GRADE 10-4th Quarter DLP in English PDF

DETAILED
LESSON
PLAN IN
ENGLISH 10
(Fourth Quarter)
i
Region V/Daily Lesson Plan/2019-2020
DETAILED LESSON PLAN DEVELOPMENT TEAM
FOURTH QUARTER ENGLISH GRADE 10
LESSON
WRITERS VALIDATORS
DEMONSTRATORS
MARIA JOVITA MARISCOTES SANCHO BOLAÑOS, JR. FREDDIE BOTIAL
SALOME ALTAVANO EROLD TARVINA CEFERINO TORRE, JR.
AURA MARIE BROBIO JUMAN MARCAIDA EDEN BATALLA
COLEEN GAY MORA EMY ROSE NACE RUBY ODSINADA
MARIA ALPHA CAUAN LYRA BEDIS SALVE ROSAL
AMY NAPAY NORLYN MAZANILLO MARIA JOVITA MARISCOTES
ROLDAN CABILES LADY JOY EBRADA AMALIA ROS
SANCHO BOLAÑOS, JR. EDLEN TORNUAS CLEOTILDE BOHOLANO
APHRODITE BECHAYDA IRENE MARQUEZ ROSE ORPILLA
IRENE MARQUEZ APHRODITE BECHAYDA JOSE GUEVARRA
AMALIA ROS JAMIS SOLOMON SANCHO BOLAÑOS, JR.
NELLY SALCEDA ROSARIO BARRAMEDA EDEN BATALLA
MARIZ BALANGBANG JENELYN CLEOFE GRACIELLA BITON
ERLYN MANZANERO FRELLE BELO KARIZA MATOCINOS
MARIVIC DALAGUIT EDDIE RODRIGUEZ ROLDAN CABILES
MARY JEAN BAS ANA ROSE BRONCANO ROMMEL MARQUEZ
MA. CHRISTINA LUCENA RUTH CALLEJA CHERRY SATORRE
CLAUDINE REGILME JENNIFER MORETE RAISSA HERRERA
MARIA VILMA MAPULA CRISTINA NAVIA SALOME ALTAVANO
CATHERINE LOBETE MONINA HERRERA MA. CHRISTINA LUCENA
RONALYN MONTALES APHRODITE BECHAYDA
ROLDAN CABILES ALLAN LOTERTE
LESSON CHARLENE LONEZA JANICE LLANETA
DEMONSTRATORS MARIANETH BAÑARES AMALIA ROS
CHERRY ANN ATENAS EMMA SALALIMA MARY JEAN BAS
SUSAN LORSANO
MARY JEAN BAS VALIDATORS EDITORS
MELISSA BARCIA NELLY SALCEDA MARIA JOVITA MARISCOTES
CHRISTINE ADAYO LYANNE BULSECO NELLY SALCEDA
JEFFRY VON OBSEQUIO CLAUDINE REGILME AMALIA ROS
JIESEL PESITO MARIA JOVITA MARISCOTES SALOME ALTAVANO
NOE MORAL ANGELICA ZUÑIGA
SUSAN SALLAN COLEEN GAY MORA LAY-OUT ARTIST
ROWENA NUADA IRENE MARQUEZ ROLDAN CABILES
MAI ANNE D. RONDOLA

Validator, Evaluator and Editor
Education Program Supervisor in English
DLP Team Head
ii
TABLE OF CONTENTS
FOURTH QUARTER ENGLISH GRADE 10

DETAILED LESSON PLANS
CONTENT PAGE
Week 1
Day 1……………………………………………………………………1
Day 2……………………………………………………………………3
Day 3……………………………………………………………………7
Day 4……………………………………………………………………11
Day 5……………………………………………………………………14
Week 2
Day 1……………………………………………………………………16
Day 2……………………………………………………………………22
Day 3……………………………………………………………………26
Day 4……………………………………………………………………29
Week 3
Day 1……………………………………………………………………33
Day 2……………………………………………………………………38
Day 3……………………………………………………………………43
Day 4……………………………………………………………………49
Day 5……………………………………………………………………54
Week 4
Day 1……………………………………………………………………56
Day 2……………………………………………………………………60
Day 3……………………………………………………………………63
Day 4……………………………………………………………………67
iii
Week 5
Day 1………………………………………………………………72
Day 2……………………………………………………………….76
Day 3………………………………………………………………79
Day 4………………………………………………………………83
Week 6
Day 1………………………………………………………………87
Day 2………………………………………………………………92
Day 3………………………………………………………………95
Day 4………………………………………………………………100
Week 7
Day 1………………………………………………………………104
Day 2………………………………………………………………110
Day 3………………………………………………………………115
Day 4………………………………………………………………120
Week 8
Day 1………………………………………………………………124
Day 2………………………………………………………………128
Day 3………………………………………………………………135
Day 4………………………………………………………………138
Day 5………………………………………………………………143
Week 9
Day 1………………………………………………………………145
Day 2………………………………………………………………149
Day 3………………………………………………………………153
Day 4 and 5…………………….…………………………………155
iv
LIST OF APPENDICES
APPENDICES PAGE
APPENDIX 1: Quarter 4, Week 1, Day 1 158
APPENDIX 3.1: Quarter 4, Week 1, Day 3 163
v
APPENDIX 12:Quarter 4, Week 4, Day 3 192
APPENDIX 12.1:Quarter 4, Week 4, Day 3 193
APPENDIX 14:Quarter 4, Week 5, Day 1 196
References 231
vi
DETAILED LESSON PLAN IN ENGLISH 10
Quarter 4, Week 1, Day 1
I. OBJECTIVES
A. Content Standards The learner demonstrates understanding of world
literature as an instrument to express and resolve
conflicts; various information sources necessary in
composing a research report and in delivering speeches
of advocacy; and features of the language of research,
campaigns and advocacies.
B. Performance The learner transfers learning by composing a research
Standards report on a relevant social issue in preparation for
delivering campaign and advocacy speeches that
deserve the proper use and acknowledgment of
sources, and appropriate prosodic features, stance and
behaviour.
C. Learning  Evaluate the students‘ preparedness to tackle
Competencies/Objectives the lessons in Grade 10 thru a Diagnostic Test.
(Code) EN10. Pretest
II. CONTENT Evaluate students‘ preparedness
III. LEARNING
RESOURCES
References
1. Teacher’s Guide Pages
2. Learner’s Materials
Pages
3. Textbook Pages
4. Additional Materials
from LR Portal
5. Other Learning
Resources
IV. PROCEDURE Advanced Learners Average Learners
A. Reviewing previous Orient the students in taking the Diagnostic Test. Invite
lesson or presenting the the students to cooperate on checking their background
new lesson knowledge, and to prepare them for the development of
target skills.
B. Establishing a purpose Setting standard for the test:

for the lesson 1. Clarify given direction stated in the
questionnaire.
2. Instruct the students that the test is good for 60
minutes only and answer sheets will be
collected on time stated.
3. Let the students understand that self-reliance
and honesty should be followed in taking the
test.
C. Presenting
examples/instances of the
new lesson
D. Discussing new  Test Proper
concepts and practicing  Test Questionnaire attached
new skills #1
1
E. Discussing new
concepts and Practicing
new skills #2
F. Developing mastery
(leads to Formative Ask:
Assessment #3) 1. How many finished the test on time? How
G. Finding practical many did not?
application of concepts 2. Which item/s did you find difficult?
and skills in daily living
H. Making generalizations
of concepts and skills in
daily living
I. Evaluating learning Checking of the answer sheets.
J. Additional activities for Conduct an Item Analysis
application or remediation 1. How many got passing score?
2. How many got failing score?
3. What is the performance level (PL) of the class?
V. REMARKS
VI. REFLECTION
A. No. of learners who

earned 80% on the
formative assessment
B. No. of learners who
require activities for
remediation
C. Did the remedial
lesson/s work? No. of
learners who have caught
up with the lesson
D. No. of learners who
continue to require
remediation
E. Which of my teaching
strategies work well? Why
did these work?
F. What difficulties did I
encounter which my
supervisor/principal/depar
tment head can help me
solve?
G. What innovation or
localized materials did I
use/discover which I wish
to share with other
teachers?
2
I. OBJECTIVES
composing a research report and in delivering
speeches of advocacy; and features of the
language of research, campaigns and advocacies.
B. Performance Standards The learner transfers learning by composing a
research report on a relevant social issue in
preparation for delivering campaign and advocacy
speeches that deserve the proper use and
acknowledgment of sources, and appropriate
prosodic features, stance and behaviour.
C. Learning  Explain how character contributes to the theme
Competencies/Objectives of a short story. EN10LT-IVa-2.2
(Code)  Express appreciation for sensory images used.
EN10LT-Iva-2.2.1
II. CONTENT Sensory Images
III. LEARNING
RESOURCES
References
2. Learner’s Materials Pages
3. Textbook Pages
4. Additional Materials from
LR Portal
5. Other Learning Resources (https://www.teamworkandleadership.com/2012/07/
a-great-leader-by-example-powerful-leadership-
story.html)

A. Reviewing previous lesson Say:
or presenting the new lesson For this quarter, our lessons will focus on effective
leadership and the output expected from you is a list
of possible research problems about local
treasures.
Today, you will meet a different kind of leader in the
short story that we will read later.
B. Establishing a purpose for Ask:

the lesson Who do you idolize among the leaders in our
society? Why?
C. Presenting Reading aloud of the short story by the teacher or a

examples/instances of the student.
new lesson (https://www.teamworkandleadership.com/2012/07/
a-great-leader-by-example-powerful-leadership-
story.html)
3
D. Discussing new concepts LET‟S FIGURE IT OUT!
and practicing new skills #1 (Note: The same questions may be used by the
teacher for both the advanced and average class.
Follow up questions may be asked by the teacher in
case the class finds the question/s difficult to
answer.)
1. What were the soldiers doing when the general

(George Washington) passed by? (They were
digging a tunnel or a foxhole to serve as a defense
position.)
2. What was the group leader doing while his men
were working?
(He was barking orders and threatening to punish
them if the task was not finished on time; He never
made any effort to help his men.)
3. What reason did the group leader give when the
general asked why he wasn‘t helping his men?
(He said that since he‘s in charge, his duty was to
give orders and it‘s his men‘s duty to obey them. He
added further that if the general wanted to help his
men, he‘s free to do so.)
4. What unexpected thing did the general do? (He
got off his horse and helped the men until the work
was finished. Then he congratulated them for a job
well done.)
5. How did the group leader react to what the
general did? (He was indifferent and just watched
his men and the general do the work.)
6. What can you say about the group leader in the
story? (He‘s a dictatorial type of leader and one who
never cares about his subordinates.)
7. What unexpected and surprising thing did he
discover when the man went near him? (When the
man went near him he realized that the stranger
was General George Washington himself.)
8. How would you feel if you were in the same
situation as the group leader in the story?
(Answers may vary.)
9. What lesson did the group leader learn that day?
(He learned that a good and effective leader is one
who leads by example and not by words alone. He
is also one who knows how to give credit when the
situation calls for it.)
E. Discussing new concepts The following are sentences taken from the story,
and Practicing new skills #2 determine to what sense they appeal to (visual,
auditory, olfactory, kinesthetic, tactile, or gustatory).
Note: The teacher may give a brief review on
sensory images as this has been discussed in the
previous quarters.
1. A man in civilian clothes rode past a small group

of tired and battle weary soldiers. (visual,
kinesthetic)
2. He shouted orders and threatened to punish the
4
group if the work was not finished on time.
(auditory)
3. The stranger got off his horse and helped the
men until the job was finished. (kinesthetic)
F. Developing mastery (leads GUESSING GAME CHALLENGE
to Formative Assessment #3) Divide the class into 2 groups. Assign a leader for
each group. A toss coin is done by the leaders to
determine which group will have the first turn. Give
each leader 15 seconds to describe the object he/
she has picked out from the box using words that
appeal to the senses (sensory images) and 5
seconds for his/her group to guess it. (Take note:
the group members should not be allowed to see
the object being described by the leader.) Once the
first group is able to guess the correct answer, the
second group will take its turn. In case a group is
unable to give the correct answer, the other group
may steal. The group with the most number of
points wins the game. (Note: The teacher may
decide on the number of objects he/she will put
inside the box depending on the time left for the
session.)
G. Finding practical
application of concepts and How would you describe a great leader?
skills in daily living
H. Making generalizations of What is imagery? (Imagery is the use of words that
concepts and skills in daily appeal to the senses.)
living How do the use of words that appeal to the senses
(imagery) help you convey your ideas clearly?
(Answers may vary.)
I. Evaluating learning Advanced Learners Average Learners
GROUP ACTIVITY GROUP ACTIVITY
(Divide the class into 5 (Divide the class into 5
groups. Let them groups. Let them choose
choose a leader and a a leader and a
rapporteur.) rapporteur.)
Show any object to the

Show any object to the class (could be an
class (could be an orange, apple, flower,
orange, apple, flower, etc.). Let them write 5
etc.). Let them write a sentences about the
short descriptive object using imagery.
paragraph (5-8 This may be done on a
sentences will do) about whole piece of paper or
the object using on a manila paper. Give
imagery. This may be them 10 minutes to finish
done on a whole piece the task and a minute
of paper or on a manila each to present their
paper. Give them 10 outputs. Let each group
minutes to finish the pick out and identify as
task and a minute each to what sense/s the
to present their outputs. phrases or sentences
Let each group pick out they used appeal to.
5
and identify as to what
sense/s the phrases or
sentences they used
appeal to.
J. Additional activities for Note: This may be given
application or remediation to both the advanced
and average learners.
Assignment: Think of a
person who has
influenced you the most.
Write a descriptive
paragraph about him/her
using imagery.
V. REMARKS
VI. REFLECTION
A. No. of learners who earned

80% on the formative
assessment
B. No. of learners who require
activities for remediation
C. Did the remedial lesson/s
work? No. of learners who
have caught up with the
lesson
continue to require
remediation
strategies work well? Why did
these work?
encounter which my
supervisor/principal/departme
nt head can help me solve?
use/discover which I wish to
share with other teachers?
6
I. OBJECTIVES
A. Content Standards 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.
B. Performance Standards The learner completely presents a research report on a
relevant socio- cultural issue.
C. Learning  Get familiar with technical terms used in research.
Competencies/Objectives( EN10V-Iva-30
Code)  Listen to simplify, reorganize, synthesize and
evaluate information to expand, review, or update
knowledge. EN10LC-Iva-16
 Use locational skills to gather information from
primary and secondary sources of information.
EN10SS-Iva-1.5
II. CONTENT Technical Terms in Research
Primary and Secondary Sources of Information
III. LEARNING
RESOURCES
References
2. Learner’s Materials Celebrating Diversity through World Literature p408
Pages
3. Textbook Pages Write Source p364
4. Additional Materials from
LR Portal
5. Other Learning https://www.youtube.com>watch
Resources thesisnotes.com>research-topic>parts-of-the-research-
paper
o-com.cdn.ampproject.org
https://www.questionpro.com/blog/qualitative-research-
methods/
https://www.vigattintourism.com/tourism/articles/The-
Historical-Cagsawa-Ruins-of-Daraga-Albay
https://custompapers.com/writing-tutorial/primary-
secondary-sources/
A. Reviewing previous Have the students watch the video: It‘s More Fun in the
lesson or presenting the Philippines. https://www.youtube.com>watch
new lesson
B. Establishing a purpose The teacher will ask the students the ff. questions:
for the lesson 1. After watching the video, did you see how diverse
our country is? ( Yes, our country is diverse)
2. What new information did you gather from the video?
( answers may vary)
3. What kind of source was the video clip? Primary or
secondary source? ( secondary source)
4. What helped most the creator of the video in
choosing the places to feature? ( research)
7
C. Presenting The teacher will read the The teacher will post
examples/instances of the following situations and let the the situations written
new lesson students tell whether the on a chart.
information they will get is from
primary source or secondary
source.
1. Visiting a grocery store
(primary)
2. Visiting a Web site about
salt in foods (secondary)
3. Interviewing a nutritionist
(primary)
4. Reading an article about
salt in foods (secondary)
5. Talking to a person on a
salt-free diet (primary)
6. Watching a TV program
about salt in a diet
(secondary)
D. Discussing new The teacher will facilitate the discussion.
concepts and practicing 1. What is the difference between primary and
new skills #1 secondary sources?
2. What are examples of primary and secondary
sources?
3. Are these sources both important in research?
Why? (For answers please see the appendix.
For average learners more guide Qs should be
given.)
E. Discussing new The teacher will let the students match column A with B
concepts and Practicing to define the parts and kinds of a research paper.
new skills #2 A
1. Abstract (d)
2. title page ( e)
3. list of figures and illustrations (a)
4. introduction (b)
5. summary, conclusions and recommendations
(c)
6. qualitative research method ( i)
7. quantitative research method (h )
8. ethnographic research ( j )
9. descriptive research ( g )
10. research (f )
B
a. includes graphs, charts, and other illustrations
b. background of the study, statement of the
problem, statement of hypothesis, theoretical
and conceptual framework, etc.
c. summarizes findings to answer the research
questions
d. brief discussion of the background and
objectives of the problem, statement of the
problem, etc.
e. composes of the title of the research, full name
of the researcher, the subject for which the
research is presented.
8
f. A process of systematic inquiry that entails
collection of data; documentation of critical
information; and analysis and interpretation of
that data or information, in accordance with
suitable methodologies.
g. A research that describes a phenomenon,
observing and drawing conclusions from it.
h. A research method that deals with numbers and
anything that can be dealt with measurable
form.
i. A research method that collects data using
conversational methods, where the participants
involved are asked open-ended questions.
j. An in-depth form of research where people are
observed in their natural environment through
the use of methods such as participant
observation and face to face interviewing.
F. Developing mastery The teacher will ask the students the following
(leads to Formative questions:
Assessment #3) 1. What are the ways in getting primary sources?
2. Where can we get secondary sources?
3. Name materials in the library which are useful in
getting sources for research.
( For answers please refer to the appendix)
G. Finding practical The teacher will ask the students of some instances
application of concepts and where they used research in their daily lives as
skills in daily living students.
H. Making generalizations The teacher will ask the students of this question:
of concepts and skills in In the library, what materials helped you most when
daily living you do research works or do assignments? Why?
I. Evaluating learning 1. The teacher will read two

paragraphs and will ask the
The teacher will post
students which one is a primary
the texts written on a
source and a secondary source.
chart or distribute a
Then explanation of their
photocopy of the
answers will be given.
texts to students.
2. Where do you think are the
(same Qs will be
selections available?
given)
(for the texts please refer to the
appendix.)
J. Additional activities for Visit your library and look for
application or remediation materials that may help you in
formulating a research problem.
V. REMARKS
VI. REFLECTION

earned 80% on the
remediation
9
C. Did the remedial
up with the lesson
continue to require
remediation
did these work?
encounter which my
supervisor/principal/depart
ment head can help me
solve?
to share with other
teachers?
10
I. OBJECTIVES
B. Performance The learner completely presents a research report on a
Standards relevant socio- cultural issue.
C. Learning  Expand ideas using principles of cohesion and
Competencies/Objectives coherence. EN10WC-IVa-14.1.1
(Code)  Observe the language of research. EN10G-Iva-32
II. CONTENT Principles of cohesion and coherence
Research Problem
III. LEARNING
RESOURCES
References
1. Teacher’s Guide
Pages
2. Learner’s Materials Celebrating Diversity Through World Lit. p416
Pages
3. Textbook Pages
from LR Portal
5. Other Learning http://www.samplestatements.com/research-problem-
Resources
statement.html
https://www.dissertation-
help.co.uk/dissertation_guide/Research-problem-
example.php
http://write-site.athabascau.ca/paragraph-
resource/make-it-coherent/quiz/index.php
https;//researcharticles.com/index.php/characteristics-
good-research-problem
A. Reviewing previous The teacher will ask the following questions:
lesson or presenting the 1. What are the two types of sources?
new lesson 2. What are the kinds of qualitative and
quantitative research?
B. Establishing a purpose The teacher will tell the students to identify which of the
for the lesson two sentences is correct. Explanation of the answer
follows.
a. Writing is not always easy; in fact it can be hard.
Some people read a lot. Writing comes more
easily to those people.
b. Writing is not always easy; in fact it can be hard
but it comes more easily to those who read a
lot. (Sentence b is the answer because of the
use of the cohesive devices but and semicolon
to connect the sentences)
11
C. Presenting The teacher will present the paragraph and will ask the
examples/instances of students what makes it easy to understand.
the new lesson 1. Are the sentences connected to each other?
(Yes, because the sentences are related to
each other. The use of the pronouns they, this
and these and the repetition of the word
problem and child labor linked the sentences
together.)
Child Labour takes such a huge figure in India

especially due to the rapid growth of population and
corresponding increase in the number of people below
the poverty line. The immediate effect of these global
and social problems is that children, mostly of the age
of 7 – 14 years, are forcefully pushed to take up difficult
and dangerous jobs, often at the risk of their tender
lives, just to earn some extra money for the family. This
problem needs to be dealt with at the earliest, to
ensure a proper childhood that is the fundamental right
of every child. Some of the major problems faced
during the research have been:
Most families are unwilling to give out details of

the child labourers, if any.
 Inspite of details being shown of the adverse
effects of child labour, they are not willing to
sacrifice this source of income.
 Even, the children are happy earning from these
tasks and have no wish to gather knowledge or
go to school for learning, etc.
The problem thus remains at the ground level and
awareness needs to be created at the earliest.
D. Discussing new The teacher will facilitate the discussion on the

concepts and practicing principle of cohesion and coherence.
new skills #1 1. What is cohesive and coherent writing?
( See p416 of LM)
E. Discussing new The teacher will tell the class The teacher will write
concepts and Practicing of the following: the characteristics on
new skills #2 1. The paragraph given is an chart.
example of a research
problem.
2. Raise your right hand if it
has the characteristics
that I am going to
read.(Please refer to the
appendix)
F. Developing mastery The teacher will present another kind of a research
(leads to Formative problem. Then he will ask the following questions:
Assessment #3) How is the research problem written?
What steps do you see in this sample research
problem?
(see appendix for the sample and answers)
12
G. Finding practical Think of a problem in your community that needs to be
application of concepts resolved through research. Tell the class briefly about it
and skills in daily living and the reasons for choosing it.
H. Making What makes research an important tool in solving
generalizations of problems?
concepts and skills in
daily living
I. Evaluating learning The teacher will give an outline of a research problem.
The students will write a complete research problem
based from the outline. ( refer to appendix for the
material)
J. Additional activities for The students will be grouped into five to prepare their
application or research problem. Presentation will be done the next
remediation meeting if possible. The teacher will provide suggested
topics.
V. REMARKS
VI. REFLECTION

earned 80% on the
remediation
C. Did the remedial
learners who have
caught up with the lesson
continue to require
remediation
strategies work well?
Why did these work?
encounter which my
supervisor/principal/depa
rtment head can help me
solve?
to share with other
teachers?
13
I. OBJECTIVES
composing a research report and in delivering speeches
of advocacy; and features of the language of research,
campaigns and advocacies.
B. Performance The learner transfers learning by composing a research
Standards report on a relevant social issue in preparation for
delivering campaign and advocacy speeches that
deserve the proper use and acknowledgment of
sources, and appropriate prosodic features, stance and
behaviour.
C. Learning  Expand ideas using principles of cohesion and
Competencies/Objectives coherence. EN10WC-Iva-14.1.1
(Code)  Observe the language of research. EN10G-Iva-32
II. CONTENT Research Problem (Critiquing)
III. LEARNING
RESOURCES
References
2. Learner’s Materials 473-474
Pages
3. Textbook Pages
from LR Portal
5. Other Learning https://www.projectcora.org/assignment/rubric-
Resources assessing-research-questions
A. Reviewing previous Note:
lesson or presenting the The teacher conducts a review of the previous lesson
new lesson on principles of cohesion and coherence and the
characteristics of a good research problem.
Say:
Today, we‘re going to do peer critiquing of the
group task which I assigned to you yesterday—your
research problem.
May I then request the groups to be seated with
their members and assign a leader who will consolidate
the group‘s rating for each presenter. You are free to
ask questions if there are points that you need to clarify.
(The teacher will distribute a copy of the rubrics for
rating each group‘s research problem. He/ she may use
the attached rubrics or modify the rubrics on pages 473-
474 of the Learner‘s Material.)
B. Establishing a purpose
for the lesson
C. Presenting
examples/instances of the
new lesson
14
D. Discussing new
concepts and practicing
new skills #1
E. Discussing new
new skills #2
(leads to Formative
Assessment #3)
application of concepts
H. Making generalizations
of concepts and skills in
daily living
I. Evaluating learning A representative from each group presents the
research problem. Each presenter is given 8 minutes to
present and 2 minutes to answer questions (if there are)
from the class. The teacher serves as moderator/
facilitator during the whole process.
A wrap-up of the pointers to be observed when
writing a research problem may be done after all the
groups have presented.
J. Additional activities for
application or remediation
V. REMARKS
VI. REFLECTION
earned 80% on the
remediation
C. Did the remedial
up with the lesson
continue to require
remediation
did these work?
encounter which my
solve?
to share with other
teachers?
15
I. OBJECTIVES
resolve social conflicts, also how to use the language of
research, campaigns and advocacies.
B. Performance The learner competently presents a research report on a

C. Learning Get different viewpoints on various local or global issues.

Competencies/Objectives EN10LC-IVb-3.18
(Code) Distinguish the important points from less important ones
in any listening text. EN10LC-IVb-16.1
II. CONTENT Important Points and less Important Points

III. LEARNING
RESOURCES
References
Pages
2. Learner’s Materials p. 163
Pages
3. Textbook Pages
from LR Portal
5. Other Learning Leave Me Alone Text
Resources https://norwalk.digication.com/michellecard/Informative_
Speech
Politics is the outcome of inferiority complex
https://completewellbeing.com/article/everyone-is-unique/
Determining Important Points
http://www.cuppacocoa.com/reading-strategy-determine-
importance/
Bullying Pictures
https://www.google.com.ph/search?hl=en&biw=1366&bih
=657&tbm=isch&sa=1&ei=1WqLXarhGIHqmAWvsZ6wB
Q&q=bullying+kids&oq=bullying+kids&gs_l=img.1.0.0l8j0
i7i30l2.384644.385501..387054...0.0..0.210.302.1j0j1......
0....1..gws-wiz-img.TRJngSvChvE#imgrc=G-
5tiFK95vnDIM:
https://www.google.com.ph/search?hl=en&biw=1366&bih
=608&tbm=isch&sa=1&ei=XmyLXbOKDJTchwOuzabYD
A&q=bullying+kids+with+disabilities&oq=bullying+kids+w
ith+disabilities&gs_l=img.3...1853267.1857719..1857914
...0.0..0.480.3676.2j10j3j2j1......0....1..gws-wiz-
img.......0j0i30j0i5i30j0i5i10i30j0i8i30.nAnG5BVn8dw&ve
d=0ahUKEwizscHyiuzkAhUU7mEKHa6mCcsQ4dUDCAc
&uact=5#imgrc=bnMdPmFo5JD3tM:
16
A. Reviewing previous How would you treat someone with special needs? a
lesson or presenting the PWD?
new lesson What about your poor classmate? How do you treat
him/her?
The teacher shows pictures about bullying.
https://www.google.com.ph/search?hl=en&biw=1366&bih=657&tbm=i
sch&sa=1&ei=1WqLXarhGIHqmAWvsZ6wBQ&q=bullying+kids&oq=b
ullying+kids&gs_l=img.1.0.0l8j0i7i30l2.384644.385501..387054...0.0..
0.210.302.1j0j1......0....1..gws-wiz-img.TRJngSvChvE#imgrc=G-
5tiFK95vnDIM:
https://www.google.com.ph/search?hl=en&biw=1366&bih=608&tbm=i
sch&sa=1&ei=XmyLXbOKDJTchwOuzabYDA&q=bullying+kids+with+
disabilities&oq=bullying+kids+with+disabilities&gs_l=img.3...1853267.
1857719..1857914...0.0..0.480.3676.2j10j3j2j1......0....1..gws-wiz-
img.......0j0i30j0i5i30j0i5i10i30j0i8i30.nAnG5BVn8dw&ved=0ahUKEwi
zscHyiuzkAhUU7mEKHa6mCcsQ4dUDCAc&uact=5#imgrc=bnMdPm
Fo5JD3tM:
The teacher may ask the following questions:
What can you observe from the pictures?
(They were bullying the student.)
Why do you think the students in the picture are being bullied? (They
are different. In the first picture, the boy was black. While in the other
picture, the student was in a wheelchair.)
How would you treat them? (I will treat them with respect. They may
be different but they are human beings with feelings and they deserve
to be respected just like everyone else.)
17
B. Establishing a purpose The teacher may ask the following questions:
for the lesson Have you bullied anybody?
Are you a victim of a bully?
C. Presenting The teacher may read the selection or ask selected
examples/instances of students to read the selection.
the new lesson
D. Discussing new The teacher may ask the following questions:
new skills #1 1. What are the three common ways people are bullied?
(People are bullied through cyber, physical and verbal.)
2. What is cyber bullying?(It is the electronic posting of
mean-spirited messages about a person often done
anonymously.)
3. How many percent of students reported that they were
being bullied? (52%)
4. How many percent of students admitted that they were
physically bullied? (20%)
5. What are some examples of physical bullying? (They
are hitting, pushing, kicking, damaging one‘s property,
and other things of that nature.)
6. How many percent of students admitted they were
victims of verbal bullying? (36%)
7. Does bullying affect one‘s life? Why? (Yes, bullying
has the power to torment a person and even drive one to
kill oneself.)
8. Are there students who killed themselves because
they were bullied? (Yes, Tyler Clementi jumped off a
bridge because he was bullied.)
9. If you become a victim of bullying, what will you do?
(Answers vary.)
E. Discussing new The teacher asks the following questions:
concepts and Practicing What important points can you remember from the text?
new skills #2 Are there not -so-important points that you can also
remember?
How would you determine the importance of the
information? (You infer through the information that you
know.)
The teacher may say:

You can use a T-chart to list the important points of a
listening text.
Important Points Extra Details
Some extra details or the not-so-important points support

pieces of important information.
18
F. Developing mastery Have the students accomplish the following T- chart
(leads to Formative based on the listening text.
Assessment #3) Important Points Extra Details
(Cyberbullying is the (52% of students said they
electronic posting of were cyberbullied.)
mean spirited
messages.)
(Tyler Clementi jumped off a
bridge becasue he was
cyberbullied.)
(Physical bullying (This includes hitting,
happens face-to-face.) pushing, kicking, damaging
one‘s property, and other
things of that nature. )
(20% of students admitted to
being physically bullied.)
(16 year old girl named
Brooke was a victim of
physical bullying for years.)
(Verbal bullying is (Examples are name calling,
when a person uses threatening, spreading
their words to hurt rumors, and other hurtful
another person.) ways to make a person feel
degraded.)
(36% of students were
verified by the Bureau of
Justice Statistics to have
been either made fun of, had
rumors or gossip spread
about them, or were
threatened by another
student.)
(Bullying has an effect (It has the power to send
on a person‘s life.) people into seclusion or even
take a life.)
How would you apply the T-chart in taking down notes in
school?
H. Making Determining Importance means the reader should be
generalizations of able to filter through text and find the important
concepts and skills in information to determine key ideas or themes.
daily living One can use a T-chart to classify the important points
from the extra details. Some extra details support pieces
of important points.
I. Evaluating learning The teacher may opt to choose any of the following
literary texts. (The poem ―Underneath We‘re All The
Same‖ by Amy Maddox on page 163 of the Learner‘s
Material may be given. The Average Learners may be
grouped or may work in pairs depending on the teacher‘s
assessment of their capabilities.)
Accomplish the T-chart and determine the important

points and extra details on the text.
19
(He is different from me.) (He prays differently.)
(He eats different food.)
(He speaks a different
language.)
(He dresses differently.)
(His skin color is
different.)
(We are similar in some (He laughs like me.)
ways.)
(He cries like me.)
The teacher may opt for the other listening activity
provided entitled ―Politics is the outcome of Inferiority
complex‖.
Politics is the outcome of Inferiority complex
(Everybody feels inferior.) (We don‘t accept that
everybody is unique.)
(Everybody is just one
ofhis kind.)
(Politicians are the worst (They want to prove to
sufferers from inferiority the world that they are
complex.) great.)
(People want power to
prove to themselves and
to others that they are
not just nobodies.)
(For centuries, we have (We have not allowed
been creating the disease people to accept
of inferiority complex.) themselves.)
(The moment you accept
yourself as you are,
without any comparison,
all inferiority, all
superiority disappears.)
(Be yourself, and that‘s (You are accepted by
enough.) this universe. Rejoice in
it!)
J. Additional activities for List down important details and extra details that
application or happened to you today.
remediation
V. REMARKS
VI. REFLECTION

earned 80% on the
remediation
20
C. Did the remedial
learners who have
continue to require
remediation
Why did these work?
encounter which my
solve?
to share with other
teachers?
21
I. OBJECTIVES
C. Learning  Explain the literary devices used. EN10LT-IVb-2.2.2
Competencies/Objectives  Explain how the literary/rhetorical devices used
(Code) contribute to the theme of the selection.
EN10LT-IVb-2.2
II. CONTENT Literary Devices
III. LEARNING
RESOURCES
References
Pages
Pages
3. Textbook Pages
from LR Portal
5. Other Learning Discrimination Comic Strip
Resources http://balooscartoonblog.blogspot.com/2010/04/age-
discrimination-cartoon.html
Anaphora
https://literarydevices.net/
Parallelism
https://literary-devices.com/literary-devices/
Discrimination Poem
https://www.poemhunter.com/poem/discrimination/
Allen, J. et al. (2008). Mc Dougal Littel Literature
(Louisiana Edition). Illinois: Houghton Mifflin Company.

A. Reviewing previous The teacher shows a comic strip about discrimination.
lesson or presenting the
new lesson
The teacher may ask the following questions:

1. What is the comic strip about?
2. What kind of discrimination is shown in the comic
strip?
3. What would you do if you were the one being
discriminated?
22
B. Establishing a purpose The teacher may ask the following questions:
for the lesson 1. What is your dream for a better Philippines?
2. Do you wish for a drug-free Philippines? Why? Why
not?
3. Do you wish for a better economy? Why?
4. Do you wish to have peace and equality? Why?
C. Presenting Silent reading of Guided reading of the speech.
examples/instances of the speech. Reading may be done with the
the new lesson teacher starting it with a paragraph
and followed by the whole class.
D. Discussing new The teacher may ask the The students may be
concepts and practicing following questions: grouped with 5 members
new skills #1 1. What was Martin Luther each in order to answer
King Jr.‘s dream? (He the questions.
dreams that all men will be
treated equally.)
2. What was his dream
about the sons of the former
slaves and the sons of the
former slave owners? (He
dreams that they will be
able to sit together at the
table of brotherhood.)
3. What was his dream on
the state of Mississippi? (He
dreams that it will be
transformed into an oasis of
freedom and injustice.)
4. What was his dream in
Alabama?(He dreams that
one day, little black boys
and girls will be able to join
hands with little white boys
and girls as sisters and
brothers.)
5. What was his dream for
his 4 little children? (He
dreams that one day they
will live in a nation where
they will not be judged by
the color of their skin, but by
the content of their
character.)
6. Why do you think Martin
Luther King Jr. feels so
strongly about attaining
equality? (Because he is
black and African-
Americans were
discriminated because of
the color of their skin.)
7. What about in our
country, do people
discriminate others? (Yes,
people discriminate poor
23
people, those who belong in
the LGBTQ, the PWDs,
etc.)
8. As a student, what
should you do if you see
your friend being
discriminated?(I will defend
my friend for we are all
equal and no one has the
right to discriminate others.)
E. Discussing new The teacher may write the following lines taken from the
concepts and Practicing speech on a visual aid and ask the following questions:
new skills #2
Go back to Mississippi, go back to Alabama, go back to
South Carolina
What can you observe in this line? (They are repetitive.)
What do you call the deliberate repetition of the first part
of the sentence in order to achieve an artistic effect?
(Anaphora)
What was being repeated deliberately? (The phrase ―Go
back‖ was being repeated.)
With this faith we will be able to work together, to pray

together, to struggle together, to go to jail together, to
stand up for freedom together, knowing that we will be
free one day.
What do you observe in this line? (It has a lot of infinitive
phrases.)
What do you call the use of components in a sentence
that are grammatically the same?(Parallelism)
What are the phrases that were grammatically the same?

