(Week No.

) WEEK 1 DAY 1 DAY 2 DAY 3 DAY 4 DAY 5

I. Objectives
The learner demonstrates understanding of how world literature and other text types serve as ways of expressing and resolving personal
conflicts, also how to use strategies in linking textual information, repairing, enhancing communication public speaking, emphasis
A. Content Standards markers in persuasive texts, different forms of modals, reflexive and intensive pronouns.

B. Performance Standards
C. Learning Competencies/
Objectives
The learner composes a short but powerful persuasive text using a variety of persuasive techniques and devices.
Inform and orient EN10G-Ia-27: Use HOLIDAY EN10G-Ia-27: Use EN10G-Ia-27: Use
learners about the reflexive and intensive reflexive and intensive reflexive and intensive
subject, grading system pronouns pronouns pronouns
and house rules

Determine learners’
strengths and
weaknesses in order to
identify lessons which
are needed to be
reinforced.
II. Content Pre-Assessment Reflexive and Intensive Reflexive and Intensive Reflexive and Intensive
Pronouns Pronouns Pronouns

III. Learning Resources

A. References CG,LM CG,LM CG,LM
1. Teacher’s Guide Pages
2. Learner’s Materials Pages 2-5 18-19 18-19 18-19
3. Textbook Pages
4. Additional Materials from
Learning Resources (LR) Portal)
B. Other Learning Resources
IV. Procedure
A. Review Previous Lessons Review English Review lessons on
lessons on the pronouns.
previous grade levels.

Have a short
orientation regarding
English 10.
 Set some rules and
organize groupings.

Give directions. Begin

the test.

B. Establishing purpose for the Provide sentences and

Lesson ask them to identify the
pronouns.

Ask them what type of

pronoun do the words
belong.

C. Presenting examples /instances Present the lesson on

of the new lessons reflexive and intensive
pronoun.

Explain and discuss.

Give examples.
Pre-Test will begin
D. Discussing new concepts and and the remaining Let the students use
practicing new skills #1. reflexive and intensive
minutes will be
pronouns in their
allotted for answering sentences.
and discussion of
commonly erroneous
E. Discussing new concepts & Let them work with
item.
practicing new skills #2) their LBs and do their
tasks by group.

(Activities will be
assigned thru draw
lots.)
 Use reflexive and
intensive pronouns in
doing the tasks below.

LB1 – a stanza of
poem

LB2 – few lines/lyrics

of a song (original
composition)

LB2 – Slogan

LB3 – Quotation

Let them present their

output.

F. Developing Mastery (Leads to Let them create

Formative Assessment 3) sentences using reflexive
and intensive pronouns.
G. Finding Practical Applications How does your
of concepts and skills in daily knowledge of using
living reflexive and intensive
pronouns will help you
better state and
communicate your ideas
to others?
H. Making Generalizations & Summarize the lesson.
Abstractions about the lessons Give examples.
I. Evaluating Learning QUIZ

Use intensive and

reflexive pronouns in
making a paragraph
about the way you spent
your vacation.
J. Additional activities for
application or remediation

V. Remarks

VI. Reflection
A. No. of learners who earned 80%
in the evaluation
B. No. of learners who requires
additional activities for remediation
who scored below 80%
C. No. of learners who caught up
with the lessons
D. No. of learners who continue to
require remediation
E. Which of my teaching strategies
worked well? Why did this work?
F. What difficulties did I encounter
which my principal/supervisor can
help me solve?
G. What innovations or localized
materials did I used/discover which
I wish to share with other teachers?