Ading LP

Dr. Santiago Dakudao Sr.
National High School

Grade 10 English
S.Y. 2018 - 2019
FOURTH
QUARTER
JANUARY – MARCH 2019
1 English 10
Dr. Santiago Dakudao Sr. National High School
Grade 10 English
S.Y. 2018 - 2019
Grade: GRADE 10
Subject: ENGLISH 10
Unit Topic: REBUILDING OUR SOCIETIES
Content Standard:
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.
Performance Standard:
The learner competently presents a research report on a relevant socio-cultural issue.
FOURTH QUARTER DAILY LESSON PLAN

DATE: JANUARY 23, 2019 – WEDNESDAY REMARKS:
RECHECKING OF TEST PAPERS AND ITEM ANALYSIS
DATE: JANUARY 24, 2019 – THURSDAY REMARKS:
THE PRE – TEST

 The students will take the pre-test on their books (pages 400 – 405) to check their prior
knowledge on the topics that will be discussed in this quarter.
DATE: JANUARY 25, 2019 – FRIDAY REMARKS:
CHECKING OF PRE-TEST
DATE: JANUARY 28, 2019 – MONDAY REMARKS:

LESSON 1
FOCUS:
- CONCEPT MAPS/GRAPHIC ORGANIZERS
Objective/s:
At the end of the lesson, 90% of the students will be able to:
 listen to simplify, reorganize, synthesize and evaluate information to expand, review, or
update knowledge
ACTIVATE PRIOR KNOWLEDGE
ACTIVITY 1 – “IT’S MORE FUN IN THE PHILIPPINES!”
 The students will be watching video clip on the different tourist spots in the Philippines.
(Nas Daily video)
Analysis:
Ask the following questions to the students.

1. What have you observed in the video clip?
2 English 10
Grade 10 English
S.Y. 2018 - 2019
2. What places in the Philippines have you ever been to?
3. What are your experiences and discoveries when you went there?
ACTIVITY 2 – “LET’S CONCEPTUALIZE”

 The students will be working in groups.
 They will make a creative concept map about the video clip that they have watched.
 They will be given 10 minutes to do the activity.
 Then, they will post their works on the board.
ACQUIRE NEW KNOWLEDGE

THE FOLLOWING WILL BE DISCUSSED TO THE STUDENTS:
3 English 10
Grade 10 English
S.Y. 2018 - 2019
APPLICATION
ACTIVITY 3 – “IT’S SHOWTIME!”
 The students will go back to the concept maps they made in the previous activity.
 They can do modifications if they want.
 A representative will be called out in their group to present their work to the class.
 They will be graded according to the following criteria:
CONTENT – 8 PTS
DELIVERY – 7 PTS
CREATIVITY – 5 PTS
TOTAL – 20 PTS
ASSESSMENT
 Making of the Concept Map will serve as evaluation
 They will answer this question through their journal notebook:
If given the chance to travel for free, which destination will you visit first? Why?
4 English 10
Grade 10 English
S.Y. 2018 - 2019
DATE: JANUARY 29, 2019 – TUESDAY REMARKS:
LESSON 2
FOCUS:
- PRIMARY AND SECONDARY SOURCES
Objective/s:
 use locational skills to gather information from primary and secondary sources of
information

ACTIVITY 1 – “LOOKING FOR A SOURCE”
 There will be a video to be shown to the students about how to gather sources for
research.

When it comes to research and inquiry, there are two types of sources: primary sources and
secondary sources. Primary sources are first-hand accounts of a topic while secondary
sources are any account of something that is not a primary source. Published research,
newspaper articles, and other media are typical secondary sources. Secondary sources can,
however, cite both primary sources and secondary sources.
Not all evidence is of equal value and weight. Data from a primary source is the ideal type of
data to collect; the closer we can get to an original account of the target information or event
the more accurate the information will be. Primary source data is particularly important when
doing research or trying to gain a deep understanding of a situation as it contains the original
or raw evidence. In comparison, secondary sources typically include information where people
begin developing initial understandings of a topic and literature reviews. While both primary
and secondary source data are used in research, new knowledge emerges from analysis of
primary source data.
5 English 10
Grade 10 English
S.Y. 2018 - 2019
APPLICATION
ACTIVITY 2 – “GROUNDED”
 The students will be answering Task 2 on page 409 so they could apply their
knowledge on the given topic.
ASSESSMENT
ACTIVITY 3 – “FIND YOUR SOURCE”
 The class will be divided into groups with 5 members each.
 Since the students will be having a research as their performance task for the quarter,
they will now start brainstorming about their topic focus and looking for their possible
sources that could support their study.
DATE: JANUARY 30, 2019 – WEDNESDAY REMARKS:

LESSON 3
FOCUS:
- COHESION AND COHESIVE DEVICES
Objective/s:
 expand ideas using principles of cohesion and coherence

ACTIVITY 1 – “CONNECTIVITY”
 The students will form a circle per group.
 Each group will have their own paper.
 Each student should write 1 sentence on the paper. They should make sure that the
sentences are coherent with each other.
 They could decide any topic for their group and they would be the ones who will decide
who will start their paragraph.
 Each student is given 30 seconds to write their sentence.
 After the activity, their representative will read their output.

Coherent writing means that the sentences, ideas, and details included blend so smoothly that
the readers will have an easy time following what the writer wants to put across. In order to
achieve this, the writer must use devices that will help his delivery of thoughts. Study the
following cohesive devices:
1. Repetition of a Key Term or Phrase – this helps to focus your ideas and to keep your
reader on track.
Example:
The problem with contemporary art is that it is not easily understood by most people.
Contemporary art is deliberately abstract, and that means it leaves the viewer
wondering what she is looking at.
2. Synonyms – synonyms are words that have essentially the same meaning, and they
provide some variety in your word choices, helping the reader to stay focused on the
idea being discussed.
Example:
6 English 10
Grade 10 English
S.Y. 2018 - 2019
Myths narrate sacred histories and explain sacred origins. These traditional narratives
are, in short, a set of beliefs that are a very real force in the lives of the people who tell
them.
3. Pronouns – This, that, these, those, he, she, it, they, and we are useful pronouns for
referring back to something previously mentioned. Be sure, however, that what you are
referring to is clear.
Example:
When scientific experiments do not work out as expected, they are often considered
failures until some other scientist try them again. That that work out better the second
time around are the ones that promise the most rewards.
4. Transitional Words – There are many words in English that cue our readers to
relationships between sentences, joining sentences together. Examples of transitional
words are: however, therefore, in addition, also, but, moreover, again, besides, and
then, in addition to, compared with, similarly, likewise, nevertheless, instead, granted,
certainly, it may be the case, on the contrary, etc.
Example:
I like autumn, and yet autumn is a sad time of the year, too. The leaves turn bright
shades of red and the weather is mild, but I can’t help thinking ahead of the winter and
the ice storms that will surely blow through here. In addition, that will be the season of
chapped faces, too many layers of clothes to put on, and days when I’ll have to shovel
heaps of snow from my car’s windshield.
APPLICATION
ACTIVITY 2 – “CAN YOU CONNECT IT?”
 The class will be divided into groups.
 Each group should have a different representative each round.
 There will be series of sentences to be showed to the class each round.
 Their respective representative will decide which transitional word should be used for
the sentences.
 The group who will have the correct answer earns the point.
ASSESSMENT
The students will complete the exercise on page 417 on cohesive devices.
DATE: JANUARY 31, 2019 – THURSDAY REMARKS:

LESSON 4
FOCI:
- SELECTING AND LIMITING A RESEARCH TOPIC
- DEVELOPING QUESTIONNAIRE FOR RESEARCH
Objective/s:
 get familiar with technical terms used in research;
 get different viewpoints on various local or global issues; and
 distinguish the important points from less important ones.
7 English 10
Grade 10 English
S.Y. 2018 - 2019

ACTIVITY 1 – “IS IT MORE FUN IN THE PHILIPPINES?”
 The class will view a short documentary about the socio-cultural issues happening in
the Philippines recently.
 After the video, the class will be asked the following questions:
- What are the specific events you’ve seen?
- Do you think it is reliable? Why or why not?
- Is there a way to solve these issues? How?

How to Select and Limit a Research Topic
1. Brainstorm for Ideas – what local treasure or heritage in the community would you like
to research on? Why does it interest you and what you would like to know more about
it? Do you have an opinion about the local treasure or heritage?
2. Identify the Sources of General Background Information – What sources of

information can you use to gather information? Who can help you in providing
information about the topic? Can you use the library, magazines, journals, periodicals,
or the internet to collect information? Do you know any organization that can help you in
gathering information?
3. Focus on Your Topic – What specific area or factor of the local treasure or heritage in
the community would you focus your research on? Why did you decide to focus on that
specific area or aspect? Who is affected by the topic?
4. Make a List of Useful Keywords – What are the keywords that you can use to best
describe your topic?
5. Be Flexible – What are the considerations or adjustments that you would do if ever
there is a need to modify your research topic?
6. Define Your Topic as a Focused Research Question – What is the primary question
that your research topic wants to answer?
7. Formulate a Thesis Statement – What is the thesis statement of the study that you
would like to conduct?
- A thesis statement focuses your ideas into one or two sentences. It should present the
topic of your paper and also make a comment about your position in relation to the topic.
Your thesis statement should tell your reader what the paper is about and also help guide
your writing and keep your argument focused.
- Generally, your thesis statement can be the last line of the first paragraph in your
research paper or essay.
How to Develop a Questionnaire for Research
1. Figure out what information you are trying to gather from this survey. What is your
main objective in doing the questionnaire? What information do you need from the
respondents in order to meet your objectives? Think of questions that will address your
objectives. You should not include any question that is not directly useful to your research.
2. Write an introduction for your questionnaire. This should explain a little about your
questionnaire: why are you doing it and what is your goal. The introduction, while brief,
8 English 10
Grade 10 English
S.Y. 2018 - 2019
should engage your target audience. Think about how much time they have, and
administer the questionnaire based on that estimate.
3. Use closed questions for questionnaires. A closed question is one that can be
answered with a word or a phrase. This makes it easy for the respondent to give their
answer without having to think of an articulate way to word it. Closed questions also make
classification of responses easier.
4. Order your questions in a way that is meaningful and easy to follow. Start with
questions that are easy to understand and easy to answer. Opening with harder questions
is discouraging and may scare your respondents before they complete your entire survey.
Easy questions help encourage your participants to finish answering. The questions
should flow in an order that sounds natural and does not skip around too much.
5. Put the more important questions at the beginning of your questionnaire. often,
participants can lose interest on the latter part of the questionnaire, especially if the survey
is rather lengthy. Place more important questions in the first part of the questionnaire.
6. Add a little variety to your questions. While closed questions are best for ease of
answering and analyzing purposes, adding in a couple of open-ended questions helps
keep respondents from becoming bored. Open-ended questions require respondents to
write out their answers and to include some detail.
APPLICATION
ACTIVITY 2 – “YOUR TURN!”
The students will be doing the activity on pages 418 and 420. This would apply their learning
about the topic discussed.
ASSESSMENT
Results of the activity on pages 418 and 420 will serve as their assessment.
DATE: FEBRUARY 1, 2019 – FRIDAY REMARKS:
CONTINUATION OF THEIR ACTIVITY IN THE PREVIOUS LESSON

(SERVES AS THE SCAFFOLD 1 OF THEIR PERFORMANCE TASK)
Prepared by:
LONIZA LANE O. QUIMSON

ENGLISH 10 TEACHER
Submitted to:
GRACE L. ALVAR
ENGLISH COORDINATOR
9 English 10
Grade 10 English
S.Y. 2018 - 2019
DATE: FEBRUARY 4, 2019 – MONDAY
LESSON 5
FOCUS:
- FIGURES OF SPEECH
Objective/s:
 explain how the elements specific to a genre contribute to the theme of a particular
literary selection.

ACTIVITY 1 – “DO YOU REMEMBER?”
 There will be a bubble map to be presented to the students.
Figures
of
Speech
 The students will be giving all the figures of speech that they still remember.
 Then, let them give an example of the figures of speech they have given.
ACTIVITY 2 – “GIVE IT A TRY”

 There will be a series of sample of the figures of speech that is common to them.
 They will identify what figures of speech is being used.

A figure of speech is a rhetorical device that achieves a special effect by using words in a
distinctive way.
1. Alliteration: The repetition of an initial consonant sound. Example: She sells seashells by
the seashore.
2. Simile: A simile is a figure of speech that uses comparison. In a simile, we use two specific
words “like” and “as” to compare two unlikely things, that actually have nothing in common.
3. Metaphor: A metaphor and a simile are quite similar actually. A metaphor also uses
compares to things that are in no way similar. It does so to bring out the symbolism. A
metaphor is a word or phrase used to show its similarity to another thing. It helps to explain an
idea, but if you take a metaphor at its literal meaning it will sound absurd.
4. Personification: In this, we personify or represent a non-human entity as human. We give an

