January 06, 2019

English 10

I. Objectives
Explain how a selection may be influenced by culture, history, environment or other factors
Appreciate the relevance of the selection to the historical context during which it was produced

II. Subject Matter

Topic: To Build a Fire
Reference: Celebrating Diversity through World Literature
Material/s: PowerPoint, Learner’s Material

III. Procedure
A. Preparatory Activities
Prayer
Greetings
Checking of Attendance
Checking of Classroom Setting

B. Motivation
The teacher will present a video clip “Man – Evolution and Pollution”. (http.youtube.com)
“Humans are solely responsible for the destruction of the Earth and there is nothing we can
do to solve the problem. The damage to nature that mankind has brought is irreversible.”

C. Discussion
The teacher will introduce the author then the teacher will discuss the story.
 Do you think the man is too naïve to continue travelling?
 What can you say about the attitude of the protagonist to the old-timer?
 How did the culture of humans affect human decisions and thoughts?
 What do you think is the reason why the wolf dog does not love his master?

D. Valuing
Jack London was a socialist. How does his political orientation emerge in his work –
specifically, in his story “To Build a Fire”?

IV. Evaluation
Answer Task 7 SMALL GROUP DISCUSSION ACTIVITIES, pp. 342 – 343.

V. Assignment
How to write a bibliography?

Prepared by:
Estelle Nica Marie M. Dunlao

Noted by:
Ruel E. Magno
 English 9
January 06, 2019

I. Objectives
Provide appropriate and critical feedback to specific context
Express ideas about the rights of women and men
Complete the character map

II. Subject Matter

Topic: Romeo and Juliet
Reference: A Journey through Anglo-American Literature
Material: Learner’s Material

III. Procedure
A. Preparatory Activities
Greetings
Prayer
Checking of Attendance
Checking of Classroom Setting
B. Review
Have you always made the best decisions? What would your life be if you had decided
differently? What if you were consistently able to make wise decisions, wouldn’t the
quality of your life improve?
C. Discussion
Viewing is not only done through the use of videos or slide shares. It could be achieve
through photo gallery. Photo convey stories, through them we can connect to what they
are trying to impart to us. There are five pictures. Analyze them carefully and create a
story out of them. Arrange the pictures according to their occurrence.

A critical response means interacting with ideas. A critical response to a literary or other
artistic work means using skills of close textual analysis.
D. Developmental Activity
Answer Task A. Fill the gaps in the lines by choosing from the words inside the box.
(Page 305)

IV. Evaluation
From the story “Romeo and Juliet”, identify the practices and rights of women and men.

5 Practices 5 Rights
Romeo/Juliet
V. Assignment
Gather some lines from the story Romeo and Juliet with corresponding literary devices.
Metaphor –
Hyperbole –
Personification –
Understatement –
Apostrophe –

Prepared by:
Estelle Nica Marie M. Dunlao

Noted by:
Ruel E. Magno
 English 9
January 7-8, 2019

I. Objectives
The students will be able to:
Identify infinitives
Share ideas confidently
Use infinitives correctly

II. Subject Matter

Topic: Infinitives
Reference: Anglo – American Literature
Material: PowerPoint

III. Procedure
A. Preparatory Activities
Greetings
Prayer
Checking of Attendance
Checking of Classroom Setting

B. Motivation
The teacher will show jumbled letters and only the first and last letter is given. The students will start
to arrange all the jumbled letters based on the given meaning and example.

I__________S–

C. Discussion
The teacher will ask the student about their ideas of what is infinitives all about based on the meaning
and example given.

D. Controlled Practice
Encircle and identify the infinitives used in the sentence.
1. To dance is my dream. 5. I will do everything but to dance, I
2. My dream, to dance, is quite think that will be absurd.
impossible now. 6. Everybody wants to enjoy life.
3. I do not like to dance again. 7. She likes to be admired.
4. One of the things I like most is to 8. To see is to believe.
draw. 9. I want to eat and sleep.
10. To draw is what she wants.

IV. Evaluation
Write a short composition using at least 5 infinitives.

V. Assignment
Study volume, vocal quality, projection, pitch, and articulation

Prepared by:
Estelle Nica Marie M. Dunlao

Noted by:
Ruel E. Magno
 January 7, 2019
English 10
I. Objectives
The students will be able to:
Identify structures of modification
Share ideas confidently

II. Subject Matter

Topic: Structures of Modification (Adjective as Head)
Reference: Celebrating Diversity through World Literature
Material: PowerPoint, Chalk and Board

III. Procedure
A. Preparatory Activities
Greetings
Prayer
Checking of Attendance
Checking of Classroom Setting

B. Review
Recall the difference between adverb and adjectives.

C. Discussion
The teacher will ask the students: What is adjective? Adverb? Noun? Verb? Afterwards, the teacher
will proceed to each modifier. Then, she will ask the students to give an example for each modifier.
Adjective as head
1. Adverb as adjective modifier
2. Qualifier as adjective modifier
3. Noun as adjective modifier
4. Verb as adjective modifier
5. Adjective as adjective modifier
6. Prepositional Phrases as adjective modifier
Adverb as head
1. Qualifier as adverb modifier
2. Adverbs as adverb modifier
3. Noun as adverb modifier
4. Prepositional Phrase as adverb modifier

IV. Evaluation
Answer Task 8 Digging the Words of Modification, p. 361

V. Assignment
Write at least 1 example for each modifier.

Prepared by:
Estelle Nica Marie M. Dunlao

Noted by:
Ruel E. Magno
 January 8, 2019
English 10
I. Objectives
The students will be able to:
Identify structures of modification
Share ideas confidently

II. Subject Matter

Topic: Structures of Modification (Adverb as Head)
Reference: Celebrating Diversity through World Literature
Material: PowerPoint, Chalk and Board

III. Procedure
A. Preparatory Activities
Greetings
Prayer
Checking of Attendance
Checking of Classroom Setting

B. Review
Recall the difference between adverb and adjectives.

C. Discussion
The teacher will ask the students, “What are adjectives, adverbs, verbs and noun?” Afterwards, the
teacher will proceed to each modifier. Then, she will ask the students to give an example for each
modifier.
Adverb as head
1. Qualifier as adverb modifier
2. Adverbs as adverb modifier
3. Noun as adverb modifier
4. Prepositional Phrase as adverb modifier

IV. Evaluation
Answer Task 8 Digging the Words of Modification, p. 361

V. Assignment
Write at least 1 example for each modifier.

Prepared by:
Estelle Nica Marie M. Dunlao

Noted by:
Ruel E. Magno