DLP English 10

DETAILED
LESSON PLAN
IN
ENGLISH 10
(First Quarter)
DAILY LESSON PLAN DEVELOPMEN T TEAM
LESSON DEMONSTRATORS
WRITERS VALIDATOR
S
NELLY EDNA CELESTIAL CELMA
SALCEDA SALVE LLANERA MIRARAN
MARIA ELENA JAN ALDRIN BELISARIO EDEN BOBIS
SERGIO MARY JEAN BAS NEIZA LLANA GRACIELLA
RAYMOND JOY LOPE BITON
LOLO MARIVIC DALAGUIT JANICE
BERNARDO GENEBIEVE SABILE LLANETA
CRUEL RAYMOND LOLO APHRODITE
GRACIELLA JONALYN MIGUEL BECHAYDA
BITON MA. ELENA SERGIO DANTE
SALOME ALTAVANO
KARIZA BELGA
AURA MARIE BROBIO
MATOCIÑOS FREDDIE
COLEEN GAY MORA
NEIZA LLANA LISA PENAFLOR BOTIAL
MARY JEAN BERNARDO CRUEL EDNA
BAS MAR IANNE VILLANUEVA CELESTIAL
AMALIA ROS KARIZA MATOCIÑOS EFREN
GINLEE RED ARJAY ROY BEJERANO
MA. JOVITA GINLEE RED GUNDELINA
MARISCOTES AMALIA ROS OBIAS
DOLORES RICARDO REMONTE ROSAMARIA
BITON KEM DENLI ROARING ESCOTE
CLEOTILDE NEIZA LLANA
BOHOLANO VALIDATORS MARY
EDNA JEAN BAS
SALOME ALTAVANO
CELESTIAL ALICIA LIM
GEMMA SAPO
FREDDIE ELSA RABANO MARLYN
BOTIAL JOY LOPE SANTAYANA
APHRODITE ANGELICA ZUÑIGA NELLY
BECHAYDA MARIVIC DALAGUIT SALCEDA
DANTE BELGA RENEROSE BRAVO LOURDES
SALOME MERLY BASMAYOR BIGCAS
ALTAVANO EVELYN
EGAR
LESSON MA. JOVITA
DEMONSTRAT MARISCOTES
ORS DOLORES
BITON
GRACIELLA NERRY
BITON MENDOZA
JANICE ROSALIE
LLANETA LOYOLA
NEMIA MESA KARIZA
CHERYL MATOCIÑOS
MAROLLANO BERNARD
FREDDIE CRUEL
BOTIAL MA. LUZ
APHRODITE NUÑEZ
BECHAYDA DANTE VICTOR
BELGA REVALE
CLEOTILDE AMALIA ROS
BOHOLANO GINLEE RED
JOHANNA JANE
RAYALA REVILLA
GEMMA VICTOR
PORLAJE RIVALE
CLAUDINE JOSE
REGILME GUEVARRA
MA. CHRISTINE JOSEPHINE
LUCENA BLANQUISCO
LAY-OUT
ARTIST
ROLDAN
CABILES
ILLUSTRA
TOR
EUME RAY
NAZ
MAI ANNE D. RONDOLA

Education Program Supervisor in English
DLP Team Head
ii
TABLE OF CONTENTS
FIRST QUARTER ENGLISH 10 DAILY LESSON PLANS
CONTENT PAGE
Week 1
Day 1……………………………………………………………………1
Day 2……………………………………………………………………3
Day 3……………………………………………………………………7
Day 4……………………………………………………………………12
Week 2
Day 1……………………………………………………………………19
Day 2……………………………………………………………………23
Day 3……………………………………………………………………28
Day 4……………………………………………………………………31
Week 3
Day 1……………………………………………………………………36
Day 2……………………………………………………………………43
Day 3……………………………………………………………………52
Day 4……………………………………………………………………59
Week 4
Day 1……………………………………………………………………67
Day 2……………………………………………………………………72
Day 3……………………………………………………………………83
Day 4……………………………………………………………………90
iii
Week 5
Day 1…………………………………………………………………94
Day 2…………………………………………………………………98
Day 3…………………………………………………………………105
Day 4…………………………………………………………………110
Week 6
Day 1…………………………………………………………………116
Day 2…………………………………………………………………122
Day 3…………………………………………………………………126
Day 4…………………………………………………………………130
Week 7
Day 1…………………………………………………………………134
Day 2…………………………………………………………………140
Day 3…………………………………………………………………146
Day 4…………………………………………………………………151
Week 8
Day 1…………………………………………………………………153
Day 2…………………………………………………………………158
Day 3…………………………………………………………………161
Day 4…………………………………………………………………165
Week 9
Day 1…………………………………………………………………167
Day 2…………………………………………………………………176
Day 3…………………………………………………………………183
Day 4…………………………………………………………………187
iv
Appendixes
APPENDIX A: Week 1, Day 1………………………………………………………..193

