TION





D& 1o. of learners who continue to re-uire remediation E& "hich of my teaching strategies work well6 "hy did

13<

these work6




School: Teacher: Teaching Dates and Tie: /e4r!ar@ 2H= +arch 7$ 201H

+ONDAY I&

O'(E)TI*ES


T,ESDAY

-EDNESDAY


T.,RSDAY

/RIDAY






EN10!C-IV7-/.1/ ra' conclusions fro+ the set of details

EN10LC-IVf-3.2: 'aise /uestions and seek clarifications on issues discussed in the text listened to

EN10LT-IVf14.2: #xplain how the elements specific to a selection "uild its theme

EN10SS-IVc-1.8: Synthesize essential information a"out a chosen issue EN10G-IVd-32: !"serve the language of research,


137

campaigns, and advocacies

II& )ONTENT


,EA!NING IN THE /1 "T CENT)!

III& LEARNING RESO,R)ES A& Reerences & Teacher6s G!ide ages


P:19-:20

P:20-:21

P:21 -:22

P:23-:2;

#& Learner6s +aterials ages

P:;7-:;9

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& Additional +aterials ro Learning Reso!rce ;LR< ortal '&Other Learning Reso!rces




T,ESDAY

-EDNESDAY


T.,RSDAY

/RIDAY



iscuss $riefly the i+portance of charting one@s learning progress)

/et the students 'rite the 'ordphrase D=ut of the $o!E on a graffiti 'all)

Pose again the uestion

'&Esta4lishing a !rose or

.nstruct the students to use

>ell the students that they

Process the students@

What ind of education do the :st century learners need?

*e+ind students a$out their narro'ed do'n topic for research and their outlines)


/et students assess 'hat

138

the Lesson



graph to assess their learning progress in the different su$6ect areas)

'ill refer $ac% to the graffiti 'all during the course of the lesson)

/et the students identify their level of Proficiency using the guide fro+ epd =rder 73)

4s% !n what subect areas are you doing well? &ow can you sustain this?

4s% 4What is the importance of education?5

/et the students read the e!cerpt fro+ DJaffir oyE $y Mar% Mata$ane

ans'ers)

4s% students to read essay, D 5hat is a /i$eral ducationE $y &ir *ichard /ivingstone

ngage students in a discussion of the essay through the follo'ing uestions

they have achieved so far and to deter+ine 'hether or not they are ready to 'rite the draft through the chec%list) /et the students do >as% < on /M page :<<)

Process their ans'ers

What does liberal education mean according to the 6rees?

School:


Teacher: Teaching Dates and Tie: /e4r!ar@ 2H= +arch 7$ 201H

+ONDAY I*&

RO)ED,RES


T,ESDAY

-EDNESDAY


T.,RSDAY

/RIDAY


4s% What areas need

*e+ind students to ta%e note of the processing uestions on page :<2 as

4s% What constitutes liberal

/et the students do >as% 4 DGetting *eady to 5riteE on /M page :<7 to deter+ine


139

improvement? &ow can you address this?

guide posts to co+prehending the story

education?

their attitude to'ards 'riting)

What is the origin of the word 4liberal?5



4s% the students to fill out the graphic organi(ers to address the uestions in ite+ )

ncourage students to share their ans'ers to the class

>ell the+ to copy the graphic organi(er in uestion 2 to their note$oo% on page :;9)

4s% 4s% !f you were the character, would you also be persuaded by the mother0s viewpoints? Whywhy not?

Teacher: Teaching Dates and Tie: /e4r!ar@ 2H= +arch 7$ 201H

+ONDAY RO)ED,RES


!s technical education also important? Why

School:


I*&

/et students ans'er the last uestion, DAo' can the 21st century ilipino student $enefit fro+ li$eral educationE through a short s%it

T,ESDAY

-EDNESDAY

/et students e!plain their ans'ers

/et the students su++ari(e the elicited responses on the $oard through a concept +ap


T.,RSDAY

/RIDAY


4s% What did you find out about

4s%

4s% What is the difference

/et students ans'er uestions 1-3 on page :<8)


1:0

your progress?

I& Eval!ating Learning illing out of the graphic organi(ers found in the /M 'ill serve as evaluation


*ead in advance selection on !cerpt fro+ Jaffir oy on page :<0-:<2 of the /M

What ind of education do the :st century learners need?

between technical and liberal >ducation?