(to work together, to pray together, to struggle together,
to go to jail together, to stand up for freedom together)
What do you call anaphora and parallelism? (They are
examples of literary devices.)
What are literary devices? (Literary devices or literary

techniques are specific structures that writers often use
to add meaning or create more compelling stories for the
reader.)
How did anaphora and parallelism contribute to the
totality of the speech? (They made the impact of
discrimination resounding because of its repetitiveness
and it added beauty to the literary piece.)
F. Developing mastery The teacher may give Students will be grouped with
(leads to Formative the following instruction: 5 members each in order to
Assessment #3) Look for more examples answer the activity.
of anaphora and The teacher may give the
parallelism in Martin following instruction:
Luther King Jr.‘s Look for more examples of
speech. anaphora and parallelism in
Martin Luther King Jr.‘s
speech.
24
G. Finding practical Do you appreciate anaphoras and parallelism in lines of
application of concepts movies and commercials on TV? Cite examples.
and skills in daily living (Doublemint, Double the flavor, double the fun).
H. Making What are literary devices? (Literary devices or literary
generalizations of techniques are specific structures that writers often use
concepts and skills in to add meaning or create more compelling stories for the
daily living reader.)
Anaphora-deliberate repetition of the first part of the
sentence in order to achieve an artistic effect
Parallelism- the use of components in a sentence that
are grammatically the same
I. Evaluating learning The teacher may give the
evaluation to the students
individually or they may do it
by pair depending on the
teacher‘s assessment of Students will take the
their capabilities. evaluation by group. They
will be divided in groups
List down examples of with 5 members each.
anaphora and parallelism
that you can find in the
poem entitled
―Discrimination‖.
J. Additional activities for List down 5 lines from songs that used anaphora and 5
application or lines that used parallelism.
remediation
V. REMARKS
VI. REFLECTION
earned 80% on the
remediation
C. Did the remedial
learners who have
continue to require
remediation
Why did these work?
encounter which my
solve?
to share with other
teachers?
25
I. OBJECTIVES
Standards relevant socio – cultural issue.
Competencies/Objectives EN10V-IVa-30
(Code)  Get vital information from various websites on the
internet. EN10SS-IVb-1.7
II. CONTENT Technical terms used in research
Get vital information from the internet
III. LEARNING
RESOURCES
References
Pages
Pages
3. Textbook Pages pp. 469 -470
from LR Portal
5. Other Learning INTERNET TERMS TO KNOW
Resources https://www.classzone.com/books/research_guide/page_
build.cfm?content=terms&state=none
Articles
https://newsinfo.inquirer.net/1161301/police-officer-
gunned-down-in-quezon-city/amp
https://www.rappler.com/business/239194-no-cash-
transfers-just-loans-rice-farmers
A. Reviewing previous The teacher will ask the students to give a recap of the
lesson or presenting the topics previously discussed.
new lesson
B. Establishing a purpose The teacher will ask the students :
for the lesson In what way is the internet useful to you as a student?
(answers may vary)
C. Presenting *The teacher will ask the students to write down 3
examples/instances of internet terms that they always encounter when they are
the new lesson using the internet or researching.
*The students will give a definition of the term that they
have given and share their output to the whole class.
D. Discussing new *The teacher will introduce the new topic after the group
concepts and practicing work – the class will discuss the internet terms needed
new skills #1 when making a research.
https://www.classzone.com/books/research_guide/page_
build.cfm?content=terms&state=none
26
(Materials for discussion can be found in the appendix)
(the teacher may provide a copy/handouts of the terms to
shorten discussion time.)
*After the discussion the teacher will let the students

illustrate, describe, or enumerate the things they do when
using the internet (example: going to the browser
(Mozilla Firefox, Google Chrome, Internet Explorer, then
using a search engine like Yahoo etc…)
*The activity will show the students‘ knowledge of the
internet
(Material can be found in the appendix)
E. Discussing new The teacher will give a sample of an article taken from
concepts and Practicing the internet:
new skills #2
(The article can be found in the appendix)
Have the students answer the following questions:

1. Who was the police officer killed by the gunmen?
(Police Patrolman Michael Delos Reyes)
2. When was he killed? (1:30pm, Thursday, Quezon
City, September 5)
3. What was the motive behind the incident? (The
motive is unknown and the gunmen are still
unidentified)
The teacher will let the students identify:
1. the website where the article was taken from
(Philippine Daily Inquirer website)
2. The students will also look for the URL of the
article.
F. Developing mastery *The teacher may ask the students what they know about
(leads to Formative the plight of the rice farmers in the country today, and
Assessment #3) about the rice tariffication law
*The teacher will provide the students a copy of a news
article taken from the internet
https://www.rappler.com/business/239194-no-cash-
transfers-just-loans-rice-farmers
(a copy of the article can be found in the appendix)
*The students will then be tasked to write a short

paragraph on what they think must be done by the
government in helping the farmers, they are also tasked
to include in their paragraph what the government has
planned based on the article they just read.
(The teacher may use articles other than the one

provided)
27
G. Finding practical The teacher will ask the class: How can you motivate
application of concepts others to learn how to use the internet and get vital
and skills in daily living information from sites that they visit?
H. Making What is the importance of knowing how to do research
generalizations of using the internet?
daily living
I. Evaluating learning The formative assessment and article will serve as the
evaluation.
application or
remediation
V. REMARKS
VI. REFLECTION

earned 80% on the
remediation
C. Did the remedial
learners who have
continue to require
remediation
Why did these work?
encounter which my
solve?
to share with other
teachers?
28
I. OBJECTIVES
Standards relevant socio – cultural issue.
C. Learning  Get different viewpoints on various local or global
Competencies/Objectives issues. EN10LC – Ivb-3.8
(Code)  Use a variety of informative, persuasive, or
argumentative writing techniques in making thesis
statement and research objectives.
EN10WC-IVb-14.1.2
II. CONTENT Get different viewpoints on various local or global issues.
Construct a thesis statement and objective.
III. LEARNING
RESOURCES
References
Pages
Pages
3. Textbook Pages
4. Additional Materials Methods of Research and Thesis Writing, pp. 23, 27-28
from LR Portal
5. Other Learning Article on teenage smoking
Resources https://www.sciencenewsforstudents.org/article/most-
students-wrong-risks-smoking-occassionaly
Research Objectives
https://soas.ac.uk/cedep-demos/000_P506_RM-3736-
Demo?unit1/page_26.htm
Thesis Statement
https://examples.yourdictionary.com/thesis-statement-
examples.html
A. Reviewing previous The teacher will ask the students to give a recap of the
lesson or presenting the topics previously discussed.
new lesson
B. Establishing a purpose *The teacher will call on several students to write on the
for the lesson board the things that their peers do that put them in
trouble
(example: drinking, smoking, cutting class etc.)
*The teacher will let the students share why these things
cause trouble in a person‘s life.
C. Presenting The teacher will have the The teacher will read aloud
examples/instances of class read an article on an article about teenage
the new lesson teenage smoking. The smoking.
teacher may call on 1 or 2
students to read the
article aloud.
29
https://www.sciencenewsf https://www.sciencenewsfor
orstudents.org/article/mos students.org/article/most-
t-students-wrong-risks- students-wrong-risks-
smoking-occassionaly smoking-occassionaly
(Before reading the article (Before reading the article

the teacher can present the teacher can present to
to the class the Power the class the Power Words
Words for Vocabulary for Vocabulary
Improvement/Unlocking of Improvement/Unlocking of
Difficulties – found in the Difficulties – found in the
appendix) appendix)
The teacher will present The teacher will present the

the following questions to following questions to the
the class: class:
1. What is the article 1. What is the article all

all about? (The about? (The article is
article is all about all about teenage
teenage smoking smoking and its
and its risks) risks)
2. What are the risks 2. What are the risks of
of smoking? smoking? (answers
(answers may vary may vary depending
depending on the on the information
information they they understood from
understood from the article)
the article) 3. What other tobacco
3. What other products do teens
tobacco products use aside from
do teens use aside cigarette? (cigars,
from cigarette? chewing tobacco,
(cigars, chewing snuff, hookahs and
tobacco, snuff, electronic cigarettes)
hookahs and 4. What are the
electronic dangers of smoking
cigarettes) as presented in the
4. What are the article? (answers
dangers of may vary depending
smoking as on the information
presented in the they understood from
article? (answers the article)
may vary
depending on the
information they
understood from
the article)
30
D. Discussing new Group Work Group Work
concepts and practicing *The teacher will divide *The teacher will divide the
new skills #1 the class into 6 groups class into 6 groups and let
and let the students list the students list down the
down the important points important points about
about smoking/teenage smoking/teenage smoking
smoking and its risks and its risks From the article
From the article they they listened/read.
listened/read. *A member from each will
*A member from each will present/share their output to
present/share their output the class
to the class (Give the class 10 minutes
(Give the class 10 to do the activity)
minutes to do the activity)
E. Discussing new *The teacher will discuss on Research objectives and
concepts and Practicing thesis statement. (The teacher will give a short review on
new skills #2 what “research” is )
(materials for discussion can be found in the appendix)
*The teacher must let the students point out the
importance of the objectives and statement in a research.
Group Work
(same groupings as previous activity)
*The teacher will have the students review the article that
they just read and have them identify and list , the things
about (teenage) smoking that they want to focus on
(effects on education, family, health , etc.)
Note: A peer editing may be done by the students
F. Developing mastery The teacher will give each group enough time to
(leads to Formative construct their objectives and thesis statement
Assessment #3)
The teacher will ask the question:
How can you help the society with your research?
H. Making The teacher will ask the question:
generalizations of What is research? What is its role in our society? In our
concepts and skills in lives?
daily living
I. Evaluating learning The students will present their group output: research
objectives and statement.
application or
remediation
V. REMARKS
VI. REFLECTION

earned 80% on the
remediation
31
C. Did the remedial
learners who have
continue to require
remediation
Why did these work?
encounter which my
solve?
to share with other
teachers?
32
I. OBJECTIVES
Standards relevant socio-cultural issue.
C. Learning  Determine tone, mood, technique, and purpose of
Competencies/Objectives the author. EN10LT-IVc-2.2.3
(Code)
II. CONTENT Tone, mood, technique, and purpose of the author
III. LEARNING
RESOURCES
References
1. Teacher’s Guide English 10 Teacher‘s Guide pp. 398-401
Pages
2. Learner’s Materials English 10 Learner‘s Material
Pages Diversity: Celebrating Multiculturism Through World
Literature, pp. 439-440
3. Textbook Pages
from LR Portal
5. Other Learning
Resources
A. Reviewing previous Task 1: From Books to Movies Task 1: From Books to
lesson or presenting the Movies
new lesson Unlock the titles of these
famous books which were Guess the titles of these
made into movies by famous books which
arranging the letters to form were made into movies
the title. by looking at their
following posters.
1.RRYHA OTPTER
2.GHTILITWI
3.RDLO FO HTE SGNRI
4.ELS RABLESMISE
5.NICHROCLES FO 1.
NIANAR
6. GERHUN SEMAG
7. TOMPHAN FO HET
PEOAR 2.
Answers:
1. Harry Potter
2. Twilight
3. Lord of the Rings
3.
4. Les Miserables
5. Chronicles of Narnia
6. Hunger Games
7. Phantom of the Opera
33
4.
5.
6.
7.
B. Establishing a purpose Say:

for the lesson One of the books that was turned into a movie
was Les Miserables. Today, we will read one of the
chapters of this classic novel to determine the tone,
mood and technique used by Victor Hugo in his work.
C. Presenting The teacher will give the infobits about the author and
examples/instances of about the text before letting them readChapter VII.
the new lesson Cosette Side by Side with the Stranger in the Dark(an
excerpt from Les Miserables by Victor Hugo).
English 10 Learner’s Material

Diversity: Celebrating Multiculturism Through World
Literature
pp. 439-440
D. Discussing new Task 2: Setting the Mood Task 2: Setting the
concepts and practicing (Dyad Activity) Mood (Dyad Activity)
new skills #1 The teacher will ask the The teacher will ask the
learners: learners:
1. Who are the characters in 1. Who are the
the story? Describe each characters in the
character. story? Describe
(The characters in the story each character.
are Cosette and the stranger. 2. What did you
Cosette is an 8-yr. orphan girl feel while you
working for the Thenardier‘s. were reading the
The stranger is a kind man story? Why?
who helped Cosette with her
bucket of water.) Choose the best
emoticon that describes
2. What is the little girl doing the tone and mood of
in the forest at that time of the story. Be ready to
the night? What about the explain why you chose
man? the emoticon.
(The little girl was fetching
water for the Thenardier‘s.
34
While the stranger‘s reason
for being there was not clearly
stated, but it could be that he
was looking for a place to stay
for the night.)
Review with the learners tone

and mood.
3. Describe the setting of the

story.
(The setting of the story was
late in the evening on a lonely Discuss with the
road.) learners tone and mood.
4. How did the setting 3. Describe the

contribute to mood of the setting of the
story? story.
(The setting of the story made 4. How did the
the mood of the story very setting
gloomy or sad. It was dark contribute to the
and the road was a lonely mood of the
road for a traveller.) story?
E. Discussing new Task 3: What‘s the Purpose

new skills #2 Tell the purpose of the author in writing the story by
answering the activity sheet below. Be ready to share
your answer.
Author‘s Purpose in Writing the Story

To Persuade To Inform To Entertain
Details Details Details
35
F. Developing mastery Task 4: Recalling Stories of Movies I Watched
(leads to Formative (Group Activity)
Assessment #3) (Note: Just to be sure that the class is of the same
ground, show video clips of all movies listed in the
activity)
Complete the table by supplying the tone and mood of

the story with the correct emoticon in the second column
and write the purpose of the author in the third column.
(Advanced Learners)
Title of the Tone Mood Author‘s

Story Purpose
Harry Potter
Twilight
Lord of the
Rings
Chronicles of
Narnia
Hunger Games
Phantom of the
Opera
Note: The average learners‘ groups may have the option

of choosing three stories to do.
G. Finding practical In what ways are the situation/s in the excerpt of the
application of concepts story from Les Miserables, similar and different from real
and skills in daily living life? Cite examples of a similar situation in your life.
H. Making The learners answer the following questions:
generalizations and 1. How would you differentiate tone from mood?
abstractions about the 2. What are the different purposes of an author in
lesson writing?
I. Evaluating learning Complete the table by supplying the tone, mood, and the
purpose of the author of your 3 most favourite movies.
Title of the Tone Mood Author‘s
Movie Purpose
1.
2.
3.
J. Additional activities for Secure a copy of Les Miserables (1998) and invite your
application or parents and siblings to watch it with you. After watching
remediation the movie, discuss the following questions with them and
list down their answers.
1. What is the best part of the movie for you?

2. Who is your favourite character in the movie?
Why?
3. What feelings do you share with any characters in
the movie?
4. If you were the author, would you change the
ending? What changes would you do with the
story?
36
V. REMARKS
VI. REFLECTION

earned 80% on the
remediation
C. Did the remedial
learners who have
continue to require
remediation
Why did these work?
encounter which my
solve?
to share with other
teachers?
37
I. OBJECTIVES
C. Learning  Appraise the unity of plot, setting and
Competencies/Objectives characterization in a material viewed to achieve
(Code) the writer‘s purpose. EN10VC-IVc-29
II. CONTENT Unity of plot, setting and characterization
III. LEARNING
RESOURCES
References
Pages
Pages
3. Textbook Pages
from LR Portal
5. Other Learning Short film ―The Paperman‖
Resources https://www.youtube.com/watch?v=Z4dIgUgYCxQ
How Story Elements Interact and Shape One Another
https://study.com/academy/lesson/how-story-elements-
interact-shape-one-another.html
Story Elements Graphic Organizer
https://www.google.com/search?q=Story+elements+grap
hic+organizer&bih=560&biw=360&hl=en&sxsrf=ACYBG
NSEGFeq1X6fZ--
ccC2eQenxgDRP6w:1568562413407&source=lnms&tbm
=isch&sa=X&sqi=2&ved=0ahUKEwja39WrltPkAhXj-
GEKHQUHCTEQ_AUIBigB&biw=360&bih=560#imgrc=Y
9Th6f2aFrVoEM
Video Clip ―You Can Be A Hero Too‖
https://youtu.be/15UBikaulQM

A. Reviewing previous
lesson or presenting the Task 1: Three-in-One (Group Activity)
new lesson
Each group will be given a set of pictures that represents
a word. A representative from the group will have to write
on the board the word represented by the pictures.
(2 mins.)
38
Set A
___A__E__
Set B
_E__I__
Set C
__O_
Answers:
Set A – Characters
Set B – Setting
Set C – Plot
Sources of sample pictures:

https://www.etsy.com/listing/266269897/disney-cross-stitch-pattern-
disney
https://www.seekpng.com/ipng/u2q8u2u2t4a9u2r5_este-pack-contm-
todos-os-emojis-do-whatsapp/
https://www.spot.ph/entertainment/movies-music-tv/72732/10-movie-
characters-almost-played-by-someone-else-a00220-20180130-lfrm
https://www.writingforward.com/storytelling/fiction-writing-the-setting-
of-a-story
https://www.iconfinder.com/icons/3140056/config_configure_gear_ge
ar_symbol_setting_settings_wheel_icon
https://www.joblo.com/horror-movies/news/lists-top-10-horror-movie-
settings
https://www.google.com/amp/s/www.storyboardthat.com/articles/e/plo
t-diagram/amp
http://www.nanubhaiproperty.com/property-details/100-sq-yrd-
residential-plot-land-for-sale-raipur-rani-in-
panchkula?pid=x8rZffVhQWv/mYBmvf9CmA==
https://www.pinterest.ph/pin/91549804894652301/
39
B. Establishing a purpose In the short film that you will be watching, take note of
for the lesson how the setting, characters, and plot help in achieving
the writer‘s purpose
C. Presenting The teacher will let the learners watch an 8-minute short
examples/instances of film entitled Paperman.
the new lesson
https://www.youtube.com/watch?v=Z4dIgUgYCxQ
D. Discussing new Task 2: (Dyad) Task 2: Group Activity
concepts and practicing Let the learners answer The groups will fill in the
new skills #1 the following questions: graphic organizer with the
correct answers from the short
1. What is the story film they have viewed. After
about? (Let the 10 mins., The groups‘ outputs
learners answer by will be posted on the board for
identifying the setting, comparing and contrasting.
characters, and plot
of the story.)
(The story is about how
George, an ordinary
white-collar worker, has
a chance encounter with
the girl of his dreams on
a train platform in the
bustling mid-century
New York City. The
dispirited man arrives at
work with nothing more
than a vivid memory of
the lovely stranger,
when, suddenly, he
https://www.google.com/searc
spots her through the
h?q=Story+elements+graphic
window in the building
+organizer&bih=560&biw=360
across the street. He
&hl=en&sxsrf=ACYBGNSEGF
used a fleet of paper
eq1X6fZ--
airplanes to get her
ccC2eQenxgDRP6w:1568562
attention
413407&source=lnms&tbm=is
ch&sa=X&sqi=2&ved=0ahUK
Ewja39WrltPkAhXj-
How Story Elements
GEKHQUHCTEQ_AUIBigB&b
Interact and Shape One
iw=360&bih=560#imgrc=Y9Th
Another 6f2aFrVoEM
https://study.com/acade
my/lesson/how-story-
elements-interact-
shape-one-another.html The teacher will discuss the
five essential elements of a
(courtesy of Mrs. story and how these elements
Susan Mallete-Sallan, help in achieving the author‘s
Cotmon National High purpose. (see appendices)
School)
2. What do you think is

the author‘s purpose
in writing the story?
40
(The author‘s purpose in
writing the story is to
entertain its viewer.)
3. How did the

characters, setting and
plot help in achieving
the author‘s purpose in
writing the story?
(The characters, setting
and plot kept the story
running smoothly and
allow the action to
develop in a logical way
that the viewer was able
to connect thus
achieving the author‘s
purpose in writing and
that is, to entertain.)
E. Discussing new
new skills #2
F. Developing mastery Task 3 Small Group Differentiated Activity
(leads to Formative The teacher will group the learners into 5 groups and
Assessment #3) give 5 minutes for each group to prepare their task.
Group 1 – Retell the events of the story using a graphic

organizer.
Group 2 – Show the characters‘ emotions, thoughts, and

actions through a comic strip.
Group 3 - Draw a scene when the two characters meet.
Group 4 – Write a letter addressed to the heroine about

the story‘s hero‘s feelings for her.
Group 5 – Act out your most favourite part of the story.
After 5 mins., the groups will present their outputs to the

class.
Ask the learner the question, ―What lesson in life did you
learn from the short film?‖
H. Making Ask the learners:
generalizations and How does unity of the plot, setting and characters
abstractions about the help in achieving the writer‘s purpose?
lesson
I. Evaluating learning Teacher will instruct the learners to watch the
short video clip You Can Be a Hero too and write 3-5
sentences on how the plot, setting and characters help in
achieving the writer‘s purpose.
https://youtu.be/15UBikaulQM
41
application or
remediation
V. REMARKS
VI. REFLECTION

earned 80% on the
remediation
C. Did the remedial
learners who have
continue to require
remediation
Why did these work?
encounter which my
solve?
to share with other
teachers?
42
I. OBJECTIVES
C. Learning  Get familiar with technical terms used in research
Competencies/Objective EN10V-IVa-30
s(Code)  Synthesize essential information about a chosen
issue through an outline. EN10SS-IVc-1.8
Outline
III. LEARNING
RESOURCES
References
Pages
Pages
3. Textbook Pages
from LR Portal
5. Other Learning https://academicanswers.waldenu.edu/faq/72846
Resources
Communication Skills in English: A Learning Centered
Approach
pp. 155-157
https://www.google.com/url?sa=t&source=web&rct=j&url=
http://www.siskiyous.edu/asc/documents/writing/whatisout
line.pdf&ved=2ahUKEwiF886wsNPkAhXlxosBHeZIAjcQFj
AcegQICRAB&usg=AOvVaw2gak82SK7pRNtChpuv79&c
shid=1568571320967
https://www.huffpost.com/entry/high-school-pressure-
stud_n_1090158
A. Reviewing previous Task 1: Memory Lane
lesson or presenting the Let the learners write some technical terms used in
new lesson research on the board.
B. Establishing a The teacher will ask the learners:
purpose for the lesson 1. How did you find the activity?
2. Are you familiar with the definitions of the words
on the list?
C. Presenting In this lesson, we will answer the following questions:
examples/instances of 1. What is an outline?
the new lesson 2. What are the types of outline?
3. Why is outlining necessary for research?
We will also make an outline today.
43
D. Discussing new The teacher will discuss the meaning of outline.
new skills #1 An outline is a helpful guide in organizing your paper. It is
a skeleton of your work that gives a visual structure to
your work and is used to show relationships and
hierarchies within your content.
Activity 1: Read the text

The teacher will lead the learners to silently read the text
How Coal Is Used.
Text: How Coal Is Used
The principal uses of coal have changed considerably

since the end of the 1914-1918 War. During the
nineteenth and early twentieth centuries, coal was the
main fuel used for developing steam power for driving
factory machines locomotives and ships. Coal was also
used extensively for generating heat for buildings. Today,
very few factory machines or locomotives are driven by
steam, using coal as a fuel. There are three main ways in
which coal is now used: as a source of energy; for making
coke for extracting metals from their metallic ore: and as a
raw material from which other chemicals, are made.
- R. B. Bunnett
After reading the short selection, show the class samples

of a topic outline and a sentence outline from the
selection.
Topic Outline
I. Uses of Coal
A. 19th and early 20th centuries
1. As main fuel
a. For developing steam power
(1) Factory machines
(2) Locomotives
(3) Ships
2. For generating heat for buildings
B. Today
1. as a source of energy
2. as a source of making coke for extracting
metals from their metallic ore
3. as a new material from which other chemicals
are made
Sentence Outline
I. Uses of coal have changed since the end of 1914-

1918 War.
A. One was during the 19th and 20th centuries.
1. Coal was used as main fuel.
44
a. It was used for developing steam power.
(1) It was used for driving factory
machines.
(2) It was used for driving locomotives.
(3) It was used for driving ships.
2. For generating heat for buildings
B. There are three main ways in which coal is used

today.
1. It is a source of energy.
2. It is used for making coke for extracting
metals from their metallic ore.
3. It is used as a raw material from which other
chemicals are made.
Source:
Communication Skills in English: A Learning Centered
Approach, pp. 155-157
The teacher will then discuss the primary reasons for

outlining:
1. Aids in the process of writing.

2. Helps organize ideas.
3. Presents material in a logical form.
4. Shows the relationships among ideas of a text.
5. Constructs an ordered overview of a text.
6. Defines boundaries and groups.
https://www.google.com/url?sa=t&source=web&rct=j&url=
http://www.siskiyous.edu/asc/documents/writing/whatisout
line.pdf&ved=2ahUKEwiF886wsNPkAhXlxosBHeZIAjcQFj
AcegQICRAB&usg=AOvVaw2gak82SK7pRNtChpuv79&c
shid=1568571320967
E. Discussing new
concepts and Practicing Activity 4 (Group Activity)
new skills #2
The teacher will let each group make a topic outline of the
selection, High School Pressure: Why Students Needs
Shorter Days.
High School Pressure: Why Students Need Shorter Days
Students have a limited amount of power in school,

which is one of the main reasons for cutting classes.
Students feel as though schools try to contain them and
that they are not able to be themselves. They are forced
to sit in a chair for a certain amount of time and to quietly
complete assignments. The thought of this recurring
activity results in students caring less about school, which
eventually makes their grades decrease. By shortening
the school days, students wouldn‘t be as distressed about
going to school and their grades would be higher. Fewer
45
school hours per day would permit students to have
enough time to study, complete school assignments,
participate in after-school activities and be able to get to
bed by a decent hour.
Long school hours put much pressure on students.

We may tend to slack off which could be harmful for their
education in the long run. In classes now, the lesson
usually doesn‘t start until about ten minutes into the
period, once the students have settled into their places.
This is also because students feel that if they are late to
class, the time would go by faster. If about ten minutes
were cut from each class, the time would add up. The
students would most likely go to their classes on time,
because the class would overall be shorter and able for
them to handle. A shorter day would leave more time for
us to enjoy their lives and not have to rush through
activities or assignments. We would be able to do
everything at a slower and calmer pace rather than
rushing. By cutting time out of the school day, the
students‘ education level would not be hurt. The students
would be able to retain the same information whether it
was taught within an hour or half an hour.
A shorter school day can only be seen as a

positive change. Bothstudents, teachers and
administrators would benefit from the change. Teachers
would be able to have some free time and be able to
educate students. The students would gain more time for
fun while also having time to gain an excellent education.
- Rachel D., Brooklyn, NY
https://www.huffpost.com/entry/high-school-pressure-
stud_n_1090158
F. Developing mastery Learners will prepare their own outline using their own
(leads to Formative title, thesis statement and objective prepared during first
Assessment #3) and second week of the unit lesson.
G. Finding practical Why is it important to you, as a student to learn the

application of concepts following:
1. learn the basic technical terms used in research
and;
2. know how to make a an outline?
H. Making
generalizations and The teacher will let the learners name and discuss briefly
abstractions about the some basic technical term used in research and
lesson everything they have learned about outlining.
46
I. Evaluating learning The teacher will check the outline prepared by the
students in part F using the rubrics below.
Rubrics for Grading the Topic Outline
Criteria Level
Excellent Fair Needs
(15pts) (10 pts) Improvement
(5 pts.)
Main Ideas Includes four Includes Includes
main ideas two main one main
that flow ideas that idea that
logically and flow flow
are logically logically and
effectively and are are
linked to a effectively effectively
main point. linked to a linked to a
main point. main point.
Supporting Each main Each main Each main
Evidence idea contains idea idea
two contains contains no
compelling or one compelling
persuasive compelling or
pieces of or persuasive
supporting persuasive piece of
evidence. piece of supporting
supporting evidence.
evidence.
Heading All headings There are There are
and and one or two three or
Subheading subheadings errors in more than
Parallelism use the parallelism. four errors
same part of in
speech. parallelism.
Writing Writing is Writing Writing
Mechanics clear and lacks lacks clarity
concise. clarity or and
Sentence concisenes conciseness
structure and s. Minor . Serious
grammar are problems problems
excellent. with with
Correct use sentence sentence
of structure structure
punctuation. and some and
No spelling grammatic grammar.
errors. al errors. Numerous
Few errors major
in and/or
minor errors
in
punctuation
and
spelling.
J. Additional activities Bring a copy of a sample research and its outline.
for application or
remediation
47
V. REMARKS
VI. REFLECTION

earned 80% on the
remediation
C. Did the remedial
learners who have
caught up with the
lesson
continue to require
remediation
Why did these work?
encounter which my
supervisor/principal/dep
artment head can help
me solve?
use/discover which I
wish to share with other
teachers?
48
I. OBJECTIVES
C. Learning  Observe the language of research in writing an
Competencies/Objectives outline. EN10G-IVc-32
(Code)
II. CONTENT Language of research
III. LEARNING
RESOURCES
References
Pages
Pages
3. Textbook Pages
from LR Portal
5. Other Learning https://explorable.com/research-paper-outline-example
Resources
http://rasmussen.libanswers.com/faq/32339

A. Reviewing previous Task 1 (Dyad Activity) 5 mins.
lesson or presenting the Arrange the following strips of paper to form an outline.
new lesson
Asbestos Poisoning
B. Effects of Asbestos Poisoning

I. Introduction
B. Recommendations
III. Conclusion
C. Definition of Terms
A. Conclusion
1. How to Deal with Asbestos Hazards
A. Symptoms of Asbestos Poisoning
B. Significance of the Study
C. Treatments
A. Definition of Asbestos Poisoning
II. Body
https://explorable.com/research-paper-outline-example
49
C. Presenting The teacher will post the correct topic outline of the
examples/instances of activity.
the new lesson Asbestos Poisoning
I. Introduction
A. Definition of Asbestos Poisoning
B. Significance of the Study
C. Definition of Terms
II. Body
A. Symptoms of Asbestos Poisoning
B. Effects of Asbestos Poisoning
C. Treatments
III. Conclusion
A. Conclusion
B. Recommendations
1. How to Deal with Asbestos Hazards
https://explorable.com/research-paper-outline-example
The teacher will let the learners compare their outlines

with the correct outline form.
D. Discussing new Task 2 (Group Activity) 10 mins.

concepts and practicing The teacher will divide the class into three groups. A
new skills #1 representative from each group will draw lots for Set A,B,
and C. Each set contains strips of paper that has one
main idea and supporting details which are not in order.
The groups will have to arrange the strips of paper in
order to form an outline.
Thesis: Drugs should be legalized.
Set A
2. After Amsterdam had legalized marijuana, drug-related
crime rates dropped
B. Amsterdam/Netherlands
I. Legalization of drugs would reduce crime rates
2. During Prohibition, crime rates related to alcohol were
high
A. Prohibition
1. Before Prohibition, crime rate related to alcohol were
low-to-medium
a. Arrests for drunkenness and disorderly conduct
increase 41%
3. After Prohibition, crime rates related to alcohol were
very low
b. Federal prison population increased 366%
1. Before Amsterdam had legalized marijuana, drug-
related crime rates were high
Set B
3. Federal taxes
A. Taxes
2. Drug quality testing
50
1. Local taxes
II. Legalization of drugs would benefit the economy
B. Business Owners
1. Drug production
3. Drug sales
2. State taxes
Set C
1. Fake/dangerous drugs eliminated
A. Quality of drugs would increase
3. Amount of active ingredient standardized and
stabilized
1. Hospitals
III. Legalizationof drugs would benefit public health
2. Fake/placebo drugs eliminated
B. Drug users with addiction issues would get more help
2. Clinics
C. Your people would be less likely to start drugs
3. Public health clinics
Key to Correction
Thesis: Drugs should be legalized.
Set A
I. Legalization of drugs would reduce crime rates
A. Prohibition
1. Before Prohibition, crime rate related to alcohol
were low-to-medium
2. During Prohibition, crime rates related to alcohol
were high
a. Arrests for drunkenness and disorderly conduct
increase 41%
b. Federal prison population increased 366%
3. After Prohibition, crime rates related to alcohol
were very low
B. Amsterdam/Netherlands
1. Before Amsterdam had legalized marijuana, drug-
related crime rates were high
2. After Amsterdam had legalized marijuana, drug-
related crime rates dropped
Set B
II. Legalization of drugs would benefit the economy
A. Taxes
1. Local taxes
2. State taxes
3. Federal taxes
B. Business Owners
1. Drug production
2. Drug quality testing
3. Drug sales
Set C
III. Legalization of drugs would benefit public health
A. Quality of drugs would increase
51
1. Fake/dangerous drugs eliminated
2. Fake/placebo drugs eliminated
3. Amount of active ingredient standardized and
stabilized
B. Drug users with addiction issues would get more
help
1. Hospitals
2. Clinics
3. Public health clinics
C. Your people would be less likely to start drugs
http://rasmussen.libanswers.com/faq/32339
Given the sample, the teacher will guide the learners

in analyzing how the research outline was made
using the given research topic, thesis statement
and objectives.
E. Discussing new
new skills #2
F. Developing mastery Activity 3 (Quarter 4 Week 1 Grouping)
(leads to Formative
Assessment #3) The teacher will let the groups draft an outline of their
group‘s chosen topic (from Week 1). Include the
research topic, thesis statement and objectives.
H. Making
generalizations and
abstractions about the
lesson
I. Evaluating learning The teacher will check the drafts written by each group.
Remind students of the rubric for grading an outline
presented yesterday. (see Attachments Day 3)
application or
remediation
V. REMARKS
VI. REFLECTION

earned 80% on the
remediation
C. Did the remedial
learners who have
52
continue to require
remediation
Why did these work?
encounter which my
solve?
to share with other
teachers?
53
I. OBJECTIVES
C. Learning  Observe the language of research in writing an
Competencies/Objectives outline. EN10G-IVc-32
(Code)
II. CONTENT Language of research
III. LEARNING
RESOURCES
References
Pages
Pages
3. Textbook Pages
from LR Portal
5. Other Learning
Resources
A. Reviewing previous The teacher will ask learners about what they need
lesson or presenting the to remember when writing an outline.
new lesson
C. Presenting
examples/instances of
the new lesson
D. Discussing new
new skills #1
E. Discussing new
new skills #2
F. Developing mastery The teacher will let the groups encode their outlines on
(leads to Formative the computer for the presentation later. Include the
Assessment #3) research topic, thesis statement and objectives.
Remind the students of the rubric in grading a topic

outline.
(Please see Rubric for Grading an Outline on Day 3).
54
H. Making
generalizations and
lesson
I. Evaluating learning Presentation of Group outputs.
The teacher will then evaluate the outputs based on the

rubric for grading an outline. (Please see Rubric for
Grading an Outline on Day 3).
application or
remediation
V. REMARKS
VI. REFLECTION

earned 80% on the
remediation
C. Did the remedial
learners who have
continue to require
remediation
Why did these work?
encounter which my
solve?
to share with other
teachers?
H. Making
generalizations and
lesson
55
I. OBJECTIVES
C. Learning  Draw similarities and differences of the featured
Competencies/Objectives selections in relation to the theme.
(Code) EN10LT-IVc-2.3
II. CONTENT Similarities and Differences
III. LEARNING
RESOURCES
References
Pages
Pages
3. Textbook Pages
from LR Portal
5. Other Learning  https://www.freemeditation.com/articles/2009/10/1
Resources 4/the-bullock-cart-a-story-about-equality/
 https://www.peas.org.uk/stories/2018/11/20/a-
day-in-the-life-of-shebah-nakirya

A. Reviewing previous Recall of previous lessons through asking questions:
lesson or presenting the  What had transpired from yesterday‘s discussion?
new lesson  What concepts seemed to be vague to you?
 What learnings/realizations did you get?
B. Establishing a purpose The teacher asks: (5 minutes)
for the lesson  How many of you want to experience equality?
 Is equality really a necessity? Why?
 What are the pressing issues that we face today
pertaining to equality?
Today, we will be embarking on two stories that present

one pressing issue and that is about promoting equality. I
would like you to critically analyze the conventions
embedded in the two stories.
C. Presenting Instructions: The teacher proceeds to the oral reading

examples/instances of of selections: Each story must be clearly read by the
the new lesson students. Provide each student a copy of the articles.
The first story is entitled, “A Day in the Life of... Shebah
Nakirya” and the second story is “The Bullock Cart”.
Stories should be read by the students orally. It can be
read by group. These stories can be accessed at
56
https://www.peas.org.uk/stories/2018/11/20/a-day-in-the-
life-of-shebah-nakirya and
https://www.freemeditation.com/articles/2009/10/14/the-
bullock-cart-a-story-about-equality/ respectively. (10
minutes)
D. Discussing new Instructions: Ask orally the following questions. Some
concepts and practicing answers may vary.
new skills #1
Questions for Story 1
1. Who are the characters in the story?
2. What does equality mean?
3. What are its basic assumptions?
4. What does promoting equality entail?
5. What disparity is shown in the story?
6. To what social issue at present can you relate the
story?
7. How can you play your role as agent to promote
equality?
Question for Story 2

