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Masiag, Bagumbayan, Sultan Kudarat

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“Service for the love of God through Mary”

Subject/Grade Level: English 10 Quarter: 4th Month: January-March

UNIT LEARNING PLAN

Content Standard: The learner demonstrates understanding of how world literature and
other text types serve as instruments to resolve social conflicts, also how
to use the language of research, campaigns and advocacies.
Performance The learner competently presents a research report on relevant socio-
Standard: cultural issue.
SAMPLE
ACTIVITIES:
UNPACKED STUDENT-CENTERED ACTIVITY AND PROCEDURES:
COMPETENCY
(For A) A.1.1 ACTIVITY TITLE: Have more fun in the Philippines
A.1 (Explore)
Use locational skills PROCEDURES:
to gather information  The teacher will let the students watch the video clip about the
from primary and tourist spot in the Philippines.
secondary sources of  Complete the concept map by supplying it with information that
information (It’s can be taken from the video clip. Write the key concepts about
more fun in the the topic in the circles and the details about these key concepts in
Philippines, sources the rectangles. It is very important to closely watch the video
of information)
EN10SS-IVa-1.5

IT’S MORE FUN IN

THE PHILIPPINES

PROCESSING QUESTIONS:
1. After watching the video, did you see how diverse our country
really is?
2. What new information did you gather from the video?

A.1.2 ACTIVITY TITLE: Grounded

(Firm-Up)
PROCEDURES:
 After the said activity, the teacher will give another test to the
 students individually.
Instruction:
Can you classify and tell whether the materials listed below are
primary or secondary sources of information? Write P if the material is
primary or S if the material is secondary.

1. Letters and diaries 6. encyclopedia

2. History textbook 7. Newspaper
3. Government documents 8. Journals
4. Manuscripts 9. Magazine
5. Video tape 10. Artifact

INSTRUCTIONAL MATERIALS/RESOURCES:
Celebrating Diversity through World Literature LM page 408-409

(For M)
A.2.1 Explain how A.2.1 ACTIVITY TITLE: Close Reading
the elements specific (Deepen)
to a genre contribute PROCEDURES:
to the theme of a  The teacher will divide the class into triad group. Each group
particular literary must have their own copy about the topic distributed by the
selection teacher. They will do a brainstorming and close reading
(Antoine de Saint- regarding the topic given.
Exupery, the Little  Afterwards they will answer the following questions:
Prince) 1. Who are the characters in the excerpt? Describe them.
EN10LT-IVa2.2 2. How important is the “rite” or “ritual” of taming in the
friendship of the Little Prince and the Fox?
3. Do you think you have tamed another and have been tamed
as well?
 They will share their answer on the group.

A.2.2 Express A.2.1 ACTIVITY TITLE: Sensations

appreciation for (Deepen)
sensory images used PROCEDURES:
EN10LT-IVa2.2.1  With the same group, describe the Little Prince and the Fox by
writing a sentence that would appeal to the senses. Be sure to use
words that will create pictures in the minds of your readers. Let
the graphic organizer below help you in this activity.

Hearing Sight

Taste Smell

Touch
 Hearing

Taste Sight

Touch Smell

INSTRUCTIONAL MATERIALS/RESOURCES:
Celebrating Diversity through World Literature LM page 411-415

(For A)
A.3 Listen to A.3.1 ACTIVITY TITLE: Enigma
simplify, reorganize, (Firm-Up)
synthesize and PROCEDURES:
evaluate information  The teacher will read the text about an important figure in world
to expand, review, history. Be sure to instruct the students to take down information
or update knowledge about the person’s description, traits, and the reasons why he/she
(Amelia Earhart’s is well known.
aviation career) PROCESS QUESTIONS:
EN10LC-IVa-16 1. Who is the person being talked about in the text?
2. How did she start her career as a pilot?

A.3.2 ACTIVITY TITLE: Project Runaway

(Firm-Up)
PROCEDURES:
 The teacher will divide the class into 8 groups. Each group must
have their own leader, secretary and presenter.
 Every group must create their own graphic organizer to show the
developments of Amelia Earhart’s aviation career. After the
activity the presenter will be the one who will present their
output in group. The activity is good for 5-10 minutes only.

INSTRUCTIONAL MATERIALS/RESOURCES:
Celebrating Diversity through World Literature LM page 415
https://www.history.com/topics/exploration/amelia-earhart

A.4 Expand ideas A.4 ACTIVITY TITLE: Silver-Tongued

using principles of (Firm-Up)
cohesion and PROCEDURES:
coherence  After the short discussion, the teacher will let the students answer
EN10WCIVa14.1.1 the following activity individually.
Instructions:
Now that you know the devices that will make your ideas flow
smoothly, you can now complete the following statements by filling in
the square brackets with a cohesive device and the blank with details
you would need to expand your ideas.
1. The Little Prince tamed the Fox ______________
 ______________ __________________________.
2. The most important lesson that I learned from Saint-Exupery’s
story is _______________ __________
____________ ____________________________
3. What inspired me about Amelia Earhart’s story in her ambition
to ____________________ _______________
___________________ ________________________.
4. 4. If I were Amelia Earhart, I would ______________________
___________________ ________________________.
5. The Little Prince and Amelia Earhart’s story are similar in terms
of __________________________________________________
___________________________ ________________
____________________________________________________.

INSTRUCTIONAL MATERIALS/RESOURCES:
Celebrating Diversity through World Literature LM page 416-417

A.5.1 A.5.1 ACTIVITY TITLE: Sounding

Observe the language (Firm-Up)
of research on how to PROCEDURES:
select and limit a  After the discussion of the teacher about the topic.
Research Topic  The teacher will divide the class into 8 groups. Each group must
EN10G-IVa-32 have their own leader, secretary and presenter.
 Every group will select a research topic.
 After selecting a topic, the students will answer the questions in
order to identify a good research topic. They will use the graphic
organizer for their answers.

Name:________________ Date: ________________ Class Period: ____________

Step-by-step Process
Directions: Write each step in chronological order. Then, add specific details about
each of those steps.

List materials required here.

Steps Details

5
A.5.1 ACTIVITY TITLE: Local Treasures
(Firm-Up)
PROCEDURES:
 Now that your group has identified and limited the research topic
as well as studied the guidelines on how to write a good
questionnaire, you are now ready to develop your own
questionnaire about a local treasure or a heritage in the
community. You can use the template below as a model for your
questionnaire. Use the rubrics given by your teacher as your
guide in completing this activity.
Local Treasure Questionnaire
This questionnaire is used to help the researchers collect
information in order to complete the study (title of your topic).
Please answer all the questions by providing the appropriate
information. The data will be treated with utmost confidentiality.
General Information:
Name:
Year and Section:
Address:
(other pertinent Information)
Questions: (Write as many questions as needed in your
questionnaire)
1.
2.
3.
4.
5.
6.
7.
Thank you for your time