inanimate object or an intangible idea of some human qualities such as emotions, or gestures
or even speech. This is done to portray the object as alive and help the listener or reader paint
a vivid picture.
10 English 10
Grade 10 English
S.Y. 2018 - 2019
5. Hyperbole: Hyperbole in the Greek language translates to ‘excess’. And that is what it does,
it exaggerates. We use hyperboles to emphasize the importance or the overstate something.
This exaggerates claims and statements are never meant to be taken at their literal meaning.
They are used to create a strong and lasting impression.
6. Onomatopoeia: This is a figure of speech where words or phrases indicate sounds. Often to
bring about more imagery and better describe a setting, authors use words to involve all five of
our senses. Onomatopoeia refers to those words that imitate the sounds of an object or
person.
7. Oxymoron: An oxymoron is when you use two words together that have contradictory
meanings. Some common examples include small crowd, definitely possible, old news, little
giant, and so on.
8. Metonymy: A metonym is a word or phrase that is used to represent something related to

bigger meaning. For example, fleets are sometimes described as being “thirty sails strong,”
meaning thirty (curiously, this metonym survives in some places, even when the ships in
question are not sail-powered!) Similarly, the crew on board those ships may be described as
“hands” rather than people.
Example:
The editorial page has always believed...
- This refers to the belief of the editors who write the editorial page.
He writes a fine hand.
- It means he has good handwriting.
9. Irony: Irony is when a word or phrase’s literal meaning is the opposite of its figurative
meaning. Many times (but not always), irony is expressed with sarcasm. For example, maybe
you eat a really bad cookie, and then say “Wow, that was the best cookie I ever had”—of
course, what you really mean is that it’s the worst cookie you ever had, but being ironic
actually emphasizes just how bad it was!
10. Litotes: This figure of speech refers to the use of understatement, to affirm a particular
situation or event with the use of a negative opposite.
Examples include:
He was not unfamiliar with the work of Shakespeare.
Einstein is not a bad mathematician.
11. Paradox: While an oxymoron is a contradictory phrase, a paradox is a contradictory

statement which may appear false, but is in fact true.
For example:
War is peace.
Freedom is slavery.
Ignorance is strength.
- George Orwell, 1984
Deep down, you're really shallow.
12. Allusion: The act of alluding is to make indirect reference. It is a literary device, a figure of
speech that quickly stimulates different ideas and associations using only a couple of words.
Example: David was being such a scrooge!. (Scrooge" is the allusion, and it refers to Charles
Dicken's novel, A Christmas Carol. Scrooge was very greedy and unkind, which David was
being compared to.)
13. Analogy: An analogy is a comparison in which an idea or a thing is compared to another

thing that is quite different from it. It aims at explaining that idea or thing by comparing it to
something that is familiar. Metaphors and similes are tools used to draw an analogy.
Therefore, analogy is more extensive and elaborate than either a simile or a metaphor.
11 English 10
Grade 10 English
S.Y. 2018 - 2019
Examples:
Life is like a race. The one who keeps running wins the race, and the one who stops to catch a
breath loses.
Just as a sword is the weapon of a warrior, a pen is the weapon of a writer.
How a doctor diagnoses diseases is like how a detective investigates crimes.
Just as a caterpillar comes out of its cocoon, so we must come out of our comfort zone.
You are as annoying as nails on a chalkboard.
14. Allegory: Allegory is a figure of speech in which abstract ideas and principles are
described in terms of characters, figures, and events. It can be employed in prose and poetry
to tell a story, with a purpose of teaching or explaining an idea or a principle. The objective of
its use is to teach some kind of a moral lesson.
Example:
Animal Farm, written by George Orwell, is an allegory that uses animals on a farm to describe
the overthrow of the last Russian Tsar, Nicholas II, and the Communist Revolution of Russia
before WW I. The actions of the animals on the farm are used to expose the greed and
corruption of the revolution. It also describes how powerful people can change the ideology of
a society. One of the cardinal rules on the farm is this:
“All animals are equal but a few are more equal than others.”
The animals on the farm represent different sections of Russian society after the revolution.
For instance, the pigs represent those who came to power following the revolution; “Mr.
Jones,” the owner of the farm, represents the overthrown Tsar Nicholas II; while “Boxer” the
horse, represents the laborer class. The use of allegory in the novel allows Orwell to make his
position clear about the Russian Revolution and expose its evils.
15. Deus Ex Machina: The literary device of deus ex machina means to solve a seemingly
intractable problem in a plot by adding in an unexpected character, object, or situation. Deus
ex machina often has the sense of being quite contrived, as it seems like the author must
resort to something that he or she did not set up properly plot-wise. However, an author can
also use deus ex machina for comedic purposes due to this contrived nature, or even make it
so that the deus ex machina surprises the audience yet was retrospectively was the solution
being set up all along.
16. Caesura: A rhythmic break or pause in the flow of sound which is commonly introduced in
about the middle of a line of verse, but may be varied for different effects. Usually placed
between syllables rhythmically connected in order to aid the recital as well as to convey the
meaning more clearly, it is a pause dictated by the sense of the content or by natural speech
patterns, rather than by metrics. It may coincide with conventional punctuation marks, but not
necessarily. A caesura within a line is indicated in scanning by the symbol (||), as in the first
line of Emily Dickinson's, I'm Nobody! Who Are You?
APPLICATION
ACTIVITY 3 – “CAN YOU DO IT?”
 The class will be divided into 5 groups.
 Each group will have a space on the board for them to write their answers.
 The students will identify what figures of speech is being used in the sentences that will
be shown to them.
 The group that could answer correctly earns the point.
 These will be the sentences to be used in this activity:
Becky's beagle barked and bayed, becoming bothersome for Billy. alliteration
Can you keep the cat from clawing the couch? It's creating chaos. Alliteration
I was surprised his nose was not growing like Pinocchio's. allusion
12 English 10
Grade 10 English
S.Y. 2018 - 2019
Chocolate was her Achilles' heel. allusion
I've told you to clean your room a million times! hyperbole
It was so cold, I saw polar bears wearing hats and jackets. Hyperbole
Great. Another rainy day. How wonderful. Irony
You know how I just love dog drool on my sofa. Irony
I'm drowning in a sea of grief. Metaphor
He is the apple of my eye. Metaphor
We will swear loyalty to the crown. Metonymy
If we don't get these reports in today, the suits will be after us. Metonymy
Chug, chug, chug. Puff, puff, puff. Ding-dong, ding-dong. The little train rumbled over the
tracks. Onomatopoeia
They want to be alone together. Oxymoron
When I went out of the office I feel like a walking dead. Oxymoron
Your enemy's friend is your enemy. Paradox
What a pity that youth must be wasted on the young. Paradox
Lightning danced across the sky. personification
The wind howled in the night. Personification
As American as apple pie. simile
As big as an elephant. Simile
They do not seem the happiest couple around. litotes
The ice cream was not too bad. Litotes
Finding a Good Man is Like Finding a Needle in a Haystack. Analogy
Just as a Sword is the Weapon of a Warrior, a Pen is the Weapon of a Writer. Analogy
The story of El Filibusterismo gives the readers a view of what are the happenings during the
time of Jose Rizal in the Philippines. Allegory
The Hare and the Turtle gives us an insight that we should not to belittle people. Allegory
To be or not to be – that is the question. Caesura
I am a nobody, are you? Caesura
Jacintha Magsaysay came into the scene to give a clue what will happen in the future. Deus
Ex Machina
When Simoun appeared in El Filibusterismo who appeared to be Crisostomo Ibarra who
solved what happened to his father. Deus Ex Machina
ASSESSMENT
ACTIVITY 4 – “THE MAGIC SQUARE”
 The students will be answering Task 1 on page 423 of the learning material. This would
test their understanding of the topic
DATE: FEBRUARY 5, 2019 – TUESDAY
HOLIDAY: CHINESE NEW YEAR