1. What issue is tackled in the story?
2. What kind of discrimination has been experienced by
the group?
3. How will you describe the teacher? Why? Is that kind
of person still present today? Who then?
4. Is this inequality encountered by these people still
happening at this point? Justify your answer.
5. If you happen to be the teacher, what other
measure(s) will you do to promote equality among girls?
E. Discussing new
new skills #2
F. Developing mastery COMPARE AND CONTRAST
(leads to Formative Instructions: Post this organizer on the board. Based on
Assessment #3) the story, call students to analyze the similarities and
differences of the texts‘ theme being read. After soliciting
their answers, make sure that the teacher processes
students‘ responses for clarity.
Similarities Differences
Story 1 Story 2 Story 1 Story 2
Theme
G. Finding practical Instruction: Group the class into 3. Brainstorm and find
application of concepts out the similarities and differences of these social issues
and skills in daily living using Venn Diagram. Students‘ output shall be presented
after. The criteria must be presented by the teacher prior
to the activity. The teacher should filter/control students‘
responses. (10 minutes)
57
Group 1: Women Empowerment vs. LGBTQ+
Group 2: Nurses vs. Teachers
Group 3: Farmers vs. Persons with Disabilities (PWDs)
Group 4: Poor vs. Politician
DIFFERENCES SIMILARITIES DIFFERENCES
H. Making Ask:
generalizations of  What is the moral/lesson of the two articles?
concepts and skills in  Is it helpful to you as a person/learner? Why?
daily living
I. Evaluating learning Students‘ output during the practical application may
serve as the assessment. Below is the rubric to be
utilized in evaluating students‘ output.
CRITERIA Points
Content 20
Relevance 10
Cooperation 10
Presentation of output 10
TOTAL 50 Points
J. Additional activities for Assignment:
application or 1. Read about prosodic features.
remediation 2. Collect 4 cultural beliefs that we Filipinos believe in.
Write it on your notebook.
Extended Activity:
Prepare a research report on a social issue that surfaced
in the selection.
V. REMARKS
VI. REFLECTION

earned 80% on the
remediation
58
C. Did the remedial
learners who have
continue to require
remediation
Why did these work?
encounter which my
solve?
to share with other
teachers?
59
I. OBJECTIVES
C. Learning  Distinguishing facts from beliefs. EN10RC-IVd-2.13
Competencies/Objectives  Evaluate accuracy of given information.
(Code) EN10RC-IV-15.1
 Use correct prosodic features of speech.
EN10OLIVe-5
II. CONTENT Facts/Information and Prosodic Features
III. LEARNING
RESOURCES
References
Pages
Pages
3. Textbook Pages
from LR Portal
5. Other Learning  https://www.rappler.com/move-ph/136412-
Resources employment-discrimination-pwds-cebu
 file:///C:/Users/User/Downloads/understanding-
diversity-leads-to-equality.pdf
A. Reviewing previous Recall of previous lessons through asking questions:
lesson or presenting the  What transpired from yesterday‘s discussion?
new lesson  What concepts seemed to be vague to you?
 What learnings/realizations did you get?
B. Establishing a purpose The teacher asks: (5 minutes)
for the lesson 1. What are the common cultural beliefs that we
practice?
2. How do we validate facts/information?
(The teacher should filter and control students’

responses)
With your answers, let‘s read this News Article.
C. Presenting The teacher lets the students read the news article
examples/instances of entitled, ―Cebu PWDs to Duterte: Help stop employment
the new lesson discrimination‖. The article can be accessed at
https://www.rappler.com/move-ph/136412-employment-
discrimination-pwds-cebu .Ask them to read the article
orally with proper pronunciation, stress, pitch, juncture,
and pacing.
Note: The teacher may use another material for the
activity.
60
D. Discussing new Questions to answer orally: (Answers may vary)
concepts and practicing 1. What is a fact? What is a belief?
new skills #1 2. What information or facts can we get from the article?
3. Can you cite those beliefs present in the text? What
are those?
4. How do we assure the accuracy of the given
information?
5. What is the main message of the article?
E. Discussing new
new skills #2
F. Developing mastery Instructions: The class shall be divided into 4 groups.
(leads to Formative Identify what beliefs and facts can we get from these: (10
Assessment #3) minutes)
Group 1: Home
Group 2: School
Group 3: Barangay
Group 4: Classroom
The output must be briefly presented in class. Students

must correctly use prosodic features while presenting.
The teacher should filter/control students‘ outputs. The
teacher may ask the students to integrate equality in their
discussion
application of concepts Using the same grouping, the teacher asks again the
and skills in daily living class to read an excerpt from the article entitled,
―Understanding Diversity Leads to Equality‖. Students
should be given a copy of this article. The students are
expected to list down the facts and beliefs present in the
article. They also need to come up with justification why it
becomes a fact or a belief.
5 FACTS 5 BELIEFS
H. Making Ask 2-3 students these questions:

generalizations of  What is the significance of identifying the
concepts and skills in difference between facts and beliefs?
daily living  Why is there a need to use the prosodic features?
I. Evaluating learning Students will report what they have worked on. The
reporters must be reminded that they have to use
correctly the prosodic features while reporting the data.
61
Criteria for oral report:
CRITERIA POINTS
Content 15
Correct use of Prosodic 15
Features
Delivery 10
Cooperation 10
TOTAL

application or
remediation
V. REMARKS
VI. REFLECTION

earned 80% on the
remediation
C. Did the remedial
learners who have
continue to require
remediation
Why did these work?
encounter which my
solve?
to share with other
teachers?
62
I. OBJECTIVES
B. Performance The learner competently presents a research report on
Standards a relevant socio-cultural issue.
C. Learning  Get familiar with technical terms used in
Competencies/Objectives research questionnaire. EN10V-IVd-30
(Code)  Summarize important points discussed in the
text listened to. EN10LC-IVd-3.14
II. CONTENT Technical terms in research
Summary of Important Points
III. LEARNING
RESOURCES
References
Pages
Pages
3. Textbook Pages
from LR Portal
5. Other Learning Listening Text ―What is a Questionnaire‖
Resources Source:http://www.saciwaters.org/CB/IFRM/IFRM/IV.%
20Literature/Module%206_Qualitative%20Research%
20Methods/6.4%20Questionnaire%20Design_Acharya
%20Bidhan.pdf
Rubrics to Assess Questionnaire

Source:https://www.google.com/url?sa=i&source=images&c
d=&ved=2ahUKEwjWu8y3t8HkAhUafXAKHZ8zDrcQjRx6BA
gBEAQ&url=https%3A%2F%2Fwww.slideshare.net%2Fced
ecite%2Frubric-to-asses-
aquestionnaire&psig=AOvVaw0A6nZcAbeRRG4o6x3d1WKt
&ust=1568038963731903

A. Reviewing previous Recapitulation of the previous lesson. (2 mins)
new lesson
B. Establishing a purpose TASK 1: SHARE ME (3 mins)
for the lesson Call students to share to the class a product of
research and its use to man‘s life.
C. Presenting TASK 2: LISTEN TO ME (10 mins)
examples/instances of The class will be grouped into 5. Each group will be
the new lesson given an answer sheet containing the organizer below.
Listen intently as the teacher reads aloud the text
―What is a Questionnaire‖
63
D. Discussing new TASK 3: SUM IT UP (5 mins)
concepts and practicing Upon listening, students will summarize what thay
new skills #1 have listened to using the graphic organizer:
QUESTIONNAIRE
Definition
TYPES
The teacher calls volunteers to share their answers.

The teacher checks students‘ answers.
E. Discussing new TASK 4: DELVE DEEP (10 mins)
concepts and Practicing Note: The teacher may opt to let the students do a
new skills #2 gallery walk.
Each group will present a sample questionnaire which
their group mates have designed along with their past
lessons. One questionnaire will be posted per group.
Using their answers on the graphic organizer, each
group will critique the questionnaires posted on the
board.
Be guided with the following questions during
critiquing:
1. Does the questionnaire follow the given format?
2. What does the questionnaire ask for? What does it
reveal?
3. What type of questionnaire is it? Prove your
answers.
F. Developing mastery LECTURE (15 mins)
(leads to Formative A questionnaire is a data collection instrument
Assessment #3) consisting of a series of questions and other prompts
for the purpose of gathering information from
respondents. The questionnaire was invented by Sir
Francis Galton.
A questionnaire should allow us to collect the most
complete and accurate data in a logical flow.
– This is done in order to reach reliable conclusions
from what we are planning to observe.
 A well-designed questionnaire should meet the
research goal and objectives and minimize
unanswered questions—a common problem
bound to many surveys.
Writing the Questionnaire
Before writing the questionnaire researcher should
decide on the questionnaire content.
 Each question should contribute to testing one
or more hypothesis/ research question
established in the research design.
Questions could be:
 Open format questions that are without a
predetermined set of responses.
 Closed format questions that take the form of a
64
multiple-choice question.
 Clarity (question has the same meaning for all
respondents)
 Phrasing (short and simple sentences, only one
piece of information at a time, avoid negatives
if possible, ask precise questions, in line with
respondent level of knowledge…)
 Sensitive question: keen attention to
approaches in formulating questions that could
be embarrassing to respondents.
 Hypothetical Questions should be avoided if
possible.
application of concepts Why do we need questionnaires in research? (2 mins)
H. Making What is a questionnaire? What are its types? (3 mins)
generalizations of
daily living
I. Evaluating learning Let the class construct a sample questionnaire for their
chosen topic.The students will follow the given rubrics.
The teacher calls volunteers to share their work and be
critiqued. (10 mins)
Source:
https://www.google.com/url?sa=i&source=images&cd=&ved=2ahUKEwjW
u8y3t8HkAhUafXAKHZ8zDrcQjRx6BAgBEAQ&url=https%3A%2F%2Fww
w.slideshare.net%2Fcedecite%2Frubric-to-asses-a-
questionnaire&psig=AOvVaw0A6nZcAbeRRG4o6x3d1WKt&ust=1568038
963731903
65
J. Additional activities for The teacher may provide a sample questionnaire and
application or learners‘ shall label at least 5 questions (open format,
remediation closed format, etc.)
V. REMARKS
VI. REFLECTION

earned 80% on the
remediation
C. Did the remedial
learners who have
continue to require
remediation
Why did these work?
encounter which my
solve?
to share with other
teachers?
66
I. OBJECTIVES
C. Learning  Observe the language of research in writing a
Competencies/Objectives research questionnaire. EN10G-IVc-32
(Code)
II. CONTENT Language of Writing a Research Questionnaire
III. LEARNING
RESOURCES
References
Pages
Pages
3. Textbook Pages
from LR Portal
5. Other Learning Questionnaire
Resources Source:https://www.google.com/url?sa=i&source=images&cd=&v
ed=2ahUKEwiU9fT4vMHkAhXVE4gKHX-
tAiMQjRx6BAgBEAQ&url=https%3A%2F%2Fwww.pinterest.com%
2Fpin%2F528680443743420397%2F&psig=AOvVaw1OATuHK_c
NJC1RJwGJopf_&ust=1568040690508710
Rubric to Assess Questionnaire
Source:https://www.google.com/url?sa=i&source=images&
cd=&ved=2ahUKEwjWu8y3t8HkAhUafXAKHZ8zDrcQjRx6B
AgBEAQ&url=https%3A%2F%2Fwww.slideshare.net%2Fce
decite%2Frubric-to-asses-a-
questionnaire&psig=AOvVaw0A6nZcAbeRRG4o6x3d1WKt
&ust=1568038963731903
A. Reviewing previous Review of the chosen topic per group. (3 mins)
lesson or presenting the (Preferably school-based or community-based)
new lesson
B. Establishing a purpose TASK 1: THINK BIG
for the lesson Inform the students that they will write a questionnaire
for their chosen topic. (2 mins)
C. Presenting TASK 2: SUPPLY ME (5 mins)
examples/instances of The teacher will present a research topic and a sample
the new lesson questionnaire.
Discuss on how it was prepared.
LECTURE (15 mins)

Language Considerations in Writing a Questionnaire
Source: http://www.questionpro.com/blog/what-is-a-
questionnaire
67
1. Identify what you want to cover in a questionnaire:
Even before you think how your questionnaire will look,
think what your questionnaire is going to include.
Clarity of topic is of utmost importance as this is the
primary step in designing the questionnaire. Once you
are clear on what the questionnaire is going to be
about the rest of the steps simply follow.
2. Don‘t mince your words: It‘s essential that the words

or phrases that you use while writing the questionnaire
are easy to understand because there are chances
that not all respondents will understand the meaning
behind it. If the questions are unclear the respondents
they may simply choose any options, leading to
inaccurate data at your end.
3. Ask only one question at a time: At times a

researcher may be tempted to add two similar
questions as one. However, this is also something that
should be avoided as each question might have a
different outcome. It may seem like common sense,
but it‘s an easy trap to fall into when compiling
questions. If any of your questions contain the word
―and‖, take another look at it. This question likely has
two parts, which can tamper your data quality.
4. Be flexible with your options: While designing, the

survey creator needs to be flexible in terms of ―option
choice‖ for the respondents. Sometimes the
respondents may not necessarily want to choose from
the answer options provided by the survey creator, in
such a situation it helps to have ―other‖ option.
5. Open-ended or closed-ended question, it‘s a tough

choice: The survey creator might end up in a situation
where he/she would need to make distinct choices
between open or close-ended questions. Again the
question type should be carefully sorted as it defines
the tone and importance of asking the question in the
first place.
If the questionnaire requires the respondents not to

restrict their thoughts, open-ended question is the best
choice. But, if the surveyor wants a specific response
then close-ended questions should be their primary
choice. The key to asking closed-ended questions is to
generate data that is easy to analyze and spot trends;
not to mention, closed-ended questions are easier for
the survey taker.
6. It is important to know your audience: As a thumb

rule, a researcher should know their target audience.
For example, if the target audience is Spanish,
sending the questionnaire in any other language will
not yield desired responses. Something that may seem
68
clear to you may be confusing to your respondents.
Use simple language and terminology that your
respondents will understand, and avoid technical
jargon and industry-specific language that might
confuse or frustrate your respondents.
To carry out market research, researchers need a

representative sample that can be collected using one
of the many sampling techniques. It is very important
to plan and define these target respondents on the
basis of the demographics required.
One last yet an important note before we conclude,

save personal questions for last! Sensitive questions
may cause respondents to drop off before completing.
If these questions are at the end, the respondent has
had time to become more comfortable with the
interview and are more likely to answer personal or
demographic questions.
D. Discussing new TASK 3: DECIDE AND CRITIC (10 mins)
concepts and practicing In a piece of paper, the students will write the
new skills #1 questions based on their chosen topic.
E. Discussing new TASK 4: PEER CRITIQUING (10 mins)

new skills #2 Present to the class a sample questionnaire. Group
them with the corresponding tasks:
Group 1: Critic the construction of the questionnaire

Group 2: Critic the language used
Group 3: Critic the organization of ideas
(Please see appendix)
Source:
https://www.google.com/url?sa=i&source=images&cd=&ved=2ahU
KEwiU9fT4vMHkAhXVE4gKHX-
tAiMQjRx6BAgBEAQ&url=https%3A%2F%2Fwww.pinterest.com%
2Fpin%2F528680443743420397%2F&psig=AOvVaw1OATuHK_c
NJC1RJwGJopf_&ust=1568040690508710
(leads to Formative
Assessment #3)
application of concepts Why do we need questionnaires in research? (2 mins)
H. Making How is a questionnaire written? What language is used
generalizations of in writing a questionnaire? (3 mins)
daily living
I. Evaluating learning TASK 5: CONSTRUCT ME (10 mins)
Revision of questionnaire and validation.
69
Source:
https://www.google.com/url?sa=i&source=images&cd=&ved
=2ahUKEwjWu8y3t8HkAhUafXAKHZ8zDrcQjRx6BAgBEAQ
&url=https%3A%2F%2Fwww.slideshare.net%2Fcedecite%2
Frubric-to-asses-a-
questionnaire&psig=AOvVaw0A6nZcAbeRRG4o6x3d1WKt
&ust=1568038963731903
application or
remediation
V. REMARKS
VI. REFLECTION

earned 80% on the
remediation
C. Did the remedial
learners who have
70
continue to require
remediation
Why did these work?
encounter which my
solve?
to share with other
teachers?
71
I. OBJECTIVES
A. Content Standards The leaner demonstrates understanding of how world
resolve social conflicts , also how to use the language of
research , campaigns and advocacies.
B. Performance The learner competently presents research report on a
C. Learning  Evaluate literature as an instrument to express
Competencies/Objectives and resolve conflicts within, between and among
(Code) societies. EN10LT-IVe-21
II. CONTENT Literature as an instrument to express and resolve
conflicts within, between and among society
III. LEARNING
RESOURCES
References
Pages
Pages
3. Textbook Pages
from LR Portal
5. Other Learning Is Multiculturalism Positive Or Negative?
Resources by Qin Wan
Source:
https://www2.hawaii.edu/~sford/alternatv/s05/articles/qin
_multiculturalism.html
Lies against the Sogie bill

By Antonio Contreras
Source:
https://www.manilatimes.net/2019/08/31/opinion/columni
sts/topanalysis/lies-against-the-sogie-bill/608761/

A. Reviewing previous Task 1. Vocabulary Development (5 minutes)
lesson or presenting the Match the words in Column A to its meaning found in
new lesson Column B. Write only the letter of your answer in your
notebook. (Can be done individually or by pair).
COLUMN A COLUMN B
1) Controversial a) An unfair feeling of dislike
2) Diversity for a person or group
3) Immigrant because of race, sex,
4) Ethnic religion, etc.
5) Inheritance b) Relating to or causing
6) Racism much discussion,
disagreement or argument
7) Discrimination
8) Prejudice
72
c) Relating to races or large
group of people who have
the same customs,
religion, origin
d) The state of having people
who are different races or
cultures
e) The practice of unfairly
treating a person or group
of people differently from
other people or groups of
people
f) A person who comes to a
country to live there
g) Money or property that is
received from someone
when that person dies
h) Poor treatment of or
violence against people
because of their race.
i) Intensely burning fire
Answers:
1) B 3) F 5) G 7) E
2) D 4) C 6) H 8) A
 Check and discuss the students‘ answers.
B. Establishing a Task 2. Your Idea Please? (5 minutes)
purpose for the lesson The teacher will post the concept map on the board.
Let the students write a word or phrase on the oval that
comes first into their mind when they hear the word
―multiculturalism‖.
Multiculturalism
Source: http://templatelab.com/wp-
content/uploads/2017/08/concept-map-template-22.jpg
Check and discuss the students‘ answers.

Inform the students that at the end of the week, they are
expected to make their own cultural mapping report.
73
C. Presenting Motive Question:
examples/instances of What is multiculturalism?
the new lesson Task 3. It‟s Time to Read (5 minutes)
Let the students read the essay entitled ―Is
Multiculturalism Positive Or Negative?” by Qin Wan
silently.
D. Discussing new Task 4. Let‟s Analyse It (10 minutes)
new skills #1 Let the students answer the following questions in a form
of oral interactions and discussions.
1) Does the selection express and resolve conflicts?
Explain your answer.
2) What type of conflicts are shown in the selection
a) Conflict within the society
b) Conflict between the society
c) Conflict among the society
3) What sentences in the selection can prove your
answer in question number 2?
(Note: Teacher can give examples for each type of
conflict for easy understanding of the students.)
E. Discussing new
new skills #2
F. Developing mastery Task 5. Let‟s Analyse Together (5 minutes)
(leads to Formative
Assessment #3) Divide the class into three groups and let them do the
following tasks:
Group 1. Cite the positive effects of multiculturalism in

the society based on the literary piece you have read.
Group 2. Cite the possible negative effects of
multiculturalism in the society based on what you have
observed in your community.
Group 3. Write some questions that you have after
reading the selection.
Process the students‘ answers through class discussion.
What are the programs implemented by our government
to promote multiculturalism?
H. Making
generalizations of How does multiculturalism help in resolving conflicts
concepts and skills in within, between and among societies?
daily living
I. Evaluating learning Task 6. Pair. Think. Share.
Let the students choose their own partner in this activity.

Then, let them read the article entitled ―Lies against the
SOGIE Bill‖ by Antonio Contreras.
Ask them to accomplish the chart below.
74
SOGIE BILL
Negative Effect Positive Effect Questions We

in the in the have in our
Community Community Mind
Note: The teacher can give localized reading materials

that can be evaluated by the students.
application or
remediation
V. REMARKS
VI. REFLECTION

earned 80% on the
remediation
C. Did the remedial
learners who have
continue to require
remediation
Why did these work?
encounter which my
solve?
to share with other
teachers?
75
LESSON PLAN IN ENGLISH 10
I. OBJECTIVES
A. Content Standards The leaner demonstrates understanding of how world
C. Learning  Assess one‘s viewing behaviour
Competencies/Objectives  Evaluate how the elements that make up reality and
(Code) fantasy affect viewing habit EN10VC-IVe-30
 Use a variety of informative, persuasive and
argumentative writing techniques in composing a
campaign speech on advocacy, social issues and
concerns EN10WC-IVf-14.1.2
 Observe the language of campaigns and
advocacies EN10G-IVf-14.32
II. CONTENT Viewing behaviour
Writing techniques in composing campaign speech
Language of campaigns and advocacies
III. LEARNING
RESOURCES
References
Pages
Pages
3. Textbook Pages
from LR Portal
5. Other Learning Anti- Discrimination Advocacy
Resources Video Owned by: Hannah Go
Source: https://m.youtube.com/watch?v=8jPtyC-YTLY
A. Reviewing previous Call some students to recall the past lesson.
lesson or presenting the Remind the students of their expected output for the
new lesson week which is the cultural mapping report.
B. Establishing a purpose Task 1. Questions in my Mind (5 minutes)
for the lesson The teacher will write on the board the words
―Discrimination‖ and ―Advocacy‖.
Then, let the students formulate some questions that
come to their mind upon reading the words on the board.
Let the students write their questions on strips of papers
and ask them to post their outputs on the board.
Tell the students to read all the questions orally.
C. Presenting Task 2. Watching the Video (8 minutes)
examples/instances of Let the students view the video about Anti- Discrimination
the new lesson Advocacy. The teacher will play the video once.
Tell the students to take down the answers to their
questions posted on the board (based on Task 1).
76
D. Discussing new Task 3. Answer the Question Portion (5 minutes)
concepts and practicing The teacher will go back to the questions raised by the
new skills #1 students in Task 1.
This time, the teacher will give the students ample time to
discuss their answers to their questions with their
partners.
Call some students to present their work.
Process and discuss the students‘ answers
F. Discussing new Task 4. Assessing Viewing (7 minutes)
concepts and Practicing  Ask the students whether what they have viewed is
new skills #2 reality or fantasy.
 Ask the students‘ reaction on how they view
something fantastic and something realistic.
 Ask the students what they habitually view- fantasy or
reality? Why?
 Discuss how the students should react to reality and
fantasy viewing materials.
 Let the students assess their own viewing behaviour
using one to five scale. One is the lowest and five is
the highest. Let the students explain their own
assessment of their behaviour.
 Call some students to present their work.
Process Question:
1) What are the factors that affect your viewing
habit?
F. Developing mastery Task 5. Let‟s Analyze It (5 minutes)
(leads to Formative In a form of a class interaction, let the students analyze
Assessment #3) the content of the video presentation by answering the
following questions:
1) What is the message of the video presentation?
2) Does it persuade you to act or give you more
information about the topic? Explain by citing some
lines from the video presentation that will prove your
answer.
3) What makes the video presentation an advocacy?
What are the anti- discrimination programs implemented
by our government?
H. Making
generalizations of
daily living
I. Evaluating learning Task 6. It‟s Time To Draft (30 Task 6. It‟s Time To
minutes) Draft (30 minutes)
 The students will write a draft The same activity will

of their own campaign be given to average
speech. learners only that the
 Remind the students to use teacher will allow the
variety of informative, students to work into
persuasive and argumentative three or four.
writing techniques in their
written output.
 Guide the students in their
77
writing activity so that the
language of campaigns and
advocacies will be observed in
their output.
 Let the students choose their
own topics to write on.
application or
remediation
V. REMARKS Note:
The writing activity is only a draft. The students will be
given enough time to write their campaign speech on
advocacy, social issues and concerns. The output of the
students will be checked and revised in Week 6 and will
be delivered the following week.
Keep on reminding the students that they need to
memorize their campaign speech.
VI. REFLECTION

earned 80% on the
remediation
C. Did the remedial
learners who have
continue to require
remediation
Why did these work?
encounter which my
solve?
to share with other
teachers?
78
I. OBJECTIVES
C. Learning  React intelligently and creatively to the text listened
Competencies/Objectives to. EN10LC-IVe-2.9
(Code)  Use correct prosodic features of speech.
EN10OL-IVe-5
II. CONTENT Reactions to the text listened to
Prosodic features of Speech
Reading Text: A Brave and Startling Truth

by: Maya Angelou
III. LEARNING
RESOURCES
References
Pages
Pages
3. Textbook Pages
from LR Portal
5. Other Learning Copy of the poem retrieved at:
Resources https://www.poemhunter.com/poem/a-brave-and-
startling-truth/. September 5, 2019
A. Reviewing previous Let some students share their ideas about the things
lesson or presenting the they have learned on their previous lesson.(Q4- Wk5,D2)
new lesson
for the lesson Presentation of the Lesson Objectives
TASK 1:
Show the picture to the students and let them answer
the following questions. ( 2 minutes )
79
Image retrieved from :
https://www.dreamstime.com/stock-photo-multiracial-
hands-making-circle-together-around-world-glob-
conceptual-peace-cultural-diversity-symbol-earth-globe-
image44810592
1. What does the picture tell us?

2. What message does it convey?
3. Is the message shown by the picture achievable?
Why do you say so?
C. Presenting Give a brief introduction of the author and of the poem
the new lesson Maya Angelou was an American author, actress,
screenwriter, dancer, poet and civil rights activist best
known for her 1969 memoir, I Know Why the Caged Bird
Sings, which made literary history as the first nonfiction
bestseller by an African American woman. Angelou
received several honors throughout her career, including
two NAACP Image Awards in the outstanding literary
work (nonfiction) category, in 2005 and 2009.
Source: https://www.biography.com/writer/maya-angelou
In 1995, the famed poet and author addressed the

United Nations on its 50th anniversary. She recited this
poem, which speaks to the very essence of the United
Nations. It even adapts from the first line of the UN
Charter.
Source: https://www.undispatch.com/maya-angelous/
D. Discussing new Listening Activity Listening Activity
new skills #1 Task 2: U complete me Task 2 : U complete me
As the teacher reads/ plays a As the teacher reads/

recorded recitation of the plays a recorded
poem entitled ― A Brave and recitation of the poem
Startling Truth ― , the entitled ―A Brave and
students will write the Startling Truth ― , the
missing words on the blank. students will write the
The teacher will read/ play words on blank . They
the selection once. Ten (10) can choose the missing
minutes is allotted for this words from the pool of
task. words below. The teacher
Activity sheets will be will read/ play the
provided to the students. selection once. Ten (10)
Clue: All the missing words minutes is allotted for this
has letter U. task.
Activity sheets will be
Answer: provided to the students.
1. TRUTH
2. PURE
3. SCRUBBED
4. RAPACIOUS
5. TRUCE
6. MYSTERIOUS
80
7. MINUSCULE HAUGHTY
8. HAUGHTY TRUTH
9. SANCTIMONOUS MIRACULOUS
10. MIRACULOUS RAPACIOUS
SCRUBBED
PURE
SANCTIMONOUS
MINUSCULE
TRUCE
MYSTERIOUS
G. Discussing new Paired Activity Paired Activity
new skills #2 Task 3: JUST THE TWO OF Task 3: JUST THE TWO
US OF US
The teacher rereads/ replays The teacher

the poem. Tell the students rereads/replays the poem
to find a partner and listen Let the students find a
attentively since they‘ll partner and listen
answer the questions below. attentively.
Do this on a 1 whole sheet of Based on the poem tell
paper. Seven (7) minutes is whether the statement
allotted for this task. below is TRUE or
FALSE. If the statement
1. According to the author, is FALSE, rectify it. Do
who are the true wonders of this on a 1 whole sheet of
the world? paper.
2. For what organization did
Maya Angelo write and recite 1. Maya Angelo wrote the
the poem? poem for ASEAN.
3. How does the title of the 2. The true wonders of
poem relate to the content? the world are the people.
What is the brave and 3. Love is one of the
startling truth? themes of the poem.
4. How is the message of the 4. The author mentioned
poem conveyed? the wonders of the world
Is peace, as the poem to remind the people of
defines it, achievable? the history and how
Explain your answer. human race has evolved
up to the present.
5. The Brave and
Startling Truth in the
poem is tranquility or
inside peace.
F. Developing mastery Choose a stanza in the poem and let the students read it
(leads to Formative aloud with correct intonation, tone and stress. The
Assessment #3) teacher may call two or three groups of students. (5 minutes )
As a student, what can you contribute to attain world
peace?
H. Making Listening is one of the macro - skills in communication. It
generalizations of plays a vital role in understanding others. Failure to
concepts and skills in develop this will cause misunderstandingng and division.
daily living
81
Short review of prosodic features in speech.
Successful communication depends on the correct usage

of prosodic features such as intonation, stress, pitch,
rhythm, and pronunciation.
(Literacy) Call one or two students to cite what he/she

learned today.
I. Evaluating learning TASK 4 : PALM PRINTS
Group the students into 5. Instruct them to create an

image based on the theme of the poem using their palms
prints. They can use cartolina and different colors (acrylic
paint) for their palm prints. Call for a representative of the
group to explain and present the group‘s output. Remind
the presenter to use correct prosodic features of speech
in presenting the output.
J. Additional activities for Remind students of the week‘s output which is the
application or cultural mapping report and their campaign speeches
remediation
V. REMARKS
VI. REFLECTION

earned 80% on the
remediation
C. Did the remedial
learners who have
continue to require
remediation
Why did these work?
encounter which my
solve?
to share with other
teachers?
82
I. OBJECTIVES
C. Learning  Get familiar with technical terms used in
Competencies/Objectives research. EN10V-IVa-30
(Code)  Expand ideas using principles of cohesion and
coherence. EN10WC-IVf-14.1.1
Principles of cohesion and coherence
III. LEARNING
RESOURCES
References
Pages
Pages
3. Textbook Pages
from LR Portal
5. Other Learning Cultural Mapping http://www.culturalmapping.com/about-
Resources cultural-mapping/what-is-cultural-mapping.html

A. Reviewing previous Task 1 Task 1
lesson or presenting the Ask students regarding the Show the following
new lesson technical terms in research words to students. Let
that they discussed in their the students clap
previous lessons (Weeks1-4, ONCE if they‘re
Day 3) familiar and TWICE if
not. Tell students that
these terms are used in
making a research
paper.
1. Abstract
2. Variables
3. Bibliography
4. Setting
5. sample
for the lesson Show the sample of Cultural Map to the students. Tell
them that they‘ll be making a cultural mapping report at
the end of the discussion. They‘ll be using their outputs
in their previous lessons particularly the outline of their
research paper in accomplishing this report.
83
Image retrieved from:
https://www.slideshare.net/erobson/cultural-mapping
C. Presenting Go back to the sample Cultural Map and ask the
examples/instances of students these questions:
the new lesson
1. What do you think is a cultural map?
2. What is the importance of this?
3. In which part of the research paper is it needed?
The students may answer the teacher orally and in

complete sentence. Student‘s answer may vary.
D. Discussing new Instruct the students to gather information such as their
concepts and practicing research topic, thesis statement, research objectives and
new skills #1 research outline.
(Optional. Give the following activity if the students

haven’t started making their research topic, thesis
statement and the like. The answers to this are needed
in the next task.)
Let the students answer the questions below on their

notebook. ( 3 minutes)
1. What do you want to know about your community?

2. Identify the different __ in your community
a. religions
b. beliefs
c. traditions
d. celebrations
E. Discussing new Task 2: Using your research outline, thesis statement,

concepts and Practicing research topic and other related information about your
new skills #2 research, make a cultural map. Consider the given
example in the previous discussion.
F. Developing mastery Process students‘ cultural map and make revisions if
(leads to Formative necessary
Assessment #3)
Rubrics in evaluating the cultural mapping report is in
Teacher’s Manual , pages 396-397
84
Explain the significance of cultural mapping in rebuilding
a society.
H. Making A. Give a short recap of the technical terms of research.
generalizations of B. Explain what cultural mapping report is.
concepts and skills in Cultural mapping is a systematic approach to identifying,
daily living recording and classifying a community’s cultural
resources.
There are three broad purposes served by cultural
mapping
1. Cultural Mapping as a Policy and Planning Tool
2. Raising Awareness and Increasing Access to Cultural
Assets
3. Connecting the Cultural Sector
Source: Cultural Mapping

http://www.culturalmapping.com/about-cultural-
mapping/what-is-cultural-mapping.html
C. Give short lecture as a recap of the previous

discussion on the principles of cohesion and coherence.
(Literacy) Call one or two students to cite what he/she
learned today.
I. Evaluating learning Task 3: Paper and Pencil
Test Task 3: Paper and
Pencil Test
A. Give the correct technical
term in research described in A. Identify the following
the sentence. Write your terms or abbreviations if
answer on the blank before they are related to
each number. research or not. Write √
_____ 1. This provides a if it‘s related and X if it‘s
review of what others have not.
written or researched on 1. BIBLIOGRAPHY
concerning the topic 2. VARIABLES
______2. It lists all the 3. WORLD PEACE
sources used in the research 4. CONCEPT
_____ 3. It summarizes all 5. HYPOTHESIS
sections and helps readers 6. DATA
decide whether or not to read 7. ABSTRACT
the entire report 8. SAMPLE
_____ 4. It explains how the 9. FRAMEWORK
research was conducted 10. DEMOCRAY
_____ 5. It is a systematic
investigation to contribute to B. Write a descriptive
an existing body of knowledge essay of the cultural
map made in Task 2.
Answer: Consider the principles
1. Review of Related of cohesion and
Literature coherence in writing
2. Bibliography your essay.
3. Abstract
4. Methodology
5. Research
85
B. Write a descriptive essay of
the cultural map made in Task
2. Consider the principles of
cohesion and coherence in
writing your essay.
J. Additional activities for Remind students of the week‘s output which is the
application or cultural mapping report and their campaign speeches
remediation
V. REMARKS
VI. REFLECTION

earned 80% on the
remediation
C. Did the remedial
learners who have
continue to require
remediation
Why did these work?
encounter which my
solve?
to share with other
teachers?
86
I. OBJECTIVES
C. Learning Explain how the form and structure of a poem help
Competencies/Objectives build its theme. EN10LT-IVf-14.2
(Code)
II. CONTENT Form and Structure of a Poem
III. LEARNING
RESOURCES
References
Pages
Pages
3. Textbook Pages
from LR Portal
5. Other Learning https://save-society.org/home/en/discrimination/
Resources https://www.wattpad.com/story/18291218-society-
spoken-word-poem

A. Reviewing previous Present an image that shows the perception of
lesson or presenting the inequality in a society.
new lesson https://save-society.org/home/en/discrimination/
B. Establishing a purpose The students will answer the following questions:

for the lesson 1. What is your understanding of the picture
shown?
2. Based on the picture shown, what will it take to
end the misconception of inequality in a
society?
How do you deal with life‘s issues and circumstances
about social inequality?
C. Presenting Present the poem entitled, ―Society”.

examples/instances of https://www.wattpad.com/story/18291218-society-
the new lesson spoken-word-poem
The teacher or a model student may read the poem

and after that, the whole class will do the same.
D. Discussing new Students will answer the following questions:
concepts and practicing 1. Who do you think is the speaker of the poem?
new skills #1 2. What are his/her views about social status
inequality?
3. As part of today‘s society, how do you feel
87
about her poem?
Let the students respond to the following analysis
questions:
1. What is the structure of the poem?
2. What type of poem is it?
How does the structure and form help the poet in
conveying his/her message to the reader?
Provide the specific type and structure of poem
(tanaga, haiku, clerihew, limerick and free verse)
1. Divide the class into five groups.
2. Let them analyze the type and structure of the
poem.
3. Explain how the type and structure help in
building the theme of the poem.
(8 minutes to prepare and 2 minutes to present.)
 Tanaga is a type of short Filipino poem,

consisting of four lines with seven syllables
each with the same rhyme at the end of each
line --- that is to say a 7-7-7-7 Syllabic verse,
with an AAAA rhyme scheme as in this
example:
In the Old Tagalog original:

"Catitibay ca tolos
sacaling datnang agos!
aco�I momonting lomot
sa iyo,I popolopot."
In the Modern Tagalog syllabication:

Katitibay ka Tulos
Sakaling datnang agos!
Ako'y mumunting lumot
sa iyo'y pupulupot.
Translation:
Oh be resilient you Stake
Should the waters be coming!
I shall cower as the moss
To you I shall be clinging.
 Haiku is a form of poetry that focuses on a

brief moment in time, and a sense of sudden
illumination or enlightenment. A haiku is usually
composed of seventeen syllables in three short
lines. The first line often contains five syllables,
the second line seven syllables, and the third
line five syllables. A haiku is usually written in
present tense, with a pause at the end of the
first or second line, and it normally doesn't
rhyme.
88
Matsuo Basho's classic haiku:
'An old pond!
A frog jumps in--(kireji word)
the sound of water.'
 Clerihew is a four-line poem of two rhyming

couplets and was invented by the writer and
humorist Edmund Clerihew Bentley.
 Clerihews usually deal wittily with some aspect
of the life or career of a well-known person,
whose name forms the first line.
Lady Gaga –
What a saga!
You never know where
She'll pin up her hair.
 Limerick is a comic verse, containing five

anapestic (unstressed/unstressed/stressed)
lines, in which the first, second, and fifth lines
are longer, rhyme together, and follow three
metrical feet. The third and fourth lines rhyme
together, are shorter, and follow two metrical
feet. However, sometimes it may vary, and
amphibrachic (unstressed/stressed/unstressed)
form can replace anapestic. In fact, it is a
bawdy, humorous, or nonsensical verse written
in the form of five anapests, with
an aabba rhyme scheme.

