Lesson Plan in English 10 Second Quarter

Lesson Plan in English 10 QUARTER 2 Date Date:: Sep Septe temb mber er 1, 2015 2015 Tuesda uesday y I. Objective/s

II. Sbject !atte"

III. Lea"ning Tas%s Teachers T eachers Tas!s !otivation 1* 6or! ith a partner* 7bserve the picture and list don in your noteboo! the thin"s you see* 2* Anser 8our (nitial Tas!s  Tas! 1 )* 9resent your observation and discuss the picture in class* '. 9rocess students ansers*

Day Day 2 Assess the efectiveness o the ideas presented in the material vieed, ta!in" into account its purpose #$%10&' ((a'1)*+ Sitch rom one listenin" strate"y to another to e-tract meanin" rom the listenin" te-t #$%10./ ((a'11 To#ics$ Assessin" the efectiveness o the ideas presented in the material vieed Sitchin" rom one listenin" strate"y to another to e-tract meanin" rom the listenin" te-t S%ill$ &iein" and .istenin" !ate"ials$ /opy o the activities, pictures pa"es 11'11+ T3 pa"es 114'121 Re&e"ence$ . pa"es

Students Tas!s )o" Initial Tas%s )o" Tas%s Task 1 WHAT YOU SEE IS WHAT YOU GET! *Pai" +o"%, 7bserve the picture belo and identiy details that symboli?e the thin"s to consider in resolvin" con@icts* Do you thin! the persons in the picture are tryin" to ma!e amends to resolve a con@ict Discuss ith a partner* partner*

1st 9resentation 1* 9resent the photo o odaline to the class lass** Tell ell the the class lass tha that odaline is an (rish ;and and that they theyr re e "oin "oin" " to list listen en to thei theirr popular son" hich is included in (reland Sin"les Top 100* Task 2 PREDICT AND EXPECT 2*6rit rite the title o the son" A. You You will listen to to a song entitled “Common “Common Ground” Ground” by * .et them e-plain their ideas or noteboo". concepts o /ommon 3round* 5* 9rocess students ansers* 2n( P"esentation 1* ;rin" 9) or /D o the son"

* 9rocess students ansers*

Tas% 2-. *+hole lass, #. $isten to the song% then chec" the words or phrases you listed. COMMON GROUND

Discussion: 1* 6hat is the son" all about 2* Bo did you eel hile listenin" to the son" )* 6hat advice is "iven in the son" Do you a"ree ith it 6hyC6hy not >* 6ould you ollo the advice "iven 6hy or hy not 5* $-plain hat is emphasi?ed in the son"* Application: Tas% 2. Pencil In 1* Bave the students listen to the son" or the second time* 2* Bave students orm small

by odaline (ts easy to in, (ts harder to lose To To admit that youre youre ron" 6hen youve "ot somethin" to prove* 8ou 8ou said it as easy ( tell you they are ron"* So "et busy learnin", are you already "one 9eople ill tell you 6hat you ant to hear ;ut the people ho !no you ell /an ma!e it all clear* .ie isnt easy, 8ou 8ou "ot to be stron"* So "et busy learnin", Are you already "one And all ill be or"otten And e all all apart, 8eah 8eah all ill be or"otten or"otten ;ut the common "round, (ts a "ood place to start* Sure all ill be or"otten, 8eah 8eah e ill all be be or"otten, all apart* 6e ill all be or"otten, ;ut common "round, (s a "ood place to start* /ommon "round is a "ood place to start* . Pencil Pencil In *Sall "o#, 6hile listenin" to the son" or the second time, s!etch in the bo- an obEect you visuali?e in the son"* $-plain and discuss ith a partner aterards*

"roups* 2* (nstruct them to s!etch in the bo- an obEect that they have visuali?ed in the son"* )* Bave them e-plain and discuss their "roup or! in class* >* 9rocess students ansers*

9repared by: OSEIA P. OSTATIO SST' (

Date: September 2, 2015 6ednesday I. Objective/s II. Sbject !atte"

%oted: UA P. A-RERA 9rincipal

Day ) Transcode inormation rom linear to non'linear te-ts and vice' versa #$%10F/'((a'11 To#ic$ Transcodin" inormation rom linear to non'linear te-ts and vice versa #$%10F/'((a'11 S%ill$ Feadin" !ate"ials$ /opy o the activities, pictures Re&e"ence$ . pa"es 11+' 121 T3 pa"e 122