DATE: FEBRUARY 6, 2019 – WEDNESDAY
LESSON 6
FOCUS:
- INTERVIEW GUIDE AND INTERVIEWING
Objective/s:
 get different viewpoints on various local or global issues; and
 distinguish the important points from less important ones
13 English 10
Grade 10 English
S.Y. 2018 - 2019

ACTIVITY 1 – “COME, LET’S TALK”
 The students will watch an interview from one of the interviews of the Philippines’ King
of Talk Boy Abunda. (https://www.youtube.com/watch?v=hvJBArFUxxQ)
 After the video, the students would share their observation in the interview.

The topic about Interview Guide and Interviewing will be presented to the students. It could be
seen at pages 435 – 436 of the Learning Material.
APPLICATION
ACTIVITY 2 – “THE TALK SHOW”
 The students will be with their respective groups (in their research paper)
 They will be doing a short talk show.
 They can re-enact a certain interview and then they will give a twist to it. They will be
given the freedom to do so as long as there would be no foul words and topics in their
interview.
 The graphic organizer found on page 436 will serve as their guide in making the
questions for their interview.
 They will be graded according to the following criteria:
CONTENT – 10 POINTS
GRAMMAR – 10 POINTS
DELIVERY – 10 POINTS
CREATIVITY – 10 POINTS
ASSESSMENT
 The talk show will serve as their assessment for this topic.
DATE: FEBRUARY 7, 2019 – THURSDAY
CONTINUATION OF THE PRESENTATION OF THEIR TALK SHOW

DATE: FEBRUARY 8, 2019 – FRIDAY
SPELL CHECK!
 The students will be having a drill on spelling the following words. NOTE: These words
are grade level appropriate. This activity is to check the students’ ability to spell words
according to their level correctly.
absolute allure anonymous assertive bane
accentuate amphitheater apex assess banter
adage analogous appalling atrocious bauble
adept animation appropriation auditory bedlam
affront annihilate ardor automation befall
alley annul artisan axiom belated
14 English 10
Grade 10 English
S.Y. 2018 - 2019
Prepared by:

ENGLISH 10 TEACHER
Submitted to:
GRACE L. ALVAR
ENGLISH COORDINATOR
15 English 10
Grade 10 English
S.Y. 2018 - 2019

LESSON 7
FOCUS:
- APA (American Psychological Association) CITATION
Objective/s:
 get familiar with technical terms used in research; and
 cite sources properly using APA format

ACTIVITY 1 – “LET’S REVIEW”
 The class will be divided into groups.
 There will be a list of sources and its citation posted on the board however
it won’t be arranged accordingly.
 Each group will take turns on the board to try to identify the correct APA
citation of each sources.

APA format is the official style of the American Psychological Association
(APA) and is commonly used to cite sources in psychology, education, and the
social sciences. The APA style originated in a 1929 article published in
Psychological Bulletin that laid out the basic guidelines.
Core Components of an APA Reference:
1. APA Referencing Basics: Reference List

A reference list is a complete list of references used in a piece of writing including
the author name, date of publication, title and more. An APA reference list must:
- Be on a new page at the end of the document
- Be centered
16 English 10
Grade 10 English
S.Y. 2018 - 2019
- Be alphabetically by name of first author (or title if the author isn’t known, in
this case a, an and the should be ignored)
o If there are multiple works by the same author these are ordered by
date, if the works are in the same year they are ordered alphabetically
by the title and are allocated a letter (a,b,c etc) after the date
- Contain full references for all in-text references used
2. APA Referencing Basics: In-Text Citation

In-text references must be included following the use of a quote or paraphrase
taken from another piece of work.
In-text citations are citations within the main body of the text and refer to a direct
quote or paraphrase. They correspond to a reference in the main reference list.
These citations include the surname of the author and date of publication only.
Using an example author James Mitchell, this takes the form:
Mitchell (2017) states… Or …(Mitchell, 2017).
The structure of this changes depending on whether a direct quote or

parenthetical used:
- Direct Quote: The citation must follow the quote directly and contain a page
number after the date, for example (Mitchell, 2017, p.104). This rule holds for
all of the variations listed.
- Parenthetical: The page number is not needed.
Two Authors:
The surname of both authors is stated with either ‘and’ or an ampersand between.
For example:
Mitchell and Smith (2017) state… Or …(Mitchell & Smith, 2017).
Three, Four or Five Authors:

For the first cite, all names should be listed:
Mitchell, Smith, and Thomson (2017) state… Or …(Mitchell, Smith, &

Thomson, 2017).
Further cites can be shorted to the first author’s name followed by et al:
Mitchell et al (2017) state… Or …(Mitchell et al, 2017).
Six or More Authors:

Only the first author’s surname should be stated followed by et al, see the above
example.
No Authors:
If the author is unknown, the first few words of the reference should be used. This
is usually the title of the source.
If this is the title of a book, periodical, brochure or report, is should be italicized.
For example:
(A guide to citation, 2017).
If this is the title of an article, chapter or web page, it should be in quotation marks.
For example:
17 English 10
Grade 10 English
S.Y. 2018 - 2019
(“APA Citation”, 2017).
Citing Authors With Multiple Works From One Year:

Works should be cited with a, b, c etc following the date. These letters are
assigned within the reference list, which is sorted alphabetically by the surname of
the first author. For example:
(Mitchell, 2017a) Or (Mitchell, 2017b).
Citing Multiple Works in One Parentheses:

If these works are by the same author, the surname is stated once followed by the
dates in order chronologically. For instance:
Mitchell (2007, 2013, 2017) Or (Mitchell, 2007, 2013, 2017)
If these works are by multiple authors then the references are ordered
alphabetically by the first author separated by a semicolon as follows:
(Mitchell & Smith 2017; Thomson, Coyne, & Davis, 2015).
Citing a Group or Organisation:

For the first cite, the full name of the group must be used. Subsequently this can
be shortened. For example:
First cite: (International Citation Association, 2015)
Further Cites: (Citation Association, 2015)
Citing a Secondary Source:

In this situation the original author and date should be stated first followed by ‘as
cited in’ followed by the author and date of the secondary source. For example:
Lorde (1980) as cited in Mitchell (2017) Or (Lorde, 1980, as cited in Mitchell,

