St.

Mary’s College of Catbalogan

Catbalogan City, Samar

UNIT PLAN

Subject : GRADE 10 ENGLISH School Year : 2019 - 2020

Unit Topic : THE RENAISSANCE AND Quarter : SECOND
REFORMATION PERIOD: MAN’S INDOMITABLE SPIRIT
IN ENDURING ADVERSITIES
No. of Days : 30 Unit : ONE

STAGE 1 : DESIRED RESULTS

Learning standards (statement and list of topics)

Statement: The learner demonstrates understanding of how world literatures and other
text types serve as vehicles of expressing our individuality or belonging to a group; also
how to use strategies in critical reading, listening, and viewing, and affirmation and
negation markers to deliver impromptu and extemporaneous speeches.

List of Topics:

Day 1. Introduction of the Unit Topics

Day 2. Linear and Non-linear Texts
Day 3. Elements in Building the Theme
Day 4. Parts of Argumentative Essays
Day 5. Tables, Graphs, and Maps
Day 6. Speaker’s Purpose
Day 7. Sound of English (Impromptu and Extemporaneous speech)
Day 8. Scanning for Needed Information
Day 9. Vocabulary Jargon
Day 10. Accuracy, Validity, Adequacy, and Relevance of Listening Texts
Day 11. Bias and Prejudice in the Material Viewed
Day 12. Extemporaneous Speaking
Day 13. Citations in Preparing Bibliography
Day 14. Analytical Listening in Problem Solving
Day 15. Stance and Proper Stage Behavior
Day 16. Eye Contact
Day 17. Words and Expressions that Affirm or Negate
Day 18. Impromptu Speech
Day 19. Explicit and Implicit Information
Day 20. Quotation Marks or Hanging Indentations for Direct Quotes
Day 21. Previous Experiences as Scaffold to the Message Conveyed
Day 22. Similarities and Differences of the Selections in Relation to the Theme
Day 23. In-Text Citations
Day 24. Techniques for Confidence and Ease of Delivery
Day 25. Text Content, Elements, Features, and Properties with a Set of Criteria
Day 26. Unsupported Generalizations and Exaggerations
Day 27. Influences of Culture, History, Environment, or other Factors on a
Selection
Day 28. Writing an Argumentative Essay
Day 29-30. Performance Task Days

Transfer Goal/s
The students/pupils in the long run and on their own will be able to …

apply reasonable expression based on evidences and facts in avoiding biases through
his/her understanding of literature and other text types in order to nurture integrity and
justice of God-given blessings.
 Essential Understanding Essential Questions
The students/pupils will understand that… The students/pupils will keep
considering the following:
Literature functions more broadly in society as 1. How does literature shape our
a means of both criticizing and affirming cultural perspective?
values. Literature is interpreted as reflecting 2. How can literature be a
norms and values, as revealing the ethos of breakthrough in expressing
culture, the processes of class struggle, and individuality or belonging to a
certain types of social "facts." Social control, group?
thereof, articulates closely with one version of
reflection, though to a limited extent in complex,
dynamic societies.

Knowledge Skills
The students/pupils will know… The students/pupils will be able to …