III. Lea"ning Tas%s Teachers Tas!s Fevie: Guestions 1* 6hat is the son" all about 2* Bo did you eel hile listenin" to the son" )* 6hat advice is "iven in the son" Do you a"ree ith it 6hyC6hy not >* 6ould you ollo the advice "iven 6hy or hy not 5* $-plain hat is emphasi?ed in the son"* 9re'Feadin" Activities !otivation As! the students to anser the Huestion in the introduction o the selection* /all a volunteer to

Students Tas!s

' ases o& 3ail4 on5ict by * .ee ;an!s Task 3A READ ME (Individa Task" a sense o belon"in" Iamily harmony provides &he family is the smallest unit of'unli!e societymany and it is e(erything. and a eelin" o security other types Yet o there is no such thing as a “perfect family.” relationships* 6hen con@ict arises, it threatens that

security* 6hether the disharmony initiates rom ithin

Can you recall one unforgettable misunderstanding that happened in the amily unit or rom e-ternal sources, individual your family) *ow did your family cope with the tension it caused)

amily members and the amily as a hole can e-perience a the ran"e ne"ative emotions and +ead the text about causesoof conflicts in a family. conseHuences* Jnresolved con@ict may irreparably dama"e a marria"e and the entire amily, i amily members do not see! help*

7ne maEor source o amily con@ict is ithin the area o Knances'speciKcally, the lac! o enou"h money to pay bills, maintain the mort"a"e or rent, buy suLcient ood and other necessities and have any remainin" money or recreation, Eob or career may contribute to con@ict ithin a amily* ( a parents Eob !eeps himCher aay rom home most o the time, the spouse at home ith the children oten eels ne"lected or overhelmed* /onversely, i the parent becomes unemployed, this causes its on orm o

share his or her e-perience about misunderstandin" in the amily*

6ocabla"4 7evelo#ent The olloin" ords ere ta!en rom the selection that you are about to read* 3ive the meanin" o the underlined ords* /hoose your anser rom the list o ords belo*

1* on5ict arises 2* %e"ative emotions and conse8ences )* i""e#a"abl4 dama"e a marria"e as Knances >* inevitable rivalry

Fesult 9roblems too bad to be corrected or repaired decrease unavoidable

Durin" Feadin": 7ral Feadin"

Ater Feadin" 9rocess the readin" te-t by as!in" students the olloin" Huestions: a* 6hat is the maEor source o amily con@ict

Another cause o amily con@ict is the inevitable rivalry that occurs beteen siblin"s* /hildren typically see! their parents attention and approval, even i this reHuires tattlin" on, or sometimes causin" harm to a siblin"* 6hether a child e-presses Eealousy o a siblin", competes ith himCher or teases himCher non'stop, it is destined to cause con@ict* $ach child deserves an eHual amount o parental love and acceptance, yet sometimes a parent may avor one child over another* This merely intensiKes the con@ict* 6hile mutual a"reement on the subEect o child discipline is crucial, the lac! o consensus opens up another potential area or amily con@ict* ( one parent acts as the
b* 6hat causes amily con@ict c* Describe the causes o amily con@ict Discuss ith the students the diferent types o non'linear te-ts such as line "raph, pie "raph, chart "raph, and "raphic or"ani?er* Discuss hen and ho these non' linear te-ts are used* ene"ali9ation$

A##lication$ .et students Kll in the "raph Transcode e ound in the . Ansers  Knances, siblin"s rivalry, avoritism, in'las

Bo does your !noled"e in transcodin" linear to non'linear te-t help you understand the selection

E:ten(e( Lea"ning Activit4

Bave the students read another article and transcode this linear te-t to non'linear*

Answer the ,uestions below. -. rom the gi(en conflicts% which of these ha(e you experienced with your family) hy)

////////////////////////////////////////////////////// ////////////////////////////////////////////////////// ////////////////////////////////////////////////////// 0. hat did you do to resol(e the said conflict in your family) ////////////////////////////////////////////////////// //////////////////////////////////////////////////////

OOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOO

+hat;s the P"oble< The 3o" lassic on5ict T4#es

/on@ict is vital to any story, but it isnt alays beteen people* Some stories pit the hero a"ainst society, or a natural disaster* 7thers have the traditional hero vs villain setup* .ets loo! at the our classic story con@ict types and ho they deKne the basic con@ict structure* This is probably the most common type* (ts a character a"ainst another character, people vs people, even i those people are non'human* Theyre still a PcharacterP li!e any other* A i?ard ants to !ill the hero and enslave the orld* A scientist needs to Knd the cure and stop the madman ith the virus* An orphan "irl needs to save her sister rom bad men* The person standin" in the ay o your prota"onist is another person* This is here the character is at odds ith themselves and K"htin" somethin" personal and internal* 7vercomin" a dru" problem, dealin" ith betrayal, etc* The person standin" in the ay o your prota"onist is them* This is where a character has a problem with something that is status quo in the world. It's not any one person who is causing trouble, it's how things are being done. A man tries to change an unfair law. A girl rebels against a tyrannical society that forces kids to fight to the


Date: September ), 2015 Thursday I. Objective/s


III. Lea"ning Tas%s Teachers Tas!s


Day > Transcodin" inormation rom linear to non'linear te-ts and vice versa #$%10F/'((a'11 To#ic$ Transcodin" inormation rom linear to non'linear te-ts and vice versa S%ill$ Feadin" !ate"ials$ /opy o the activities, pictures Re&e"ence$ . pa"es 11+' 121 T3 pa"e 122

Students Tas!s

/hec!in" Q 9rocessin" o Students Assi"nment* Bave the students present their assi"nment* 9rocess students responses* As!: Bo does your !noled"e in transcodin" linear to non'linear te-t help you understand the selection Application #/ont* Tas! >* I8( A* A Survey to /onvey 1* Bave the class orm a "roup consistin" o ten members* 2* (nstruct them to do the activity ound in the .* )* (norm them that they may use diferent "raphs such as line "raph, bar "raph or pie "raph* >* As! a representative rom each "roup to present their output ith the rest o the class by e-plainin" the interpretation o the survey conducted*

8our (nitial Tas!s Task # $YI (Pai% W&%k" A' S%v) *& C&nv) Conflict situations arise among teenagers on a daily basis. 1any times% minor conflict and disagreements can result in (iolence. #elow are common conflict situations among teenagers2

orm a group consisting of -3 members. 4 Conduct a sur(ey about the common conflict situations in your group. 4 As" each member in the group who experienced the conflict. rom the responses% ran" the conflict from the most number of persons to the least who experienced it. 4 Graph the results of the sur(ey you conducted in your group.

rite your interpretation of the graph in the box.

Evalation Bo can e prevent con@ict /omplete the or"ani?er on ays to prevent con@ict* Analy?e each situation careully*

+' C&n,i-* P%vn*i&n

7ne must consider ho to avoid con@icts* /omplete the table belo by ritin" ays to prevent each common con@ict situation*

Femar!s: %o* o learners ithin mastery level OOOOOOOOOOOOOOOOOOOOOO %o* o learners needin" reinorcementCremediationOOOOOOOOO

Assignent 9repared by: OSEIA P. OSTATIO SST' (

Date: September R, 2015 onday

Rsa%-. &n *. /a-k0%&nd &, Dan* Ai0.i%i'


Day 5

I. Objective/s

$-plain ho the elements speciKc to a selection build its theme #$%10.T'((a'1>*2


To#ic$ $-plainin" ho the elements speciKc to a selection build its theme Selection$ (%I$F%7 by Dante Ali"hieri translated by Mohn /iardi S%ill$ .iterature !ate"ials$ /opy o the activities, pictures Re&e"ence$ . pa"es 12)'12+ T3 pa"es 12)'12>


Students Tas!s

Fevie: Fecall the diferent types o non'linear te-ts and their uses* )o" Te:t *+ith a Pa"tne", Tas! 5* Thin% Th"ogh P"e ="ea(ing A* (n the bo- is a pool o ords you ill come across in Int"o(ction$ the te-t* Fead each deKnition and then choose the Discuss ith the class that they are deKned ord rom the pool* 6rite your anser in your "oin" to read and study a part o noteboo!* one o the masterpieces o Dante Ali"hieri orsa!en omnipotence Divine /omedy hich is /anto ((( o vestibule The (nerno*

6ocabla"4 7evelo#ent Tas% >. Thin% Th"ogh 1* (norm the students that they ould come across some unamiliar ords in the selection* .et them loo! or a partner and as! them to anser Tas! 5*  Ansers 1* primordial 2* orsa!en )* omnipotence >* vestibule 5* summon * torment