2017)
3. How to Cite Different Source Types

 In-text citation doesn’t vary depending on source type, unless the author is
unknown.
 Reference list citations are highly variable depending on the source.
How to Cite a Book (Title, not chapter) in APA Format

Book referencing is the most basic style; it matches the template above, minus the
URL section. So the basic format of a book reference is as follows:
Book referencing examples:
18 English 10
Grade 10 English
S.Y. 2018 - 2019
Mitchell, J.A., Thomson, M., & Coyne, R.P. (2017). A guide to citation. London,
England: My Publisher
Jones, A.F & Wang, L. (2011). Spectacular creatures: The Amazon rainforest (2nd
ed.). San Jose, Costa Rica: My Publisher
How to Cite an Edited Book in APA Format

This reference format is very similar to the book format apart from one extra
inclusion: (Ed(s)). The basic format is as follows:
Edited book example:

Williams, S.T. (Ed.). (2015). Referencing: A guide to citation rules (3rd ed.). New
York, NY: My Publisher
How to Cite a Chapter in an Edited Book in APA Format

Edited books are collations of chapters written by different authors. To reference a
single chapter, a different format is needed. The basic structure is as follows:
Edited book chapter example:

In the following example, B.N. Troy is the author of the chapter and S.T. Williams
is the editor.
Troy, B.N. (2015). APA citation rules. In S.T, Williams (Ed.). A guide to citation
rules (2nd ed., pp. 50-95). New York, NY: Publishers.
How to Cite an E-Book in APA Format

An E-Book reference is the same as a book reference expect the publisher is
swapped for a URL. The basic structure is as follows:
Author surname, initial(s) (Ed(s).*). (Year). Title (ed.*). Retrieved from URL
*optional.
E-Book example:
Mitchell, J.A., Thomson, M., & Coyne, R.P. (2017). A guide to citation. Retrieved
from https://www.mendeley.com/reference-management/reference-manager
19 English 10
Grade 10 English
S.Y. 2018 - 2019
How to Cite an E-Book Chapter in APA Format
This follows the same structure as an edited book chapter reference except the
publisher is exchanged for a URL. The structure is as follows:
Last name of the chapter author, initial(s). (Year). Chapter title. In editor initial(s),
surname (Ed.). Title (ed., pp.chapter page range). Retrieved from URL
E-Book chapter example:

Troy, B.N. (2015). APA citation rules. In S.T, Williams (Ed.). A guide to citation
rules (2nd ed., pp. 50-95). Retrieved from https://www.mendeley.com/reference-
management/reference-manager
How to Cite a Journal Article in Print or Online in APA Format

Articles differ from book citations in that the publisher and publisher location are
not included. For journal articles, these are replaced with the journal title, volume
number, issue number and page number. The basic structure is:
Journal Article Examples:

Mitchell, J.A. (2017). Citation: Why is it so important. Mendeley Journal, 67(2), 81-
95
Mitchell, J.A. (2017). Citation: Why is it so important. Mendeley Journal, 67(2), 81-
95. Retrieved from https://www.mendeley.com/reference-management/reference-
manager
How to Cite a Newspaper Articles in Print or Online in APA Format

The basic structure is as follows:
Author surname, initial(s). (Year, Month Day). Title. Title of

Newspaper, column/section, p. or pp. Retrieved from URL*
**Only include if the article is online.
Note: the date includes the year, month and date.
Newspaper Articles Example:

Mitchell, J.A. (2017). Changes to citation formats shake the research world. The
Mendeley Telegraph, Research News, pp.9. Retrieved
from https://www.mendeley.com/reference-management/reference-manager
How to Cite Magazine Articles in Print or Online in APA Format

The basic structure is as follows:
20 English 10
Grade 10 English
S.Y. 2018 - 2019
Author surname, initial(s). (Year, month day). Title. Title of the Magazine, pp.
Magazine Article Example:

Mitchell, J.A. (2017). How citation changed the research world. The Mendeley, pp.
26-28
How to Cite Non-Print Material in APA Format

How to Cite an Image in APA Format
The basic format to cite an image is:
Image Example:
Millais, J.E. (1851-1852). Ophelia [painting]. Retrieved
from www.tate.org.uk/art/artworks/millais-ophelia-n01506
How to Cite a Film in APA Format

The basic format of a film citation is:
Producer surname, initial (Producer), & Director surname, initial (Director). (Year
of Release). Title of film [Motion Picture]. Country of Origin: Studio.
Film Example:
Hitchcock, A. (Producer), & Hitchcock, A. (1954) Rear window. United States of
America: Paramount Pictures.
How to Cite a TV Programme in APA Format

The basic format is as follows:
Writer surname, initial(s) (Writer), & Director surname, initial(s) (Director). (Year of
Release). Episode title [Television series episode]. In Executive producer
surname, initial(s) (Executive Producer), TV series name. City, State of original
channel: Network, Studio or Distributor
TV Programme Example:
Catlin, M., and Walley-Beckett, Moire (Writers), & Johnson, R (Director). (2010).
Fly [Television series episode]. In Schnauz, T. (Executive Producer). Breaking
bad. Culver City, CA: Sony Pictures Television
How to Cite a Song in APA Format

The basic format to cite a song in APA format is as follows:
21 English 10
Grade 10 English
S.Y. 2018 - 2019
Song Example:
Beyonce, Diplo, MNEK, Koenig, E., Haynie, E., Tillman, J., and Rhoden, S.M.
(2016) Hold up [Recorded by Beyonce]. On Lemonade [visual album]. New York,
NY: Parkwood Records (August 16)
How to Cite a Website in APA Format

When citing a website, the basic structure is as follows:
Author surname, initial(s). (Year, month day). Title. Retrieved from URL
Website example:
Mitchell, J.A. (2017, May 21). How and when to reference. Retrieved
from https://www.howandwhentoreference.com.
To learn more about citing a web page and entire websites in APA, MLA or
Harvard check out How to Cite a Website post.
For a summary of all the references for each source type along with examples
take a look at our Ultimate Citation Cheat Sheet. It also contains examples
for MLA 8 and Harvard formats.
APPLICATION
ACTIVITY 2 – “YOU PRACTICE”
 The class will stay with their own group in the first activity.
 They will rearrange the APA citation to be presented on the board.
 The group with the correct answer gets the point.
ASSESSMENT
The application will serve as the assessment for this lesson.