To Miss Vera Beringer (By Lewis Carroll)
―There was a young lady of station
‗I love man‘ was her sole exclamation;
But when men cried: ‗You flatter,‘
She replied, ‗Oh! no matter
Isle of Man is the true explanation.'‖
 Free verse is a type of poetry that does not

contain patterns of rhyme or meter. Free verse
is considered an open form of poetry, as
opposed to poetry written in structure or form,
and tends to follow natural speech patterns and
rhythms. While some rhyme and rhythm may
occur in free verse poems, the poet does not
adhere to strict patterns. However, this not
does imply that free verse has no guiding
principles. Indeed, free verse generally
contains poetic lines and poetic imagery that
distinguish it from prose.
Excerpt from Winston Churchill‘s famous 1940 speech

to House of Commons:
We shall go on to the end. We shall fight in France, we

shall fight on the seas and oceans, we shall fight with
89
growing confidence and growing strength in the air, we
shall defend our island, whatever the cost may be. We
shall fight on the beaches, we shall fight on the landing
grounds, we shall fight in the fields and in the streets,
we shall fight in the hills; we shall never surrender…
E. Discussing new
new skills #2
F. Developing mastery Example of Tanaga (Group 1)
(leads to Formative See waves foaming, wash the shore.
Assessment #3) The castle is there no more.
No windows remain; no door.
Roof of sky; a sandy floor.
Example of Haiku (Group 2)

JANUARY
Delightful display
Snowdrops bow their pure white heads
To the sun's glory.
Example of Clerihew (Group 3)
Garfield the cat

On his rear he sat.
Eating lasagna galore
All about the decor.
Copyright © 2000 James & Marie Summers
Example of Limerick (Group 4)
A fellow jumped off a high wall,

And had a most terrible fall.
He went back to bed,
With a bump on his head,
That's why you don't jump off a wall.
Example of Free Verse (Group 5)
I Love You
© Jessica Published: May 2012
I melt when you
smile.
I can't breathe when you
speak.
Everything else fades away when you
touch me.
I think I might fly when you
kiss me.
All I know when you're around is
I love you.
Let them present their output.
90
G. Finding practical The teacher may or may not provide examples to
application of concepts facilitate the concepts and structures of each given
and skills in daily living poem.
The student will answer the question:
How do short hole poems help you explore feelings

and memories and relate those to your current life
circumstances?
H. Making In general, how do your experiences and emotions
generalizations of help in the development of the form and structure of a
concepts and skills in poem?
daily living
I. Evaluating learning Explain in 3-5 sentences how the form and structure of
a poem, ―Society‖, help build its theme.
J. Additional activities for Get a copy of another poem (Haiku); state its theme
application or and explain how its structure supports its theme.
remediation
V. REMARKS
VI. REFLECTION

earned 80% on the
remediation
C. Did the remedial
learners who have
continue to require
remediation
Why did these work?
encounter which my
solve?
to share with other
teachers?
91
I. OBJECTIVES
B. Performance The learner competently presents a research report
Standards on a relevant socio-cultural issue.
C. Learning  Deliver self-composed campaign speech on
Competencies/ Objectives advocacies, social issues and concerns.
(Code) EN10F-IVi-1.16
 Raise questions and seek clarifications on
issues discussed in the text listened to.
EN10LC-IVf-3.2
 React to the falsity or soundness of an
argument. EN10LC-IVg-16.2
II. CONTENT
III. LEARNING
RESOURCES
References
Pages
3. Textbook Pages
from LR Portal
5. Other Learning https://www.youtube.com/watch?v=nIwU-9ZTTJc
Resources http://www.englishmate.com/blog/how-to-prepare-
and-deliver-a-speech-effectively/
http://saylordotorg.github.io/text_stand-up-speak-out-
the-practice-and-ethics-of-public-speaking/s07-04-
stages-of-listening.html
A. Reviewing previous Present a sample speech and the students will
lesson or presenting the answer the following questions:
new lesson 1. What type of speech is presented?
2. Why? (Recall on Previous discussion)
Have you brought your draft of your speech
campaign?
B. Establishing a purpose Orient the students that some of them will be asked to
for the lesson deliver their speeches and the others are expected to
raise questions.
Some of the students can seek clarifications on
issues discussed in the speech listened to as well as
to react to the falsity or soundness of the argument.
C. Presenting Present a short video.
examples/instances of the Let the students answer the following questions:
new lesson
1. What was the video all about?
2. What do you think is the purpose of the
speaker based on the video you watched?
92
3. Based on the video presented, was there a
soundness or falsity in her argument regarding
feminism?
https://www.youtube.com/watch?v=nIwU-9ZTTJc
D. Discussing new How to deliver a speech:
concepts and practicing Source: http://www.englishmate.com/blog/how-to-
new skills #1 prepare-and-deliver-a-speech-effectively/
1. Focus on the Main Message

2. Build Three Supporting Points
3. Keep your Audience in Mind
4. Be a Tactful Speaker
5. Brevity Is The Soul Of The Wit
6. Feedback is Important
7. Eye Contact is Important
8. Use Appropriate Gestures
9. Walk When Required
10. Use Props
How to listen effectively:

Source: http://saylordotorg.github.io/text_stand-up-
speak-out-the-practice-and-ethics-of-public-
speaking/s07-04-stages-of-listening.html
1. Receiving
2. Understanding
3. Remembering
4. Evaluating
5. Responding
6. Formative Feedback
7. Summative Feedback
E. Discussing new Task: Speak, Listen and React
new skills #2 Select 3 students (depending on the time left) to
deliver their final draft campaign speeches on
advocacies, issues and concerns of their interest.
Instruct the students that as their classmate is

delivering the speech, they should listen attentively
and prepare to react and ask questions by taking
notes.
F. Developing mastery After the speech delivery, the teacher facilitates the
(leads to Formative discussion of the speeches.
Assessment #3) Let the students ask questions and seek clarifications.
Remind the students to ask questions which are
relevant to the speech presented.
G. Finding practical Ask the students the following questions:
and skills in daily living 1. What are some of the relevant issues in our country
today?
What is the importance of asking questions and
seeking clarification on the issues that affect our
community?
93
H. Making generalizations What is the importance of asking questions and
of concepts and skills in seeking clarifications on the issues that affect our
daily living community?
I. Evaluating learning The teacher reads an excerpt from a speech about a
relevant social issue. (See attached reading text in
the appendices)
Let the students give at least one question about the

issue and one reaction by filling out the chart.
Questions to Reaction to the

Clarify Falsity or
Soundness of
the Issue
J. Additional activities for Clip at least one speech advocating a social cause.
application or remediation
V. REMARKS
VI. REFLECTION

earned 80% on the
remediation
C. Did the remedial
up with the lesson
continue to require
remediation
did these work?
encounter which my
solve?
94
I. OBJECTIVES
C. Learning  Compare and contrast the contents of the materials
Competencies/Objectives viewed with outside sources of information in terms
(Code) of accessibility and effectiveness. EN10VC-IVg-15
II. CONTENT
III. LEARNING
RESOURCES
References
Pages
Pages
3. Textbook Pages
from LR Portal
5. Other Learning https://www.youtube.com/watch?v=7n7ollEPm2Q
Resources https://www.pcw.gov.ph/wpla/enacting-anti-
discrimination-based-sexual-orientation-and-gender-
identity-
law?fbclid=IwAR2XZlebf1lqryv2FqsoeQ0LcabcsBfW2i1J
Z0vMChD9eTlJ9c6h_hlVXgg
https://www.ditchthelabel.org/what-is-
cyberbullying/?gclid=Cj0KCQjw_absBRD1ARIsAO4_D3t
S6ofoh4Ad-
jwjdsJhnN9NqApyeHvNkQ4wEEBU1XiBETwHQYAVeaU
aAtrPEALw_wcB
https://www.youtube.com/watch?v=MV5v0m6pEMs
A. Reviewing previous Review the previous lesson Review the lesson on
lesson or presenting the on gathering information for speech with additional
new lesson Research Paper. information about
Questions: Research paper.
1. How do you gather Questions:
data? 1. How do you collect
2. What are your common information?
sources of data? 2. What are your
common sources of
data?
B. Establishing a purpose Let the students answer the Let the students answer
for the lesson following questions: the following questions:
1. How do you evaluate 1. How do you manage
the synthesis of data all the information you
you have gathered have collected from
from different sources? all your sources?
95
C. Presenting The students will watch a video regarding Gender
examples/instances of Orientation and read an article on the same subject taken
the new lesson from Philippine Commission on Women (PCW).
https://www.youtube.com/watch?v=7n7ollEPm2Q
https://www.pcw.gov.ph/wpla/enacting-anti-
discrimination-based-sexual-orientation-and-gender-
identity-
law?fbclid=IwAR2XZlebf1lqryv2FqsoeQ0LcabcsBfW2i1J
Z0vMChD9eTlJ9c6h_hlVXgg
(The teacher may select a brief part of the article.)
The teacher will create a Venn Diagram with the

following questions to be answered by the students using
phrases or keywords:
1. What is the video and article all about?

2. How are the information presented?
3. Which is more effective, the video presented or
the article that you read? Why?
4. Which source of information is more accessible?
Why?
Venn Diagram Sample:
Video Both Article
Engaging Informative Complex
D. Discussing new Briefly discuss the concepts of gathering information from

concepts and practicing different sources.
new skills#1 Present the techniques that the students may use in
evaluating the information/data in their research papers
(Chapter 2) and as well as their sources so they can
make the information better, more reliable and consistent
to the objective of their work.
E. Discussing new
new skills #2
F. Developing mastery Have the class work with their group.
(leads to Formative
Assessment #3) Let them compare and contrast the contents of their
Research paper taken from different sources (online
websites, journals, books, magazines, etc…) based on
the following:
96
Authority  Is it clear who is responsible
for the contents of the page?
 Is there a way of verifying the
legitimacy of the organization,
group, company or individual?
 Is there any indication of the
author‘s qualifications for
writing on a particular topic?
 Is the information from
sources known to be reliable?
Accuracy  Are the sources for factual
information clearly listed so
they can be verified in another
source?
 Is the information free of
grammatical, spelling, and
other typographical errors?
Objectivity  Does the content appear to
contain any evidence of bias?
 Is there a link to a page
describing the goals or
purpose of the sponsoring
organization or company?
 If there is any advertising on
the page, is it clearly
differentiated from the
informational content?
Currency  Are there dates on the page
to indicate when the page
was written, when the page
was first placed on the Web,
or when the page was last
revised?
Coverage  Are these topics successfully
addressed, with clearly
presented arguments and
adequate support to
substantiate them?
 Does the work update other
sources, substantiate other
materials you have read, or
add new information?
 Is the target audience
identified and appropriate for
your needs?
Appearance  Does the site look well
organized?
 Do the links work?
 Does the site appear well-
maintained?
97
Above is the checklist for the students to use in
evaluating the information (Chapter 2) they have
gathered in writing the Chapter 2 for their Research
Paper.
Instructions:
Please read carefully and check the corresponding boxes
for your answer(s).
G. Finding practical Question:
application of concepts 1. Why is comparing and contrasting from multiple
and skills in daily living sources important in a research work?
H. Making What effect does evaluating contents and sources of
generalizations of information have in the completion of any research work?
daily living
I. Evaluating learning A short video and article will be presented by the teacher.
The students shall be using the Flowchart Diagram for
their evaluation.
https://www.youtube.com/watch?v=MV5v0m6pEMs
https://www.ditchthelabel.org/what-is-
cyberbullying/?gclid=Cj0KCQjw_absBRD1ARIsAO4_D3t
S6ofoh4Ad-
jwjdsJhnN9NqApyeHvNkQ4wEEBU1XiBETwHQYAVeaU
aAtrPEALw_wcB
Cyber-bullying
Video Article
J. Additional activities for Clip a recently published newspaper article and compare
application or it with TV News along accessibility and effectiveness.
remediation
V. REMARKS
98
VI. REFLECTION

earned 80% on the
remediation
C. Did the remedial
learners who have
continue to require
remediation
Why did these work?
encounter which my
solve?
to share with other
teachers?
99
I. OBJECTIVES
Competencies/Objectives EN10V-Iva-30
(Code)  Point out relationships among statements.
EN10SS-IVh-1.8.1
 Observe the language of research in writing
literature review matrix. EN10G-IVf-32
II. CONTENT LITERATURE MATRIX
III. LEARNING
RESOURCES
References
Pages
Pages
3. Textbook Pages
from LR Portal
5. Other Learning https://www.rcampus.com/rubricshow.cfm?sp=yes&code
Resources =W3AB5W&
A. Reviewing previous Review the previous lesson.
new lesson Let the students give insights about Literature Review.
B. Establishing a purpose Remind the students that they need to create a literature
for the lesson matrix for their research report on a socio-cultural issue
in their community.
C. Presenting Divide the class into 5 groups with their chosen and
examples/instances of approved topics.
the new lesson
Students are given 15 minutes to plan on how they
complete the research report by answering the questions
below.
Assign a representative to share the group‘s output.
1. What is your research report about?

2. Why do you need to study it?
3. Who will be the target readers of your research?
4. What sources do you need to complete your
study? How do you conduct your data gathering?
5. How do you go about writing your research?
100
D. Discussing new Discussion:
concepts and practicing 1. What is a Literature Review?
new skills#1 2. What is a Literature Review Matrix?
3. What are the parts of a Literature Review Matrix?
4. Qualities of a Good Literature Review Matrix
Ask the students to share their insightful ideas on the

following:
Limitation
Comparison
Discovery
Location
Labelling
Note-taking
Expanding
(Please refer to LM page 453 – 454)
Please see Literature Review Matrix on Learner‘s

Material 10 page 455
Have the students work with the same group.

Show descriptions (may be written on a strip of paper or
through slide presentation) of a Good Literature Matrix
Review.
Ask the students to identify the specific quality being

referred.
Point will be given to a group for every correct response.
The group with the highest number of points will be

regarded as the Most Prepared Group of Researchers.
Note: Teacher may limit the number of questions with

one example per quality.
5. Steps on how to prepare a Literature Review

Matrix
(Teacher will present a sample of a Literature Review
Matrix)
Your Final Task:
Ask the students to work with their group to make their

Literature Review Matrix in preparation for their research
report about socio-cultural issue of their choice.
Present the rubric and let them be guided by this.
(Please see Appendix A)

Let the students present their outputs.
101
(Peer Evaluation)
Check if the qualities of a good literature review matrix

are met.
How does a Literature Review Matrix make any research
report reliable?
What is a Literature Matrix?
What are its qualities?
Let the students make generalization.

Let the 5 groups present their output.
Note: The teacher and students shall give comments and

suggestions to the output.
Ask the group to make the necessary revisions in their

Literature Review Matrix.
Use the same rubrics to rate the Final Outputs.

E. Discussing new Your Final Task
new skills #2 Ask the students to work with their group to make their
Literature Review Matrix in preparation for their research
report about socio-cultural issue for their choice.
Present the rubric and let them be guided by this.
Please see Appendix A.

F. Developing mastery Let the students present their outputs.
(leads to Formative (Peer Evaluation)
Assessment #3)
Check if the qualities of a good literature review matrix

are met.
G. Finding practical How does a Literature Review Matrix make any research
application of concepts report reliable?
H. Making What is a Literature Review Matrix?
generalizations of What are its qualities?
daily living Let the students make generalization.
I. Evaluating learning Let the 5 groups present their output.
Note: The teacher and students shall give comments and

suggestions with their outputs.
Use the same rubric to rate the Final Outputs.
J. Additional activities for Let the class make a reflection about the week‘s lesson
application or in their journal.
remediation
102
V. REMARKS
VI. REFLECTION

earned 80% on the
remediation
C. Did the remedial
learners who have
continue to require
remediation
Why did these work?
encounter which my
solve?
to share with other
teachers?
103
I. OBJECTIVES
C. Learning  Explain how a selection may be influenced by
Competencies/Objectives culture, history, environment or other factors.
(Code) EN10LT-IVg-3.
II. CONTENT Influence of culture, history, environment or other
factors.
III. LEARNING
RESOURCES
References
Pages
Pages
3. Textbook Pages English Expressways IV
Virginia F. Bermudez, et. al. pp. 114-115
from LR Portal
5. Other Learning https://www.google.com/search?tbm=isch&q=african+s
Resources avanna+landscape&sa=X&ved=0ahUKEwiKhobLoLfkA
hWDzIsBHTwODucQrNwCCE4oBA&biw=1366&bih=6
25&dpr=1#imgrc=oM_Y-WVj4WP9NM:
https://www.google.com/search?q=pictures+of+africa&
tbm=
isch&source=hp&sa=X&ved=2ahUKEwj56OnqbfkAhU
GUN4KHXfTCPgQsAR6BAgHEAE&biw=1366&bih=62
5
http://samwiterson.blogspot.com/2018/05/analysis-of-
poem-africa-david-diop-by_15.html
https://study.com/academy/lesson/poetic-devices-in-
africa-by-david-diop.html
http://crystalfaith9.blogspot.com/2012/05/teachers-
craft.html
https://www.youtube.com/watch?v=5qI19EEMLZ8
A. Reviewing previous The teacher will ask the students to elicit their ideas
lesson or presenting the about ― AFRICA ‖ by showing pictures. Let them share
new lesson their ideas in class.
104
The teacher may opt to show a short video clip about
Africa.
https://www.youtube.com/watch?v=5qI19EEMLZ8
B. Establishing a purpose The teacher will ask some students the given
for the lesson questions:
1. How do you show your love and concern to your
country and countrymen?
2. To what extent would you show your love and
concern to your country and countrymen?
The teacher will inform the students that they will be

reading a poem that shows the poet‘s deep concern
and love to his country and countrymen.
C. Presenting The teacher will introduce David Diop and his work
examples/instances of ―Africa.‖ Then explain how the author‘s pride and
the new lesson dignity to his tribal heritage reflect in his poem.
''Africa'' is a poem by the Afro-French poet David

Diop (1927-1960), a highly regarded West African
poet, who was born in France to a Senegalese father
and Cameroonian mother. Although he died at a young
age in a plane crash, his fame as an African nationalist
lives on. ‗‘Africa‘‘ is one of Diop‘s most famous poems
in which he explores the history of colonialism in Africa
and expresses hope for a postcolonial Africa.
https://study.com/academy/lesson/poetic-devices-in-
africa-by-david-diop.html
Let the students elicit their understanding on the

different words used in the poem.
Meanings:
a. the quality or state of being free
b. being aggressive
c. being separated from others
d. to make someone feel ashamed or foolish
e. the condition of being a slave
f. strikingly admirable or fine
g. very difficult to change or persuade
h. to wash out or flush with water or other fluids
105
Sentences:
1. Farmers are not permitted to use electric pumps to
irrigate their fields.
2. He showed an obstinate refusal to admit that
things were bad.
3. The rays from the shining sun shined splendidly
through the kitchen window.
4. Slavery would be an example of dreadful
oppression and tyranny.
5. Sarah endured a great deal of humiliation when
her peers made fun of her at the prom.
6. His impetuous decision landed him in prison.
7. In order to keep the virus contained, the doctor
placed the contagious patient in an isolation
chamber.
8. Citizens in that country do not have the liberty to
carry guns or weapons.
Answer:
1. h 5. d
2. g 6. b
3. f 7. c
4. e 8. a
D. Discussing new 1. The teacher will ask the students to read the poem
concepts and practicing silently.
new skills #1 (The poem can be given as a reading assignment prior
to the discussion.)
2. After reading the poem, let the students answer the
given questions:
Check your understanding:

1. Who speaks in the poem?
(The writer is the one speaking in behalf of the
Africans.)
2. What is the poem about?
(The poem is about the effects of colonialism to
Africa.)
3. What connects the speaker to his African roots?
(Heritage links the speaker to his African roots.)
4. What does the line ―Saying yes to the whip under
the midday sun‖ mean?
(The line speaks about slavery.)
5. When is the taste of liberty bitter?
(Liberty tastes bitter if this liberty is acquired after great
sufferings.)
6. What does the symbol ‗that tree young and strong‖
suggest? (The symbol refers to Africa and it suggests
that after colonialism Africa began to grow up again
just as a young tree.)
7. What is the tone of the poem? (The tone changes
from the beginning it is happy in the middle it becomes
sad. This makes the tone nostalgic and the mood
becomes optimistic.)
106
E. Discussing new
new skills #2
F. Developing mastery GROUP ACTIVITY: SUGGESTED
(leads to Formative A. Thinking it Through GROUP
Assessment #3) Cite lines/stanzas in the poem ACTIVITIES:
that support the given concepts. (The teacher may
choose from the
Group 1: COLONIAL given activities)
TORTURE AND
EXPLOITATION A. The Heart of
the Poem
Possible answer: Divide the class
The blood of your sweat into 4 groups, then
The sweat of your work let each group do
The work of your slavery the activity.
The slavery of your children
GROUP 1 :
(There are evidences of torture 1. Determine the
and exploitation in the poem due message of the
to the fact that the poet poem then make a
expresses how the sweat of slogan showing its
Africans was lost in vain. All this message.
was done at a time when (The message of
Africans were turned into slaves the poem
and worked for their masters highlighted the
without any benefit.) problems of Africa
brought about by
Group 2: IDENTITY AND colonialism and
AWARENESS encouraged
Africans to bring
Possible answer: change and
I have never known you freedom.)
But your blood flows in my veins
Your beautiful black blood that GROUP 2 :
irrigates the fields 1. Deduce the
theme of the poem
(The poet however seems to be then look for a song
aware of his identity as black that reflects its
African. Although he grew up theme.
in France he shows that black (It is about the
blood flows in his veins, which strong love of the
means he is still an African poet to his country
regardless of where he grew and countrymen /
up.) patriotism.)
GROUP 3 :
Group 3: OPPRESSION AND 1. Make a poster
HUMILIATION showing the
intention of the
Possible answer: author in writing the
Is this you this back that is bent poem.
This back that breaks under the (To motivate
weight of humiliation African readers to
This back trembling with red break their bonds
107
scars of servitude so they
And saying yes to the whip could respond with
under the midday sun their dignity and
pride to their tribal
(Oppression and humiliation heritage.)
were common practices in
colonial time. They were used to GROUP 4 :
force Africans to work for the 1. Compose a short
colonizers without objection.) rap showing your
feelings/ emotions
Group 4: EFFECTS OF about the poem.
COLONIALISM
Possible answer: B. African Wall

That is Africa your Africa (Note: The students
That grows again patiently may be assigned to
obstinately bring photos of
And its fruit gradually acquires Africa for this
The bitter taste of liberty. activity.)
1. The class is
(The socio-political and divided into four
economic state of Africa was groups.
seriously affected during colonial 2. They make a
time. Nevertheless, the poet collage using
seems to be optimistic that at photos of Africa –
least Africa is growing up again people, lifestyle,
just like a young tree.) culture etc.
3. Post the output
on the wall.
4. Representatives
present the group‘s
work.
G. Finding practical How does poetry establish connection to our life?
and skills in daily living (Poetry is so important because it helps us understand
and appreciate the world around us. Poetry‘s strength
lies in its ability to shed a ―sideways‖ light on the world,
so the truth sneaks up on you.)
H. Making How can literary pieces be influenced by culture,
generalizations of history, environment and other factors?
daily living (Literary pieces such as poems are written based on
the writer‘s context and they are usually greatly
influenced by culture, history, environment or other
factors. They are vehicle of man‘s ideas, insights,
emotions, dreams, and aspirations and also a show
window of significant human experience.)
I. Evaluating learning Role play a scene from a movie that shows influence
of culture, history, environment and other factor.
J. Additional activities for (The teacher may choose from the given activities.)
application or
remediation Look for a poem written by a Filipino poet that reflects
the influence of culture, history, environment and other
factor.
108
Look for a short video clip that shows influence of
culture, history, environment and other factors
V. REMARKS
VI. REFLECTION

earned 80% on the
remediation
C. Did the remedial
learners who have
continue to require
remediation
Why did these work?
encounter which my
solve?
to share with other
teachers?
109
I. OBJECTIVES
C. Learning  Distinguish between general and specific
Competencies/Objectives statements.
(Code) EN10RC – IVi -10.2
 Draw conclusions from the set of details.
EN10RC – IVf – 2.12
II. CONTENT General and Specific Statements
Conclusions
III. LEARNING
RESOURCES
References
Pages
Pages
3. Textbook Pages
from LR Portal
5. Other Learning https://study.com/academy/lesson/how-to-identify-
Resources relationships-between-general-and-specific-ideas.html
https://www.staff.ncl.ac.uk/scott.windeatt/assignments/
HannaSliashynskaya/part%202%20general%20specifi
c%
20information.html
https://www.slideshare.net/yatchie/general-vs-specific-
statement-english-grade-7

A. Reviewing previous The teacher will call some students to share their
lesson or presenting the insights from the poem ―Africa ‖ by David Diop.
new lesson
B. Establishing a purpose The teacher will present the given sentences and ask
for the lesson the students to distinguish the general and specific
statement.
1. School children do not like reading books.

2. John is in grade 10 and hates reading poems.
(Sentence 1 – is general for it talks about all the school

children
Sentence 2 – is specific it talks about a particular
student and his likes.)
110
Another examples:
1. Political leaders must be good listeners as well as

effective public speakers.
2. There are two important skills that political leaders
must have.
C. Presenting The teacher will present a short paragraph and ask the
examples/instances of students to identify the general, specific and the
the new lesson concluding statement.
My dog Pan is so much fun to play with. One

reason he‘s fun is because he loves to play catch.
What‘s also fun is that he follows me around the house
with a toy and drops it on my foot, so I will kick it.
Additionally, he can catch just about anything, but his
favorite thing to catch is a Frisbee. Finally he loves it
when I pretend like I‘m falling dead, and he runs over
to lick me. All these reasons show why I really have
fun playing with Pan.
Answers:
General statement:
My dog Pan is so much fun to play with.

Specific statements:
One reason he‘s fun is because he loves to play
catch. What‘s also fun is that he follows me around the
house with a toy and drops it on my foot, so I will kick
it. Additionally, he can catch just about anything, but
his favorite thing to catch is a Frisbee. Finally he loves
it when I pretend like I‘m falling dead, and he runs over
to lick me.
Conclusion:
All these reasons show why I really have fun
playing with Pan.
D. Discussing new The teacher will proceed to the discussion of the

concepts and practicing general, specific and concluding statements.
new skills #1
General statements express the main point or
main idea of a piece of writing. They cover broad
categories or groups of people or things and usually
express the overall aspects, characteristics, or
elements of these categories or groups. They tend to
communicate broad topics that need to be explained
further if readers are to understand them in depth.
The main points of a paragraph are normally
located in the beginning of the paragraph and are
called topic sentences: their purpose is to introduce
the topic of the sentence.
For example, the general idea: that cats are

creatures of habit refers to a broad group, cats, and to
an overall characteristic of cats, that they are creatures
111
of habit. If readers are to understand exactly how and
why cats are creatures of habit, the writer will have to
give more information to support the general idea.
Specific statements support the main point or

main idea. They provide evidences to further define
the main idea and prove that it is valid. These
evidences can take many forms: examples, anecdotes,
logical reasons, facts, statistics, and expert testimony.
They usually clarify, explain, and illustrate general
ideas and statements by referring to particular
individuals, ideas, or things. They also tend to express
distinct characteristics that define those individuals,
ideas, and things.
A concluding statement restates the main idea

in different words. It is used to signal that your
paragraph is coming to an end. It should be a
summary of the previous discussion and not include
any new information. The reader should be able to
identify the key points in a text by reading the
concluding sentence.
E. Discussing new The teacher will present the diagrams for the students
concepts and Practicing to further understand the concept.
new skills #2
Parts of an Essay:
Source: http://www.slideshare.net/yatchie/general-vs-
specifstatement-english-grade-
112
F. Developing mastery BOARDWORK
(leads to Formative
Assessment #3) A. On the Go!
Post sample paragraphs on the board. Call some
students to identify the general, specific and
concluding statements in each of the given paragraph.
1.
2. .
Source: http://www.slideshare.net/yatchie/general-vs-
specificstatement-english-english-grade-7
Note: The teacher may use other essays that focus on

socio-cultural issues.
G. Finding practical How do general and specific statements help in
application of concepts making meaningful paragraph or essay?
They help in presenting the ideas logically and
making the paragraph/essay well-written and
meaningful. It also helps the readers see the
organization of the paragraph/essay and grasp its
main points easily.
H. Making Why is it important to organize your ideas logically in a
generalizations of paragraph/essay?
daily living Organization of ideas in a paragraph/essay is really
important because it shows clearly the connection of
every ideas or concepts being presented.
113
I. Evaluating learning The teacher will ask the students to write a five-
sentence paragraph about their favorite movie. The
paragraph should contain general, specific and
concluding statement.
J. Additional activities for 1. Have an advance study on how to write a research
application or report.
remediation 2. Take note of the common terms/language used in
preparing a research report.
3. Bring to class a sample research report.
V. REMARKS
VI. REFLECTION

earned 80% on the
remediation
C. Did the remedial
learners who have
continue to require
remediation
Why did these work?
encounter which my
solve?
to share with other
teachers?
114
I. OBJECTIVES
C. Learning  Compose a research report on a relevant social
Competencies/Objectives issue. EN10SS – IVe – 2.3
(Code)  Observe the language of research in writing the
research report draft. EN10G – IVe – 32
II. CONTENT Research Report
Language of Research
III. LEARNING
RESOURCES
References
Pages
Pages
3. Textbook Pages
from LR Portal
5. Other Learning https://www.google.com/search?q=pictures+of+a+wom
Resources an+with+question+marks&tbm=isch&source=univ&sa=
X&ved=2ahUKEwjezKrj_7_kAhXJP3AKHatdArgQsAR
6BAgJEAE&biw=1366&bih=625#imgrc=8iOmSD493G
O3NM:
https://www.google.com/search?q=pictures+of+a+wom
an+writing&tbm=isch&source=univ&sa=X&ved=2ahUK
EwjxnMqo_r_kAhVCIIgKHSX5BhoQsAR6BAgJEAE&b
iw=1366&bih=625#imgrc=MXW2wCOQn9U68M:
https://www.google.com/search?q=pictures+of+books
&tbm=isch&source=hp&sa=X&ved=2ahUKEwiO9P-
3_L_kAhXPPXAK
HQfmDeYQsAR6BAgHEAE&biw=1366&bih=625#imgr
c=
https://www.google.com/search?biw=1366&bih=625&t
bm=
isch&sa=1&ei=pkt0XaOhDtiSr7wP3pOD4Ag&q=pictur
es+
of+books+and+Computer&oq=pictures+of+books+and
+
computer&gs_l=img.3...3619.6991..8158...0.0..0.141.1
630.0j13......0....1..gws-wiz-
im.......0j0i67j0i8i30j0i24.DLH5TKtAjDg
&ved=0ahUKEwijjMW6_L_kAhVYyYsBHd7JAIwQ4dU
115
DCAY&uact=5#imgrc=kFUR5NujN3psaM:
https://www.slideshare.net/jobitonio/introduction-to-
research-37589838
https://www.slideshare.net/zulfazoufishan/research-
report-45426923
https://www.infoplease.com/homework-help/how-write-
research-paper-4
https://www.mckendree.edu/academics/research/irb/te
rms.php
A. Reviewing previous Ask some students to recall the previous lesson by
lesson or presenting the asking:
new lesson ―How can you distinguish general statement from
specific statement?‖
Note: The teacher may post metacards with general

and specific statements. Then, let students classify
said statements as to general or specific.
B. Establishing a purpose GAME : 4Pics, 1Word
for the lesson Present the pictures and let the students guess the
hidden word based on the given pictures.
C. Presenting Lead them to the discussion of the topic by asking

examples/instances of some questions:
the new lesson 1, What is research?
2. Why do we conduct research?
3. What is a research report?
Answers:
1. Research is an organized inquiry carried out to
provide information for solving problems. It is also a
systematic process of collecting and analyzing
information.
2. Answers may vary.
3. A research report is a completed study that reports
an investigation or exploration of a problem, identify
questions to be addressed, and includes data
collected, analyzed and interpreted by the researcher.)
116
(Note: No need to discuss the steps and parts of a
research report for these were already discussed in
the previous week.)
D. Discussing new Proceed to the discussion on ―How to Write a

concepts and practicing Research Report: Write a First Draft.‖
new skills #1
Writing the First Draft
1. Every essay or paper is made up of three parts:
•Introduction
•Body
•Conclusion
2. The introduction is the first paragraph of the paper.
It should include thesis statement. It often begins with
a general statement about the topic and ends with a
more specific statement of the main idea of your
paper. The purpose of the introduction is to:
• let the reader know what the topic is
• inform the reader about your point of view
• arouse the reader's curiosity so that he or she will
want to read about your topic
3. The body of the paper follows the introduction. It
consists of a number of paragraphs in which you
develop your ideas in detail.
•Limit each paragraph to one main idea. (Don't try to
talk about more than one idea per paragraph.)
•Prove your points continually by using specific
examples and quotations from your note cards.
•Use transition words to ensure a smooth flow of
ideas from paragraph to paragraph.
4. The conclusion is the last paragraph of the paper.
Its purpose is to:
•summarize your points, leaving out specific
examples
•restate the main idea of the paper
Present sample research report/template for the

students to be guided as they write.
E. Discussing new Proceed to the discussion of the importance of
concepts and Practicing language in research. Familiarize the students with
new skills #2 some of the terminologies used in research.
Language in everyday contexts is different from the

language use in research where it is characterized by
formality, style and precision. Language is absolutely
central to learning without it, you cannot make sense
or communicate your understanding of a subject.
Present some of the terminologies used in research.