Day 1. the introduction of the unit topics
Day 2. linear and non-linear texts
Day 3. elements in building the theme
Day 4. parts of argumentative essays
Day 5. tables, graphs, and maps
Day 6. speaker’s purpose
Day 7. sound of English (impromptu and
extemporaneous speech)
Day 8. scanning for needed information
Day 9. vocabulary jargon
Day 10. accuracy, validity, adequacy, and
relevance of listening texts
Day 11. bias and prejudice in the material
viewed
Day 12. extemporaneous speaking
Day 13. citations in preparing bibliography
Day 14. analytical listening in problem solving Day 14. employ analytical listening in
Day 15. stance and proper stage behavior
Day 16. eye contact
Day 17. words and expressions that affirm or
negate
Day 18. impromptu speech
Day 19. explicit and implicit information
Day 20. quotation marks or hanging
indentations for direct quotes
Day 21. previous experiences as scaffold to the Day 21. use previous experiences as
message conveyed
Day 1. introduction of the unit topics
Day 2. transcode information from
linear to non-linear texts and vice-
versa
Day 3. explain how the elements
specific to a selection build its theme
Day 4. identify parts and features of
argumentative essays
Day 5. present information using
tables, graphs, and maps
Day 6. assess whether the speaker’s
purpose is achieved or not
Day 7. use the correct sound of
English when delivering impromptu
and extemporaneous speech
Day 8. scan for needed information
Day 9. use vocabulary jargon
Day 10. evaluate listening texts in
terms of accuracy, validity, adequacy,
and relevance
Day 11. detect bias and prejudice in
the material viewed
Day 12. perform an extemporaneous
speech
Day 13. acknowledge citations by
preparing a bibliography
problem solving
Day 15. observe the correct stance
and proper stage behavior as
deemed necessary
Day 16. establish eye contact
Day 17. use words and expressions
that affirm or negate
Day 18. perform an impromptu
speech
Day 19. read closely to get explicitly
and implicitly stated information
Day 20. use quotation marks or
hanging indentations for direct quotes
scaffold to the message conveyed by
 a material viewed
Day 22. similarities and differences of the Day 22. draw similarities and
selections in relation to the theme differences of the featured selections
in relation to the theme
Day 23. in-text citations Day 23. use in-text citations
Day 24. techniques for confidence and ease of Day 24. demonstrate confidence and
delivery ease of delivery
Day 25. text content, elements, features, and Day 25. evaluate text content,
properties with a set of criteria elements, features, and properties
using a set of criteria
Day 26. unsupported generalizations and Day 26. determine unsupported
exaggerations generalizations and exaggerations
Day 27. influences of culture, history, Day 27. explain how a selection may
environment, or other factors on a selection be influenced by culture, history,
environment, or other factors
Day 28. writing an argumentative essay Day 28. compose an argumentative
essay
Day 29. performance task (classroom debate) Day 29. apply classroom debate rules
and instructions
Day 30. performance task day Day 30. performance task day

STAGE 2 : ASSESSMENT EVIDENCE

Performance Task (with rubrics)

WHAT I HAVE GOT TO SAY!
GOAL: Make a stand on a hot, debatable issue whether to agree or disagree upon it.
ROLE: A debater who speaks out for his/her opinions.
AUDIENCE: Opposing team, classmates, teacher (adjudicator) and netizens.
SITUATION: You want to raise both an awareness and a point of an issue whether it
deserves to receive approval or disapproval from the people, thus exercising the right to
information and the right to choose.
PERFORMANCE: You are to participate in a classroom debate and express the
argument, and if possible, win it.
STANDARDS: You will be graded based on the following rubrics:
 Other Evidences:

1. Long quizzes
2. Monthly test / unit test
3. Worksheets
4. Oral recitation
5. Assignments/Homework
6. Spelling Tests
7. Performance Tasks
8. Periodical examination

STAGE 3 : LEARNING ACTIVITIES

Day 1. Introduction of Unit Topic

 Overview of the Unit Plan for the Second Quarter
 The teacher will introduce the EQ’s
 The teacher will discuss of Performance Task and the Rubric to be used.
 Copying of topics and spelling words included in the unit plan of the second
quarter

Day 2. Transcode information from linear to non-linear texts and vice-versa

 Drill
 Story reading
 Raising of motive question
 3-2-1 activity

Day 3. Explain how the elements specific to a selection build its theme
 Spelling
 Unlocking of difficulties
 Listening activity
 Raising of motive question
 Jeopardy activity

Day 4. Identify parts and features of argumentative essays

 Phonics
 Unlocking of difficulties
 Drill
 Short film viewing
 Raising of motive question
 Group work

Day 5. Present information using tables, graphs, and maps

 Spelling
 Unlocking of difficulties
 Group activity
 Raising of motive question
 Seatwork
Day 6. Assess whether the speaker’s purpose is achieved or not
 Spelling
 Unlocking of difficulties
 Group activity
 Raising of motive question
 Seatwork