LESSON 8
FOCUS:
- REVIEW OF RELATED LITERATURE (RRL)
Objective/s:
 get familiar with technical terms used in research; and
 compose an effective review of related literature for their research
22 English 10
Grade 10 English
S.Y. 2018 - 2019

ACTIVITY 1 – “LET’S Q&A”
 There will be questions to be asked to the students to gather their
knowledge about RRL.
 These are the questions to be asked to the students:
- Are you familiar with the term Review of Related Literature (RRL)?
- What have you heard about it?
- Is there a standard format in making RRL?
- What can be seen in a RRL?
Review of Related Literature
Old definition: The RRL is the selection and annotation of available documents
(both published and unpublished), which contain information, ideas, data and
evidence related to the topic that a person proposes to research on.
New definition: The RRL is “the use of ideas in the literature to justify the particular
approach to the topic, the selection of methods, and demonstration that this
research contributes something new. (Hart, 1998)”
The Review of Related Literature (RRL) is an important component of the

research process and the research itself. Two ways of looking at the RRL - from
the point of view of the researcher - from the point of view of the reader.
Qualities of a Good Literature Review Matrix
Limitation. Good matrixes limit the amount of information you have to work
with to write your paper. In a 15-page article, maybe only a few paragraphs
pertain to your research question. Don’t bother highlighting or writing down
the rest of the information. On your matrix make note only of the ideas that
address your research question, which you will write at the top of your matrix
as a reminder to keep yourself on track.
Comparison. Besides limiting the number of ideas and amount of text, the
placement of notes on your matrix will give you a bird’s eye view of how the
authors’ ideas relate to other authors’ ideas. By labeling the ideas that
pertain to your question, you can see where authors agree and disagree—
and where other authors ignored an idea altogether. (You may want to find
out why.) As you fill out your matrix, themes will start to emerge: where do
disagreements arise, which ideas seem to gain consensus among authors,
and so on.
Discovery. You can anticipate what ideas will emerge and label those in
advance of your reading. But do leave some blanks for surprises—those
times when authors bring up ideas you haven’t thought about before. What
will you do with those “loner” insights—the ones mentioned by only one
author? Are they worth including as you attempt to provide a thorough
answer to your question? How will you decide?
Location. You will create a reference list as you read your articles. That is
easy to do if you keep track of citations as you find the sources in electronic
databases or on the Internet. When you are finished, remove from the reference
page any articles you did not cite in the paper. Your matrix will alert you to the
sources you plan to cite. If you place page numbers in the matrix boxes along with
23 English 10
Grade 10 English
S.Y. 2018 - 2019
your notes, you will never have to search twice for the supporting evidence you
want to cite.
Labeling. The names of the first authors of each study appear across the
top of the matrix. The names can easily be related to the full citation
information.
Notetaking. As you read the research make brief notes in the blank cells
about ideas that address your research question. Do include page numbers.
Do not include information that does not address your question in some
fashion. As you fill in the cells, you may find that some of the authors
provide little useful information. You can drop those authors from your
references. At other times you will uncover themes that you want to pursue
father (as long as it relates to your research question). If that is the case,
you may want to look for more research. Keep adding and deleting sources
until you see a pattern of ideas emerging that will help you answer your
research question.
Expanding. The matrix will need to be expanded as you review more

studies. You can expand by adding pages. If you like you can tape pages
together to create a spreadsheet. If you are proficient with Excel, you can
create your matrix in Excel. You can even draw your matrix on poster paper.
APPLICATION
ACTIVITY 2 – “THE RRL”
 The class will go with their own group in research.
 They will be creating their RRL for their research.
 This will serve as SCAFFOLD 3 of their performance task.
ASSESSMENT
The application part will serve as their assessment since it will be their scaffold 3
of their performance task.
THE CLASS WILL CONTINUE THEIR PREVIOUS ACTIVITY
EACH GROUP WILL PRESENT THEIR RRL. IT WILL BE CHECKED

ACCORDINGLY.

SPELL CHECK!
 The students will be having a drill on spelling the following words. NOTE:
These words are grade level appropriate. This activity is to check the
students’ ability to spell words according to their level correctly.
24 English 10
Grade 10 English
S.Y. 2018 - 2019
belie bland callous chagrin compile
benefactor bogus cancellation chronic complement
benevolent boisterous canine clientele component
betroth bolster capillary colleague concept
bevel brandish carnivorous collegiate conclusive
bevy buttress cater communicable confound
Prepared by: Submitted to:
LONIZA LANE O. QUIMSON GRACE L. ALVAR

ENGLISH 10 TEACHER ENGLISH COORDINATOR

LESSON 9.1
FOCUS:
- PARTS OF RESEARCH (INTRODUCTION)
Objective/s:
 identify the parts of the introduction in a research paper; and
 create an introduction for their research paper.

ACTIVITY 1 – “DOES IT LOOK FAMILIAR? 1”
 The students will be presented with a sample of a research paper
introduction.
 They will try to identify how it is written appropriately.
Analysis Questions:
- What have you observed in this introduction?
- What do you think would be the key to have a good introduction?
- How was each subpart written?
NOTE: The sample introduction to be presented in the class could be found in

https://www.ideals.illinois.edu/bitstream/handle/2142/15450/Thesis-Ch_1-3.pdf

Writing the Introduction
Let us start with the first goal by reviewing the essential parts of the introduction:
A. Brief Background – provide an overview of the scope of the research.

B. Objectives of the Study – Articulate what you intend to find out or achieve
in the study. Some researchers use research questions that they intend to
address in the report. Others articulate the objectives of the study. Either
way, research questions or objectives are tools to guide readers in knowing
the direction of the research.
25 English 10
Grade 10 English
S.Y. 2018 - 2019
C. Significance of the Study – Discuss the relevance of the study to your
intended audience. Cite the specific benefits that they can get from the
findings of the research.
D. Literature Review (Review of Related Literature – RRL) – Discuss
previous studies done on the chosen topic. Relate how your research
relates to these previous researches.
In writing the introduction, you also have to think of catchy devices or hooks that
would get the interest of your readers. This can be done through the use of
questions, a direct quotation, a startling fact, or vivid description.
APPLICATION
ACTIVITY 2 – “THE INTRO”
 The class will go to their respective groups in their research paper.
 They will be composing their introduction for their research paper.
 Then, they will present it to the teacher so it could be checked and graded.
 Their scores will be based on the rubrics that is in their LM on page 473
and 474
ASSESSMENT
The application activity would serve as their assessment and Scaffold 3.1 of their
performance task.
CONTINUATION OF THE INTRODUCTION MAKING AND

PRESENTATION
LESSON 9.2
FOCUS:
- PARTS OF RESEARCH PAPER (THE BODY AND THE CONCLUSION)
Objective/s:
 know how to create the body and conclusion of a research paper; and
 create their own research body and conclusion.