1. Delimitations - address how the study will be
narrowed in scope.
2. Hypothesis - hypotheses represent specific
restatements of the purpose of the study.
3. Limitations - identify potential weaknesses of the
study.
117
4. Research Methodology - research design (paradigm
as well as statistics and analysis) as well as the
approximate timeline for completion of the study.
5. Purpose of the study - specific research aims and
objectives for the research.
6. Thesis Statement/Controlling Idea - identifies the
main idea of the paper, serving as the focus of the
report.
7. Sources - the books, articles, websites, interviews,
etc. that students use to obtain information for their
research papers.
8. Citations - notations within a research paper which
tell the reader where the writer obtained stated
information
Works cited the last page of the research paper which
lists the sources a student uses for the research paper.
9. Data -- factual information used as a basis for
reasoning, discussion, or calculation.
https://www.mckendree.edu/academics/research/irb/te
rms.php
F. Developing mastery INDIVIDUAL ACTIVITY
(leads to Formative
Assessment #3) A. It‟s Time to Write!
(Students will be grouped. Each group should have
five members.)
Using the gathered information about the topic of their

choice, students will write their research report draft
entailing pertinent facts about their chosen topic.
The teacher will guide the students in writing their draft
and remind them of the guidelines about the writing
process and so as the use of appropriate
terminologies.
G. Finding practical What is the importance of using appropriate sample
application of concepts research language in research?
We use language in order to communicate our
thoughts and feelings. Researcher could also convey
his information, message, ideas with ease.
H. Making Why is research important?
generalizations of
concepts and skills in Research is important in our everyday life because it
daily living empowers us with knowledge. It enables us to
discover new knowledge, gives us light in
understanding various issues of life.
I. Evaluating learning Write the draft of the research report using the
gathered information about the topic of their choice.
( Note: Use the gathered information from week 1-6)
J. Additional activities for Research on how to acknowledge the borrowed

application or information / sources.
remediation
118
V. REMARKS
VI. REFLECTION

earned 80% on the
remediation
C. Did the remedial
learners who have
continue to require
remediation
Why did these work?
encounter which my
solve?
to share with other
teachers?
119
I. OBJECTIVES
C. Learning  Use writing conventions to acknowledge sources.
Competencies/Objectives EN10SS – IVd – 1.6.4
(Code)  Compose a research report on a relevant social
issue. EN10SS – IVe – 2.3
 Observe the language of research in writing the
research report draft. EN10G – IVe – 32
II. CONTENT Acknowledge Sources
Research Report
Language of Research
III. LEARNING
RESOURCES
References
Pages
Pages
3. Textbook Pages
from LR Portal
5. Other Learning https://libguides.mit.edu/citing
Resources
https://pitt.libguides.com/citationhelp
https://www.time4writing.com/articles-about-
writing/writing-conventions-updated/
https://www.editage.com/insights/3-techniques-to-
avoid-plagiarism-in-your-research-paper
A. Reviewing previous 1. What will you do if the memes you created in your
lesson or presenting the FB was copied by your friend and posted it in his wall
new lesson without telling or asking your permission?
2. How would you feel and react on it?
B. Establishing a purpose 1. Why is there a need to acknowledge the sources of
for the lesson your information?
2. What will happen if you failed to acknowledge
borrowed information?
3. How do you cite or acknowledge borrowed
information?
C. Presenting Inform the students that the best way to avoid
examples/instances of plagiarism is to cite the sources - both within the body
the new lesson of the paper and in a bibliography of sources used at
the end of the paper.
120
D. Discussing new Proceed to the discussion on ―How to cite/
concepts and practicing acknowledge sources or borrowed information.‖
new skills #1
A citation is a way of giving credit to individuals for
their creative and intellectual works that you utilized to
support your research. It can also be used to locate
particular sources and avoid plagiarism.
You must cite:

1. Facts, figures, ideas, or other information that is not
common knowledge
2. Ideas, words, theories, or exact language that
another person used in other publications
3. Publications that must be cited include: books, book
chapters, articles, web pages, theses, etc.
4. Another person's exact words should be quoted and
cited to show proper credit
Ways to cite sources
Citations may look different, depending on what is
being cited and which style was used to create them.
Choose an appropriate style guide for your needs.
Here is an example of an article citation using four
different citation styles. Notice the common elements
as mentioned above:
Author - R. Langer
Article Title - New Methods of Drug Delivery
Source Title - Science
Volume and issue - Vol 249, issue 4976
Publication Date - 1990
Page numbers - 1527-1533
American Chemical Society (ACS) style:

Langer, R. New Methods of Drug Delivery. Science
1990, 249, 1527-1533.
IEEE Style:
R. Langer, "New Methods of Drug Delivery," Science,
vol. 249, pp. 1527-1533, SEP 28, 1990.
American Psychological Association (APA) style:

Langer, R. (1990). New methods of drug delivery.
Science, 249(4976), 1527-1533.
Modern Language Association (MLA) style:

Langer, R. "New Methods of Drug Delivery." Science
249.4976 (1990): 1527-33.
E. Discussing new Proceed to the discussion of Plagiarism and how to
concepts and Practicing avoid it.
new skills #2
What if you want to write/use another researcher's
work in your own paper? Is there a way to use
previously published work into your own writing without
being accused of plagiarism?
121
Plagiarism is presenting someone else‘s work or
ideas as your own, with or without their consent, by
incorporating it into your work without full
acknowledgement.
Way to Avoid Plagiarism

1. Paraphrase – rewrite the original ideas into your
own words.
2. Summarize – put the original ideas in your own
words.
3. Quote – use the exact / same words as the original
and place inside the quotation marks.
F. Developing mastery The teacher will guide the students in creating the
(leads to Formative appropriate citations/ acknowledgment on the
Assessment #3) borrowed information used by the students in their
research report draft. Let them also observe elements
that help make writing clear and understandable such
as spelling, punctuation, capitalization and grammar.
G. Finding practical The teacher will explain the consequences of using
application of concepts borrowed information without acknowledging it.
H. Making What is the importance of research report in our daily
generalizations of lives?
concepts and skills in (It improves the standard of living. Only through
daily living research can new inventions and discoveries come
into life.)
What is the importance of using the appropriate

language?
(The single most important thing that you can do is to
use appropriate language in your written and verbal
communication. In an academic or professional
setting, it is crucial to always be putting your best self
forward.)
I. Evaluating learning Using their output in day 3 (research report draft), let
them identify the borrowed information incorporated in
their output and create appropriate citations on it. They
may revise their draft with proper placement of
citations and let them also observe elements that help
make writing clear and understandable such as
spelling, punctuation, capitalization and grammar.
Then be ready for the final copy.
J. Additional Critiquing of the output.
activities for application
or remediation
V. REMARKS
VI. REFLECTION

earned 80% on the
122
remediation
C. Did the remedial
learners who have
continue to require
remediation
Why did these work?
encounter which my
solve?
to share with other
teachers?
123
I. OBJECTIVES
C. Learning  Describe the emotional appeal of a listening text.
Competencies/Objectives EN10LC-IVh-6.5
(Code)  Show appreciation for songs, poems, plays, etc.
EN10V-IIIg-13.9
II. CONTENT Poem ―A Blessing‖ by James Wright
Song ― If We Hold on Together‖ By Diana Ross
III. LEARNING
RESOURCES
References
Pages
Pages
3. Textbook Pages English Expressways III, pages 110-111
from LR Portal
5. Other Learning 1. Picture about moving towards convergence.
Resources https://www.google.com/search?q=moving+towards+convergence&tbm=isch&t
bs=rimg:CautyPcjNSXiImAOSeSM8wk3_1EsSqK8XpXOOx_155enyUh5kQsbI
FaGsN0H-1xj6KCTKjftDKVo3uNWxUkBtSQJULb5atgmG0xfAnCmv-
SUENQc705oMQ9Rjw-Tei-
x4DZ_10b4Ofb4aZdhBAqEgkOSeSM8wk3_1BG5q_1QhdvQBaioSCUsSqK8X
pXOOESWZFBTxIHj_1KhIJx_155enyUh5kRlCN8d8T74ocqEgkQsbIFaGsN0B
G9H-45ykHP6SoSCX-
1xj6KCTKjEXJEBFigzqWfKhIJftDKVo3uNWwRVgH89s8AxhgqEglUkBtSQJUL
bxEPb_14_1x0LPQCoSCZatgmG0xfAnEVK4f62KtMEPKhIJCmv-
SUENQc4RO-IT5ImoyF0qEgn05oMQ9Rjw-REC6_1E4LcvC_1SoSCTei-
x4DZ_10bEf36te3plT7eKhIJ4Ofb4aZdhBARVwVrzGlNjjM&tbo=u&sa=X&ved=
2ahUKEwj2qeS129bkAhVD7mEKHZJcCfEQuIIBegQIARAw&biw=1330&bih=6
06&dpr=1#imgrc=GByPT-8avQPESM:
2. ―A Blessing‖ by James Wright

https://www.youtube.com/watch?v=Gv3gHR_8cnI
3. If We Hold On Together
Source:
https://www.youtube.com/watch?v=uGVQJKgqgY8
A. Reviewing previous TASK 1. MOVING TOGETHER (5 minutes)
new lesson The teacher will post the picture on the board and will
ask the students on what they observe in the picture. The
discussion should lead to the week‘s theme; ―Moving
towards Convergence‖.
124
Note: The teacher may connect the picture to the poem
in the next by saying: Friends are important in moving
into unity and can be considered a blessing. Hence, we
will discuss the poem entitled ―A Blessing‖ by James
Wright.
Source: Picture about moving towards convergence.

Please click the link above for the URL
B. Establishing a purpose TASK 2. UNDERSTANDING AND APPRECIATION OF
for the lesson A POEM
Say: (5 minutes)
A poem can be considered as an experience packed
in capsule form. It is short, compared with most forms of
writing like novels, essays, or stories, but it is as valuable
as the rest in giving insight into the human condition. The
way to approach a poem is to first have an appreciation
of its beauty, its form, language, and the image created
in your mind. The understanding of its deeper meaning or
symbol will follow. As a great poet believed, a poem
starts in delight and ends in wisdom.
Prepare the class for a listening activity.
Ask:
What have you considered your blessing in life? Do small
things account for a real blessing? Why? Support your
answer. (Answers may vary)
C. Presenting TASK 3. TIME TO LISTEN (5 minutes)
examples/instances of Let the class listen to the poem entitled ―A Blessing‖
the new lesson by James Wright.
Note: The material is in MP4 format. The teacher will

play the audio only. If the teacher finds the audio not
clear, he or she may use her/his own recording.
The transcription of the poem can be found in the
appendices.
Source: “A Blessing” by James Wright

https://www.youtube.com/watch?v=Gv3gHR_8cnI
D. Discussing new TASK 4. CHECK YOUR UNDERSTANDING (10
concepts and practicing minutes)
new skills #1 Instruct the students to answer the following
questions. For advanced learners, they will do the
activity with a pair. For average learners, they will be
grouped into 5. The students will answer orally.
125
1. What is described in the poem?
2. What blessing is referred to in Wright‘s poem?
3. What does the word blessing connote?
4. What words in the song appeal to your emotion?
5. Explain the last three lines of the poem. Does the
poet translate a vision to reality? Prove your
answer.
Key to correction:
1. Two ponies are described in the poem.
2. The blessing that Wright mentioned in his poem refers to
feelings of happiness, contentment, and love brought about by
the gestures of the two ponies.
3. Blessing connotes the innate qualities of a being which
contribute to a better outlook in life.
4. The last three lines show the author’s realization that true
blessings in life come from within. Yes, the author translates a
vision of reality. This is a realization of the meaning of
blessing.
5. Dreams, Believing, Together
Note: Encourage the students to give their own

interpretation of blessing as shown in the poem.
E. Discussing new TASK 5. IF WE HOLD ON TOGETHER

concepts and Practicing Play the song, ―If We Hold On Together‖. Let the
new skills #2 students analyze the message of the song. The teacher
may post the lyrics on the board.
Source:
If We Hold On Together
https://www.youtube.com/watch?v=uGVQJKgqgY8
F. Developing mastery TASK 5. DIG IT UP! (5 minutes) (same activity

(leads to Formative Ask the students to answer the may be given
Assessment #3) following questions below. The to average
students will answer orally. learners but
1. What is the song all about? the students
(PA: The song is all about achieving our will be grouped
dreams by holding on together.) into 5)
2. What emotions are present in the
song?
(PA: Happiness, Hopeful, Optimisim)
3. What message does the song
wants to convey? Does it appeal to
your emotions? Explain.
(PA: Answers may vary.)
Note: The students may work by a
pair.
G. Finding practical TASK 6. WHY
application of concepts Instruct the students to think of a song that appeals to
and skills in daily living their emotions at the moment. Sing a line or two in class.
Give a brief explanation why.
For advanced learners, they will do the activity with a
pair. For average learners, they will be grouped into 5.
126
H. Making TASK 7. SPECIAL DELIVERY
generalizations of Ask:
concepts and skills in What makes a song/ poem or movie special to you?
daily living
Note: The students may answer orally.
I. Evaluating learning Tell the students to
choose one stanza that Instruct the students to
appeal to their emotions. draw an emoji that shows
Then explain their answer. their emotions about the
The students will answer poem. Explain.
on a ½ sheet of paper.
J. Additional activities for Assignment:
application or Research about IPA (International Phonetic Alphabet)
remediation short vowel sounds.
V. REMARKS
VI. REFLECTION

earned 80% on the
remediation
C. Did the remedial
learners who have
continue to require
remediation
Why did these work?
encounter which my
solve?
to share with other
teachers?
127
I. OBJECTIVES
C. Learning  Summarize important points discussed in the text
Competencies/Objectives listened to EN10LC-IVi-3.14
(Code)  Produce the sounds of English correctly and
effectively. EN10OL-IVd-3.11
II. CONTENT International Phonetic Alphabet
ASEAN Integration
III. LEARNING
RESOURCES
References
1. Teacher’s Guide Celebrating Multi-culturism Through World Literature
Pages pages 432-438
2. Learner’s Materials Celebrating Diversity through World Literature pages
Pages 479-481
3. Textbook Pages
from LR Portal
5. Other Learning 1. Phonetic Alphabet- The London School of English
Resources https://www.londonschool.com/blog/phonetic-alphabet/
2. Introduction to English Sound.
https://www.youtube.com/results?search_query=ipa+vow
els
3. Sample Passage
https://www.toppr.com/guides/business-correspondence-and-
reporting/note-making/steps-comprehend-summarize-text/
A. Reviewing previous TASK 1. THE RECAP (5 minutes)
lesson or presenting the Do a recap of the lesson then introduce the
new lesson objectives for the day.
B. Establishing a purpose TASK 2. ASEAN INTEGRATION (5 minutes)
for the lesson Instruct the students to study the illustration below
and think of ways they can practice the ASEAN motto.
Ask them to write a one- sentence pledge of support. Tell
them to write their pledge of support in their notebook.
Note: The teacher may contextualize the activity by

asking the students to apply the motto of the ASEAN
in a school setting or family setting, for instance.
128
C. Presenting TASK 3. THE GOAL OF ASEAN
examples/instances of Let the students listen to the recorded text about the
the new lesson goal of ASEAN.
Note: The teacher may record in advance the reading

text 2 on page 479-480 of English 10 LM as a material
for this listening activity.
D. Discussing new TASK 4. LET US SUMMARIZE
new skills #1 Ask the students to summarize the text they have
listened to. Let them use the questions below as their
guide. The advanced learners may work on this activity
in a triad and average learners will be grouped into 5.
1. According to the reading text, what is the goal of

ASEAN?
2. Why is integration important?
3. Who would benefit from this integration?
4. What are the benefits of the integration?
E. Discussing new TASK 5. VOWEL SOUNDS

new skills #2 Discuss the concept notes on IPA Vowels.
Concept Note:
The International Phonetic Alphabet (IPA) is a

system where each symbol is associated with a particular
English sound. By using IPA you can know exactly how
to pronounce a certain word in English. This helps in
improving English pronunciation and feeling more
confident speaking in English, whether you learn English
o
n you own or with a specialist teacher in an
individual English Accent Training class.
Here are examples of IPA use in common English words.
You can practice various vowel and consonant sounds
by pronouncing the words. This is one way how you can
improve English pronunciation.
Short Vowels
IPA WORD EXAMPLES

SYMB
OL
e Said, he, intend, when, men,
æ Have, had, hand, plan,
ʌ But, must, one, come
ʊ Move, put, look, should, could,
ɒ Want, was,
ə Become, apparent, policy,
129
Long Vowels
IPA WORD EXAMPLES

SYMBOL
I: Seemed, needs, foreseen, lead
ɜ: Turn, heard
ɔ: Talk, law, world, own,
u: New, few,
ɑ: Watch, past, part, and,
(leads to Formative TASK 5. ONE MORE TIME
Assessment #3) Play the video about Introduction to English Sound.
Source: Introduction to English Sound.

https://www.youtube.com/results?search_query=ipa+vow
els
G. Finding practical TASK 6. LET‟S DO THIS
application of concepts Instruct the students to read the poem aloud. Let them
and skills in daily living apply the skills they have learned in the previous
discussion.
Trees
By: Joyce Kilmer
I think that I shall never see

A poem lovely as a tree.
A tree whose hungry mouth is prest

Against the earth‘s sweet flowing breast;
A tree that looks at God all day,

And lifts her leafy arms to pray;
A tree that may in Summer wear

A nest of robins in her hair;
Upon whose bosom snow has lain;

Who intimately lives with rain.
Poems are made by fools like me,

But only God can make a tree.
130
Note: For advanced learners, the students will do the
activity in pair. For average learners, the students will do
the activity by groups of five.
H. Making TASK 6. TELL ME WHY
generalizations of 1. Why do you think it is important to produce the English
concepts and skills in language correctly and effectively?
daily living
I. Evaluating learning TASK 7. EVALUATION
A.) Identify the IPA symbol that represents the
capitalized vowel sounds.
1. sofA
2. mEn
3. fOOt
4. tUrn
5. sEWer
6. mEAt
7. hOspital
8. monEY
9. sAw
10. comrAde
Key to correction:
1. a:
2. e
3. u:
4. 3:
5. u
6. i:
7. ɒ
8. ʌ
9. Ɔ:
10. a:
B.) Tell the students that they will listen to a sample

passage. Then, they will summarize important points in
the passage.
Passage
Conversation is indeed the most easily teachable of all

arts. All you need to do in order to become a good
conversationalist is to find a subject that interests you and
your listeners. There are, for example, numberless hobbies
to talk about. But the important thing is that you must talk
about other fellow‘s hobby rather than yours‘. Talk to your
friends about the things that interest them, and you will get
a reputation for good fellowship, and a brilliant mind. There
is nothing that pleases people so much as your interest in
their interest.
It is just as important to know what subjects to avoid and
what subjects to select for good conversation. If you don‘t
want to be set down as a bore, be careful to avoid certain
unpleasant subjects. Avoid talking about yourself, unless
you are asked to do so. People are interested in their own
problems not in yours.
131
To be a good conversationalist you must know not only
what to say, but how also to say it. Be mentally quick and
witty. Finally, try to avoid mannerism in your conversation.
Don‘t click your tongue, or roll your eyes or use your hands
excessively as you speak.
Source: https://www.toppr.com/guides/business-
correspondence-and-reporting/note-making/steps-
comprehend-summarize-text/
J. Additional activities for Research about the types of plagiarism.
application or
remediation
V. REMARKS
VI. REFLECTION

earned 80% on the
remediation
C. Did the remedial
learners who have
continue to require
remediation
Why did these work?
encounter which my
solve?
to share with other
teachers?
132
I. OBJECTIVES
resolve social conflict also how to use the language of
research and advocacies.
C. Learning  Use writing conventions to acknowledge sources.
Competencies/Objectives EN10SS-IV-d1.6.4
(Code)  Observe the language of research in writing
research report. EN10G-IV-e-32
II. CONTENT Plagiarism & Writing conventions to acknowledge
sources.
III. LEARNING
RESOURCES
References
Pages
Pages
3. Textbook Pages
from LR Portal
5. Other Learning Sample Text
Resources https://edubirdie.com/blog/examples-of-plagiarism
Types of Plagiarism
https://edubirdie.com/blog/examples-of-plagiarism
Writing Conventions to Acknowledge Sources
http://www.canberra.edu.au/current-students/canberra-
students/student-support/study-skills/attachments/pdf/apa.pdf
Sample Plagiarized Work #1 &2
https://qcpages.qc.cuny.edu/~redwards/Plagiarism/04.html
Sample Direct Plagiarized Work
https://desales.libguides.com/avoidingplagiarism/examples
A. Reviewing previous TASK 1: LETS ARRANGE
lesson or presenting the Instruct the students to arrange the words below.
new lesson 1. LARPGIIMSA- Stealing the idea of someone‘s paper.
2. SOUSRCE- References of a certain work.
B. Establishing a purpose TASK 2: THE QUESTIONS
for the lesson Answer the questions:
1. Have you experienced doing a research in your other
subjects? In what subjects?
(Possible Answer: Yes, Science & AP )
2. Do you write the source of your research? Why?
(Possible Answer: Yes, the sources provide reference and
details of my research.)
3. Why do you think you need to write the source of your
research?
(Possible Answer: We need to write the source so that we
can avoid plagiarism.)
133
C. Presenting TASK 3: IT‟S TIME TO ANALYZE (The same activity
examples/instances of Instruct the class to analyze the 2 will be given to the
the new lesson sample texts and answer the average learners
questions that follow. only that they will
be grouped into 5.)
Sample Text # 1
―Freeman and slave, patrician and
plebeian, lord and serf, guild-master
and journeyman, in a word,
oppressor and oppressed, stood in
constant opposition to one another.‖
Marx, K., Engels, F., & Berman, M.
(2011). Communist manifesto. New
York: Penguin Books.
Sample Text # 2
Freeman and slave, patrician and
plebeian, lord and serf, guild-master
and journeyman, in a word,
oppressor and oppressed, stood in
constant opposition to one another.
QUESTIONS:
1. What did you observe in the two
texts? (Possible Answer: The two
texts have the same content.)
2. Is there a need for you to write
the source of your research? Why?
(Possible Answer: Yes, we need
to write the source so that we can
avoid plagiarism.)
3. What is plagiarism?
(Possible Answer: It is stealing the
idea of someone’s paper.)
4. What will happen to people who
plagiarize?
(Possible Answer: They will be
sued for a criminal case.)
D. Discussing new TASK 4: THE ANALYSIS
concepts and practicing 1. Ask the class to work with five groups.
new skills #1 2. Each group will analyze how the three sets of the texts
were plagiarized.
3. Let each group share their observations.
4. Compare the observations per group to distinguish the
different types of plagiarism.
SET A-Sample Direct Plagiarized Work:

Freeman and slave, patrician and plebeian, lord and serf,
guild-master and journeyman, in a word, oppressor and
oppressed, stood in constant opposition to one another.
SET A- Original Source:
―Freeman and slave, patrician and plebeian, lord and
serf, guild-master and journeyman, in a word, oppressor
and oppressed, stood in constant opposition to one
another.‖
Marx, K., Engels, F., & Berman, M. (2011). Communist
manifesto. New York: Penguin Books.
134
SET B-Sample Mosaic Plagiarized Work:
In the 1867 edition, Whitman began restless classifying,
organizing and sorting of poems that would make him
busy for the rest of his life. Evidently, he sought a
conscious, external structure to reply to critics who said
his poetry was obscure and formless.
SET B- Original Source:
―In the 1867 edition, Whitman began the restless sorting,
organizing, and classifying of poems that would occupy
him for the rest of his life. Apparently, he sought an
external, conscious structure to answer critics who said
his work was formless or obscure.‖
Black, S (1998), “Leaves of Grass” Criticism
SET C-Sample Global Plagiarized Work:
We can thank our first president, George Washington, for
setting that example. After he led the colonies to victory
as General Washington, there were no constraints on
him.
SET C- Original Source:
We have our first president, George Washington, to
thank for setting that example. After he led the colonies
to victory as General Washington, there were no
constraints on him, really.‖
President Obama, 2017
Answer the questions: (individually)
1. What did you observe in the sample direct plagiarized
work? (Possible Answer: No words have been
changed. There is no reference to a source and there are
no quotation marks.)
2. What did you observed in the sample mosaic
plagiarized work? (Possible Answer: The original
source was paraphrased slightly but the meaning
remained. No citation was provided, author not cited.)
3. What did you observed in the sample global
plagiarized work? (Possible Answer: The plagiarized
example has been changed ever so slightly, but the
speech is the same.)
CONCEPT NOTE:
Source: https://edubirdie.com/blog/examples-of-
plagiarism
Plagiarism is basically stealing the idea of someone‘s
paper.
Types of Plagiarism
1. Direct- This is the type where the accused directly
copies a section of an article or a book (such plagiarism
examples). They do not use quotation marks or cite the
source in a paper.
2. Mosaic- This is the type where a scholar uses phrases
directly from a source without using quotation. Student
may change words, but the structure remains the same.
3. Global Plagiarism- Using someone else‘s work while
passing it off as your own. The words are not yours & are
therefore plagiarized.
135
E. Discussing new TASK 5: LET‟S AKNOWLEDGE OUR SOURCES
concepts and Practicing Using the same groupings, the students will answer the
new skills #2 questions. They will write their answer on the meta strips.
QUESTIONS:
1. Why you should acknowledge your sources?
(Possible Answer: To lend authority to what you are
writing & to provide details or background to what you
are writing.)
2. How do you acknowledge your sources?
(Possible Answer: By writing the author’s name, year of
publication and page number of the books/ journals and
other sources where you get the information.)
CONCEPT NOTE:
Writing Conventions to Acknowledge Sources
Source: http://www.canberra.edu.au/current-
students/canberra-students/student-support/study-
skills/attachments/pdf/apa.pdf
How do you acknowledge your sources?
1. In-text Referencing
2. Reference List
1. In-text Referencing- It should contain only the
following information, in this order:
1) the surname of the author/s
2) the year of publication of the text
3) the page number/s of the text.
For example: Peterson (2005, p. 31) states that … A
recent research study (Jones & Jackson, 2004, p. 27)
reveals …
2. Reference List-
Referencing journals format: Author, T. H. (Year). Title.
Name of Journal, 7, pp. 11-26.
Referencing from books: Author, T. H. (Year). Title.
Name of Book. Place of Publication: Publishing
Company.
F. Developing mastery TASK 6: IT‟S TIME TO WRITE (The same
(leads to Formative 1. Instruct the class that they will be activity will be
Assessment #3) working in triad. given to the
2. Let them identify the types of average
plagiarism in the two sample text. (See learners only
Appendix for the sample texts.) that they will be
3. Use the appropriate writing grouped into
convention to acknowledge its sources. five.)
G. Finding practical TASK 7: LET‟S REFLECT
application of concepts Plagiarism is a form of stealing. As such, is this a criminal
and skills in daily living case? What penalty awaits a plagiarist?
H. Making Answer the questions:
generalizations of 1. What is plagiarism?
concepts and skills in (Possible Answer: Plagiarism is basically stealing the
daily living idea of someone’s paper.)
2. What are the types of plagiarism?
(Possible Answers: Direct, Mosaic and Global
Plagiarism)
136
3. What are the writing conventions in acknowledging its
sources?
(Possible Answers: in-Text Reference and Reference
List.)
I. Evaluating learning TASK 8: IT‟S TIME TO EDIT
1. Instruct the students that they will
(The same activity
be given one sample of a direct
will be given to the
plagiarized work. (See Appendix for
average learners
the sample plagiarized work.)
only that they will
2. Improve/edit the sample
be grouped into 5.)
plagiarized work and use the
appropriate writing convention to
acknowledge its sources.
J. Additional activities for TASK 9: LET‟S REVIEW
application or - Let the students review their research report draft
remediation and have them apply what they have learned on how
to acknowledge sources.
V. REMARKS
VI. REFLECTION

earned 80% on the
remediation
C. Did the remedial
learners who have
continue to require
remediation
Why did these work?
encounter which my
solve?
to share with other
teachers?
137
I. OBJECTIVES
C. Learning  Acknowledge sources by preparing a bibliography.
Competencies/Objectives EN10 SS-IV-g-1.6.3
(Code)  Observe the language of research in writing
research report. EN10G-IVe-32
II. CONTENT Bibliography Entries
III. LEARNING
RESOURCES
References
Pages
Pages
3. Textbook Pages
from LR Portal
5. Other Learning BIBLIOGRAPHY
Resources https://www.sciencebuddies.org/science-fair-projects/science-
fair/writing-a-bibliography-apa-format
BIBLIOGRAPHY ENTRIES 1-3
https://www.sciencebuddies.org/science-fair-projects/science-
fair/writing-a-bibliography-apa-format
http://www.easybib.com/reference/guide/apa/book
A. Reviewing previous TASK 1: RECALL
lesson or presenting the Answer the questions:
new lesson 1. What is plagiarism?
(Possible Answer: Plagiarism is basically stealing the idea of
someone’s paper.)
2. What are the types of plagiarism?
(Possible Answers: Direct, Mosaic and Global Plagiarism)
3. What are the writing conventions to acknowledge its
sources?
(Possible Answers: in-Text Reference and Reference List.)
B. Establishing a purpose TASK 2: WORD WEB (The same activity
for the lesson - Ask the class to fill out the word will be given to the
web with words that you can average learners
associate with the word: ―Sources.‖ only that they will
be grouped into
five.)
138
TASK 3: LET‟S CLASSIFY
C. Presenting 1. Ask the class to classify the following bibliography
examples/instances of entries to its category.
the new lesson 2. The students will post the sample bibliography entries
to its right category.
Source: https://www.sciencebuddies.org/science-fair-
projects/science-fair/writing-a-bibliography-apa-format
BIBLIOGRAPHY ENTRIES:
1. Bergman, P.G. (1993). Relativity. In the New
Encyclopedia. (vol.26,pp. 501-508). Chicago:
Encyclopedia Brittanica.
2. Allen, T. (1974). Vanishing Wildlife of North America.
Washington DC: National Geographic Society.
3. Devitt, T. (2001, Aug. 2). Lightning Injures Four at
Music Festival. The Why? Files. Vol.2. Retrieved
Jan.23,2002,http;//www.whyfiles.org/07/lightning/
index.html.
4. Harlow, H.F. (1983). Fundamentals for Preparing
Psychology Journal Articles. Journal of Comparative
Psychology.vol.5, 893-896.
CATEGORIES:
A. BOOK
B. JOURNAL/MAGAZINE
C. ENCYCLOPEDIA
D. INTERNET ARTICLE
D. Discussing new After they classify the bibliography entries, let the class
concepts and practicing observe it and ask them about their observations.
new skills #1 BIBLIOGRAPHY ENTRIES:
A. BOOK
Allen, T. (1974). Vanishing Wildlife of North America.
Washington DC: National Geographic Society.
B. JOURNAL/MAGAZINE
Harlow, H.F. (1983). Fundamentals for Preparing
Psychology Journal Articles. Journal of Comparative
Psychology.vol.5, 893-896.
C. ENCYCLOPEDIA
Bergman, P.G. (1993). Relativity. In the New
Encyclopedia. (vol.26,pp. 501-508). Chicago: Encyclopedia
Brittanica.
D. INTERNET ARTICLE
Devitt, T. (2001, Aug. 2). Lightning Injures Four at Music
Festival. The Why? Files. Vol.2. Retrieved
Jan.23,2002,http;//www.whyfiles.org/07/lightning/
index.html.
139
E. Discussing new Answer the Questions: (individually)
new skills #2 1. What is a bibliography?
(Possible Answer: List of sources/ references in a research
work.)
2. What is the format in writing a bibliography entry from

books?
(Possible Answer: Author‘s Last Name, First Initial.
(Publication Date/Year).Book Title. City of publication:
Publishing Company.)

journals/magazine?
(Publication Date/year). Title of the Article. Periodical Title.
Volume no. issue no. if applicable). Pages.

encyclopedia?
(Date/Year). Title of Article. Title of Encyclopedia. (vol. No.,
pages). City of Publication: Publishing Company.

internet article?
(Possible Answer:
Online Periodical
Author‘s Name. (Date of Publication). Title of the Article.
Title of the Periodical. Volume no. if applicable, Retrieved
month, day, year, URL.
Online Document
Author‘s Name. (Date of Publication). Title of Work.
Retrieved month, day, year, URL.
F. Developing mastery TASK 4: LET‟S WRITE
(leads to Formative 1. Ask the class to work in five groups.
Assessment #3) 2. Write correct bibliographic entries from the 2
information given below.
3. Take note of the format in writing bibliography entries.
BIBLIOGRAPHY ENTRY #1:
Author: Searles, B. & Smith M.
Publication Date: 1979
Book Title: A Reader‘s Guide to Science Fiction
City of Publication: New York
Publishing Company: Facts on File Inc.
BIBLIOGRAPHY ENTRY #2:

Author: Kalette D.
Publication Date: 1986
Title of the Article: California Town Counts to Big Quake
Periodical Title: USA Today
Volume No. 9
Page: 41
Source: https://www.sciencebuddies.org/science-fair-
projects/science-fair/writing-a-bibliography-apa-format
http://www.easybib.com/reference/guide/apa/book
140
G. Finding practical TASK 5: ITS TIME TO REFLECT
application of concepts Answer the question:
and skills in daily living -Why do you think it is important to write the sources of
your research?
(Possible Answer: Yes, we need to write the source so that
we can avoid plagiarism.)
H. Making Answer the questions:
generalizations of 1. What is bibliography? (Possible Answer: List of sources/
concepts and skills in references in a research work.)
daily living
2. What are the format in writing a bibliography taken
from books, journals and internet?
(Possible Answer: BOOK- Author‘s Last Name, First Initial.
(Publication Date/Year).Book Title. City of publication:
Publishing Company.
ENCYCLOPEDIA - Author‘s Last Name, First Initial.
(Date/Year). Title of Article. Title of Encyclopedia. (vol. No.,
pages). City of Publication: Publishing Company.
JOURNAL/MAGAZINE- Author‘s Last Name, First Initial.
(Publication Date/year). Title of the Article. Periodical Title.
Volume no. issue no. if applicable). Pages.
INTERNET ARTICLE-
Online Periodical
Author‘s Name. (Date of Publication). Title of the Article. Title
of the Periodical. Volume no. if applicable, Retrieved month,
day, year, URL.
Online Document
Author‘s Name. (Date of Publication). Title of Work. Retrieved
month, day, year, URL.)
I. Evaluating learning TASK 6: IDENTIFYING ERRORS
Ask the class to identify the errors and arrange the
following bibliography entries to its correct format.
1. (2000). Friedrickson G. User Survey.
http://www.cc.gatech.edu.com. Retrieved: August 8, 2002.
2. Culture Shopping. New Yorker. (1983). Trillin, C. vol. 2. pp.
48-51.
3. American Publishing House. Nicol, A.M. Presenting Your
Findings: A Practical guide for Creating Tables. Washington
D.C: (1980.)
Possible Answers:
1) Friedrickson G. (2000). User Survey. Retrieved: August 8,
2002. http://www.cc.gatech.edu.com.
2) Trillin, C. (1983). Culture Shopping. New Yorker. vol. 2. pp.
48-51.
3) Nicol, A.M. (1980). Presenting Your Findings: A Practical
guide for Creating Tables. Washington D.C: American
Publishing House.
J. Additional activities for TASK 7: LET‟S PREPARE
application or Prepare bibliography entries in your own research report.
remediation
V. REMARKS
VI. REFLECTION
141
earned 80% on the
remediation
C. Did the remedial
learners who have
continue to require
remediation
Why did these work?
encounter which my
solve?
to share with other
teachers?
142
I. OBJECTIVES
C. Learning Critiquing of the Output for the week.
Competencies/Objectives
(Code)
II. CONTENT Critiquing of the Output for the week.
III. LEARNING
RESOURCES
References
Pages
Pages
3. Textbook Pages
from LR Portal
5. Other Learning
Resources
A. Reviewing previous The teacher will recall the discussion on plagiarism and
lesson or presenting the bibliography.
new lesson
B. Establishing a purpose The teacher will check the prepared bibliography entries
for the lesson of the students in their research report.
C. Presenting
the new lesson
D. Discussing new
new skills #1
E. Discussing new
new skills #2
(leads to Formative
Assessment #3)
H. Making
generalizations of
daily living
143
I. Evaluating learning IT‟S TIME TO CRITIQUE
The teacher and the students will critique the output for
the week in preparation for the finalization of their
research report.
application or
remediation
V. REMARKS
VI. REFLECTION

earned 80% on the
remediation
C. Did the remedial
learners who have
continue to require
remediation
Why did these work?
encounter which my
solve?
to share with other
teachers?
144
I. OBJECTIVES
The learner demonstrates understanding of how world
A. Content Standards literature and other text types serve as instruments to
 Compose a research report on a relevant social issue.
EN10SS-IVi-2.3
C. Learning
 Observe the language of research in writing research
Competencies/
report. EN10G-IVe-32
Objectives(Code)
 Acknowledge sources by preparing a bibliography.
EN10SS-IVg-1.6.3
II. CONTENT Final Draft of Research Report on a relevant social issue
III. LEARNING
RESOURCES
References
1. Teacher’s Guide Celebrating Diversity Through World Literature
Pages pp.466-497
2. Learner’s Materials Celebrating Diversity Through World Literature
Pages pp. 423-454
pp. 215-219, 286-287, 302-303
from LR Portal
5. Other Learning Writing a Research Report: M. Nurul Islam
Resources https://www.slideshare.net
A. Reviewing previous Tell students to get the drafts they have prepared for their
lesson or presenting research report.
the new lesson
B. Establishing a Allow students to check their drafts based on a checklist for
purpose for the lesson chapters I, II and III.
C. Presenting Let students recall the parts of a research paper/ report.
examples/ instances of Parts of a Research Paper/ Report
the new lesson  Title Page
 Abstract
 Introduction
 Discussion
I. Methods
II. Findings or Results
 Conclusions
 Attachments
(The teacher may post on the board or use a power point
presentation to recall the parts of the research paper/
report.)
145
D. Discussing new Check it Right! (10 mins.)
concepts and Let students assess their research drafts by answering the
practicing new skills checklist below using a check mark (√).
#1
RESEARCH REPORT EVALUATION CHECKLIST
Chapter I/ Questions: Yes No
1. Does your Abstract contain the
overview of the study?
2. Does your Table of Contents show
complete parts and arranged
chronologically?
3. Does your Introduction catchy?
4. Does your Statement of the
Problem the focal point of your
research?
5. Did you present persuasive
arguments showing why the problem
is important to the study?
Chapter II/ Questions: Yes No
1. Does your Review of Literature
show what previous researchers have
discovered?
2. Did you cite similar study/ studies
that lead to the current research?
3. Does this part contain Definition of
Terms you have formulated for the
study?
4. Does this part reveal the Gaps to be
filled in the study?
5. Does this part demonstrate your
preparedness to complete the
research?
Chapter III/ Questions: Yes No
1. Does your Methodology describe
your basic research plan?
2. Does this part restate your purpose
and research questions?
3. Did you use appropriate sampling
method for your research?
4. Does your Research Design suit for
the objectives of your study?
E. Discussing new Brainstorm: (5 mins.)
concepts and Based from the Checklist Results, let students analyze
Practicing new skills #2 whether or not their research paper/ report contains the
main and the sub- parts for chapters I, II and III.
1. Which part/ chapter you find it difficult to formulate?
2. Which part/ chapter needs improvement?
F. Developing mastery Right Write! (15 mins.)
(leads to Formative Ask the students to give suggestions on how to improve
Assessment #3) their research paper/ report.
 Peer Editing
 Teacher Editing
146
G. Finding practical How important for you to know the parts of the research
application of concepts paper/ report?
and skills in daily living (Possible answers may vary)
1. It is important because we can have a good and orderly
output.
2. It is important because we can do it easily using the step
by step process.
H. Making
generalizations of
Why you need to revise your research paper/ report?
daily living
I. Evaluating learning Write with your heart! Write with your heart!
Work in pair Work by group of five
(20 mins.)
Instruct students to revise the first three chapters (I,II and
III) of their research paper/ report that need revision based
on the following standards or rubrics:
Research Report
1. Catchy Introduction
2. Well- explained
3. Well organized
4. Compelling Conclusion
5. Well- written
(The teacher may refer to the Appendices for the Research

Report Rubrics.)
(English 10 Learner‘s Material, pp.473 - 474)
J. Additional activities Let students print or provide a soft and hard copy of the
for application or revised draft of the first three chapters (I, II and III) in
remediation preparation for Research Report Presentation.
V. REMARKS
VI. REFLECTION
earned 80% on the
remediation
C. Did the remedial
learners who have
caught up with the
lesson
continue to require
remediation
E. Which of my
teaching strategies
work well? Why did
these work?
encounter which my
147
supervisor/principal/de
partment head can
help me solve?
use/discover which I
wish to share with
other teachers?
148
I. OBJECTIVES
The learner demonstrates understanding of how world
A. Content Standards literature and other text types serve as instruments to
 Compose a research report on a relevant social issue.
EN10SS-IVi-2.3
C. Learning
 Observe the language of research in writing research
Competencies/
report. EN10G-IVe-32
Objectives(Code)
 Acknowledge sources by preparing a bibliography.
EN10SS-IVg-1.6.3
II. CONTENT Final Draft of Research Report on a relevant social issue
III. LEARNING
RESOURCES
References
1. Teacher’s Guide Pages Celebrating Diversity Through World Literature
pp.466-497
2. Learner’s Materials Celebrating Diversity Through World Literature
Pages pp. 423-454
pp. 215-219, 286-287, 302-303
from LR Portal
5. Other Learning Writing a Research Report: M. Nurul Islam,
Resources https://www.slideshare.net
A. Reviewing previous Tell students to put out again the drafts they have
lesson or presenting the prepared for their research report.
new lesson
B. Establishing a purpose Allow students to check their drafts based on a checklist
for the lesson for chapters IV, V and VI.
C. Presenting examples/ Let students recall the parts of a research paper/ report.
instances of the new
lesson Parts of a Research Paper/ Report
 Title Page
 Abstract
 Introduction
 Discussion
I. Methods
II. Findings or Results
 Conclusions
 Attachments
(The teacher may post on the board or use a power point
presentation to recall the parts of the research paper/
report.)
149
D. Discussing new The teacher may divide the class by group or by pair.
concepts and practicing (10 mins.)
new skills #1 Check it Right!
Let students assess their research drafts by answering the
checklist below using a check mark (√).