APPENDIX B.1: Week 1, Day 2………………………………………………………201
APPENDIX B.2: Week 1, Day 2………………………………………………………202
APPENDIX C: Week 2, Day 3…………………………………………………………205
APPENDIX D: Week 4, Day
1………………………………………………………….206
APPENDIX E: Week 5, Day
1………………………………………………………….207
APPENDIX F: Week 5, Day
2………………………………………………………….208
APPENDIX G: Week 5, Day 3…………………………………………………………210
Appendix H: Week 6, Day 1………………………………………………………..
….213 Appendix I: Week 6, Day
2…………………………………………………………….217
Appendix J.1: Week 6, Day 3…………………………………………………………218
Appendix J.2: Week 6, Day 3…………………………………………………………219
Appendix K.1: Week 6, Day 4…………………………………………………………220
Appendix K.2: Week 6, Day 4…………………………………………………………221
Appendix L: Week 7, Day 1……………………………………………………………
222 Appendix L.1: Week 7, Day 2……………………………………………………...
….224
Appendix L.2: Week 7, Day 2…………………………………………………...
…….225
Appendix L.3: Week 7, Day 2…………………………………………………………226
Appendix L.4: Week 7, Day
2………………………………………………………....227
Appendix M: Week 7, Day 3…………………………………………………………..228
Appendix N: Week 8, Day1……………………………………………………………
229
Appendix O: Week 9, Day 3…………………………………………………………..230
Appendix P.1: Week 9, Day
4………………………………………………………....231
Appendix P.2: Week 9, Day 4…………………………………………………………232
v
School: Grade Level: 10
Teacher: Learning Area: English
Date and Time: First Quarter: Week 1, Day 1
I. OBJECTIVES
A. Content The learner demonstrates understanding of how world
Standards: literature and other text types serve as ways of
expressing and resolving personal conflicts and also how
to use strategies in linking textual information, repairing,
enhancing communication public speaking, emphasis
markers in persuasive texts, different forms of modals,
reflexive and intensive pronouns.
B. Performance The learner composes a short but powerful persuasive
Standards: text using a variety of techniques and devices.
C. Learning Evaluate the students’ preparedness to tackle the lessons
Competencies/ in Grade 10 thru a Diagnostic Test.
Objectives: EN10. Pretest
II. CONTENT Evaluating students’ preparedness
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide
Pages
2. Learner’s P2–5
Materials Pages
3. Textbook Pages
P2 – 5
1
4. Additional
Materials from
Learning
Resource (LR)
portal
B. Other Learning Pretest
Resources Learner’s Manual
IV. PROCEDURE
A. Reviewing Orient students in taking the Diagnostic Exam.
Previous Lesson Invite the students to cooperate on checking their
or Presenting background knowledge, and to prepare them for the
the New Lesson development of target skills.
B. Establishing a Setting standard for the test:
Purpose for the 1. Clarify given direction stated in the questionnaire.
Lesson 2. Instruct the students that the test is good for 60
minutes only and that 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
Lesson
D. Discussing New
Concepts and
REFLECTION
A. No. of learners who earned
80% in the evaluation
B. No. of learners who require
additional activities for
remediation
C. Did the remedial lessons
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 principal
or supervisor can help me
solve?
G. What innovations or
localized materials did I
used/discover which I wish to
share with other teachers?
2
Date & Time: First Quarter: Day 2, Week 1
I. OBJECTIVES
A. Content Standards:
The learner demonstrates understanding of how world literature and other text types
serve as ways of expressing and resolving personal conflicts and also how to use
strategies in linking textual information, repairing, enhancing communication public
speaking, emphasis markers in persuasive texts, different forms of modals, reflexive and
intensive pronouns.
B. Performance Standards:
The learner composes a short but powerful persuasive text using a variety of techniques
and devices.
C. Learning Competencies/ Objectives:
Write the LC
Code for each
Determine how connected events contribute to the totality of a material viewed. EN10VC-
Ia-1.4/2.4:
Get information that can be used in everyday life from news reports, speeches, informative
talks, panel discussions, etc.
EN10LC-Ia-11.1:
II. CONTENT
• Determining connected events to determine the