Bave students use the ord in a sentence or better understandin"* ;ac!"round o the Author /all voluntary to read his or assi"nment on the bac!"round o Dante Ali"hieri*

summon

primordial

1* e-istin" rom the be"innin" 2* abandoned or deserted* )* an a"ency or orce o unlimited poer >* typically reers to a small room ne-t to the outer door and connectin" it ith the interior o the buildin"* 5* authoritatively or ur"ently call on * somethin" that causes e-treme physical or mental pain ;* /hoose ) ords and use in meanin"ul sentences* #6hole /lass

Fead ith the students the Background of Divine Comedy and Inferno The Divine /omedy as the poetic Eourney o a man stru""lin" to reconcile himsel to a bitter political e-ile throu"h the triumph o love* The (nerno is the Krst part o Dante Ali"hieris poem, the Divine /omedy, hich chronicles Dantes Eourney to 3od, and is made up o the (nerno #Bell, 9ur"atorio #9ur"atory, and 9aradiso #9aradise* Task  READ AND IMAGINE *9air 6or!

The poems are Huite short: they ould ta!e about as lon" to read the hole (nerno as it ould to read the detailed canto summaries and analysis, althou"h they mi"ht be helpul or understandin" Dantes diLcult lan"ua"e* !otive Qestion 1* Allo the students to anser the motive Huestion beore the te-t* *a(e you e(er been to a house of horrors) *a(e you seen a horror mo(ie) hat are the things that shoc"ed or frightened you) 2* $ncoura"e them to share their e-periences on this*

Durin" Feadin" 1* 7ral Feadin" 2* Bi"hli"ht important points and ta!e note o the diferent senses you discovered hile readin" the te-t* A&te" Rea(ing

*a(e you e(er been to a house of horrors) *a(e you seen a horror mo(ie) hat are the things that shoc"ed or frightened you)

+ead the excerpt below from the !i(ine Comedy56nferno. 7ote the frightening things !ante wrote to illustrate hell. 8hole Class9 8:ee attached :ummary of Canto 666 &he ;estibule of *ell9

/omprehension /hec! up T.inkin0 a/&* *. T* (Individa" -. hat is ;irgil* *ow does ;irgil silence Charon)

Tas!  READ AND IMAGINE 1* Tell the class to anser Thin!in" about the te-t ound in the .* 2* Discuss the ansers to the class

Tas% ? A. 7i@e"entiate( Tas%s #. Us )&% Snss (Sa G%&4" orm > groups. Perform the tas" assigned in your group. -. ?ye Group @ 1a"e a poster of what hell loo"s li"e based on the text 0. ?ar Group @ +ecord sounds of hell based on the details from the text or use your (oice and other materials a(ailable in producing the sounds. =. *and Group @ :how an interpretati(e dance to reflect the mo(ements of tormented souls. >. ?ye and hand group5 ma"e a collage that depicts what hell loo"s li"e.

$valuation

3ive the theme o /anto (((* $-plain ho the elements speciKc to a selection build its theme* /haracter #&ir"ils Advice and $-planation o the inscriptions

/haracter #/harons statement

/haracter: Dantes Feaction

Settin": &estibule o Bell

E:ten(e( Lea"ning Activit4 3ive the theme o /anto (((* $-plain ho the elements speciKc to a selection build its theme*

Fubrics 5 $-planations are properly presented and are related to the theme*

Task 5 / SENSE CHART (Individa" 6n Canto 666% !ante begins his description of *ell% which becomes an assault on the senses of the readers. As we read his harrowing descriptions of the sounds% sights% and e(en smells of *ell% we come to share in !ante
$-planations are properly presented and are partially related to the theme*

9repared by:

%oted:

OSEIA P. OSTATIO SST' (

UA P. A-RERA 9rincipal

(ndicators 9reparation

1 Did not prepare or the presentation

2 Some preparations ere done*

) A "ood amount o preparation as done*

Spea!in" and Audience /ontact

Did not loo! at the audience and did not spea! clearly*

.oo!ed at the audience some o the timeN spo!e clearly once in a

.oo!ed at the audience and spo!e clearly*

> Student prepared beyond level o assessment 3ave attention to the audience and spo!e very e-pressively*