Chapter IV/ Questions: Yes No
1. Did you restate the research
question using the exact wording as in
Chapter I?
2. Did you state the null hypothesis if
the research question is testable?
3. Did you state the type of statistical
test(s) performed?
4. Did you report the statistics and
conclusions followed by an
appropriate table(s)?
5. Did you present and explain the
results?
Chapter V/ Questions: Yes No
1. Did you discuss the Findings?
2. Do your Findings support existing
theories?
3. Did you present reasons why the
Results might have turned out the way
they did?
4. Did you present Recommendations
based on your Findings?
5. Is your first recommendation for the
study sponsor and the second one for
the other or future researchers?
Chapter VI/ Questions: Yes No
1. Did you use APA format to cite
References?
2. Does your Bibliography contain all
the authors whose work you‘ve
consulted in your research?
3. Did you include your used
instruments such as questionnaire,
tables, graphs, schedule, consent etc.
in the Appendices?
4. Do your Appendices precede or
follow your list of references?
5. Does each Appendix begin on a
new page?
E. Discussing new Brainstorm: (5 mins.)
concepts and Practicing Based from the Checklist Results, let students analyze
new skills #2 whether or not their research paper/ report contains the
main and the sub- parts for chapters IV, V and VI.
1. Which part/ chapter you find it difficult to formulate?
2. Which part/ chapter needs improvement?
150
F. Developing mastery Write Right! (15 mins.)
(leads to Formative Ask the students to give suggestions on how to improve
Assessment #3) their research paper/ report.
 Peer Editing
 Teacher Editing
What important things do you consider in writing a
research report?
I. Evaluating learning Write with your heart! Write with your heart!
Work in pair Work in groups of five
(20 minutes)
Instruct students to revise the last three chapters (IV, V
and VI) of their research paper/ report that need revision
based on the following standards or rubrics:
A. Research Report
1.Catchy Introduction
2. Well- explained
3. Well organized
4. Compelling Conclusion
5. Well- written
B. Research Report Presentation
1. Preparedness
2. Visual Support
3. Effective Verbal Strategies
4. Effective Non- Verbal Strategies
(The teacher may refer to the Appendices for the

Research Report and Research Report Presentation
Rubrics.)
(English 10 Learner‘s Material, pp.473 - 474,497)
J. Additional activities for Let students print or provide a soft and hard copy of the
application or remediation final draft of their Research Paper/ Report with complete
chapters/ parts for a Research Report Presentation next
meeting.
Let students publish their research reports in the school
publication or post them on facebook or any blog sites.
V. REMARKS
VI. REFLECTION

earned 80% on the
remediation
C. Did the remedial
up with the lesson
151
continue to require
remediation
did these work?
encounter which my
supervisor/principal/depar
tment head can help me
solve?
to share with other
teachers?
152
I. OBJECTIVES
C. Learning
(Code)
II. CONTENT Post Test
III. LEARNING
RESOURCES
References
Pages
Pages
3. Textbook Pages
4. Additional Materials Post – Test questionnaires , Paper/answer sheet , Key
from LR Portal answers
5. Other Learning
Resources
IV. PROCEDURE
lesson or presenting the Let the students prepare ½ sheet of paper lengthwise.
new lesson
for the lesson
Test rule:
C. Presenting
a. Keep silent.
b. Sit properly.
the new lesson
c. NO cheating.
The teacher will distribute the test questionnaires.
D. Discussing new
Instruction:
a. Start the test silently.
new skills #1
b. Maximize your time.
E. Discussing new
new skills #2
(leads to Formative
Assessment #3)
T e s t p r o p e r
H. Making
generalizations of
153
daily living
I. Evaluating learning
application or
remediation
V. REMARKS
VI. REFLECTION
earned 80% on the
remediation
C. Did the remedial
learners who have
continue to require
remediation
Why did these work?
encounter which my
solve?
to share with other
teachers?
154
Quarter 4, Week 9, Days 4 and 5
I. OBJECTIVES
C. Learning
(Code)
II. CONTENT Submission and Checking of final output.
III. LEARNING
RESOURCES
References
Pages
Pages
3. Textbook Pages
from LR Portal
5. Other Learning
Resources
IV. PROCEDURE
The teacher may use the suggested rubrics in the
attachments/appendices.
new lesson
for the lesson
C. Presenting
the new lesson
D. Discussing new
new skills #1
E. Discussing new
new skills #2
(leads to Formative
Assessment #3)
H. Making
generalizations of
daily living
155
I. Evaluating learning
application or
remediation
V. REMARKS
VI. REFLECTION

earned 80% on the
remediation
C. Did the remedial
learners who have
continue to require
remediation
Why did these work?
encounter which my
solve?
to share with other
teachers?
156
APPENDICES
157
APPENDIX 1: Quarter 4, Week 1, Day 1
PRETEST
General Directions: Read and understand each item carefully. Then write the letter
of your answer on your answer sheet.
1. Which word produces the /i/ sound?

a. cheeks b. drink c. lines d. night
2. Which word produces the /æ/ sound?

a. falling b. father c. making d. mother
3. Which type of short Filipino poem is composed of four lines with seven syllables
each and has the same rhyme at the end of each line?
a. Ambahan b. Tanaga c. Dalit d. Tanka
4. The following are conventions of Haiku except_________

a. It focuses on a brief moment in time and a sense of sudden illumination or
enlightenment.
b. It is composed of seventeen syllables in three short lines.
c. It is usually written in present tense, with the pause at the end of the first or
second line.
d. It is a four-line poem of two rhyming couplets.
5. What should not be done by the speaker to make his speech/message easy to
understand?
a. Focus on his central message with supporting evidence.
b. Make a list of possible supporting points.
c. Cross out the ones that don‘t support his main point.
d. Ignore feedback from theoretical listeners.
6. ―The sea has a laugh/ And the cliff a frown;/ For the laugh of the sea/ Is wearing
him down.‖
- The Frowning Cliff by Herbert Asquith-
The stanza above demonstrates the use of-
a. metaphor b. personification c. simile d. symbols
7. This element of a story is the way the author expresses his/her attitude through his
writing.
a. mood
b. purpose of the author
c. technique
d. tone
8. Which of the following is not the mood of the text ―Chapter VII. Cosette Side by
Side with the Stranger in the Dark?‖
a. anger b. excitement c. loneliness d. suspicion
9. The feeling created when one is reading a story is called the
a. mood
c. technique
d. tone
158
10. What is the tone of the following text? “I will not!” she shouted. “I will not be left
at the mercy of our enemies while you slink away!”
a. angry b. happy c. happy d. suspicious
11. In the poem ―Africa‖ by David Diop, What does the line ―beautiful black blood
―mean?
a. reflect the true color of Africans
b. the beauty of the black race
c. the origin of Africa
d. the effect of colonialism
12. The author‘s ________ varies depending upon one‘s syntax, diction, and tone.
a. mood
c. technique
d. tone
Directions: The following statements deal with important points and extra details in a
literary text. Identify whether the statement is true or false.
13. When news is delivered, the 5W's and 1H are always important details worth
listening to.
14. Extra details are added to support the important points of a literary text as well as
to confuse the readers.
Directions: Replace the underlined word/phrase so that the sentence will observe
parallelism. Choose your answer from the choices below.
15. To come, to see, and conquering are his objectives in visiting the place.
a. be conquered b. to conquering c. to conquer d. obtaining conquests
16. Heeding the wisdom of the ages, learning from past mistakes, and to seek advice
from well- meaning adults are factors contributing to one's success.
a. seeking advice b. sought advice c. to be searched d. seeks advice
17. It refers to the diversity of two or more culture in some region or country.
a) inheritance b) traditions c) multiculturalism d) religion
18. What is the importance of multiculturalism?

a) It helps immigrants to retain their culture.
b) It supports cultural diversity.
c) It encourage cultural diversity .
d) All of the above.
19. The issue about SOGIE Bill in our country is an example of ________.
a) conflict within the society
b) conflict between the society
c) conflict among the society
d) conflict with other human being
159
20. The poem ―A Brave and Startling Truth ―was written and recited during
the____________.
a. 50th Anniversary of United Nations
b. President Rodrigo Duterte‘s 2018 SONA
c. ASEAN Summit
d. None of these
21. According to the author of the poem, the true wonders of the world are the
__________
a. Tourist destinations like Taj Mahal, Hanging Garden etc
b. Resources of the place
c. People
d. All of these
22. This is a systematic approach to identifying, recording and classifying a

community‘s cultural resources.
a. bibliography b. Concept map c. Cultural mapping d. Conceptual framework
23. This quality of a good literature review matrix is achieved when ideas pertaining
to the researchers‘ questions are labeled so he can see where authors agree or
disagree.
a. imitation b. Comparison c. Expanding d. Note-taking
24. The list below contains examples of sources. Which one is a secondary source?
a. journals, letters and diaries b. publications c. textbooks d. autobiography
25. A non-statistical research method about inquiry that helps in in-depth

understanding of the problems or issues in the natural setting is called _____.
a. quantitative b. qualitative c. case study d. ethnographic
26. A research method that deals with numbers and anything that can be dealt with a
measurable form in a systematic way of investigating the phenomenon is
called______.
a. quantitative b. qualitative c. case study d. ethnographic
27. Which one from the list is not a part of a research paper?
a. literature reviewb. title c. abstract d. one-to-one interview
28-29. Which bibliographical entry follows the APA Guidelines correctly?
28 a. Duncan, G.J. (1997). Consequences of Growing Up Poor. New York, NY:

Russel Sage Foundation.
b. Duncan, G.J. (1997). New York, NY: Consequences of Growing Up Poor.
Russel Sage Foundation.
c. Consequences of Growing Up Poor. New York, NY: Russel Sage Foundation.
Duncan, G.J. (1997).
d . Duncan, G.J. Consequences of Growing Up Poor. New York, NY: Russel
Sage Foundation. (1997).
29. a. Culture Shopping. New Yorker. (1983). Trillin, C. vol. 2. pp. 48-51.
b. New Yorker. Trillin, C. vol. 2. pp. 48-51. Culture Shopping. (1983).
c. Trillin, C. (1983). Culture Shopping. New Yorker. vol. 2. pp. 48-51.
d. vol. 2. pp. 48-51. (1983). Culture Shopping. New Yorker. Trilli
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30. Choose the correct in-text citation format for a direct quotation.
a. (Altavano, 1995, p.8) b. (Altavano, 1995) c. (1995, p4) d. none of the above
31. It is a systematic investigation that contributes to an existing body of knowledge.

a. Abstract b. Methodology c. Research d. References
32. Why is evaluating sources from multiple sources important in the research
process?
a. It will help the researcher know whether the information is reliable or true.
b. The researcher will find it hard to know if the information is suitable for his
paper or project.
c. It will help the researchers supplement collections, replace printed items or
improve access.
d. It will disregard the appropriateness of the gathered information.
33. This refers to the comprehensive review of previous research on a topic

a. Introduction b. Literature Review c. Literature Review Matrix d.References
34. In outlining, parallel structure means

a. Each sentence has the same number of words
b. Each main point has then same number of citations
c. Each outline component is grammatically similar
d. Each main idea has the same number of illustrations
35. What is the greatest benefit of using an outline in drafting a research report?
a. Outlines allow the writer to compile information and set a direction for the
research report.
b. An outline is the same thing as the first draft, so once the outline is
written, the draft is done.
c. With an outline, writers don‘t have to worry so much about their final
product.
d. Writers who use an outline always produce successful and engaging
research reports.
36. A ______ is a sentence that expresses the main idea of a research paper, an
essay, such as an expository essay or argumentative essay.
a. Research problem b. Thesis statement c. topic sentence d. research objective
37. Research objectives are stated in ________________ form.
a. Interrogative. b. Declarative. c. Exclamatory. d. Imperative
38. When doing research using the internet it is important to take note of the address
for documents found in the Web. This address is called_______
a. URL b. Bookmarks. c. Search engine d. Hypertex
39-41. Identify the types of plagiarism based on the sample text/passage given
below. Choose the letter of the correct answer.
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SET A-Sample Plagiarized Work:
Freeman and slave, patrician and plebeian, lord and serf, guild-master and
journeyman, in a word, oppressor and oppressed, stood in constant opposition to one
another.

―Freeman and slave, patrician and plebeian, lord and serf, guild-master and
another.‖
Source: Marx, K., Engels, F., & Berman, M. (2011). Communist manifesto. New York:
Penguin Books.
39. a.. Direct Plagiarism b. Mosaic Plagiarism c. Global Plagiarism d. None of
the above
SET B-Sample Plagiarized Work:

In the 1867 edition, Whitman began restless classifying, organizing and sorting of
poems that would make him busy for the rest of his life. Evidently, he sought a
conscious, external structure to reply to critics who said his poetry was obscure and
formless.
―In the 1867 edition, Whitman began the restless sorting, organizing, and classifying
of poems that would occupy him for the rest of his life. Apparently, he sought an
external, conscious structure to answer critics who said his work was formless or
obscure.‖
Source: Black, S (1998), “Leaves of Grass” Criticism
40.a. Direct Plagiarism b. Mosaic Plagiarism c. Global Plagiarism d. None of the
above
SET C-Sample Plagiarized Work:

We can thank our first president, George Washington, for setting that example. After
he led the colonies to victory as General Washington, there were no constraints on
him.
―We have our first president, George Washington, to thank for setting that example.
After he led the colonies to victory as General Washington, there were no constraints
on him, really.‖
-President Obama, 2017
41. a. Direct Plagiarism
b. Mosaic Plagiarism
c. Global Plagiarism
d. None of the above
42. Where should a thesis statement appear?

a. first paragraph c. last paragraph
b. anywhere in the paper d. middle part of the paper
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43. Which of the following is not an error that will result in plagiarism?
a. citing the source of the information
b. failing to properly cite the one‘ sources
c. relying on someone else words
d. relying on someone else works
44. What is the purpose of the conclusion in a research report?

a. it summarizes the article
b. it summarizes the key findings in relation to the research questions
c. it contains a useful review of the relevant literature
d. it outlines the methodological procedures
45. Which of the following can be used to define and prove a general or main idea?
a. examples c. statistics
b. logical reasons d. all of the above
46. The introductory part of the research report aims to ____________________.

a. identify the specific forms of the study
b. provide a rationale of the article
c. get the reader‘s attention
d. all of the above
47. A data collection instrument consist of a series of questions and other prompts for
the purpose of gathering information from respondents.
a. research
b. questionnaire
c. related literature
d. bibliography
48 Which statement is an example of fact?

a. Asia has tropical countries
b. The place has many wonderful culture.
c. The government is always at par with the global trends.
d. Filipinos are found to be the friendliest people around the world.
49 The following statements are examples of fact except:

a. Mayon Volcano is in Albay.
b. Filipino is the sexiest language in Asia.
c. Culture always connect people.
d. Jose Rizal is the country‘s national hero.
50. A well-designed questionnaire should____

a. meet the objectives
b. elicit difficulties
c. stimulate creativity
d. contain jargons
51. Why is it important for a researcher to know his target audience in writing a
questionnaire?
a. The language to be used may affect the audience.
b. The audience affects the understanding of research.
c. It is the audience who will answer the questionnaire.
d. The audience needs to be considered in language use.
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52. Which of the following is a term used in research?
a. variable
b. project proposal
c. book
d. bibiliography
53. What does a questionnaire contain?

a. responses
b. related study
c. related literature
d. analysis
54. In research writing, minute information is very important. What principle of writing
is being stressed by this statement?
a. Show, don‘t tell.
b. Revise, revise, revise
c. Be specific.
d. Introduce.
55. Which is not a phase of research writing?

a. identification of the problem
b. formulation of the hypothesis/hypotheses
c. collection of data
d. analysis of expenses
56. All of the following descriptions are true of the descriptive method of research
except one-
a. It is fact-finding with adequate interpretation.
b. The true meaning of data collected should be reported from the point of
view of the objectives and the basic assumptions of the project underway.
c. The discussion of the data must be carried into the level of adequate
interpretation.
d. Subtypes: Experimental research, Research Survey, Case Study, Job and
Activity, and Library and Documentary Research
57. Which part or chapter of the research report will include the statement of the
problem and significance of the study?
a. 1 b. 2 c. 3 d.4
58. What is a tool that researchers can use to give them the summary of the content
to cover during interviews?
a. outline b. questionnaires c. interview guide d. survey forms
59. What do you call a political process by an individual or group which aims to
influence public policy and resource allocation decisions within political,
economic and social systems and institutions?
a. advocacy b. campaign c. program d. rally
60. What is an organized attempt to analyze, interpret and report the present status
of a social institution, group or area?
a. case study b. documentary c. experimental d. research
survey
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Answer Key (Quarter IV Pretest)
1. d 33. b
2. c 34. c
3. b 35. a
4. d 36. b
5. d 37. b
6. b 38. a
7. d 39. a
8. c 40. b
9. a 41. c
10. a 42. a
11.b 43. b
12.c 44. b
13. true 45. d
14. false 46. d
15. c 47. b
16. a 48. a
17. c 49. b
18. d 50. a
19. a 51. c or d
20. a 52. a
21. c 53. a
22. c 54. c
23. d 55. d
24. c 56. d
25. b 57. a
26. a 58. c
27. d 59. a
28. a 60. a
29. c
30. a (Reference: Celebrating Diversity
31. c Through World Literature)
32. a
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Over 200 years ago, a man in civilian clothes rode past a small group of tired and
battled weary soldiers. They were digging what appeared to be an important
defensive position.
The leader of the group wasn‘t making any effort to help. He just shouted orders and
threatened to punish the group if the work wasn‘t completed within the hour.
―Why aren‘t you helping?‖ the stranger asked on horseback.
―I‘m in charge! The men do as I tell them,‖ said the leader. He added ―Help them
yourself if you feel so strongly about it.‖
To the mean leader‘s surprise the stranger got off his horse and helped the men until
the job was finished.
Before he left the stranger congratulated the men for their work, and approached the
confused leader.
―You should notify top command next time your rank prevents you from supporting
your men – and I will provide a more permanent solution,‖ the stranger said.
Up close, the now humbled leader recognized General George Washington and was
taught a lesson he would never forget!
REFERENCE:
https://www.teamworkandleadership.com/2012/07/a-great-leader-by-example-
powerful-leadership-story.html
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REFERENCES
Celebrating Diversity Through World Literature
Write Source by Dane Kemper, Patrick Sebranek, Verne Meyer
Kinds of Sources
Primary sources means that it is original article or book created by an individual or

sometimes a group of people.. Other types of primary sources are paintings created
by the artist. If it were a photocopy of the painting, then it would be a secondary
source. Some other primary sources are letters, films, short stories, plays, poems,
photographs, court cases, journal articles, newspaper events, and speeches. For
instance, a speech by President Bush would be a primary source.
In simple terms primary sources come firsthand from the source or person. Diaries
would be a primary source because it is written directly by the individual writing in the
diary. Interviews are great primary sources because the individual talks about the
topic directly from what he/she knows about the topic. Primary sources are usually
firsthand information about something such as diaries, court records, interviews,
research studies about experiments, and information that has been stated but not
interpreted by others.
Secondary sources are sources that are written about primary sources. Secondary
sources analyze, interpret, and discuss information about the primary source. If a
magazine writer wrote about the speech President Bush gave on September 11th, it
would be a secondary source. The information is not original, but it is an analysis of
the speech.
In simple terms, a secondary source writes or talks about something that is a primary
source. For instance, if a person were to write about a painting hanging in the art
gallery, this would be a secondary source discussing the original art.
Secondary Sources include journal articles, books, encyclopedias, dictionaries,
reviews, newspaper articles, specific essays, etc. Most research papers are based
on secondary sources as they build on the research or studies others have done.
https://custompapers.com/writing-tutorial/primary-secondary-sources/
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APPENDIX 3.1: Quarter 4, Week 1, Day 3
Parts of the Research Paper

Abstract
– Contains that brief discussion of the background and objectives of the problem,
statement of the problem, short discussion of research design as well as findings,
conclusion and recommendations.
Title Page
– Composes of title of the research, full name of the researcher, the subject for which
the research is presented. Also, it includes the college and department of the
institution to which the research is presented and the month and year in which the
research is submitted.
Acknowledgement
– Mention the people who guided in the completion of the research.
Table of Contents
– Lists the chapter headings of the research such as the preliminaries, chapter
number, chapter titles and page citations, sub-headings of main headings,
bibliography, appendix(ces) with corresponding page.
List of Tables
– Demonstrate the presentation of the captions of the tables with the number of
tables, caption of titles and pages in the research where the table is located.
List of Figures and Illustrations

– Includes graphs, charts and other illustrations used in the research. It shows the
numbers of figures and illustration, captions or title, and pages in the research where
the figures/illustrations appear.
http://thesisnotes.com/research-topic/parts-of-the-research-paper/
Kinds of Research
Quantitative research method- deals with numbers and anything that can be dealt
with measurable form, in a systematic way of investigating the phenomenon.it is used
to answer questions in terms of justifying relationships with measurable variables to
either explain, predict or control a phenomenon.
Survey research
Descriptive research
Correlational research
Qualitative research- collects data using conversational methods where participants

involved in the research are asked open-ended questions. The responses collected
are essentially non-numerical
One-to-one
Focus groups
Ethnographic
Text analysis
Case study
https://www.questionpro.com/blog/qualitative-research-methods/
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Selections for Evaluating Learning
The Historical Cagsawa Ruins of Daraga, Albay

(secondary source)
by Rjay Reyes on July 07, 2014
Situated in Albay, Cagsawa Ruins is a historical landmark that serves as the

centerpiece of the Cagsawa Ruins Park where tourists can enjoy the scenic view of
Mayon Volcano. The ruins also stood as an image of Bicol region‘s magnificent
landscape for almost two centuries. It symbolizes Bicol‘s rich history together with the
strength and flexibility of the people towards calamities and ravages of Mother
Nature.
Cagsawa was derived from the word ―Kag‖ which means owner and ―sawa‖ for
python. It could also mean too much or excesses. The Cagsawa church was built
after 1724 by the Franciscan friars and was administered by Fray Francisco Blanco
in the small town of Cagsawa.
It was originally built to replace a church that was erected in 1636 that had been
destroyed by Dutch pirates.
On February 1, 1814, the greatest tragedy happened in Cagsawa and it was the
eruption of Mayon Volcano. The eruption buried the small town and nearby areas
killing an estimated of 1, 200 people who took refuge in the stone church. It was the
strongest eruption recorded to date.
KAWA-KAWA HILL
(primary source)
by: FRANCIS LOUIE M. LAGANSON
(Creative Writing Student, MORMS SPA Curriculum)
In the region of Bicol, a magnificent hill is located just a few kilometers from the
centro of Ligao City, standing past a hundred meters with a lush flora and fauna.
After a religious hike, you will be rewarded by a breathtaking view at its summit. For
years, the serene beauty of Kawa-Kawa Hill has been attracting travelers in and out
of Albay.
The great hill isn‘t only for show. It is also known as a nature park, with forest filled
with various types of trees and a variety of animals, some being endangered.
Religious tourists also frequently traverse on the hill‘s station of the cross to pray and
to see the life-sized images depicting it, specially during the Lenten season.
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CHARACTERISTICS OF A GOOD RESEARCH PROBLEM

1. The problem can be stated clearly and concisely.
2. The problem generates research questions.
3. It is grounded in theory.
4. It relates to one or more academic fields of study.
5. It has a base in the research literature.
6. It has potential significance/importance.
7. It is do-able within the time frame, budget.
8. Sufficient data are available or can be obtained.
9. The researcher‘s methodological strengths can be applied to
the problem.
10. The problem is new; it is not already answered sufficiently.
http://researcharticles.com/index.php/characteristics-good-research-problem/
Step 1: State the Current and Ideal Situation:

School is a forum where students are preparing themselves for the future life.
Through the school activities, they gain self-confidence and skills that will help them
in being successful later in life. Interest of parents in a child‘s schooling life also plays
an important role in his self-confidence. The more parents participate in a child‘s life,
the more secure child will feel which in turn will raise his self-confidence. It is one of
the ideal conditions where children‘s personality can be built for future in a manner
that they can tackle the challenges successfully.
Step 2: State the 5 WH questions of the study:
The aim of the research is to determine the impact of a parent‘s participation in a
child‘s school activities to boost his self-confidence. We plan to study here that the
more interest parent‘s show, the more self-confident the child will be.
Step 3: state the scope and method for investigative study:
To conduct this research, we will gather the data from all the local schools in the area
and attempt to conduct this research through the help of questionnaires and personal
interviews that will be filled by the students and their parents.
https://www.dissertation-help.co.uk/dissertation_guide/Research-problem-
example.php
Step 1: State the Current and Ideal Situation:

College students resort to substance abuse because they are bullied and intimidated.
Step 2: State the 5WH Questions of the Study
Factors that lead to substance abuse of college students. What has caused the
substance abuse activities that have affected their studies.
https://www.dissertation-help.co.uk/dissertation_guide/Research-problem-
example.php
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Rubric for grading research problem (Modified)

Exemplary Good Fair Unsatisfactory
Four points Three points Two points One point
Question Question Question Research question
demonstrates a demonstrates good demonstrates is absent or posed
deep grasp of the topic‘s minimal knowledge as a yes/no
understanding of depth and or depth of the question.
the topic and complexity. topic.
shows analytical
and original
thought.
Question is well Question is fairly Question relates to Question is vague

developed and focused and assignment but is and unrelated to
appropriate to relates to overly broad or assignment.
assignment. assignment. narrow.
The problem can The problem can The problem The problem is not
generate research generate research cannot generate achievable and
questions and is questions and is further research sentences used are
stated clearly and stated clearly, but questions although lengthy and
concisely sentences used the sentences are confusing.
are lengthy and clear and concise.
need to be
shortened.
The problem is The problem is The problem is The problem is

new, grounded in grounded in theory new but is not neither new nor
theory and relates and relates to one related to any grounded in theory
to one or more or more academic academic fields of and is not related to
academic fields of fields of study, but study. any academic fields
study. is no longer new. of study.
Note: The teacher may opt to devise his/her own rubrics for rating the
research problem of the students.
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LEAVE ME ALONE!
That shirt with the pink stripes and orange polka-dots makes you look like an
elephant! (Simile) Every second of the day, there is someone being bullied. You just
don‘t hear about it. This applies to all of you because everyone has been bullied at
some point in their life. I was picked on a few times when I was in school too, it
happens. Kids are immature and look for the smallest flaws to tease you about.
Three of the most common ways people are being bullied are cyber, physically, and
verbally.
Now that we have established the ways people are being bullied, let‘s talk about
cyberbullying.
First of all, what exactly is cyberbullying? Cyberbullying, as defined by the

Merriam-Webster online dictionary, is the electronic posting of mean-spirited
messages about a person often done anonymously. There were 52% of students that
reported being cyberbullied. (Statistic) This statistic can be verified by the
Cyberbullying Research Center. I‘m sure you‘ve heard of Tyler Clementi. Clementi
was an 18 year old student at Rutgers University in New Jersey who committed
suicide on September 22, 2010 by jumping off the George Washington Bridge.
Clementi‘s roommate used a webcam to spy on him during an intimate encounter
with another man, without his knowledge, and put the video on the internet for
everyone to see. (Example) As you can see, cyberbullying had a very negative and
fatal effect on Clementi.
Cyberbullying is just one type of bullying. Now let‘s talk about another, physical
bullying.
Unlike cyberbullying, physical bullying happens face-to-face. This includes hitting,

pushing, kicking, damaging one‘s property, and other things of that nature. 20% of
students admitted to being physically bullied. (Statistic) This statistic can be verified
by the US Department of Health and Human Services. A 16 year old girl named
Brooke was a victim of physical bullying for years. She was pushed into a wall and
even off of a weight machine. Many incidents were reported to the school district
where Brooke attended school, but nothing was done. No one seemed to care or was
willing to help her. Brooke is currently being tutored at home and would like for
people who are bullied to be strong and speak out to stop the violence. (Example)
The third and final type of bullying we will be discussing is verbal bullying.
Verbal bullying is when a person uses their words to hurt another person. This is
the most common type of bullying and can be done by name calling, threatening,
spreading rumors, and other hurtful ways to make a person feel degraded. This is the
most common type of bullying because kids can do it when there is no teacher or
adult around to be able to hear what they are saying. So therefore, they don‘t care
what they say because they didn‘t get caught. They got away with it, and will
167
continue to do it. 36% of students were verified by the Bureau of Justice Statistics to
have been either made fun of, had rumors or gossip spread about them, or were
threatened by another student. One day when I was in 3rd grade, the boy whose
desk was in front of mine told me he was going to come to my house in the middle of
the night and break all the windows in my house. This did not scare me because I
knew he was not serious. He didn‘t even know where I lived. The teacher must have
been talking about something to do with bullying or threatening that day so he
decided he would try to push my buttons (idiom) to see how I would react. (Example)
In conclusion, whether it‘s physical, verbal, or over a computer screen, bullying

does have an effect on a person‘s life. Bullying has the power to send people into
seclusion or even take a life. What if it was your brother or sister or cousin or friend
being bullied? What would you do?
https://norwalk.digication.com/michellecard/Informative_Speech
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POLITICS IS THE OUTCOME OF INFERIORITY COMPLEX
Everybody feels inferior in some way or other, and the reason is that we don‘t accept
that everybody is unique. There is no question of inferiority or superiority. Everybody
is just one of his kind; so comparison does not arise.
Politicians are the worst sufferers from inferiority complex. They want to prove to the
world that they are great, they have power over millions—they are presidents, prime
ministers. But, if you look at their lives, that inferiority complex has not left them; it is
still there.
For centuries we have been creating the disease; we have not allowed people to
accept themselves as they are. The moment you accept yourself as you are, without
any comparison, all inferiority, all superiority disappears.
Don‘t ask for anything. Whatever you have, existence is wiser than you think. It has
given you everything that you need. Just explore your own treasures and bring them
to their fulfilment. Bring every potentiality to actuality.
Once this disease disappears, politics will disappear automatically. Politics is the
outcome of inferiority complex. People want power to prove to themselves and to
others that they are not just nobodies.
I teach you just to be yourself, and that‘s enough. You are accepted by the sun, you
are accepted by the moon, you are accepted by the trees; you are accepted by the
ocean, you are accepted by the earth… What more do you want?
You are accepted by this Universe. Rejoice in it!
from Socrates Poisoned Again After 25 Centuries
169
170
171
An excerpt from I Have a Dream speech given by Martin

Luther King Jr. On August 28, 1963.
I am not unmindful that some of you have come here out of great trials and
tribulations. Some of you have come fresh from narrow jail cells. Some of you have
come from areas where your quest for freedom left you battered by the storms of
persecution and staggered by the winds of police brutality. You have been the
veterans of creative suffering. Continue to work with the faith that unearned suffering
is redemptive.
Go back to Mississippi, go back to Alabama, go back to South Carolina, go back to

Georgia, go back to Louisiana, go back to the slums and ghettos of our northern
cities, knowing that somehow this situation can and will be changed. Let us not
wallow in the valley of despair.
I say to you today, my friends, so even though we face the difficulties of today and
tomorrow, I still have a dream. It is a dream deeply rooted in the American dream.
I have a dream that one day this nation will rise up and live out the true meaning of
its creed: "We hold these truths to be self-evident; that all men are created equal."
I have a dream that one day on the red hills of Georgia the sons of former slaves and
the sons of former slave owners will be able to sit down together at the table of
brotherhood.
I have a dream that one day even the state of Mississippi, a state sweltering with the
heat of injustice, sweltering with the heat of oppression, will be transformed into an
oasis of freedom and justice.
I have a dream that my four little children will one day live in a nation where they will
not be judged by the color of their skin but by the content of their character.
I have a dream today.
I have a dream that one day down in Alabama, with its vicious racists, with its
governor having his lips dripping with the words of interposition and nullification, that
one day right down in Alabama little black boys and black girls will be able to join
hands with little white boys and white girls as sisters and brothers.
I have a dream today.
I have a dream that one day every valley shall be exhalted, every hill and mountain
shall be made low, the rough places will be made plain, and the crooked places will
be made straight, and the glory of the Lord shall be revealed, and all flesh shall see it
together.
172
This is our hope. This is the faith that I will go back to the South with. With this faith
we will be able to hew out of the mountain of despair a stone of hope. With this faith
we will be able to transform the jangling discords of our nation into a beautiful
symphony of brotherhood.
With this faith we will be able to work together, to pray together, to struggle together,
to go to jail together, to stand up for freedom together, knowing that we will be free
one day.
This will be the day when all of God's children will be able to sing with new meaning,
"My country 'tis of thee, sweet land of liberty, of thee I sing. Land where my fathers
died, land of the Pilgrims' pride, from every mountainside, let freedom ring."
And if America is to be a great nation, this must become true. So let freedom ring
from the prodigious hilltops of New Hampshire. Let freedom ring from the mighty
mountains of New York. Let freedom ring from the heightening Alleghenies of
Pennsylvania.
Let freedom ring from the snow-capped Rockies of Colorado. Let freedom ring from
the curvaceous slopes of California. But not only that; let freedom ring from the Stone
Mountain of Georgia. Let freedom ring from Lookout Mountain of Tennessee.
Let freedom ring from every hill and molehill of Mississippi. From every mountainside,
let freedom ring.
And when this happens, and when we allow freedom ring, when we let it ring from
every village and every hamlet, from every state and every city, we will be able to
speed up that day when all of God's children, black men and white men, Jews and
gentiles, Protestants and Catholics, will be able to join hands and sing in the words of
the old Negro spiritual, "Free at last! Free at last! Thank God Almighty, we are free at
last!"
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DISCRIMINATION
By Adelaide Rhead
Why do you think you‘re better

If your culture is not the same?
Yes, maybe you seem different
But deep inside are all the same.
Why do they think they‘re better?