4s% the students to fill out the graphic organi(er copied)

Presentation of the s%it)

/et the students do >as%  on /M page :<8)

o+plete the ?enn iagra+ of >as% 3 on page :<;)

.nstruct students to transfer 'hat they have learned in this learning seg+ent $y drafting their o'n research report) ecide 'ith the class 'hen to pass the output

*ead in advance D5hat is a /i$eral ducationE $y &ir *ichard /ivingstone

*& RE+ARBS


*I&

RE/LE)TION





1:1






School:


I&

O'(E)TI*ES

Teacher: Teaching Dates and Tie: +arch #=10$ 201H

+ONDAY

T,ESDAY

%!arter: 

-EDNESDAY

T.,RSDAY

/RIDAY 1:2







EN10,-IVg3.10 Bse appropriate +ulti+edia resources that acco+pany language

II& )ONTENT

EN10SS-IV1.6.3: Acknowledge sources "y preparing a "i"liography EN10SS-IV1.6.4: se writing conventions to acknowledge sources

EN10LC-IVc-3.18: et different viewpoints on various local or glo"al issues EN10VC-IVf-6.1: #valuate how the elements that make up reality and fantasy affect viewing ha"it

EN10LT-IVe-21: #valuate literature as an instrument to express and resolve conflicts within, "etween, and among societies



,EA!NING IN THE /1 "T CENT)! ( MVING TWA!%" CNVE!GENCE



P:2;-:2<

P:27-:28

P:33-:3:

P:3:-:3<


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P:71-:72

P:7;-:77

P:77-:79

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P:<9-:70

P:71-:72

P:7;-:77

P:77-:79

?ideo clip, te!t $oo%

>e!t$oo%, copy of their research paper

Pictures and ?ideo lip




School: Teacher:

Grade Level: 10 Learning English Area: 1:3


+ONDAY I*&RO)ED,RES A& Revie>in Revie>ing g revio revio!s !s Lesson or resenting the Ne> Lesson

+arch #=10$ 201H T,ESDAY

%!arter: 

-EDNESDAY

T.,RSDAY

/RIDAY


&ho' the video clip a$out plagiaris+

/et students give a feed$ac% of their activity last +eeting

Present 4&4" photo to the class)

*aise uestion to arouse student@s interest)


4What eeps convergence from being reali%ed?5


Process 'hat 'as vie'ed $y as%ing

*ecall the points on ho' to 'rite the +ain parts of a research paper

What is plagiarism?


4s% What are signs of plagiarism?

.nstruct students to transfer 'hat they have learned in this learning seg+ent $y drafting their o'n research report)

Prod the students to ponder 4s% the students students to share on the line, D=ne ?ision, their ans'ers) =ne .dentity, =ne o++unity)E

4s% the students students to thin% of 'ays that they can do to actuali(e the vision of 4&4" .ntegration) .ntegration)

>ell the students that the class 'ill $e reading a poe+ that 'ill allo' the+ to e!plore the the+e)

What are ways to avoid plagiarism?


/et the students deter+ine 'hich a+ong the ite+s in the list on page :<9 needs to $e cited)

/et the students go $ac% to their groups to 'or% on their paper)

.nstruct the students to 'rite on their 6ournal a pledge of support to the 4&4" ?ision)

Model the proper reading of the poe+ to the students)

1::



+ONDAY I*&

RO)ED,RES

E& Disc!ssing Ne> Ne> )oncets and racticing Ne> S9ills ?2

/& Develoing +aster@ +aster@ #eads to Formative Assessment /0

G&/inding ractical Alications Alications o )oncets and S9ills in Dail@ Living


School:

T,ESDAY

%!arter: 

-EDNESDAY

T.,RSDAY

/RIDAY


iscuss the $asic rules in incorporating in-te!t citations as found in the /M page :70)

4s% the students to read again their research report and instruct the+ to identify the introduction, $ody, and conclusion)

iscuss the seg+ent on ho' to 'rite the +ain parts of a research paper  report

>ell the students to use the guide on page :72 of the /M to 'or% on their paper,

Process the responses of the students) Give the feed$ac% as you dee+ necessary)

>ell the s tudents to divide and assign to each +e+$er of the group the parts of the research paper as seen in the guide on page :72)

/et the students vie' videos concerning the 4&4" integration)

/et the students 'or% on the conte!t clues activity) activity)

iscuss the criteria on of a research paper  report

4s%

acilitate deepening of students@@ understanding of the poe+ $y posing uestions found on /M page :79)

4!s the A>A* integration really important? WhyWhy not?