Score

7verall understandi n" o the topic

3roup didnt sho suLcient understandin" o the messa"e and con@ict o the story*

hile* 3roup shoed understandin" o the messa"e o the story and its con@ict*

3roup sho "ood understandin" o the entire story and its con@ict*

3roup shoed complete understandin" o hole story and its con@ict*

Date: September +, 2015 6ednesday I. Objective/s

Day R


To#ics$ $-plainin" ho the elements speciKc to a selection build its theme Selection$ (%I$F%7 by Dante Ali"hieri translated by Mohn /iardi S%ill$ .iterature !ate"ials$ /opy o the activities, pictures Re&e"ence$ . pa"es 12+'1)0 T3 pa"es 12)'12>

III. Lea"ning Tas%s Teachers Tas!s Fevie: 1* 6hat is the name o the river hich circles the rim o Bell 2* 6hat as the name o the erryman )* 6ho ere the cowards in /anto ((( hom Dante describes >* The uncommitted had saved their blood all their lives* 6hat as the ultimate result o this act 5* 6hat is Dantes initial reaction to the many souls he sees in the &estibule o Bell * 6hat is Dantes reaction to the si"hts and sounds o Bell at the end

$-plain ho the elements speciKc to a selection build its theme #$%10.T'((a'1>*2

Students Tas!s Task 5 A SENSE CHART

(n /anto (((, Dante be"ins his description o Bell, hich becomes an assault on the senses o the readers* As e read his harroin" descriptions o the sounds, si"hts, and even smells o Bell, e come to share in Dantes repu"nance o the horrible e-perience the poet encounters*

o /anto ((( R* 6hat messa"e the does story ant to convey to us reader Anse"s 1* The river as the Acheron* 2* The erryman as named /haron* )* The cowards are those ho ere araid to ma!e a decision or choices* The coards that Dante describes are the people ho ere not brave enou"h to ma!e a decision one ay or the other* >* They no Knd their blood spilled by asps and hornets and drun! by orms* 5* Dante is surprised at their numbersN he had no idea so many had died or that so many had died uncommitted* * Dante is ri"htened and alls into a soon*

#. Us )&% Snss (Sa G%&4" orm > groups. Perform the tas" assigned in your group. =. ?ye Group @ 1a"e a poster of what hell loo"s li"e based on the text >. ?ar Group @ +ecord sounds of hell based on the details from the text or use your (oice and other materials a(ailable in producing the sounds. =. *and Group @ :how an interpretati(e dance to reflect the mo(ements of tormented souls. >. ?ye and hand group5 ma"e a collage that depicts what hell loo"s li"e.

9rocess students e-tended learnin" activity* Bo does ima"ery help you better understand the selection

Tas% B. A##l4ing hat 4o "ea( 1* .et the class read aloud the hi"hli"hted Huestion ound in this activity* 2* (nstruct them to e-plain their anser on the space provided ater the Huestion* )* Allo the students to share their e-planation ith the rest o the class*

Task 6 APP7YING WHAT YOU READ (Individa" 6n “Canto 666” of “6nferno” by !ante% Charon tells the souls to “#ury here and fore(er all hope of Paradise.”

?xplain your answer2 ////////////////////////////////////////////////////// //////////////////////////////////////////////////////

$valuation: 3ive the theme o /anto (((* $-plain ho the elements speciKc to a selection build its theme*

3ive the theme o /anto (((* $-plain ho the elements speciKc to a selection build its theme* /haracter #&ir"ils Advice and $-planation o the inscriptions

Fubrics 5 $-planations are properly presented and are related to the theme*

$-planations are properly presented and are partially /haracter related to the theme*

#/harons statement

/haracter: Dantes Feaction

Femar!s: %o* o learners ithin mastery level OOOOOOOOOOOOOOOOOOOOOO

Settin": &estibule o Bell

%o* o learners needin" reinorcementCremediationOOOOOOOOO


Date: September 10, 2015 Thursday I. Objective/s II. Sbject !atte"



Day + 3ive technical deKnitions #$%10&'((a'1)*+ DeKne technical and operational deKnitions To#ic$ 3ivin" technical deKnitions S%ill$ &ocabulary !ate"ials$ /opy o the activities, pictures Re&e"ence$ . pa"es 1)0'1)1 T3 pa"es 12>'125

Students Tas!s Tas% C !ADI 7E3IITIOS *+hole lass,

Int"o(ction$ As! the students ho they deKne terms* #Bo do you usually deKne terms or unamiliar ords