Day 7. Use the correct sound of English when delivering impromptu and
extemporaneous speech
 Spelling
 Unlocking of difficulties
 Group activity
 Raising of motive question
 Seatwork

Day 8. Scan for needed information

 Poem analysis
 Group activity
 Discussion proper
 Raising of motive questions
 Seatwork

Day 9. Use vocabulary jargon

 Complete the sentence
 Group activity
 Discussion proper
 Raising of motive questions
 Seatwork

Day 10. Evaluate listening texts in terms of accuracy, validity, adequacy, and relevance
 Spelling
 Compare and contrast activity
 Drill
 Discussion proper
 Raising of motive questions
 Seatwork

Day 11. Detect bias and prejudice in the material viewed

 Spelling
 Compare and contrast activity
 Drill
 Discussion proper
 Raising of motive questions
 Seatwork

Day 12. Perform an extemporaneous speech

 Phonics
 Drill
 Jeopardy activity
 Discussion proper
 Raising of motive questions
 Seatwork

Day 13. Acknowledge citations by preparing a bibliography

 Phonics
 Sharing of insights about angels
 Raising of Motive Questions
 Answering of Seatwork

Day 14. Employ analytical listening in problem solving

  Spelling
 Raising of Motive Questions
 Answering of Seatwork

Day 15. Observe the correct stance and proper stage behavior as deemed necessary
 Spelling
 Unlocking of difficulties
 Think-Pair-Share
 Raising of motive questions
 Seatwork

Day 16. Establish eye contact

 Phonics
 Unlocking of difficulties
 Drill
 Raising of motive questions
 Seatwork

Day 17. Use words and expressions that affirm or negate

 Groupings
 Discussion proper
 Raising of motive questions
 Recitation

Day 18. Perform an impromptu speech

 Groupings
 Discussion proper
 Raising of motive questions
 Recitation

Day 19. Read closely to get explicitly and implicitly stated information
 Phonics
 Listening activity
 Speech laboratory visitation
 Raising of motive questions
 Group work

Day 20. Use quotation marks or hanging indentations for direct quotes
 Spelling
 Unlocking of difficulties
 Think-Pair-Share
 Raising of motive questions
 Seatwork

Day 21. Use previous experiences as scaffold to the message conveyed by a material
viewed
 Spelling
 Raising of Motive Questions
 Answering of Seatwork

Day 22. Draw similarities and differences of the featured selections in relation to the
theme
 Groupings
 Discussion proper
 Raising of motive questions
 Recitation

Day 23. Use in-text citations

 Spelling
 Raising of Motive Questions
 Answering of Seatwork
Day 24. Demonstrate confidence and ease of delivery
 Spelling
 Unlocking of difficulties
 Think-Pair-Share
 Raising of motive questions
 Seatwork

Day 25. Evaluate text content, elements, features, and properties using a set of criteria
 Phonics
 Listening activity
 Speech laboratory visitation
 Raising of motive questions
 Group work

Day 26. Determine unsupported generalizations and exaggerations

 Groupings
 Discussion proper
 Raising of motive questions
 Recitation

Day 27. Explain how a selection may be influenced by culture, history, environment, or
other factors
 Spelling
 Raising of Motive Questions
 Answering of Seatwork

Day 28. Compose an argumentative essay

 Spelling
 Unlocking of difficulties
 Think-Pair-Share
 Raising of motive questions
 Seatwork

Day 29. Apply classroom debate rules and instructions

 Preparation for the performance task

Day 30. Performance Task Day

References/Instructional Materials:

Phoenix Integrated English for Effective Communication, World Communication 1st

Edition
Newspapers
Magazine
Internet
Chalk board
Power Point presentation
Real objects
Graphic organizer

Prepared by: Checked by: Approved by:

Ms. Aura Anne Rose B. Tan Mr. Niño T. Jimenez S. Ma. Jesusita L. Bernate,
Teacher SAC – Date RVM
Principal – Date
Mrs. Vilma T. Cabueñas
Academic Coordinator –
Date