If one is black and one is white,
If one is mand and one is woman.
They are the same, that is their right.
If one is straight and one is gay,

They are no different, just the same
If one is Christian and one is Jew
All come from God, we are the same.
So, get to know all people

And show them what you think and do
You‘ll see how others live their lives,
When you like them, they;ll like you.
If one learns to understand

And respect all points of view
Then peace on earth must surely come
It is up to you. And you. And you…
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175
INTERNET TERMS TO KNOW
https://www.classzone.com/books/research_guide/page_build.cfm?content=terms&st
ate=none
Boolean
a system of logical thought developed by the 19th-century mathematician George
Boole. On the Web, Boolean searches can be used to develop search engine
queries. Boolean searches can increase the accuracy of your results because they
specify relationships between keywords or phrases. The most commonly used
Boolean operators are: AND, OR, and NOT.
Boolean operators
The three most commonly used Boolean operators are: AND, OR, and NOT. In
Boolean searching, an "AND" operator between two words (for example, "apples
AND oranges") tells the search engine to find documents that contain both of these
words. An "OR" operator (for example, "pear OR apple") tells the search engine to
find documents that contain either of the words. A "NOT" operator (for example,
"berries" NOT raspberries") tells the search engine to find documents containing only
one of the words.
bookmark
(v.) the act of saving a Web document for future access; typically, this is a function of
your Web browser. (n.) a Web document that you save using your Web browser
database
A collection of information organized in such a way that a computer program can
quickly retrieve specific pieces of data.
directory
A directory, also known as a subject directory, refers to any collection of Web sites
organized into such categories as health, history, sports, arts and entertainment, and
travel. (Each directory has its own unique categories and links.)
domain name
the part of the URL that identifies and calls up the specific computer on the Web that
stores the information you requested
e-mail
short for electronic mail; mail that is instantaneously sent by your computer to anyone
in the world with an e-mail account
extensions
the three-letter suffix that is part of a URL. For example, in the URL
www.archives.gov, the extension is .gov. Other commonly used extensions
include .com, .edu, and .org.
176
home page
the main page of a Web site. The home page typically provides a table of contents or
a site map for the rest of the site.
hypertext
a nonlinear system of writing that allows users to access text and multimedia features
through multiple pathways
Internet
The terms Internet and World Wide Web are often used interchangeably, but
they're actually not the same. The Internet is a global network connecting millions of
computers worldwide. More than 100 countries use this system to communicate data
and information. Communication can several forms, such as e-mail, discussion
groups, and information retrieved via the World Wide Web (also known as the Web).
Internet Service Provider

most commonly referred to as an ISP; a company that provides access to the
Internet. For a monthly fee, most ISPs give you a software package, a username, a
password, and an access phone number. Once you have registered with the ISP and
installed the software, you can log on to the Internet, browse the World Wide Web,
and send and receive e-mail.
keyword
the word(s) or phrase(s) you enter into a search engine's search field
LISTSERV
An automatic mailing list server developed by Eric Thomas in 1986. When e-mail is
addressed to a LISTSERV mailing list, it is automatically sent to everyone on that list.
meta-search engine
a type of search engine that scans multiple search engines simultaneously and
provides results based on the keyword(s) submitted
navigation
that which facilitates movement from one Web page to another Web page. Often,
sites provide Previous and Next buttons, a Homebutton, and other tools to ensure
that the site's contents are easily accessible through a variety of paths.
navigate
to move around within a series of Web pages by clicking on hypertext links that take
you from one Web page to another
newsgroup
a forum, or an online discussion group on the Internet, covering a specific interest.
There are literally thousands of newsgroups on the Internet that allow users to view
and post messages.
online
the state of being connected to the Internet, usually through an Internet Service
Provider (ISP) or a network
177
search engine
a program that searches for Web documents with keyword (s) you specify. Yahoo
and Google are just two examples of search engines that have been created to meet
the demand for quickly finding information.
search query
the act of conducting a keyword search
server
a computer or device on a network that stores and manages network resources and
responds to requests for information. Different types of servers include file servers,
print servers, and network servers.
URL
short for Uniform Resource Locator; an address for documents found on the Web.
(See Evaluating Web Sites for a thorough lesson on URLs.)
World Wide Web

one component of the Internet. Specifically, the Web is a collection of documents and
applications residing on Internet servers around the world.
Web page
a single document on a Web site
Web site
a collection of linked documents that contains text and other media elements, such
as graphics, animation, video, and audio
178
https://newsinfo.inquirer.net/1161301/police-officer-gunned-down-in-quezon-
city/amp
Police officer gunned down in Quezon City (September 5, 2019)

Catherine Gonzales
MANILA, Philippines - A police officer was killed Thursday when two – motorcycle
riding men shot him in Quezon City.
Police Patrolman Michael Delos Reyes, 36, was on his way to fetch his children from
school aboard his motorcycle about 1:30 p.m. when the suspects attacked him.
According to a report from the Quezon City Police District-Masambong Station,

Police operatives have launched a manhunt against the assailants who managed to
immediately escape after shooting Delos Reyes.
Police recovered from the crime scene seven pieces of spent shells from a
caliber .45 gun, a deformed slug, and a fragment of a fired bullet.
An investigation is still ongoing, as of posting time, to determine the motive behind

the incident, police said. /kga
https://www.rappler.com/business/239194-no-cash-transfers-just-loans-rice-farmers
179
NO CASH TRANSFERS, JUST LOANS FOR RICE FARMERS

Farmers hurt by the rice tariffication law may loan up to P15,000 at zero interest,
payable in 8 years
Ralf Rivas
Published 2:40 PM, September 03, 2019

Updated 2:40 PM, September 03, 2019
MANILA, Philippines – As palay farmgate prices reportedly drop to as low as P7 per

kilo in some areas, small farmers hurt by the rice tariffication law will not be receiving
conditional cash transfers from the government.
However, they may avail of zero-interest loans, according to the Department of

Agriculture (DA).
The DA launched on Monday, September 2, its Expanded Survival and Recovery

Assistance Program for Rice Farmers (SURE Aid) in Nueva Ecija.
Agriculture Secretary William Dar led the distribution of some 1,000 cash cards
containing P15,000. The amount is readily available for them to withdraw and is
payable in 8 years with no interest.
The DA allocated P1.5 billion under the Agricultural Credit Policy Council (ACPC)
and is administered by the Land Bank of the Philippines.
Senator Cynthia Villar said in a briefing on the matter on Tuesday, September 3, that
the payment period for the loan essentially operates like a doleout, since it has no
interest and rejects inflation factors.
Dar said in a DZMM interview that the DA does not have the money to shell out
conditional cash transfers to farmers tending to small rice fields.
180
Most students wrong on risks of smoking occasionally
SCIENCE & SOCIETY

BEHAVIORTOXICOLOGY
Most students wrong on risks of smoking occasionally
By Andrew Bridges and Janet Raloff
SCIENCE NEWS FOR STUDENTS

FEB 4, 2015
Most kids in middle and high school believe that smoking now and then isn‘t bad for
them, a new study finds. In fact, they‘re wrong.
In a national survey, just 1 in 3 students thought that smoking on some days, but not
others, can cause a lot of harm. This smoking pattern is common. It also is
dangerous. In fact, its health risks are about the same as smoking heavily, report
Stephen Amrock and Michael Weitzman. Both work at New York University School of
Medicine. Their new study‘s findings highlight that most kids do not see risks in
smoking the occasional cigarette.
For their study, Amrock and Weitzman analyzed data from the 2012 National Youth
Tobacco Survey. It had probed tobacco-related knowledge, attitudes and behaviors
in 24,658 students. All were in grades 6 through 12 and lived throughout the 50 U.S.
states and the District of Columbia.
Most teens knew that heavy smoking can be seriously harmful. About 2 in every 3
students recognized that smoking even just a few cigarettes each day can be
hazardous. Only 1 in 3 students, however, recognized that occasional — non-daily —
smoking is harmful.
Among teens who smoke this way — intermittently — just 1 out of every 7
understood their habit was dangerous. Details appeared January 12 in the journal
Pediatrics.
Occasional smoking is not safe, so ―we really need to have a conversation‖ with
whoever thinks otherwise, notes Dave Dobbins. He heads research and public
education at Legacy, a group based in Washington, D.C. It encourages teens to
reject tobacco. ‖Intermittent smoking carries substantial risks,‖ Dobbins explains.
These include the chance that light use will progress to heavier smoking. ―We explain
to kids that light smoking is smoking,‖ says Dobbins, who was not connected with the
study. And, he adds, his group points out that the ―dangers kick in right away.‖
Adults who are light or intermittent smokers are those most willing and able to quit,
Amrock and Weitzman note. Most smokers start by age 18. That‘s why the NYU
School of Medicine researchers suggest anti-smoking efforts should target youth who
today are only light or occasional smokers.
181
The good news: Cigarette smoking among American teens has been falling. The bad
news: Teen use of other tobacco products is on the rise. That‘s the finding of a
second new study, due out in the March Pediatrics.
Youn Ok Lee works at RTI International in Research Triangle Park, N.C. Her team
also mined data from the 2012 National Youth Tobacco Survey. In 2012, more than 1
in 5 American teens — at least 20 percent — used tobacco products, they found.
These expose kids to nicotine. And nicotine is an addictive drug.
But only 4 percent of these kids got their nicotine solely from cigarettes. At least twice
as many teen smokers also use some other tobacco product. Among these: cigars,
chewing tobacco, snuff, hookahs and electronic cigarettes. This use of two or more
tobacco products ―should be a concern to the health community,‖ Lee‘s team says. At
a minimum, the extra exposure to nicotine increases a teen‘s risk of becoming
addicted.
One tobacco habit not strongly associated with conventional smoking in teens:
vaping. Currently, teen use of electronic cigarettes is just under 1 percent. But an
especially troubling fact: That number is double what it was just one year earlier.
182
Power Words
Adolescence. A transitional stage of physical and psychological development that

begins at the onset of puberty, typically between the ages of 11 and 13, and ends
with adulthood.
Behavior. The way a person or other organism acts towards others, or conducts
itself.
Data. Facts and statistics collected together for analysis but not necessarily
organized in a way that give them meaning. For digital information (the type stored by
computers), those data typically are numbers stored in a binary code, portrayed as
strings of zeros and ones.
Electronic cigarette. (also known as e-cigarette) Battery-powered devices that

disperse nicotine and other chemicals as tiny airborne particles that users can inhale.
They were originally developed as a safer alternative to cigarettes that users could
use as they tried to slowly break their addiction to the nicotine in tobacco products.
Hookah. A water pipe used to cool smoke — usually tobacco smoke — that will be
inhaled. According to the U.S. Centers for Disease Control and Prevention, ―hookah
smoking carries many of the same health risks as cigarettes.‖
Nicotine. A colorless, oily chemical produced in tobacco and certain other plants. It
creates the ‗buzz‘ effect associated with smoking. It also is highly addictive, making it
hard for smokers to give us their use of cigarettes. The chemical is also a poison,
sometimes used as a pesticide to kill insects and even some invasive snakes or
frogs.
Pediatrics. Relating to children and especially child health.
Survey. (in statistics) A questionnaire that samples the opinions, practices (such as
dining or sleeping habits), knowledge or skills of a broad range of people.
Researchers select the number and types of people questioned in hopes that the
answers these individuals give will be representative of others who are their age,
belong to the same ethnic group or live in the same region.
Vaping. A new slang term for the use e-cigarettes, because these devices emit
vapor, not smoke. People who do this are referred to as vapers.
183
Research Objective
A research objective is defined as “Statement of Purpose for which the
investigation is to be conducted.” (Ardales, 1992). Research objectives also
have the same characteristics, SMART (SPECIFIC, MEASURABLE,
ACHIEVABLE, REALISTIC, and TIME-BOUND), with research problem.
The research objectives are stated specifically in simple language in order that
the researcher finds them easy to measure by using research instruments (I,e.,
questionnaire, test, interview, rating scale, checklist, etc.) in collecting data
and these data are achieved when correct statistical techniques are used to
arrive at real results (not manufactured), but for every activity to be done, time
frame is required because the shorter completion of the activity the better.
Research objectives are stated in declarative form.

(Methods of Research and Thesis Writing, pp. 23, 27-28 )
Research objectives are usually expressed in lay terms and are directed as
much to the client as to the researcher. Research objectives may be linked with
a hypothesis or used as a statement of purpose in a study that does not have a
hypothesis.
Even if the nature of the research has not been clear to the layperson from the
hypotheses, s/he should be able to understand the research from the
objectives.
A statement of research objectives can serve to guide the activities of

research. Consider the following examples.
Objective: To describe what factors farmers take into account in making such
decisions as whether to adopt a new technology or what crops to grow.
Objective: To develop a budget for reducing pollution by a particular

enterprise.
Objective: To describe the habitat of the giant panda in China.
In the above examples the intent of the research is largely descriptive.
In the case of the first example, the research will end the study by being able to
specify factors which emerged in household decisions.
In the second, the result will be the specification of a pollution reduction

budget.
In the third, creating a picture of the habitat of the giant panda in China.
These observations might prompt researchers to formulate hypotheses which

could be tested in another piece of research. So long as the aim of the
research is exploratory, ie to describe what is, rather than to test an
explanation for what is, a research objective will provide an adequate guide to
the research. (https://soas.ac.uk/cedep-demos/000_P506_RM-3736-
Demo?unit1/page_26.htm)
184
Thesis Statement
https://examples.yourdictionary.com/thesis-statement-examples.html
A thesis statement is one sentence that expresses the main idea of a research
paper or essay, such as an expository essay or argumentative essay.
It makes a claim, directly answering a question.As you can see in the thesis
statement examples below, you must be very specific, summarizing points that are
about to be made in your paper, and supported by specific evidence. Generally, your
thesis statement can be the last line of the first paragraph in your research paper or
essay.
Thesis Statement: Bad vs. Good

It's worth reiterating that a strong thesis statement is specific. If you find yourself
using general words like "good," then you're not digging deep enough. For example,
saying "European travel is a good way to spend your summer," is not specific
enough. Why is European travel good? Further examine the heart of your topic and
focus on very specific areas of European travel that you can realistically cover and
support with solid evidence. "Solo European travel requires independence which, in
the end, bolsters personal confidence." This is much more specific and targeted.
Now, you can hone in your research on solo travel through Europe, the need for
independence, and its positive effect on personal confidence.
More examples:
Bad: High levels of alcohol consumption are bad for you.

- This is too broad. What are the specific detriments of alcohol consumption that you
would like to discuss?
Good: High levels of alcohol consumption have detrimental effects on your personal
health, such as weight gain, heart disease, and liver complications.
- Notice we got very specific in our reasons why. In your thesis statement, you don't
need to state every single detriment you're going to lay out (in fact, you shouldn't as it
will risk becoming a run-on sentence) but you can point to the main areas you will
explore.
Bad: Reading can develop a child's analytical mind.
- Words like "can," aren't strong enough. This thesis statement begs the question of
how? If you're about to write several paragraphs (or pages) about a topic make sure
you can confidently defend every point you make.
Good: Reading develops a child's mind by fostering comprehension skills, increasing
vocabulary, and exposing them to new worlds they might not otherwise encounter.
Finding Your Point of View

A good thesis statement is developed from the point of view of the reader. Be very
careful you're not developing a topic that is of interest to you alone. This is a harsh
yet necessary question to ask yourself: will my readers have any reason to care
about what I'm writing? In the example about European travel above, readers might
be interested in travel around Europe but will they be interested in solo travel, and
greater independence and confidence? Hopefully, the answer is yes. Just make sure
you examine all.
185
APPENDIX 10:Quarter 4, Week 4, Day 1
STORY 1:
Source: https://www.freemeditation.com/articles/2009/10/14/the-bullock-cart-a-story-
about-equality/
The Bullock Cart
On a farm in the heart of India, there lived a farmer and his wife. They were rather
poor, but earned their living by collecting milk from all the farms in the area to sell it
on the market in the city.
One day, like all the other days, the farmers set off to work. He fed the oxen and
attached them to the cart. Everything seemed to work smoothly, until the front wheel
started to speak.
―I am so great. Look how well I am made. The best iron bars have been used to
shape my wonderful, round fame. The wood is still in brilliant condition after so many
rides and see, what a beautiful pattern I make in the earth! Without me, this whole
cart would not move an inch!‖
―You are terribly vain, dear wheel‖ called one of the wooden planks. ―Without us,
there would be no cart! We planks are holding the whole cart together, keep the milk
from falling and offer out farmer a place to sit.‖
―Well, maybe.‖ Said the wheel. ―But after all, I and my three wheel brothers are the
most important part of this cart!‖
―Are you sure?‖ spoke a little voice. ―Who is talking?‖ the wheel replied, pretending
not to have heard it. ―It is me. The srew!‖
―The screw?‖ the wheel asked and burst out into laughter. ―You out of all parts? You
are so tiny, we barely see you! You are really not important at all! You are not even
moving. You just sit there with your bolt friends and do nothing. Nothing.
We wheels work hard, turning day in day out, carrying you lot through fields and
forests. Buy a tiny screw like you? You should not even talk! Those were very harsh
words coming from the wheel. Luckily, they did not make the screw angry, but gave
her an idea. She would teach the proud wheel a good lesson.
At the next curve, when all those heavy milks cans lent against the wooden planks
yet again, she pulled together all her strength and turned around her own axis. After
some time she had finally twisted around so much, that she fell into the grass without
any sound at all. That very moment two planks that had been attached to each other
through this tiny screw became lose and gave in to the heavy loads of milk cans. One
milk after the other rolled against the loose planks and hit the ground with terrible
noise. The planks loosened more and more until more wooden planks started to
crack and the entire cart collapsed in itself. The farmer turned around in shock, but
not too late! He was thrown out his cart landing in a poppy field nearby!
―Goodness! What happened‖ he shouted. Planks, wheels, milk cans lay scattered all
over the path! ―He took off his head wrap and scratch his head! ―How will I get this
mess together again?‖
It did not take to align the wheels and out the frame into place. But there seemed to
be something missing, to keep the lot together! ―Where are those screw bolts!‖ the
farmer shouted out and started looking for the little silver parts. He searched for
many hours, combing through every tiny of grass until he finally has all the screw
together. ―Thank God‖ he said, picking up the last screw for the ground. ―Without you,
I would never be able to put my cart together agai!‖
When the sun started to set, the cart was finally rebuilt and the farmer set off to
return home. After all. Most of the milk cans were empty and he had nothing more to
sell.
186
―I was foolish‖ said the wheel. ―I was boasting and showed off how great I am, when
really, all of you are needed as much as I am. Only as a whole, all of use together,
we make thise cart work. And now, because of me, our poor farmer has lost his
weekly earning. I a, sorry to have made you feel bad. I can see nowm that how ever
small you may be, you are needed as much as the rest of us.‖
The screws and planks, the bolts and even the milk cans felt really happy that the
vain had come to its senses, and from his day on, the dear farmer never had any
troubles with his cart anymore.
187
STORY 2:
A Day in the Life of... Shebah Nakirya

Source: https://www.peas.org.uk/stories/2018/11/20/a-day-in-the-life-of-shebah-
nakirya
There are many barriers to education in Uganda – but this teacher is working hard to
help tear them down.
In Uganda, only one out four children start secondary school and that statistic is even
worse for girls. As a teacher at Pioneer High School, part of the PEAS schools
(Promoting Equality in African Schools) network, we are trying to make gender
equality in education a contradiction of the past.
For so long in our country, education beyond primary school was not seen as
something for a girl. As the schools fees are so cheap I am proud to say that 54% of
the students in my school today are girls and 60% are from the poorest families in
Uganda.
Challenges for girls
As a senior woman teacher I run the ‗Girls‘ Club‘ at the school. It is an after school
club where the girls can meet, talk, learn life-skills and be empowered to have vision
for better and big careers. We encourage the girls to engage themselves in the
activities of the community
The Girls‘ Club also teaches the girls to love their bodies and provides the girls free
re-usable sanitary pads. This side of the Girls‘ Club is not to be under estimated. One
of the biggest challenges for girls in secondary school is their menstruation and this
is especially a problem for the girls in the rural and poor communities where Pioneer,
and the other PEAS schools, are located. When these girls start their period it is
normal that they stay at home a few days in a month or stop attending school
completely. Many can‘t normally afford sanitary items and are embarrassed because
of damaging stigmas. Getting the pads has made a big difference to girls. They tell
me that it has helped them build their confidence, they are comfortable using the
pads and they are no longer too embarrassed to go to school.
The measures introduced have meant that the girls‘ attendance has gone up and that
girls in general now are achieving higher grades. Within the first two years of this
project, the girls in PEAS schools have achieved a 6% higher pass rate. The
measures have also helped to close the gap between girls‘ and boys‘ performance in
school. 96% of girls attending PEAS schools with the measures have achieved a
pass grade. This is compared to a national average of 90% for girls and 91% for
boys.
„Education does not cease‟
These results make me really happy but we still need to get the full community‘s
support. Some people are not yet aware that organisations like PEAS are pushing for
equality of education. People dwelling in poverty would like to take their children to
school. So if we share the information about PEAS schools, like how I did when I
went to a hair salon recently, more girls and boys will obtain education and secure a
bright future. Another woman in the salon was so excited about what I had said, that
she thought it wise to bring her two children immediately to the school.
I am looking forward to teaching girls and to help break down more of the challenges
that girls face in their education. As a teacher, education is a significant trend for
teacher training. We attend workshops and our progress is monitored so as teachers
improve and improvise better teaching methods. This is relevant, because each day I
teach the girls about the importance of learning. It is even more important for me to
set a good example and demonstrate that education does not cease.
188
Cebu PWDs to Duterte: Help stop employment discrimination
Source: https://www.rappler.com/move-ph/136412-employment-discrimination-pwds-
cebu
CEBU CITY, Philippines – ―Break employment barriers for us, the disabled.‖
This is the message of the disabled people‘s organizations (DPOs) in Cebu to the
country‘s incoming president Rodrigo Duterte.
Mark Joseph Signe, 28, said in a recent interview that he applied for work in various
hotel companies but was denied job placements by every single one.
He was never told the reason for not being hired, but he suspects that it was because
of his disability.
―I would like to see the next administration push for companies, organizations and
government programs to become more familiar with the Magna Carta Law that
protects access for people with disabilities,‖ Signe said.
Eric Lopez, head of the Information and Training Division of the Provincial Disaster
Risk Reduction and Management Office (PDRRMO), said: "Right now, we are still on
that objective of shifting their (communities') paradigm on how they look at disability.
These people do not need our pity but our support in order for them to become
productive like us."
Dara Miñoza, 38, has suffered from polio since she was two. The illness almost cost
her the chance to get a college degree. Her parents deemed her incapable of coping
with college work, but her older sister believed otherwise and sent her to school.
"I fought for my education," Miñoza said. However, even after she graduated with a
degree in computer science, her parents still restricted her from looking for work.
Families tend to hide their members who have disabilities, said PDRRMO's Lopez.
"The more pressing issue," he said,"is first, at the local government level. We really
have to reach to the purok (ward) level, where we have to convince the families not
to hide those family members who have disabilities. They're usually portrayed as the
pitiful bunch in society. Media needs to see the call for the empowerment of these
people, that they are as amazing as anybody can be.‖
Protection
Lopez said that although there are existing laws which entitle PWDs to equal
opportunity for employment, these laws are rarely enforced by the local government
and followed by the private sectors.
Section 5 of Republic Act 7277 or the Magna Carta of Disabled Persons states: "No
person with disability shall be denied access to opportunities for suitable
employment. A qualified employee with disability shall be subject to the same terms
and conditions of employment and the same compensation, privileges, benefits,
fringe benefits, incentives or allowance as a qualified able bodied person."
RA 10524 – An Act Expanding the Positions Reserved for Persons with Disability –
states that "at least one percent of all positions in all government agencies, offices or
corporal ions shall be reserved for persons with disability."
Lopez said that due to lack of access to education, ―most PWDs don't even know
there are such laws for them.‖
In a summit for PWDs organized by the PDRRMO in May, several participants
admitted that they did not know about the law entitling them to fair employment
opportunities until PDOs reached out to them in their communities.
There is a need for stronger law reinforcement and maybe even revision in the future,
Lopez added.
189
Role models
Ronnie Lim, a deaf-mute and DPO representative, said, ―Access to education for
people with disabilities has failed us, especially in provinces where there are no
special education programs for them.‖
As a result, PWDs cannot get the jobs they want, said Lim.
Lim pleaded with President-elect Duterte for help: "In order for us to see more
successful disabled Filipinos, we need your help in supporting us starting with
education and access." – Rappler.com
190
Understanding Diversity Leads to Equality

(An Excerpt)
Source: file:///C:/Users/User/Downloads/understanding-diversity-leads-to-equality.pdf
Diversity is extremely important because if everyone was the same life would
be very boring. In Catholic Social Teachings we are taught to give dignity to humans,
therefore, even diverse humans as well, because we are all equal. Also, these
teachings say we should love and respect others, but if we have prejudice and other
negative feelings towards others we cannot fully live by such teachings.
Here in America I have heard a lot about white privilege and how they are
granted into jobs more easily, and just altogether have a much better chance at
success. I do feel that some people are privileged more than others, for example the
rich have more privilege than the poor do. In my opinion, this isn‘t fair because
everyone should be granted equal opportunities. I have learned a lot about prejudice
and implicit biases and I know that these are wrong. They often times encourage
scapegoat, and I have personally undergone such instances in my own life. Being an
international student and all, when I came to America, I figured I would experience
some degree of negativity from others. However, it is much more than I had
previously imagined. It is not so much verbal as nonverbal. There are, however,
many times when I get nasty looks from people when in public. A lot of people think
that all Muslims are terrorists and we all get titled the same. Even why I go to an
airport I am 70% more likely to be stopped and interrogated compared to other
individuals.
I have learned a lot about diversity through this class. One instance that made
me think differently on diversity was this class. Before, I did not think that people so
different could come together and get along so well. However, there were many
people who personally talked with me and made me feel a lot better. Through this
course I have learned that although we may be different colors, cultures, or religions,
that we all are very similar and have very same goals in life. I have learned a lot
about myself and about others through this class. Not only on diversity but Catholic
social teachings as well. I think it is very important that we all treat each other
equally. We all were created the same way, and all deserve a fair shot in life. We do
not have the opportunity to choose our race, culture, and even sometimes religion,
therefore, when someone judges us on these things it is irrational.
191
WHAT IS A QUESTIONNAIRE?
A questionnaire is defined as a document containing questions and other types of
items designed to solicit information appropriate to analysis. Questionnaire is equally
used in survey research, experiments and other modes of observation. Indeed,
people ask different questions in their daily life to satisfy their queries. Journalists,
market researchers, observers and interested persons in different events ask a set of
questions to others. They form an opinion or conclusion according to the answers
that they receive. The use of the questionnaire or a set of questions is a similar
process in the research. The research questions are firmly constructed to receive
answers related to the chosen variables for analysis.
There are roughly two types of questionnaires, structured and unstructured. A

mixture of these both is the quasi-structured questionnaire that is used mostly in
social science research.
Structured questionnaires include pre-coded questions with well-defined skipping

patterns to follow the sequence of questions. Most of the quantitative data collection
operations use structured questionnaires.
Advantages of such structured questionnaires are - less discrepancies, easy to

administer, consistency in answers and easy for the data management.
Unstructured questionnaires include open ended and vague opinion-type questions.

Maybe questions are not in the format of interrogative sentences and moderator or
the enumerator has to elaborate the sense of question. Focus group discussions use
such questionnaire. Not all questions are easily pre-coded with almost possible
alternatives of answers. Given answer alternatives of some questions in standard
questionnaire are left as 'others' (please specify).
A common and pragmatic practice is that most of the questions are structured,
however, it is comfortable to have some unstructured questions whose answers are
not feasible to enumerate completely. Such a type of questionnaire is called as
quasi-structured questionnaire.
192
APPENDIX 12.1:Quarter 4, Week 4, Day 3
193
https://www.google.com/url?sa=i&source=images&cd=&ved=2ahUKEwiU9fT4vMHkAhXVE4gKHX-
tAiMQjRx6BAgBEAQ&url=https%3A%2F%2Fwww.pinterest.com%2Fpin%2F528680443743420397%2
F&psig=AOvVaw1OATuHK_cNJC1RJwGJopf_&ust=1568040690508710
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Source:
https://www.google.com/url?sa=i&source=images&cd=&ved=2ahUKEwjWu8y3t8HkAhUafXAKHZ8zDrc
QjRx6BAgBEAQ&url=https%3A%2F%2Fwww.slideshare.net%2Fcedecite%2Frubric-to-asses-a-
questionnaire&psig=AOvVaw0A6nZcAbeRRG4o6x3d1WKt&ust=1568038963731903
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Is Multiculturalism Positive Or Negative?
by Qin Wan
Different people have different views to things, like or dislike, agree or disagree.
Multiculturalism is a controversial issue in America. Some people think that
multiculturalism is negative, whereas some others think that multiculturalism is
positive. In my opinion, I agree with the second view, that multiculturalism is positive.
Multiculturalism is diversity of two or more culture in some region or country. America

is an immigrant country; most people in America are immigrants. They come from
different countries and different ethnic groups; they have different languages,
educational backgrounds, customs, values and religions. When they arrive America,
they must communicate with other people in English. They learn English and the
culture from American people or earlier immigrants who are around them. In their
public activity, they must accept American cultural traditions, but in their private lives,
they inevitably use their own customs, values, religions, traditional festivals and
experiences to influence their behaviors. They are still retaining their own cultures.
Since the 1960s, The America government has admitted, encouraged and supported
cultural diversity. Fair policies allowed all citizens to have the right to preserve their
cultural inheritance. Public school has bilingual education programs for new
immigrant children. Under the laws, racism, discrimination and prejudice are
significantly decreased. The relationships of people in the country are friendly and
harmonious, and people‘s lives have become rich and colorful. We are understanding
and learning from each other more easily than before. We can eat different cultural
style foods. We can watch different country‘s performances. We can enjoy the
celebration events of different country‘s festivals. Kids growing up in this multicultural
background are easy to accept different views, values and behaviors of foreign
countries. Especially, following the development of the Internet and wireless
communication technology, the distance from country to country and people to
people has becomes closer, and the economies between regions and countries are
connected more closely. The whole world became a global village. Multiculturalism is
becoming more important than at any other time in history.
In conclusion, multiculturalism is a good thing for society and people, so it is positive.

We need to enhance and develop multiculturalism in our lives.
Source: https://www2.hawaii.edu/~sford/alternatv/s05/articles/qin_multiculturalism.html
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LIES AGAINST THE SOGIE BILL

ANTONIO P. CONTRERAS
THE Sexual Orientation and Gender Identity and Expression (Sogie) Equality bill is
being maligned by people who have not read and fully understood it.
What is even more offensive is when people whose job it is to make laws are at the
forefront in peddling lies to mislead the public. Senate President Vicente ―Tito‖ Sotto
3rd is one of these people. As the leader of the Senate, Sotto should exercise
prudence in criticizing proposed laws. He must demonstrate to the public the proper
way, one that requires careful analysis of what is being proposed.
And here, Sotto fails miserably. He accuses the Sogie bill of providing a backdoor
route to legalize same-sex marriages in the country. He anchors this mistaken notion
on his wrong interpretation of the proposed provision that prohibits anyone from
denying a person any license on the basis of the latter‘s sexual orientation, gender
identity and expression. He argues that this would include the issuance of a marriage
license. He even cultivates an unfounded fear when he stressed that a public official
can go to jail if he or she denies issuing a marriage license to a same-sex couple.
Sotto fails to understand that the Sogie bill only refers to discrimination against
persons who are otherwise qualified to obtain a license, solely on the basis of their
sexual orientation, gender identity and expression. The law does not have any
provision that changes the requirements to obtain a license. Certainly, a member of
the LGBTQIA+ community who is blind cannot obtain a driver‘s license, or someone
who failed a licensure exam cannot be issued a professional license.
The proposed law has no provision changing the requirements for the issuing of a
marriage license. Currently, applicant couples should meet these requirements,
which include that they should be of the opposite sexes, of legal age and have no
existing valid marriages. Thus, Sotto is peddling fakery when he asserts that same-
sex couples can now demand that civil registrars issue them marriage licenses.
Beyond misreading of the provisions, what also stands out are unfounded fears that
with the Sogie bill, trans women will now descend like mad women on female
restrooms, thereby putting at risk the women of this country. There is fear that
women will now be vulnerable to sexual predators dressed as women. It is
understandable to have this fear, and the duty of any rational public official or citizen
is to bring the issue back to reason.
It behooves to ask how many cases of trans women, or men dressed as women,
harassing girls and women inside public restrooms, have been recorded at any given
time.
Over the 35-year history of non-discrimination laws that include provisions on

transgender persons all over the world, there was only one case reported in Canada
197
of a transperson who took advantage of such laws and committed sexual assault.
This only means that for 35 years people have entered restrooms that are now
compliant with non-discrimination laws all over the world, and we can just imagine
the number of times people of different sexual orientations availed of such facilities,
that there is only one case of sexual assault reported. In 2014, the United States
Federal Bureau of Investigation reported 84,000 cases of rape in the entire US, and
none of this was committed by a trans woman inside a female restroom, more so by
a man dressed as a woman. And yet, critics of the Sogie bill are making it appear
that this is a normal occurrence with high probability. And that there is reason to fear
it.
Another unfounded fear propagated in relation to the Sogie bill is that it will open the
floodgates for nuisance suits filed by the LGBTQIA+ on the slightest perception that
they have been discriminated against, particularly in hiring and employment. At the
outset, this is a clear case of prejudice that paints the LGBTQIA+ as irrationally
litigious. But even then, one has to ask what is the problem if applicants or
employees demand an explanation from employers if they feel they have been
discriminated against by virtue of their sexual orientation, gender identity and
expression. In the end this will force companies to be fair in their hiring and personnel
decisions and employ robust rubrics in evaluating applicants and employees in
accordance with law. A company employing fair labor practices would not fear a suit
from a disgruntled applicant or employee, whether that person belongs to the
LGBTQIA+ community or not.
Another argument raised against the Sogie bill is that it will violate the right of
religious schools to freely practice their faith. The right to exercise one‘s religion is
indeed constitutionally guaranteed, but it is never absolute. It could be limited when it
denies others their rights. Sectarian and religious schools, other than preparing their
believers to become religious, like seminaries or convent schools, must always be
weighed against public interest. If the role of the school is to prepare believers to take
up their faith, then it may assert its rights against any move to undermine the free
exercise of such.
But if the school is run as a public entity offering educational services and taking
advantage of its tax-exempt status, then it cannot assert full and absolute rights. It is
subjected to full state regulation by the Department of Education or the Commission
on Higher Education. Thus, while those who follow the faith of its owners will be
granted the benefit of fully exercising their faith, it must accord academic freedom to
its faculty and staff and must respect the rights of its students who are not followers
of the religion of its owners as provided by prevailing laws.
Certainly, a lot of the criticisms are based on unfounded fear without full
understanding. But the advance of anti-discrimination initiatives across history has
always required that those who are not discriminated against give up some of their
comforts and privileges, as long as their legitimate rights are not diminished
Source:
https://www.manilatimes.net/2019/08/31/opinion/columnists/topanalysis/lies-
against-the-sogie-bill/608761/
198
Name: ____________________ Section: _____________ Score:____________
Task 3: U complete me.
Supply the missing words as the teacher reads or plays a recorded recitation of the
poem. The selection will be /played once. You are given 10 minutes to accomplish
this task. Clue: All the missing words have letter U.
A Brave And Startling Truth -

Poem by Maya Angelou
Retrieved at https://www.poemhunter.com/poem/a-brave-and-startling-truth/
199
A Brave And Startling Truth -
Poem by Maya Angelou
We, this people, on a small and lonely planet

Traveling through casual space
Past aloof stars, across the way of indifferent suns
To a destination where all signs tell us
It is possible and imperative that we learn
A brave and startling truth
And when we come to it

To the day of peacemaking
When we release our fingers
From fists of hostility
And allow the pure air to cool our palms
When we come to it
When the curtain falls on the minstrel show of hate
And faces sooted with scorn are scrubbed clean
When battlefields and coliseum
No longer rake our unique and particular sons and daughters
Up with the bruised and bloody grass
To lie in identical plots in foreign soil
When the rapacious storming of the churches

The screaming racket in the temples have ceased
When the pennants are waving gaily
When the banners of the world tremble
Stoutly in the good, clean breeze
When we come to it
When we let the rifles fall from our shoulders
And children dress their dolls in flags of truce
When land mines of death have been removed
And the aged can walk into evenings of peace
When religious ritual is not perfumed
By the incense of burning flesh
And childhood dreams are not kicked awake
By nightmares of abuse
200
When we come to it
Then we will confess that not the Pyramids
With their stones set in mysterious perfection
Nor the Gardens of Babylon
Hanging as eternal beauty
In our collective memory
Not the Grand Canyon
Kindled into delicious color
By Western sunsets
Nor the Danube, flowing its blue soul into Europe

Not the sacred peak of Mount Fuji
Stretching to the Rising Sun
Neither Father Amazon nor Mother Mississippi who, without favor,
Nurture all creatures in the depths and on the shores
These are not the only wonders of the world
When we come to it
We, this people, on this minuscule and kithless globe
Who reach daily for the bomb, the blade and the dagger
Yet who petition in the dark for tokens of peace
We, this people on this mote of matter
In whose mouths abide cankerous words
Which challenge our very existence
Yet out of those same mouths
Come songs of such exquisite sweetness
That the heart falters in its labor
And the body is quieted into awe
We, this people, on this small and drifting planet