4s% the class to read the poe+ after'ards)


1:;



+ONDAY I*&

RO)ED,RES


I& Eval!atin Eval!ating g Learnin Learning g

(& Additional Activities Activities or Alication or Reediation


School:

T,ESDAY

%!arter: 

-EDNESDAY

T.,RSDAY

/RIDAY


4s% students to give suggestions on ho' to i+prove their research paper

*evi *evise sed d res resea earc rch h pap paper er))

/et students analy(e 'hether or not the research paper contains +ain and su$-parts)

4s% students to give give suggestions on ho' to i+prove their research paper $ased on the research paper ru$ric found on page :73

*evi *evise sed d res resea earc rch h pap paper er))

/et students 'or% on their research paper and agree 'hen they 'ill pass it)

.nstruct the students to create a ?enn diagra+ on their note$oo%)

4s% students to prepare a photo collage to present their ans'er to the follo'ing uestions

4s% 4s% the the stud studen ents ts to ta%e ta%e do'n notes 'hile they 'atch the videos on 4&4")

4s%

Process the activity $y posing uestions found on /M page :77)


'oes the poem continue to reflect how the world is today? &ow?

Give feed$ac%)

1:<

*& RE+ARBS


*I&

RE/LE)TION

School: Teacher: Teaching Dates and Tie: +arch #=10$ 201H






1:7




School: Teacher: Teaching Dates and Tie: +arch 17 = 1H$ 201H

+ONDAY I&

O'(E)TI*ES


T,ESDAY

-EDNESDAY

%!arter: 

T.,RSDAY

/RIDAY






EN10SS-IV1.6.4: se writing conventions to acknowledge sources

II& )ONTENT


EN10SS-IV#-2.3: +ompose a research report on a relevant social issue

EN10""-IV8-1.4.1: Point out relationships a+ong state+ents

EN10-LT-IV#2.3: 0raw similarities and differences of the featured selections in relation to the theme



A%VCATINF G,$A, CITIZEN"HIP

III&

LEARNING


1:8

RESO,R)ES A& Reerences 1& Teacher6s G!ide ages

P:38

P:39-::0

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P::7-::8


P:81-:82

P:83-:8:

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School:


T,ESDAY

%!arter: 

-EDNESDAY

T.,RSDAY

/RIDAY


Present a co+pletion transitions

teacher-+ade Bpdate students of their activity on research paper

4s% students the purpose of Guide the students in transitions assessing the draft)

4s% the students to use the chec%list to assess their Glo$al iti(enship o+petencies

/et students o$serve the photo on page :8<

4s%


What does it mean to be a 6lobal Citi%en?

4s% students to sho' their 'ord clouds)

1:9


Give drills and discuss)


iscuss the ta$le on page :81-:82

A& Disc!ssing Ne> )oncets and racticing Ne> S9ills ?2

/et the students e!change their research paper)

4s% the+ to 'rite %ey 'ords on their note$oo %) >ell the+ that they are e!pected to have a short one-+inute essay

What does it mean to be a global citi%en?

Teacher: Teaching Dates and Tie: +arch 17 = 1H$ 201H

+ONDAY RO)ED,RES

4s%

School:


I*&

4s% the+ to fil out the revision chec%list on page :83 of the /M

T,ESDAY

-EDNESDAY

&olicit ideas fro+ the students $ased on the e!tended activity given)

/et students read the selection on page :87-:89


T.,RSDAY

/RIDAY


Provide drills

Aave the group chec% on their class+ates@ research paper

4s% so+e students to share their %ey 'ords to the class

Process the te!t $y guiding students to ans'er uestions on page :89)


1;0

'& Develoing +aster@ #eads to Formative Assessment /0

)& /inding ractical Alications o )oncets and S9ills in Dail@ Living


4s% students to ans'er >as% ; on page :82)

/et the+ fill-out the assess+ent ta$le on page :83 /etter  of your /M

*elate the %no'ledge of transitions in 'riting your research paper)

RO)ED,RES

D& +a9ing Generaliations and A4stractions a4o!t the Lesson

4s% several students to share their 'or% to the class)


+ONDAY *&

/et students return the draft to the 'riters)

.nstruct students to use their 4s% students a$out their %ey'ords to 'rite a short personal advocacies paragraph on 'hat it +eans to $e a glo$al citi(en

T,ESDAY

-EDNESDAY

&hare their advocacies to the class


T.,RSDAY

/RIDAY


&ow important is transition?

Bpon getting their o'n draft, let the+ ans'er the =utput &atisfaction 5or%sheet

What does it tae to be a global citi%en?

&ow can you play your role as a global citi%en?