ACTIVITY 1 – “DOES IT LOOK FAMILIAR? 2”
 The students will be presented with a sample of a research paper body and
conclusion.
 They will try to identify how it is written appropriately.
Analysis Questions:
- What have you observed in the research paper’s body? Conclusion?
- What do you think would be the key to have a research body? Conclusion?
26 English 10
Grade 10 English
S.Y. 2018 - 2019
NOTE: The research to be presented in the class could be found in
https://www.ideals.illinois.edu/bitstream/handle/2142/15450/Thesis-Ch_1-3.pdf

Writing the Body
The body of the research reports contains the substantial amount of information
that needs to be clearly and accurately presented and analyzed. The data that will
be presented in this section are meant to answer the research questions or
objectives. In presenting the gathered information you can use pie charts, graphs,
or tables. Note that you must introduce each illustration appropriately followed by
an adequate discussion of the data presented.
Moreover, you need to use related studies to support or refute the findings. You
can do this by incorporating the notes (summary, quote, paraphrase) that you
have gathered in the pre-writing phase. Remember to cite your sources using the
recommended system of documentation. Also, introduce and explain the direct
quotation, paraphrase or summary that you have incorporated in the discussions.
Writing the Conclusion
The conclusion is important in bringing how the highlights of the research paper. A
well-written conclusion allows readers to take on a new perspective about the
thesis. Moreover, it provides readers with recommendations that can be explored
concerning the topic.
APPLICATION
ACTIVITY 2 – “IT’S WRITING TIME!”
 The class will go to their respective groups in their research paper.
 They will be composing their research body and conclusion.
 Then, they will present it to the teacher so it could be checked and graded.
 Their scores will be based on the rubrics that is in their LM on page 473
and 474
ASSESSMENT
The application activity would serve as their assessment and Scaffold 3.2 of their
performance task.
CONTINUATION OF THE RESEARCH BODY AND

CONCLUSION MAKING AND PRESENTATION
SPELL CHECK!
 The students will be having a drill on spelling the following words.

NOTE: These words are grade level appropriate. This activity is to check the
students’ ability to spell words according to their level correctly.
27 English 10
Grade 10 English
S.Y. 2018 - 2019
consolidate convulsion crypt cynical deficient
consultant cosmic cryptic daily defile
contemptible courier cull daunt deflation
contraband credentials cumulative debit deft
convalescent creditor curtail debutante deity
conveyance crucial curvature default delve
Prepared by: Submitted to:
LONIZA LANE O. QUIMSON GRACE L. ALVAR

ENGLISH 10 TEACHER ENGLISH COORDINATOR
HOLIDAY: EDSA PEOPLE POWER ANNIVERSARY

LESSON 10
FOCUS:
- PURPOSES OF TRANSITIONAL DEVICES
Objective/s:
 identify the purposes of transitional devices; and
 use transitional devices according to its purpose

ACTIVITY 1 – “CONNECT-ICUT”
 The students will be divided into 4 groups.
 The members will assign a number to themselves.
 Each representative of each group will identify the correct transitional word
that should be used in each sentence.
 The group with the highest score wins
These are the sentences to be used in the activity:

1. The little girl put on her yellow shirt and brown overalls.
2. The news reported that Montana would be very cold this week. I said,
"Likewise, Rochester will be, too."
3. He prefers to attend the play rather than attending the conference.
4. To conclude, I want to wish you all a very happy holiday season.
5. Bob loves to go to parties. In comparison, Sue loves to stay at home with
her family.
6. I was late to work because of the heavy traffic.
7. After the basement flooded, we spent all day cleaning up.
8. John is short, whereas Mary is tall.
9. I was too tired; therefore, I decided not to go to the state fair last night.
28 English 10
Grade 10 English
S.Y. 2018 - 2019
10. Crystal likes camping in the mountains. Also, Crystal is an experienced
hiker.

Transitional words and phrases are also called signal words. They are placed at
key points to lead the reader through the sentences and paragraphs. Using
transitional words will help you achieve clear and coherent communication with
your audience.
PURPOSES OF TRANSITIONAL WORDS

PURPOSE TRANSITIONAL WORDS SAMPLE SENTENCES
and, also, in addition, in In addition, ASEAN 2015
Addition other words, again, will lead to economic growth
moreover, furthermore and development.
As a result, finally, in other In conclusion, ASEAN 2015
Summary words, to conclude, to sum will spur collaboration among
up its member states.
Similarly, like, in Like the other member
comparison, likewise states, the Philippines is
Comparison
getting ready for ASEAN
integration in 2015.
Rather than, unlike, Although the member states
however, but, on the other of ASEAN 2015 are currently
hand, whereas, although, faced with numerous
Contrast
regardless, on the contrary challenges, they will
eventually reap the rewards
of economic integration.
Because, consequently, The ASEAN 2015 integration
thus, for, as a result will have an impact on the
educational landscape of the
country. Consequently,
Cause or Result
some academic institutions
have implemented the shift
in their academic calendar
year.
APPLICATION
ACTIVITY 2 – “DRAG AND DROP”
 In this activity, the students will play the game that is found in
http://www.studygs.net/trans/wrtstr6a.htm.
 The students will stay with their own groups and their representatives will
be chosen in a way how their representatives were chosen in the first
activity.
 The group with the highest points wins.
ASSESSMENT
ACTIVITY 3 – “LET’S TAKE IT TO A TEST!”
 The students will be answering this short quiz on their notebook. This would
test their knowledge about the topic that was discussed.
29 English 10
Grade 10 English
S.Y. 2018 - 2019
DIRECTIONS. Choose the correct transitional device that should be used in each
sentence. Write the letter of your best answer on your notebook.
1. ______________ of the weather, the football game will be played tomorrow.
A. Therefore
B. Regardless
C. In addition
D. Furthermore
2. I dropped my cell phone and it broke. ____________, I need to either buy a
new one or borrow yours.
A. In spite of
B. Likewise
C. Furthermore
D. Therefore
E. Otherwise
3. I can't help you with your homework because I am not very good at geometry.
__________, I know someone who can.
A. However
B. For example
C. In addition
D. Subsequently
E. In the same way
4. ___________ it was raining, I still walked to school.
A. Consequently
B. Furthermore
C. Accordingly
D. As a result
E. Although
5. ______ of her good grades, Rebecca did not get accepted to Stanford.
A. In addition
B. In spite of
C. As a result
D. On the other hand
E. Thereafter
6. Jeremy is very active and enjoys exercising; ______________, Chris sits on his
couch all day playing video games.
A. Similarly
B. For example
C. In addition
D. On the other hand
E. As a result
7. My sister is a very kind and generous person. _____________, she helps me
with my homework and drives me to basketball practice.
A. Likewise
B. Hence
C. Additionally
D. As a result
E. For example
8. Our lives have become too complicated; _______, we've decided to simplify
things and move to a log cabin in the country.
A. Therefore
B. In conclusion
9. The World Trade Center fell down_______ it was attacked by terrorists.
A. Eventually
B. Because
10. His weight problem is _______ overeating.
A. Because
30 English 10
Grade 10 English
S.Y. 2018 - 2019
B. Due to
DATE: FEBRUARY 27, 2019 – WEDNESDAY REMARKS:
THE GRAND PERFORMANCE