DeKnitions are a core part o any dictionary* 6ritin" basic deKnitions reHuires s!ill, practice, and sometimes help*

7iscssion$ 1* Discuss ith the students the to ays o deKnin" ords: technical and operational deKnitions*

2* /lariy the diference beteen technical deKnition and operational deKnition* A technical deKnition is a deKnition in technical communication describin" or e-plainin" technical terminolo"y* Technical deKnitions are used to introduce the vocabulary hich ma!es communication in a particular Keld concise and clear' cut* #Ior e-ample, the illiac crest rom medical terminolo"y is the top rid"e o the hip bone* There are three main types o 7ene !e *Sall "o#, technical deKnitions: Alphabeti?e the ords* 6ith your "roup, "o over the other unamiliar ords in your 1 9arenthetical deKnitionsN main te-t* 2 Sentence deKnitionsN a!e deKnitions o these unamiliar ords by olloin" the ) $-tended deKnitions "uidelines* An operational deKnition is a demonstration o a process  such as a variable, term, or obEect  in terms o the speciKc process or set o validation tests used to determine its presence and Huantity* )* Discuss the "uidelines ritin" a technical deKnition* 3enerali?ation Application Bave the students do Tas! +*

in

+o"(

7enition

$-tended .earnin" Tas!

A* 3ive the deKnitions o the olloin" ords #either parenthetical or sentence deKnition 1. %ovice 2. /oardice F. 9andemonium '. Despicable >. Fetro"rade Jse in your on meanin"ul sentences* ;* Fesearch on ar"umentative essay*


Date: September 1>, 2015


Day 10

onday I. Objective/s II. Sbject !atte"

III. Lea"ning Tas%s Teachers Tas!s /hec!in" o assi"nment Fevie P"e="ea(ing (ntroduction: As! the class to "ive their idea on ar"umentative essay* #6hat is an ar"umentative essay otive Guestion: Bave them anser the motive Huestion: Bave you ever ta!en a ride in a public transportation ith an a""ressive driver Bo did you eel 6hat did you do Did you ar"ue ith the driver /all a student to share hisCher anser to the motive Huestion ith the rest o the class* &ocabulary Development ;elo are some ords ta!en rom the ar"umentative essay * A""ressive drivin" also causes atalities* a* practice o drivin" on a road too close to a rontard vehicle b* an occurrence o death by accident c* ready or li!ely to attac! or conront d* a act or situation that is observed to e-ist or happen,

(dentiy parts and eatures o ar"umentative essays #$%10.T' ((a'1>*2 To#ic$ (dentiyin" parts and eatures o ar"umentative essays Selection$ A""ressive Drivin" Should ;e Avoided S%ill$ 6ritin" and /omposition !ate"ials$ /opy o the activities, pictures Re&e"ence$ . pa"es 1)2'1)> T3 pa"es 125'12

Students Tas!s )OUR 7ISO6ER) TASD Tas% 10 REA7 TO +RITE Fead an e-ample o an ar"umentative essay belo* Bave you ever ta!en a ride in a public transportation ith an a""ressive driver Bo did you eel 6hat did you do Did you ar"ue ith the driver Agg"essive 7"iving Shol( -e Avoi(e(

A""ressive drivin" is a phenomenon, hich has only recently "ot the public orried* The %ational Bi"hay TraLc Saety /ouncil #%BTS/ deKnes a""ressive drivin" as the
7"ing Rea(ing Fead the model ar"umentative essay*

Tas! 10 A A' Ras&n O*! (Pai% 8&%k" 6nside the box pro(ided below% gi(e three reasons why aggressi(e dri(ing should be a(oided. rite your explanation opposite the box.

9ost Feadin" Tas! 10 A A* Reason Ot Iind a partner and or! on the activity ound 8our Discovery Tas! 10 A* Ansers: 1* (t causes crashes* 2* (t causes inEuries* )* (t causes atalities* An a%0n*a*iv ssa) tries to change the reader
Tas! 10 ;* An argumentati(e essay has the following characteristics2 Discuss ith class hat an - presents and explains the issue or case ar"umentative essay is and its 0 gi(es reasons and supports these reasons to pro(e its point characteristics* = refutes 8pro(es wrong9 opposing arguments. Pa%*s -. In*%&d-*i&n irst is the introductory paragraph. 6t introduces the problem and gi(es the bac"ground information needed for the argument and the thesis statement. -. +&d) &he body of the essay contains the reasons. ?ach paragraph tal"s about one reason. &he reason is included in the topic sentence and is supported by details or materials. &hese supporting materials can be examples% statistics% personal experiences% or ,uotations. -. C&n-si&n &he conclusion restates the main claim and gi(es one or two general

statements which exactly summariBe the arguments and support the main premise.