Whose hands can strike with such abandon
That in a twinkling, life is sapped from the living
Yet those same hands can touch with such healing, irresistible tenderness
That the haughty neck is happy to bow
And the proud back is glad to bend
Out of such chaos, of such contradiction
We learn that we are neither devils nor divines
When we come to it
We, this people, on this wayward, floating body
Created on this earth, of this earth
Have the power to fashion for this earth
201
A climate where every man and every woman
Can live freely without sanctimonious piety
Without crippling fear
When we come to it
We must confess that we are the possible
We are the miraculous, the true wonder of this world
That is when, and only when
We come to it.
https://www.poemhunter.com/poem/a-brave-and-startling-truth/
202
Image retrieved from : https://www.dreamstime.com/stock-photo-multiracial-hands-making-circle-

together-around-world-glob-conceptual-peace-cultural-diversity-symbol-earth-globe-image44810592
203
Image retrieved from: https://www.slideshare.net/erobson/cultural-mapping
204
Ladies and Gentlemen!
Thank you all for such warm welcome and your support. I am happy to be here with
people who will make a fair and highly important decision for the whole country and
with the other candidates!
Okay! Let us begin! Today, America has felt the wind of change and came to the
crossroad. In this insight, you have to choose whether to make a kind of U-turn or to
go forward prosperous future. What does that mean for all of us? That means that
the time of big changes has already come, the time for changing the existed political
landscape of our country, the motherland for most of the attendants. Nowadays,
there is a tendency to consider politics as a show business for unfair and ugly
people. However, I am going to convince you that this trend is wrong. Primarily, I
would like to underline that if I become the face of our country, there are few
important things that I will do to ensure the population gets all of its needs fulfilled
day after day and state after state.
First and foremost, I plan to provide the new legislation that will encourage the
development of our country in the future, not only to assure meeting of the needs
today. In particular, it will be useful to establish new funding of the public schools in
the USA. Therefore, the existing taxes should be re-channeled from the other areas
to the American education system. Secondly, the economy of our country is the
central theme of the presidential platform. This way, I promise to make significant
changes toward economic prosperity. Economic development has always been in the
minds of a majority of us; however, the previous government leaders neglected this
issue. Correspondingly, I propose to promote different new businesses, open areas,
and new residential areas to bring the country to life. Further, I will lower the taxes as
the government should not tax country‘s way of prosperity and creation of new jobs.
As a representative of the country, I will control the finance of America so that the
debt will be less with the coordinated economic action plan.
Finally, if I am elected, you can be sure that my campaign position is stable.
Moreover, I assure all of you that your concerns and issues will be adequately
addressed on the national level. If the previously mentioned position is yours
ambition to our country, you will make the right choice and elect the reliable, and fair
leader of the United States.
205
I am reaching out to you because I need your help. We want to end gender
inequality—and to do that we need everyone to be involved. This is the first campaign
of its kind at the UN: we want to try and galvanize as many men and boys as possible
to be advocates for gender equality. And we don’t just want to talk about it, but make
sure it is tangible. I was appointed six months ago and the more I have spoken about
feminism the more I have realized that fighting for women’s rights has too often
become synonymous with man-hating. If there is one thing I know for certain, it is
that this has to stop. For the record, feminism by definition is: “The belief that men
and women should have equal rights and opportunities. It is the theory of the political,
economic and social equality of the sexes.” I started questioning gender-based
assumptions when at eight I was confused at being called “bossy,” because I wanted
to direct the plays we would put on for our parents—but the boys were not. When at
14 I started being sexualized by certain elements of the press. When at 15 my
girlfriends started dropping out of their sports teams because they didn’t want to
appear “muscly.” When at 18 my male friends were unable to express their feelings.
I decided I was a feminist and this seemed uncomplicated to me. But my recent
research has shown me that feminism has become an unpopular word. Apparently I
am among the ranks of women whose expressions are seen as too strong, too
aggressive, isolating, anti-men and, unattractive. Why is the word such an
uncomfortable one? I am from Britain and think it is right that as a woman I am paid
the same as my male counterparts. I think it is right that I should be able to make
decisions about my own body. I think it is right that women be involved on my behalf
in the policies and decision-making of my country. I think it is right that socially I am
afforded the same respect as men. But sadly I can say that there is no one country in
the world where all women can expect to receive these rights. No country in the world
can yet say they have achieved gender equality. These rights I consider to be human
rights but I am one of the lucky ones. My life is a sheer privilege because my parents
didn’t love me less because I was born a daughter. My school did not limit me
because I was a girl. My mentors didn’t assume I would go less far because I might
give birth to a child one day. These influencers were the gender equality ambassadors
that made me who I am today. They may not know it, but they are the inadvertent
feminists who are changing the world today. And we need more of those. And if you
still hate the word—it is not the word that is important but the idea and the ambition
behind it. Because not all women have been afforded the same rights that I have. In
fact, statistically, very few have been. In 1995, Hilary Clinton made a famous speech
in Beijing about women’s rights. Sadly many of the things she wanted to change are
still a reality today. But what stood out for me the most was that only 30 per cent of
her audience were male. How can we affect change in the world when only half of it
is invited or feel welcome to participate in the conversation? Men—I would like to
take this opportunity to extend your formal invitation. Gender equality is your issue
too. Because to date, I’ve seen my father’s role as a parent being valued less by
society despite my needing his presence as a child as much as my mother’s. I’ve seen
young men suffering from mental illness unable to ask for help for fear it would make
them look less “macho”—in fact in the UK suicide is the biggest killer of men
between 20-49 years of age; eclipsing road accidents, cancer and coronary heart
disease. I’ve seen men made fragile and insecure by a distorted sense of what
constitutes male success. Men don’t have the benefits of equality either. We don’t
206
often talk about men being imprisoned by gender stereotypes but I can see that that
they are and that when they are free, things will change for women as a natural
consequence. If men don’t have to be aggressive in order to be accepted women won’t
feel compelled to be submissive. If men don’t have to control, women won’t have to
be controlled. Both men and women should feel free to be sensitive. Both men and
women should feel free to be strong… It is time that we all perceive gender on a
spectrum not as two opposing sets of ideals. If we stop defining each other by what
we are not and start defining ourselves by what we are—we can all be freer and this is
what HeForShe is about. It’s about freedom. I want men to take up this mantle.
So their daughters, sisters and mothers can be free from prejudice but also so that
their sons have permission to be vulnerable and human too—reclaim those parts of
themselves they abandoned and in doing so be a more true and complete version of
themselves. You might be thinking who is this Harry Potter girl? And what is she
doing up on stage at the UN. It’s a good question and trust me, I have been asking
myself the same thing. I don’t know if I am qualified to be here. All I know is that I
care about this problem. And I want to make it better. And having seen what I’ve
seen—and given the chance—I feel it is my duty to say something. English Statesman
Edmund Burke said: “All that is needed for the forces of evil to triumph is for enough
good men and women to do nothing.” In my nervousness for this speech and in my
moments of doubt I’ve told myself firmly—if not me, who, if not now, when. If you
have similar doubts when opportunities are presented to you I hope those words might
be helpful. Because the reality is that if we do nothing it will take 75 years, or for me
to be nearly a hundred before women can expect to be paid the same as men for the
same work. 15.5 million girls will be married in the next 16 years as children. And at
current rates it won’t be until 2086 before all rural African girls will be able to receive
a secondary education. If you believe in equality, you might be one of those
inadvertent feminists I spoke of earlier. And for this I applaud you. We are struggling
for a uniting word but the good news is we have a uniting movement. It is called
HeForShe. I am inviting you to step forward, to be seen to speak up, to be the "he" for
"she". And to ask yourself if not me, who? If not now, when? Thank you.
207
AFRICA
by : David Diop
Africa my Africa A grave voice answers me:

Africa of proud warriors Impetuous son, this tree young and in
the ancestral savannas, strong,
Africa of whom my grandmother sings, This tree there in splendid isolation
On the banks of the distant river Amidst white and faded flowers,
That is Africa, your Africa
I have never known you That grows again patiently, obstinately
But your blood flows in my veins As its fruit gradually acquires
Your beautiful black blood The bitter taste of liberty.
That irrigates the fields
The blood of your sweat
The sweat of your work
The work of your slavery
The slavery of your children
Africa, tell me, Africa

Is this you, this back that is bent,
This back that breaks
Under the weight of humiliation
This back trembling with red scars
Saying yes to the whip under the midday sun?
Reference : English Expressways IV

Virginia F. Bermudez, et. al.
pp. 114 - 115
208
Sample paragraphs:
1.
2.
209
A BLESSING
BY JAMES W RIGHT
Just off the highway to Rochester, Minnesota,

Twilight bounds softly forth on the grass.
And the eyes of those two Indian ponies
Darken with kindness.
They have come gladly out of the willows

To welcome my friend and me.
We step over the barbed wire into the pasture
Where they have been grazing all day, alone.
They ripple tensely, they can hardly contain their happiness
That we have come.
They bow shyly as wet swans. They love each other.

There is no loneliness like theirs.
At home once more,
They begin munching the young tufts of spring in the darkness.
I would like to hold the slenderer one in my arms,
For she has walked over to me
And nuzzled my left hand.
She is black and white,

Her mane falls wild on her forehead,
And the light breeze moves me to caress her long ear
That is delicate as the skin over a girl‘s wrist.
Suddenly I realize
That if I stepped out of my body I would break
Into blossom.
210
IF WE HOLD ON TOGETHER
Don't lose your way
with each passing day
You've come so far
Don't throw it away
Live believing
Dreams are for weaving
Wonders are waiting to start
Live your story
Faith, hope and glory
Hold to the truth in your heart
If we hold on together
I know our dreams will never die
Dreams see us through to forever
Where clouds roll by, for you and I
Souls in the wind

Must learn how to bend
Seek out a star
Hold on to the end
Valley... Mountain
There is a fountain
Washes our tears all away
Words are swaying
Someone is praying
Please let us come home to stay
Where clouds roll by
For you and I
When we are out there in the dark

We'll dream about the sun
In the dark we'll feel the light
Warm our hearts... everyone
As high as souls can fly
The clouds roll by
For you and I
211
(TASK 4: IT’S TIME TO WRITE)
-Identify the types of plagiarism in these two texts and use the writing
conventions to acknowledge its sources.
Source: https://qcpages.qc.cuny.edu/~redwards/Plagiarism/04.html
1. SAMPLE PLAGIARIZED WORK #1:

Long ago, when there was no written history, these islands were the home of millions of
happy birds; the resort of a hundred times more millions of fishes, sea lions, and other
creatures.
ORIGINAL/SOURCE:
In ages which have no record these islands were the home of millions of happy birds, the
resort of a hundred times more millions of fishes, sea lions, and other creatures.
Source: Author- A.J. Duffield

Year: 1881
Title of the Journal: Prospects of Peru
Name of Journal: Newman
Page: 78
2. SAMPLE PLAGIARIZED WORK #2:

Only two years later, all these friendly Sioux were suddenly plunged into new conditions.
ORIGINAL/SOURCE:
Contrast the condition into which all these friendly Indians are suddenly plunged now, with
their condition only two years
Source: Author- Jacskon, H.

Year: 1881
Title: A Sketch of the U.S Government Dealings with Indian
Name of Book: A Century of Dishonor
Place of Publication: New York
Publishing House: Harper
Page: 178
212
(TASK 6: IT’S TIME TO EDIT)
Improve/edit the sample plagiarized work and use the appropriate writing convention
to acknowledge its sources.
Source: https://desales.libguides.com/avoidingplagiarism/examples
SAMPLE DIRECT PLAGIARIZED WORK:
There is a high market demand for eco-tourism in Australia. Its rich and diverse natural
heritage ensures Australia's capacity to attract international eco tourists and gives Australia a
comparative advantage in the highly competitive tourism industry.
ORIGINAL/SOURCE:
" There is a strong market demand for eco-tourism in Australia. Its rich and diverse natural
heritage ensures Australia's capacity to attract international eco tourists and gives Australia a
comparative advantage in the highly competitive tourism industry."
Source: Author- Weaver, D.
Year: 2000
Title: Australia Eco Tourism
Name of Encyclopedia: Encyclopedia of Eco Tourism
Page: 143
213
RESEARCH REPORT
Adapted from Rubistar. com
CRITERIA 4 Excellent 3 Proficient 2 Developing 1 Beginning

Catchy * exceptional * proficient * basic introduction * weak or no
Introduction introduction that grabs introduction that is that states topic but introduction of the
interest of reader and interesting and lacks interest topic
state topic states topic
Credible * exceptionally * information relates * information relates * information has

researched to the main topic/ to the main topic, little or nothing to do
* detailed and thesis/ objectives few details and/ or with the thesis *
accurate information * * well- researched examples are given information has weak
information clearly in detail and from a * uses limited or no connection to
relates to the thesis or variety of sources sources the thesis
the research
questions/ objectives
Well- * exceptionally critical, * consistent * some connections * limited or no

Explained relevant, and connections made made between connections made
consistent connections between evidence evidence and thesis between evidence
made between and thesis * * some analysis and thesis *
evidence and thesis good analysis lacks analysis
* excellent analysis
Well- * exceptionally clear, * clear and logical * somewhat clear * lacks development
Organized logical, mature, and order that supports and logical of ideas with weak or
thorough development the topic with good development with no transitions
of the topic with transitions between basic transitions between and within
excellent transitions and within between and within paragraphs
between and within paragraphs paragraphs
paragraphs
Well- Written *control of grammar, * contains few *contains several *so many spelling,
usage,and mechanics spelling, spelling, punctuation, and
* almost entirely free punctuation, and punctuation, and grammatical errors
of grammatical errors grammatical errors that the paper cannot
spelling,punctuation, which detract from be understood
and grammatical the paper‘s
errors readability
Source: Celebrating Diversity Through World Literature, Learner’s Material, p. 473
214
Direction: Assess your research draft for chapters I, II and III by answering the

Chapter I/ Questions: Yes No
1. Does your Abstract contain the overview of the study?
2. Does your Table of Contents show complete parts and
arranged chronologically?
3. Does your Introduction catchy?
4. Does your Statement of the Problem the focal point of your
research?
5. Did you present persuasive arguments showing why the
problem is important to the study?
Chapter II/ Questions: Yes No
1. Does your Review of Literature show what previous
researchers have discovered?
2. Did you cite similar study/ studies that lead to the current
research?
3. Does this part contain Definition of Terms you have formulated
for the study?
4. Does this part reveal the Gaps to be filled in the study?
5. Does this part demonstrate your preparedness to complete the
research?
Chapter III/ Questions: Yes No
1. Does your Methodology describe your basic research plan?
2. Does this part restate your purpose and research questions?
3. Did you use appropriate sampling method for your research?
4. Does your Research Design suit for the objectives of your
study?
5. Did you state what variables will be included in the Analysis?
215
RESEARCH REPORT
Credible * exceptionally * information * information relates * information has

researched * relates to the main to the main topic, little or nothing to do
detailed and accurate topic/ thesis/ few details and/ or with the thesis *
information * objectives * examples are given information has weak
information clearly well- researched in * uses limited or no connection to
relates to the thesis or detail and from a sources the thesis
the research questions/ variety of sources
objectives

Explained relevant, and consistent connections made made between connections made
connections made between evidence evidence and thesis between evidence
between evidence and and thesis * * some analysis and thesis *
thesis * good analysis lacks analysis
excellent analysis
of the topic with transitions basic transitions between and within
excellent transitions between and between and within paragraphs
between and within within paragraphs paragraphs
paragraphs
* almost entirely free of punctuation, and punctuation, and grammatical errors
spelling,punctuation, grammatical errors grammatical errors that the paper cannot
and grammatical errors which detract from be understood
the paper‘s
readability
216
RESEARCH REPORT PRESENTATION

CRITERIA 4 Excellent 3 Satisfactory 2 Developing 1 Beginning
Preparedness Presenter is Presenter seems The presenter is The presenter

completely pretty prepared somewhat does not seem at
prepared and has but might have prepared but it all prepared to
obviously needed a couple is clear that present.
rehearsed. Report more rehearsals. rehearsal was
is well organized. lacking.
Visual Support Visuals are Visuals are Visuals are Visuals are at
comprehensively adequately used but do not minimum or not
utilized to utilized to seem to used at all.
showcase the showcase the showcase the
product or service. product or product or
service. service
adequately.
Effective Verbal Speaks clearly and Speaks clearly Speaks clearly Often mumbles
Strategies distinctly all (95- and distinctly all and distinctly or cannot be
100%) the time, (95-100%) the most (85-94%) understood, or
and time, but of the time. mispronounces
mispronounces no mispronounces Mispronounces more than one
words. one word. no more than word.
one word.
Effective Presenter looks Presenter Presenter Presenter

Non-Verbal relaxed and slouches but slouches slouches all the
Strategies confident. Eye quickly self- occasionally. time and fails to
contact with corrects. Eye contact with establish eye
everyone in the Occasional loss the audience is contact with the
room is of eye contact is intermittent. audience
established and observed.
maintained.
Source: Celebrating Diversity Through World Literature, Teacher’s Guide, p. 497
217
Direction: Assess your research draft for chapters IV, V and V by answering the

Chapter IV/ Questions: Yes No
1. Did you restate the research question using the exact wording
as in Chapter I?
2. Did you state the null hypothesis if the research question is
testable?
3. Did you state the type of statistical test(s) performed?
4. Did you report the statistics and conclusions followed by an
appropriate table(s)?
5. Did you present and explain the results?
Chapter V/ Questions: Yes No
1. Did you discuss the Findings?
2. Do your Findings support existing theories?
3. Did you present reasons why the Results might have turned
out the way they did?
4. Did you present Recommendations based on your Findings?
5. Is your first recommendation for the study sponsor and the
second one for the other or future researchers?
Chapter VI/ Questions: Yes No
1. Did you use APA format to cite References?
2. Does your Bibliography contain all the authors whose work
you‘ve consulted in your research?
3. Did you include your used instruments such as questionnaire,
tables, graphs, schedule, consent etc. in the Appendices?
4. Do your Appendices precede or follow your list of references?
5. Does each Appendix begin on a new page?
218
POSTTEST
I. SPEAKING and LISTENING
Direction: Listen to your teacher read the text twice and write the letter of the best
answer to each numbered item.
1. Which word produces the /i/ sound?

a. cheeks
b. drink
c. lines
d. night
2. Which word produces the /æ/ sound?

a. falling
b. father
c. making
d. mother
3. In research, it lists all the sources used in the research.

a. Variables
b. Framework
c. Data
d. Bibliography
4. In research, this provides a review of what others have written or researched

on concerning the topic.
a. Abstract
b. Methodology
c. Research
d. Review of related literature
5. This is a systematic approach to identifying, recording and classifying a

community‘s cultural resources.
a. Bibliography
b. Concept map
c. Cultural mapping
d. Conceptual framework
219
II. VOCABULARY DEVELOPMENT
Direction: Choose and write the letter the most appropriate definition for each
technical terms, parts, and kinds of research paper.
6. A research that describes a phenomenon, observing and drawing conclusions

from it.
a. Qualitative research method
b. Quantitative research method
c. Ethnographic research
d. Descriptive research
7. A research method that deals with numbers and anything that can be dealt
with measurable form.
a. Quantitative research method
b. Qualitative research method
c. Ethnographic research
d. Descriptive research
8. A research method that collects data using conversational methods, where

the participants involved are asked open-ended questions.
a. Descriptive research
b. Ethnographic research
c. Qualitative research method
d. Quantitative research method
9. An in-depth form of research where the people are observed in their natural
environment through the use of methods such as participant observation and
face to face interviewing.
a. Descriptive research
b. Ethnographic research
c. Qualitative research method
d. Quantitative research method
10. A background of the study, statement of the problem, statement of

hypothesis, theoretical and conceptual framework, etc.
a. Abstract
b. Title page
c. Introduction
d. List of figures and illustrations
11. A brief discussion of the background and objectives of the problem, statement
of the problem, etc.
a. Abstract
b. Title page
c. Introduction
220
12. It composes of the title of the research, full name of the researcher, the
subject for which the research is presented.
a. Abstract
b. Title page
c. Introduction
13. It includes graphs, charts, and other illustrations.

a. Abstract
b. Title page
c. Introduction
14. A process of systematic inquiry that entails collection of data; documentation

of critical information; and analysis and interpretation of that data or
information, in accordance with suitable methodologies.
a. Abstract
b. Research
c. Title page
d. Introduction
15. It summarizes findings to answer the research questions.

a. Summary
b. Summary and conclusions
c. Summary and recommendations
d. Summary, conclusions, and recommendations
16. A process of obtaining a numerical description of the extent to which persons,

organizations or things possess specified characteristics.
a. Bias
b. Data
c. Accuracy
d. Measurement
17. The degree to which a study accurately reflects or assesses the specific
concept that the researcher is attempting to measure.
a. Validity
b. Variable
c. Readable
d. Reliability
18. A research condition in which no one except the researcher(s) knows the
identities of the participants in a study.
a. Validity
b. Accuracy
c. Hypothesis
d. Confidentiality
221
19. A term used in survey research to refer the match between the target
population and the sample.
a. Accuracy
b. Bias
c. Confidentiality
d. Data
20. A tentative explanation based on theory to predict a causal relationship

between variables.
a. Data
b. Population
c. Hypothesis
d. Questionnaire
21. Structured sets of questions on specified subjects that are used to gather
information.
a. Data
b. Variable
c. Hypothesis
d. Questionnaire
22. Factual information used as a basis for reasoning, discussion or calculation.

a. Data
b. Variable
c. Assessment
d. Measurement
23. Any characteristics or trait that can vary from one person to another.
a. Reliable
b. Variable
c. Equitable
d. Credible
24. A loss of balance and accuracy in the use of research methods.

a. Complicated
b. Symmetry
c. Bias
d. Fair
25. The target group under investigation.

a. Legislation
b. Population
c. Accusation
d. Suspension
222
III. READING AND LITERATURE
Direction: Read carefully the text/passage below and write the best answer in each
numbered item.
26. In the poem ― Africa ‖ by David Diop, What does the line ― beautiful black
blood ‖ mean?
a. shows the origin of Africa
b. shows the effect of colonialism
c. reflects the true color of Africans
d. emphasizes the beauty of the black race
27. Which of the following can be used to define and prove a general or main
idea?
a. statistics
b. examples
c. logical reasons
d. all of the above
28. Borrowing other people‘s ideas or words, but failing to properly document the
original source is called _______________.
a. editing
b. citation
c. plagiarism
d. paraphrasing
29. Which of the following is the best way to protect yourself against plagiarism?
a. restates author‘s ideas
b. always cite your sources
c. copy exactly the information
d. revise and edit borrowed information
30. The introductory part of the research report aims to ___________________.

a. identify the specific forms of the study
b. provide a rationale of the article
c. get the reader‘s attention
d. all of the above
31. What is the purpose of the conclusion in a research report?

a. it is just a summary of the article
b. it outlines the methodological procedures
c. it contains a useful review of the relevant literature
d. it summarizes the key findings in relation to the research questions
32. The year is 2020. You‘ve just graduated from a highly-ranked virtual
university. You had the opportunity to take e-learning classes from great
professors and world leaders in government and business. It‘s cool to be
smart – and even cooler to really understand technology. Almost all the good
223
jobs today involve science, engineering, and technology. And there is such a
demand for workers with your skills that you can choose from thousands of
jobs. Many of these jobs have high starting salaries and perks like your own
pet robot, a new convertible automobile or monthly online shopping
allowance.
What is the mood of this passage?
a. Fearful c. Confident
b. Depressed d. Frightened
33. The footsteps were coming closer. I knew I had to get out of there fast.
Looking desperately around, I finally spotted a small window at the end of the
room, a beacon of light in the dark, rancid basement. I sprinted and leapt up
to grab a ceiling pipe. Thankfully, the pipe was close enough to the window to
allow me to swing my body through. My enemy was making his way down the
hall bursting open door after door. I needed to break through this window in
two tries to make it out in time.
What is the mood of this passage?
a. Brave c. Shy
b. Sorrowful d. Cheerful
34. Which tone is represented in this passage?

As that hurricane threatened, the wind‘s blast caused angry fifteen-foot waves to
crash over the small houses near shore.
a. Thrilled c. Irritated
b. Frightening d. Peaceful
35. Which tone is represented in the following passage?

―Wow! With a top speed of one hundred fifty miles per hour, the car can almost fly!‖
a. Calm c. Annoyed
b. Scary d. Excited
SET A-Sample Plagiarized Work:
Freeman and slave, patrician and plebeian, lord and self, guild-master and
another.
―Freeman and slave, patrician and plebeian, lord and serf, guild-master and
another.‖
Source: Marx, K., Engels, F., & Berman, M. (2011). Communist manifesto. New York:
Penguin Books.
224
36. What type of plagiarism is the sample plagiarized work above?
a. Direct Plagiarism
b. Global Plagiarism
c. Mosaic Plagiarism
SET B-Sample Plagiarized Work:
In the 1867 edition, Whitman began restless classifying, organizing and sorting of
poems that would make him busy for the rest of his life. Evidently, he sought a
conscious, external structure to reply to critics who said his poetry was obscure and
formless.
―In the 1867 edition, Whitman began the restless sorting, organizing, and classifying
of poems that would occupy him for the rest of his life. Apparently, he sought an
external, conscious structure to answer critics who said his work was formless or
obscure.‖
Source: Black, S (1998), ―Leaves of Grass‖ Criticism

SET C-Sample Plagiarized Work:
We can thank our first president, George Washington, for setting that example. After
he led the colonies to victory as General Washington, there were no constraints on
him.
―We have our first president, George Washington, to thank for setting that example.
After he led the colonies to victory as General Washington, there were no constraints
on him, really.‖
President Obama, 2017

39. Which bibliographical entry follows the APA Guidelines correctly?

a. Duncan, G.J. (1997). Consequences of Growing Up Poor. New York,
NY: Russel Sage Foundation.
b. Duncan, G.J. (1997). New York, NY: Consequences of Growing Up
Poor. Russel Sage Foundation.
225
c. Consequences of Growing Up Poor. New York, NY: Russel Sage
Foundation. Duncan, G.J. (1997).
d. Duncan, G.J. Consequences of Growing Up Poor. New York, NY:
Russel Sage Foundation. (1997).
40. Which bibliographical entry follows the APA Guidelines correctly?
a. Culture Shopping. New Yorker. (1983). Trillin, C. vol. 2. pp. 48-51.
b. New Yorker. Trillin, C. vol. 2. pp. 48-51. Culture Shopping. (1983).
c. Trillin, C. (1983). Culture Shopping. New Yorker. vol. 2. pp. 48-51.
d. vol. 2. pp. 48-51. (1983). Culture Shopping. New Yorker. Trillin, C.
IV. GRAMMAR
Direction A: By observing the statements below, write the cohesive devices used in
the sentences.
41. He wasn‘t thirsty but he drank a cup of coffee with his friends.
42. I still trust him even though he lied to me.
43. Mr. Calayan did not panic although his car had broken down in the desert.
44. Even though Henry Pesigan is a honest politician, I would not vote for him
because of his views on foreign policy.
45. My trip to New York was very enjoyable though it was very expensive.
46. He was admitted to the university despite the fact that his grades were low.
47. Although the work was hard, they enjoyed themselves.
48. He enjoyed living in Hong Kong even though the language was difficult to
understand.
Direction B: Arrange the following data to form an outline.
Asbestos Poisoning
49. __________________________________ B. Effects of Asbestos Poisoning

50. __________________________________ I. Introduction
51. __________________________________ B. Recommendations
52. __________________________________ III. Conclusion
53. __________________________________ C. Definition of Terms
54. __________________________________ A. Conclusion
55. _________________________________ 1. How to Deal with Asbestos Hazards
56. _________________________________ A. Symptoms of Asbestos Poisoning
57. _________________________________ B. Significance of the Study
58. _________________________________ C. Treatments
59. _________________________________ A. Definition of Asbestos Poisoning
60. _________________________________ II. Body
226
ANSWER KEY: (Post Test)
1. A
36. C
2. D
37. B
3. D
38. B
4. D
39. A
5. C
40. C
6. D
41. but
7. A
42. even though
8. C
43. although
9. B
44. Even though
10. C
45. though
11. A
46. despite the fact
12. B
47. Although
13. D
48. even though
14. B
49. I. Introduction
15. D
50. A. Definition of Asbestos Poisoning
16. D
51. B. Significance of the Study
17. A
52. C. Definition of Terms
18. D
53. II. Body
19. A
54. A. Symptoms of Asbestos Poisoning
20. C
55. B. Effects of Asbestos Poisoning
21. D
56. C. Treatments
22. A
57. III. Conclusion
23. B
58. A. Conclusion
24. C
59. B. Recommendations
25. B
60. 1. How to Deal with Asbestos Hazards
26. D
27. D
28. C
29. B
30. D
31. D
32. C
33. A
34. A
35. D
227
RESEARCH REPORT
Credible * exceptionally * information * information relates * information has

researched * relates to the main to the main topic, little or nothing to do
detailed and accurate topic/ thesis/ few details and/ or with the thesis *
information * objectives * examples are given information has weak
information clearly well- researched in * uses limited or no connection to
relates to the thesis or detail and from a sources the thesis
the research questions/ variety of sources
objectives

Explained relevant, and consistent connections made made between connections made
connections made between evidence evidence and thesis between evidence
between evidence and and thesis * * some analysis and thesis *
thesis * good analysis lacks analysis
excellent analysis
of the topic with transitions basic transitions between and within
excellent transitions between and between and within paragraphs
between and within within paragraphs paragraphs
paragraphs
* almost entirely free of punctuation, and punctuation, and grammatical errors
spelling,punctuation, grammatical errors grammatical errors that the paper cannot
and grammatical errors which detract from be understood
the paper‘s
readability
228
RESEARCH REPORT PRESENTATION

CRITERIA 4 Excellent 3 Satisfactory 2 Developing 1 Beginning
Preparedness Presenter is Presenter seems The presenter is The presenter

completely pretty prepared somewhat does not seem at
prepared and has but might have prepared but it all prepared to
obviously needed a couple is clear that present.
rehearsed. Report more rehearsals. rehearsal was
is well organized. lacking.
Visual Support Visuals are Visuals are Visuals are Visuals are at
comprehensively adequately used but do not minimum or not
utilized to utilized to seem to used at all.
showcase the showcase the showcase the
product or service. product or product or
service. service
adequately.
Effective Verbal Speaks clearly and Speaks clearly Speaks clearly Often mumbles
Strategies distinctly all (95- and distinctly all and distinctly or cannot be
100%) the time, (95-100%) the most (85-94%) understood, or
and time, but of the time. mispronounces
mispronounces no mispronounces Mispronounces more than one
words. one word. no more than word.
one word.
Effective Presenter looks Presenter Presenter Presenter

Non-Verbal relaxed and slouches but slouches slouches all the
Strategies confident. Eye quickly self- occasionally. time and fails to
contact with corrects. Eye contact with establish eye
everyone in the Occasional loss the audience is contact with the
room is of eye contact is intermittent. audience
established and observed.
maintained.
Source: Celebrating Diversity Through World Literature, Teacher’s Guide, p. 497
229
PANELIST RUBRICS:
Title: _________________________________________________________________________
Year Level/section:______________________________
CRITERIA WEIGHT SCORE

Usefulness/Significance of Research 35 %
Usefulness to the school/community or
contribution of the research to the existing
body of information related to the study
Rigor 35 %
Soundness of methodology (research
design, data collection and data analysis)
Research Presentation 30 %
Presentation and defense of the research
output
TOTAL 100 %
COMMENTS/SUGGESTIONS:
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
Title: _________________________________________________________________________
Year Level/section:________________________________
CRITERIA WEIGHT SCORE

Usefulness/Significance of Research 35 %
Usefulness to the school/community or
contribution of the research to the existing
body of information related to the study
Rigor 35 %
Soundness of methodology (research
design, data collection and data analysis)
Research Presentation 30 %
Presentation and defense of the research
output
TOTAL 100 %
COMMENTS/SUGGESTIONS:
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
Source: Given from a Senior High School Teacher during their MTOT.
230
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rks&tbm=isch&source=univ&sa=X&ved=2ahUKEwjezKrj_7_kAhXJP3AKHatd
ArgQsAR6BAgJEAE&biw=1366&bih=625#imgrc=8iOmSD493GO3NM:
 https://www.google.com/search?q=pictures+of+a+woman+writing&tbm=isch&
source=univ&sa=X&ved=2ahUKEwjxnMqo_r_kAhVCIIgKHSX5BhoQsAR6BA
gJEAE&biw=1366&bih=625#imgrc=MXW2wCOQn9U68M:
 https://www.google.com/search?q=pictures+of+books&tbm=isch&source=hp
&sa=X&ved=2ahUKEwiO9P-
3_L_kAhXPPXAKHQfmDeYQsAR6BAgHEAE&biw=1366&bih=625#imgrc=
 https://www.google.com/search?biw=1366&bih=625&tbm=isch&sa=1&ei=pkt
0XaOhDtiSr7wP3pOD4Ag&q=pictures+of+books+and+Computer&oq=picture
s+of+books+and+computer&gs_l=img.3...3619.6991..8158...0.0..0.141.1630.
233
0j13......0....1..gws-wiz-
im.......0j0i67j0i8i30j0i24.DLH5TKtAjDg&ved=0ahUKEwijjMW6_L_kAhVYyYs
BHd7JAIwQ4dUDCAY&uact=5#imgrc=kFUR5NujN3psaM:
 https://www.slideshare.net/jobitonio/introduction-to-research-37589838
 https://www.slideshare.net/zulfazoufishan/research-report-45426923
 https://www.infoplease.com/homework-help/how-write-research-paper-4
 https://www.mckendree.edu/academics/research/irb/terms.php
 https://libguides.mit.edu/citing
 https://pitt.libguides.com/citationhelp
 https://www.time4writing.com/articles-about-writing/writing-conventions-
updated/
 https://www.editage.com/insights/3-techniques-to-avoid-plagiarism-in-your-
research-paper
 https://www.google.com/search?q=moving+towards+convergence&tbm=isch
&tbs=rimg:CautyPcjNSXiImAOSeSM8wk3_1EsSqK8XpXOOx_155enyUh5kQ
sbIFaGsN0H-1xj6KCTKjftDKVo3uNWxUkBtSQJULb5atgmG0xfAnCmv-
SUENQc705oMQ9Rjw-Tei-
x4DZ_10b4Ofb4aZdhBAqEgkOSeSM8wk3_1BG5q_1QhdvQBaioSCUsSqK8
XpXOOESWZFBTxIHj_1KhIJx_155enyUh5kRlCN8d8T74ocqEgkQsbIFaGsN
0BG9H-45ykHP6SoSCX-
1xj6KCTKjEXJEBFigzqWfKhIJftDKVo3uNWwRVgH89s8AxhgqEglUkBtSQJU
LbxEPb_14_1x0LPQCoSCZatgmG0xfAnEVK4f62KtMEPKhIJCmv-
SUENQc4RO-IT5ImoyF0qEgn05oMQ9Rjw-REC6_1E4LcvC_1SoSCTei-
x4DZ_10bEf36te3plT7eKhIJ4Ofb4aZdhBARVwVrzGlNjjM&tbo=u&sa=X&ved
=2ahUKEwj2qeS129bkAhVD7mEKHZJcCfEQuIIBegQIARAw&biw=1330&bih
=606&dpr=1#imgrc=GByPT-8avQPESM:
 https://www.youtube.com/watch?v=Gv3gHR_8cnI
 https://www.youtube.com/watch?v=uGVQJKgqgY8
 https://www.londonschool.com/blog/phonetic-alphabet/
 https://www.youtube.com/results?search_query=ipa+vowels
 https://www.toppr.com/guides/business-correspondence-and-reporting/note-
making/steps-comprehend-summarize-text/
 https://edubirdie.com/blog/examples-of-plagiarism
 https://edubirdie.com/blog/examples-of-plagiarism
 http://www.canberra.edu.au/current-students/canberra-students/student-
support/study-skills/attachments/pdf/apa.pdf
 https://qcpages.qc.cuny.edu/~redwards/Plagiarism/04.html
 https://desales.libguides.com/avoidingplagiarism/examples
 https://www.sciencebuddies.org/science-fair-projects/science-fair/writing-a-
bibliography-apa-format
 https://www.sciencebuddies.org/science-fair-projects/science-fair/writing-a-
bibliography-apa-format
 http://www.easybib.com/reference/guide/apa/book
 https://www.slideshare.net
 https://www.slideshare.net
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FOURTH QUARTER ENGLISH GRADE 10

MAI ANNE D. RONDOLA

FOURTH QUARTER ENGLISH GRADE 10

Day 4 and 5…………………….…………………………………155

B. Establishing a purpose Setting standard for the test:

A. No. of learners who

IV. PROCEDURE Advanced Learners Average Learners

B. Establishing a purpose for Ask:

C. Presenting Reading aloud of the short story by the teacher or a

1. What were the soldiers doing when the general

1. A man in civilian clothes rode past a small group

Show any object to the

A. No. of learners who earned

I. Evaluating learning 1. The teacher will read two

A. No. of learners who

Child Labour takes such a huge figure in India

Most families are unwilling to give out details of

D. Discussing new The teacher will facilitate the discussion on the

A. No. of learners who

B. Performance The learner competently presents a research report on a

C. Learning Get different viewpoints on various local or global issues.

II. CONTENT Important Points and less Important Points

The teacher may say:

Important Points Extra Details

Some extra details or the not-so-important points support

Accomplish the T-chart and determine the important

A. No. of learners who

IV. PROCEDURE Advanced Learners Average Learners

The teacher may ask the following questions:

With this faith we will be able to work together, to pray

What are the phrases that were grammatically the same?

What are literary devices? (Literary devices or literary

*After the discussion the teacher will let the students

(The article can be found in the appendix)

Have the students answer the following questions:

*The students will then be tasked to write a short

(The teacher may use articles other than the one

A. No. of learners who

(Before reading the article (Before reading the article

The teacher will present The teacher will present the

1. What is the article 1. What is the article all

A. No. of learners who

B. Establishing a purpose Say:

English 10 Learner’s Material

Review with the learners tone

3. Describe the setting of the

4. How did the setting 3. Describe the

E. Discussing new Task 3: What‘s the Purpose

Author‘s Purpose in Writing the Story

Complete the table by supplying the tone and mood of

Title of the Tone Mood Author‘s

Note: The average learners‘ groups may have the option

1. What is the best part of the movie for you?

A. No. of learners who

IV. PROCEDURE Advanced Learners Average Learners

Sources of sample pictures:

2. What do you think is

3. How did the

Group 1 – Retell the events of the story using a graphic

Group 2 – Show the characters‘ emotions, thoughts, and

Group 3 - Draw a scene when the two characters meet.

Group 4 – Write a letter addressed to the heroine about