“THE RESEARCH PAPER AND PRESENTATION”
 The students will be staying with their groupmates in their research.
 They will be given enough time to finish their research paper and to prepare for
the presentation of it.
 They will be graded according to the rubrics that they could see on their book
on pages 473 – 474 (for the research paper) and on page 497 (for the
presentation).
 Each day, the leaders of each group will be giving points (up to 10 points) to
their members depending on their members’ participation during their research
paper and presentation making.
 The leaders’ points will be given according to their group’s performance each
day.
DATE: FEBRUARY 28, 2019 – THURSDAY REMARKS:
PERFORMANCE ON THE GO (DAY 1)

 The students will gather with their groupmates to make their research paper
and presentation.
 Each leader will give points to their members depending on their participation
 Leaders will be graded according to the output that they have finished for the
day
DATE: MARCH 1, 2019 – FRIDAY REMARKS:

and presentation.
day
DATE: MARCH 4, 2019 –MONDAY REMARKS:

and presentation.
day
DATE: MARCH 5, 2019 – TUESDAY REMARKS:

and presentation.
day
31 English 10
Grade 10 English
S.Y. 2018 - 2019
DATE: MARCH 6, 2019 – WEDNESDAY REMARKS:

and presentation.
day
DATE: MARCH 7, 2019 – THURSDAY REMARKS:

and presentation.
day
DATE: MARCH 8, 2019 – FRIDAY REMARKS:

and presentation.
day
DATE: MARCH 11, 2019 – MONDAY REMARKS:
SUMMATIVE TEST
DATE: MARCH 12, 2019 – TUESDAY REMARKS:
CHECKING OF SUMMATIVE TEST

DATE: MARCH 13, 2019 – WEDNESDAY REMARKS:

and presentation.
day
DATE: MARCH 14 - 15, 2019 – THURSDAY – FRIDAY REMARKS:
THE RESEARCH PRESENTATION

 Each group will now present their research to the class.
 There will be questions asked to the presenter to check his/her understanding
on their research.
 They will be graded according to the rubrics given to them (page 497)
DATE: FEBRUARY 18, 2019 – MONDAY REMARKS:
32 English 10
Grade 10 English
S.Y. 2018 - 2019
ARAW NG DAVAO (SPECIAL NON-WORKING HOLIDAY)

DATE: FEBRUARY 19, 2019 – TUESDAY REMARKS:
THE REVIEW TEST
 The students will have their review test in preparation for their 4TH
periodical examination.
DATE: FEBRUARY 20, 2019 – WEDNESDAY REMARKS:
DISCUSSION AND CHECKING OF THE REVIEW TEST
DATE: FEBRUARY 21 – 22, 2019 – THURSDAY – FRIDAY REMARKS:
FOURTH PERIODICAL EXAMINATION
END OF FOURTH GRADING! SEE

YOU NEXT SCHOOL YEAR!
Prepared by:

ENGLISH VII TEACHER
Submitted to:
GRACE L. ALVAR
ENGLISH COORDINATOR
33 English 10

Ading LP

Uploaded by

Document Information

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Ading LP

Uploaded by

Copyright:

Available Formats

Dr. Santiago Dakudao Sr.

National High School

JANUARY – MARCH 2019

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

FOURTH QUARTER DAILY LESSON PLAN

RECHECKING OF TEST PAPERS AND ITEM ANALYSIS

DATE: JANUARY 24, 2019 – THURSDAY REMARKS:

THE PRE – TEST

DATE: JANUARY 25, 2019 – FRIDAY REMARKS:

DATE: JANUARY 28, 2019 – MONDAY REMARKS:

Ask the following questions to the students.

ACTIVITY 2 – “LET’S CONCEPTUALIZE”

ACQUIRE NEW KNOWLEDGE

ACTIVATE PRIOR KNOWLEDGE

ACQUIRE NEW KNOWLEDGE

DATE: JANUARY 30, 2019 – WEDNESDAY REMARKS:

ACTIVATE PRIOR KNOWLEDGE

ACQUIRE NEW KNOWLEDGE

DATE: JANUARY 31, 2019 – THURSDAY REMARKS:

ACTIVATE PRIOR KNOWLEDGE

ACQUIRE NEW KNOWLEDGE

2. Identify the Sources of General Background Information – What sources of

How to Develop a Questionnaire for Research

DATE: FEBRUARY 1, 2019 – FRIDAY REMARKS:

CONTINUATION OF THEIR ACTIVITY IN THE PREVIOUS LESSON

LONIZA LANE O. QUIMSON

ACTIVATE PRIOR KNOWLEDGE

ACTIVITY 2 – “GIVE IT A TRY”

ACQUIRE NEW KNOWLEDGE

4. Personification: In this, we personify or represent a non-human entity as human. We give an

8. Metonymy: A metonym is a word or phrase that is used to represent something related to

11. Paradox: While an oxymoron is a contradictory phrase, a paradox is a contradictory

13. Analogy: An analogy is a comparison in which an idea or a thing is compared to another

DATE: FEBRUARY 5, 2019 – TUESDAY

HOLIDAY: CHINESE NEW YEAR

ACTIVATE PRIOR KNOWLEDGE

ACQUIRE NEW KNOWLEDGE

DATE: FEBRUARY 7, 2019 – THURSDAY

CONTINUATION OF THE PRESENTATION OF THEIR TALK SHOW

LONIZA LANE O. QUIMSON

DATE: FEBRUARY 11, 2019 – MONDAY

ACTIVATE PRIOR KNOWLEDGE

ACQUIRE NEW KNOWLEDGE

Core Components of an APA Reference:

1. APA Referencing Basics: Reference List

2. APA Referencing Basics: In-Text Citation

Mitchell (2017) states… Or …(Mitchell, 2017).

The structure of this changes depending on whether a direct quote or

Three, Four or Five Authors:

Mitchell, Smith, and Thomson (2017) state… Or …(Mitchell, Smith, &

Mitchell et al (2017) state… Or …(Mitchell et al, 2017).

Six or More Authors:

Citing Authors With Multiple Works From One Year:

(Mitchell, 2017a) Or (Mitchell, 2017b).

Citing Multiple Works in One Parentheses:

Mitchell (2007, 2013, 2017) Or (Mitchell, 2007, 2013, 2017)

(Mitchell & Smith 2017; Thomson, Coyne, & Davis, 2015).

Citing a Group or Organisation:

First cite: (International Citation Association, 2015)

Further Cites: (Citation Association, 2015)

Citing a Secondary Source:

Lorde (1980) as cited in Mitchell (2017) Or (Lorde, 1980, as cited in Mitchell,

3. How to Cite Different Source Types