Tas% 11 I7ETI3) A7 LASSI3)G *+hole lass, Irom the model ar"umentative essay, identiy its parts by reritin" the essential statements in the bo-*

A""ressive Drivin" Should ;e Avoided

Tas% 11. I(enti&4 an( lassi&4 1* (norm the class to "o over on the model ar"umentative essay* 2* .et them do the tas!*

$valuation #See attached rubrics

Fead the ar"umentative essay belo* I(enti&4 its #a"ts. *1> #oints,

Femar!s: %o* o learners ithin mastery level OOOOOOOOOOOOOOOOOOOOOO %o* o learners needin" reinorcementCremediationOOOOOOO OO

$-tended .earnin" Tas!s

A* 6rite an ar"umentative essay on any o the olloin" topics* ;e sure to observeCconsider the eatures o the

A* As! the students to rite an ar"umentative essay* -. Have the so Tas% 11 -. I Sa the Sign

an ar"umentative essay* ;e "uided by its parts also* 1* (s "lobal climate chan"e man'made 2 (s our election process air )* Do cures !eep teens out o trouble >* (s cheatin" out o control 5* Are e too dependent on computers * Are parents clueless about child predators on the (nternet R* Should ci"arette smo!in" be banned 4* Are cell phones dan"erous +* (s child behavior better or orse than it as years a"o 10* 6hen should parents let teens ma!e their on decisions 11* Does boredom lead to trouble 12* Does participation in sports !eep teens out o trouble

;* Tas! 11 ;* ( Sa the Si"n 6rite common si"na"e you see alon" the road* 6rite it on a clean bond paper* Advance Assi"nment . Fesearch on Ar"umentative speech about resolvin" con@ict* The olloin" topics may "uide in ma!in" your research* 3et ready or your Knal perormance. 1* Fesolvin" /on@icts 2* Jnity in Diversity )* Barmoni?in" Felationship ith 7thers >* ;rid"in" the 3ap >. Feco"ni?in" (nterpersonal /over"ence %oted:


UA P. A-RERA 9rincipal

Fubrics or the Assessment o the Ar"umentative $ssay

A. Int"o(ction

5 6ell'developed introductory para"raph contains detailed bac!"round , a clear e-planation or deKnition o the problem

) 1 (ntroductory (ntroduction para"raph states the contains thesis but some does not bac!"round adeHuately inormation e-plain the and states bac!"round o the the problem* problem, The but does problem is not e-plain stated, but usin" lac!s detail*

0 problem is va"ue or unclear* ;ac!"round details are a seemin"ly random collection o inormation, unclear, or not related to the topic*

-. !ain Points -o(4 Pa"ag"a#hs Re&tation

details* Three or more main Three or Three or more points are ell more main main points, developed ith points are but all lac! supportin" details* present development* Feutation but may Feutation para"raph#s lac! detail para"raph#s ac!noled"es the and missin" andCor opposin" vie and developmen va"ue summari?es their main t in one or points to* Feutation para"raph#s  ac!noled" es the opposin" vie but doesnt summari?e points*

.ess than three main points, ith poor development o ideas* Feutation missin" or va"ue*

. onclsion

/onclusion summari?es the main topics ithout repeatin" previous sentencesN riters opinions and su""estions or chan"e are lo"ical and ell thou"ht out*

/onclusion summari?es main topics* Some su""estions or chan"e are evident*

/onclusion summari?es main topics, but is repetitive* %o su""estions or chan"e andCor opinions are included*

7. O"gani9ation

.o"ical, compellin" pro"ression o ideas in essayNclear structure hich enhances and shocases the central idea or theme and moves the reader throu"h the te-t* 7r"ani?ation @os so smoothly the reader

7verall, the paper is lo"ically developed* 9ro"ression o ideas in essay ma!es sense and moves the reader easily

9ro"ression o Arran"ement ideas in essay o essay is is a!ard, unclear yet moves the and illo"ical* reader The ritin" throu"h the lac!s a te-t ithout clear sense o too much direction* conusion* The (deas, riter details or sometimes events seem lun"es ahead strun"