1;1

E& Eval!at Eval!ating ing Learning Learning o+pletion of >as% ; on page :82 of the /M 'ill serve as evaluation

/& Addition Additional al Activ Activities ities or Alication or Reediation

*I&

Ma%ing of advocacies 'ill >he short paragraph 'ritten serve as evaluation 'ill 'ill $e consid considere ered d as the evaluation

*evise the paper and agree on a date 'hen to pass it)

reate a 'ord cloud a$out $eing a glo$al citi(en $y going to ''')'ordle)net ''')'ordle)net

&tudy and fa+iliari(e the infographic on page :92 of the /M)

RE+ARBS


*II& *II&

Go over your research paper and fill in transition 'ords to needed parts)

.nstruct students to revise their drafts $ased on the co++ents of their peers

RE/L RE/LE) E)TI TION ON



ReCect on @o!r teaching and assess @o!rsel as a teacher& teacher& Thin9 a4o!t @o!r st!dent6s rogress this >ee9& -hat >or9s -hat else needs to 4e done to hel the st!dents learn Identi@ >hat hel @o!r instr!ctional s!ervisors can rovide or @o! so >hen @o! eet the$ @o! can as9 the relevant !estions&


1;2







I&

O'(E)TI*ES

School: Teacher: Teaching Dates and Tie: +arch 20 = 2$ 201H

+ONDAY

T,ESDAY

-EDNESDAY


T.,RSDAY

/RIDAY

1;3







EN10LT-IV$-21: #valuate EN10LT-IV$-21: #valuate literature as an instrument instrument to express and resolve conflicts within, "etween, and among societies

II& )ONTENT )ONTENT

EN10SS-IV$-2.3: +ompose EN10SS-IV$-2.3: +ompose a research report on a relevant social issue

EN10SS-IV$-2.3: +ompose EN10SS-IV$-2.3: +ompose a research report on a relevant social issue


EN10F-IVi-1.1 EN10F-IVi-1.1 eliver selfEN10"-IV$-1.165 EN10"-IV$-1.165 0eliver selfco+posed a+paign composed +ampaign Speeches &peeches on 4dvocacies, on Advocacies, Social *ssues &ocial .ssues and oncerns and +oncerns $ontent is what the lesson is all about. %t pertains to the subject matter that the teacher aims to teach. %n the $&, the content can be tackled in a week or two.

A%VCATINF G,$A, CITIZEN"HIP

III& LEARNING RESO,R)ES A& Reer Reerenc ences es 1& Teacher6s eacher6s G!ide G!ide ages ages


P::9-:;0

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P:;1-:;2

2& Learner6s +aterials +aterials ages

P:92-:93

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7& Te8t4oo9 ages

P:92-:93

P:9;-:9<

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Po'erPoint Presentation, ru$ric on research report presentation

Po'erPoint Presentation, ru$ric on research report presentation

& Additional +aterials +aterials ro Learning Reso!rce ;LR< ortal '& Other Other Learnin Learning g Reso!rces

School:

Grade Level:

10 1;:


Teacher: Teaching Dates and Tie: +arch 20 = 2$ 201H


T,ESDAY

-EDNESDAY

Learning Area: English %!arter: 

T.,RSDAY

/RIDAY


/et the students o$serve the infographic on page :92

iscuss students the guidelines of their presentation

iscuss students the guidelines of their presentation


iscuss 'ith the students the details presented in the B"&= infographic)

Present the ru$ric in rating the+ of their presentation

Present the ru$ric in rating the+ of their presentation


.nstruct the students to fill out the +atri! found $elo' the infographic)


*evie' 'hat they have previously learned a$out effective ver$al and nonver$al +essages

4s% the students to start reporting

*eporting of the research report)


4s% the students to start reporting


1;;



+ONDAY I*&

RO)ED,RES

T,ESDAY

-EDNESDAY

%!arter: 

T.,RSDAY

/RIDAY



/et the students share their responses through s+all groups settings




Pro+pt students to +a%e connections $et'een their role as a researcher and as a glo$al citi(en)



ite other instances 'here you 'ill $e a$le to use the s%ills you learned in research report presentation

ite other instances 'here you 'ill $e a$le to use the s%ills you learned in research report presentation



Guide the students in preparing their research presentation using the 4udience 4daptation 5or%sheet on page :9:


1;<



+ONDAY I*&

RO)ED,RES



(&


T,ESDAY

-EDNESDAY


T.,RSDAY

/RIDAY


/et students share their learnings a$out the lesson

&haring of learning e!periences)

&haring of learning e!periences)

&tudents prepare for their presentation on research presentation



reate slides for the presentation and prepare for the presentation of the activity)

/et other groups prepare for the presentation)

/et other groups prepare for the presentation)


1;7

*& RE+ARBS


*I&

RE/LE)TION







1;8

Grade 10 English DLL Q2-Q4

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