/onclusion does not adeHuately summari?e the main points* %o su""estions or chan"e or opinions are included*

hardly thin!s about it* $fective, mature, "raceul transitions e-ist throu"hout the essay*

throu"h the te-t* Stron" transitions e-ist throu"hout and add to the essays coherence

too Huic!ly or spends too much time on details that do not matter* Transitions appear irre"ularly, but not eHually throu"hout the essay*

to"ether in a loose or random ashionN there is no identiKable internal structure and readers have trouble olloin" the riters line o thou"ht* Ie, orced transitions in the essay or no transitions are present*

Evalation HEALTH A7 HEALI AT )OUR 3IERTIPS

Thro out the bottles and bo-es o dru"s in your house* A ne theory su""ests that medicine could be bad or your health, hich should at least come as "ood nes to people ho cannot aford to buy e-pensive medicine* Boever, it is a blo to the medicine industry, and an even bi""er blo to our conKdence in the pro"ress o science* This ne theory ar"ues that healin" is at our Kn"ertips: e can be healthy by doin" Fei!i on a re"ular basis*

Supporters o medical treatment ar"ue that medicine should be trusted since it is efective and scientiKcally proven* They say that there is no need or spiritual methods such as Fei!i, 8o"a, Tai /hi* These aste our time, somethin" hich is Huite precious in our material orld* There is medicine that can !ill our pain, -'rays that sho us our ractured bones or F( that scans our brain or tumors* 6e must admit that these methods are very efective in the e-amples that they provide* Boever, there are some
Date: September 15, 2015 Tuesday I. Objective/s II. Sbject !atte"

Day 11 $mploy appropriate pitch, stress, Euncture, intonation, etc* #$%107.'((a5 To#ic$ Selection$ S%ill$ 7ral .an"ua"e and Iluency

!ate"ials$ /opy o the activities, pictures Re&e"ence$ . pa"es 1)'1)4 T3 pa"es 1)0

III. Lea"ning Tas%s Teachers Tas!s /hec!in" o assi"nment otivation: 6hat are the Hualities o a "ood spea!er Do you !no that intonation afects the meanin" o a sentence 9resentation: (ntonation afects the meanin" o a sentence* Listen to the tele#hone conve"sation. Analysis: 6hat do you notice ith the conversations Bo does the intonation afect the conversation Discussion: In*&na*i&n @ the sound changes produced by the rise and fall of the (oice when spea"ing% especially when this has an effect on the meaning of what is said. 9n-*% @ the manner in which words come together and a connection is made. S*%ss @ accent% the relati(e prominence of a syllable or musical note Pi*-. @ the property of sound with (ariation in fre,uency of (ibration

%ote: $-amples are provided throu"h video presentation*

Application Tas% 1F E:#"ess )o"sel&G

Students Tas!s Tas% 1F. E:#"ess )o"sel&G *Sall "o#, ;elo are the commonly used e-pressions* These are necessary ords to be respected and accepted*

A* Iorm a "roup and perorm the intonation activities or oral @uency* "o# 1 Say
1 2 ) > 5 

to a riend to a riend you havent seen or a year to your teacher to a si-'month old baby to someone you ound doin" somethin" they shouldnt to someone youre not sure is still on the other end o the phone

"o# 2 Say
1 2 ) >

to someone you meet or the Krst time to someone you havent seen or ) years to someone ho Eust recovered rom sic!ness to someone ho has recently lost a member o the amily

"o# F Say
1 2 ) >

someone ho helped you carry your ba" someone ho "ave you a present someone ho opened the door or you your boss or alloin" you to ta!e a leave

"o# ' Say <9lease= in the olloin" situations:

1 2 ) >

hen youre reHuestin" or somethin" hen you ma!e an order hen you are oferin" somethin" hen you "ive a command

"o# > Say <$-cuse me= in the olloin" situations:

1 2 ) > 5

Pe"&o"ance Evalation$

hen you ant to interrupt in a conversation hen you ant to clariy somethin" hen you are correctin" someone hen you ant to "et a persons name hen youre as!in" or directions

I*:s )&% *%n! &his time say the following statements correctly and determine if you are going to use a rising or a falling intonation.

-. 6t. You must be "idding %o* o learners ithin mastery E. +eally) &hat


Lesson Plan in English 10 Second Quarter

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