totality of events
• Getting information that can be used in everyday life
III. LEARNING
RESOURCES
A. References
1. Teacher’s
Guide Pages
3
P3 - 5
2. Learner’s
Materials
Pages
P6–9
3. Textbook Pages
4. Additional
Materials from Learning Resource (LR) portal
C. Other Learning Resources
Learner’s Material, Internet
IV. PROCEDURE
A. Reviewing Previous Lesson or Presenting

the New Lesson
Ask:
1. Among those persons with disability (PWD), whom do you admire most? Why?
(answers may vary) 2. What makes him/her popular or famous? What contribution did
he give to the world? (answers may vary)
B. Establishing a
Purpose for the
4
Lesson
Instructions before viewing

1. Find out how Nick V overcame his personal challenges and turned it into strength.
2. Note how the students (his audience) reacted to his inspirational message.
C. Presenting Examples/
Instances of the
Lesson
Watch the video entitled “inspiration to life” and be ready for discussion.
D. Discussing New
Concepts and
Practicing New
Skill #1
Video Presentation: “Inspiration to Life” https://www.youtube.com/ watch?v=b_N_dYRb4_4
Questions for Discussion:

1. What keeps him going as an
individual?
(His outlook/
attitude in life
keeps him going
positively about
life)
2. How does he
accept physical
disability? How
does this
attitude affect his
outlook in life?
(When you are
contented about
life, you become
happy)
3. How did he
inspire the young
students in
meeting
challenges?
(He influences
other to be
happy despite
physical
disability.)
4. What did you
learn from Nick
V?
(I learned that physical disability is not a hindrance to happiness)
Average Class
5
1. What’s his physical disability?
Describe.
(Nick has no arms and legs)
2. What kind of attitude did you observe about Nick V?
(Nick does not feel sad even if he is a PWD.)
3. Why do you think he always looks happy
despite his physical disability? (He has positive outlook in life.
4. If you were Nick, how would take this challenge?
(Maybe, I will be a beggar.
Maybe, I will always be at home to hide my
physical disability)
5. Were you inspired by the speaker in the video?
(Yes, I admire him.)
E. Discussing Instruct the students to listen to a News Report:

New Concepts (Refer to Appendix B.1, Week 1, Day 2)
and PracticingGroup Task: Information Galore
New Skills #2 Group the class in five groups and let the leader assign
one student to act as TV News Reporter. Then, let the
student read a report from TV or Gadget about a PWD
turned famous and successful.
Let the student read the news report aloud.
F. Developing Ask:
Mastery 1. What common physical disability do you see in your
(Leads to community?
Formative (Answer may vary)
Assessment 3) 2. What sort of difficulty do they suffer as PWD?
6
3. What Government program is being promoted by
the government nowadays for PWDs?
(The government promotes that PWDs be given
special attention)
4. As a responsible Filipino citizen, how could you help
promote this program in your locality?
(I will uphold and promote this government
program to support the PWDs to live equally with
ordinary citizens of the community.)
(Refer to Appendix B. 2, Week 1-Day 2)
AdditionalQuestions for Discussion:
1. When was RA10754 approved?
(March 23,2016)
2. What were the privileges of the special people
(PWDs)? (Answers may vary )
3. Why should they be treated as special?
(They are less fortunate…. )
G. Finding
Practical Ask: Why do we get informations? In what way can getting
Applications of informations help us in our daily lives? Cite instances to
Concepts and support your idea.
Skills in Daily
Living
H. Making Ask: What are the connected events in the material that you
Generalizations viewed/heard? What is the relevance of getting information
and from the different sources?
Abstraction
about the
Lesson
I. Evaluating Group Presentation
Learning Group Task: U and I
Equals
(Use same grouping as in F)
1. Just make an estimate # of PWDs enrolled in school
this school year and talk about what special treatment
you can do for them. (Answer may vary)
2. Why should these people be treated special? Why
not?
Let each student choose their stand and make them
debate to come up with the desired idea.
7
Rubric
Group Stand - 50% Content - 30%
Cooperation - 20%
J. Additional 1. Take pictures of Information Stickers that you usually

Activities find from Cars/Vehicles, Comfoirt Rooms, Restaurants,
for etc. that promote PWDs special.
Application 2. Compile your collections in a well-prepared scrapbook.
and
Remediation
8
Date and Time: First Quarter: Week 1, Day 3
I. OBJECTIVES
A. Content The learner demonstrates understanding of how world literature
Standards: and other text types serve as ways of expressing and resolving
personal conflicts and how to use strategies in linking textual
information, repairing, enhancing communication public speaking,
emphasis markers in persuasive texts, different forms of modals,
B. Performance The learner composes a short but powerful persuasive text using
Standards: a variety of techniques and devices.
C. Learning Explain how the elements specific to a selection build its theme.
Competencies/ EN10LT-Ia-14.2:
Objectives: Determine the effect of textual aids like advance organizers,
Write the LC titles, non – linear illustrations, etc. on the understanding of a text.
Code for each EN10RC-Ia-2.15.2:
• Explaining elements to a selection

II. CONTENT
• Determining the effect of textual aids
III. LEARNING
RESOURCES
A. References
1. Teacher’s Celebrating Diversity Through World Literature, pp. 6-8
Guide
Pages
9
2. Learner’s Celebrating Diversity Through World Literature, pp 10-18
Materials Learning Plan Gr8, pp. 164-166
Pages
3. Textbook
Pages
4. Additional
Materials
from
Learning
Resource
(LR) portal
D. Other Learning Learner’s Material, Learning Plan gr8, copies of the text, manila
Resources paper, pentel pen, chalk, laptop and projector`
IV.
PROC
EDURE
ADVANCED AVERAGE
A.
Review Pre- A. Direction: Match Column A to Column B to find out what
ing Reading the underlined word means or referred to.
Previo A. Do
us task 6
Lesson Column A Column B
“Vo
or
cab 1. Joan feels comfortable in her seat. A. Feelin
Presen
ular g/sho
ting
y 2. The swimmer win g
the
Spi a
New
nne desire
Lesson to
r”
pag harm
e who
12. has
harme
Cue d
Words: B. To
• Co dive
mfo /jump
rtabl from a
high
e
startin
• Ove
g
rlap whistle
ping place
• Plu C. To
nge move
10
d plungedrapidly
into
• Hurt /forcef
the pool.
led ull
• Ven ya
3. The runner
gefu grudge
hurtled as he
l heard thed
startling
D. To
whistle.happe
B. 4. A vengeful
n at
Ask: 1. person the
never
What lets go of
samea
are grudged.time
some 5. TheE.committee
To
myths was worried
dislike/
that you with their
feel
have angry
overlapping
read or toward
schedule.
maybe someo
watche ne
d? F. Affordi
ng/enj
2. oyi ng
W conten
hy tment
ar and
e securit
th awardee y
es
e
st Ask:
ori
• Have you ever read or watch a myth?
es
ca • Why are these stories called myths?
lle
d
m
yt
hs
?
3.
D
efi
ne
m
yt
h
B. Motivation:
Establi Have you ever experienced being trapped in an unsafe place or island?
shing a How would your personal challenges make you a better person?
Purpos Motive Question:
e for How did Daedalus and Icarus escape from the island of Crete?
the
Lesson
11
C. Advanced Learners Average Learners
Presen During Reading Guided reading of the selection
ting Silent Reading of the selection
Examp
les/
Instanc
es of
the
Lesson
D. Post- Reading
Discus 1. How did Daedalus and Icarus
sing escape from the island of
New Crete?
Conce
pts
and
Practic
ing
New
Skill #1
12
F. Developing Work in Pair Work in Pair
Mastery (Leads to Read the text once again; Read the text once again,
13
Formative Create a graphic organizer recall the events. Complete
Assessment 3) of what happened in each of and fill in the diagram below the
following places based on what happened in the
following places.
1. The palace of Minos
2. In prison The Palace
3. Icarus in the Sea of Minos
4. Sicily
Icarus in the
Sea
In Prison
Conclusion
G. Finding Do Task 10: Digging Deeper Ask:

Practical 1. Which events in the myth Which events in the Applications of
could happen in real life? myth could have happened in Concepts and 2.
If you had access to real life?
Skills in Daily building resources and Can you share your
Living material, how would you personal experience? design a
flying machine to help you escape from the island prison of
Crete?
H. Making How does the Elements of Short Story help/support you in Generalizations
building its theme?
and Abstractions What is the effect of using graphic organizer in understanding about
the a text?
Lesson
Evaluating Read the story entitled “The
Learning Two Brothers”
Using the plot organizer, enumerate the events in the (The same
story. short story
and
Write your answer in the rectangle and explain your assessme
answer in class. REF: (English 8 K-12, nt activity
Teachers’ Manual) may be
used for
the
average
learners.)
Exposition
Setting
Plo (note:
t Teacher
may use a
Rising Action
different
aracters graphic
Climax organizer
suitable to
the topic)
14
Ch Falling Action
Denouement
L.
Additional Use a graphic organizer in showing the different
Activities types of pronouns.
for
Application
or
Remediatio
n
V.
REMARKS
VI.
REFLECTIO
N
15
Date and Week, 1 Day 4
Time: First Quarter:
I. OBJECTIVES
expressing and resolving personal conflicts and also how
to use strategies in linking textual information, repairing,
B. Performance The learner composes a short but powerful persuasive text
Standards: using a variety of techniques and devices.
C. Learning Use reflexive and intensive pronoun. EN10G-Ia-27
Competencies/Obje Identify the factors of public speaking
ctive: EN10OL-Ia-3.14
• Using reflexive and intensive pronoun.

II. CONTENT
• Identifying the factors of public speaking
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide Celebrating Diversity Through World Literature, pp 10 - 12
Pages
16
2. Learner’s
Materials Pages
Celebrating Diversity Through World Literature, pp -18

20
3. Textbook Pages
4. Additional
Materials from
Learning Resource
(LR) portal
B. Other Learning https://magneticspeaking.com/the-top-9-characteristicsof-
Resources effective-public-speakers/
https://youtube.com/watch?v=A8_OmntvWAY
https://www.gingersoftware.com/content/grammar-rules
IV. PROCEDURE Advanced Average
A. Reviewing Preparation check. Scan the paragraphs.
Previous Lesson or Pick at least five (5) Write on your notebook
Presenting the New sentences with pronouns. all the pronouns used by
Lesson Rewrite the statements and the author. (Task 16 (A)
make the pronouns reflexive. Grammarian for a Day,
Make sure these pronouns pages 18 – 19)
reflect the subject of the (Paragraphs are in the
sentence. (Task 16 (B) book)
Grammarian for a Day,
page
19)
B. Establishing a Are you familiar with reflexive and intensive
Purpose for the pronoun?Listen to this lecturette: Intensive and reflexive
Lesson pronoun
What is reflexive pronoun?
17
• A reflexive pronoun is a type of pronoun that is
preceded by the adverb, adjective, pronoun, or noun to
which it refers, so long as that antecedent is located
within the same clause.
https://www.gingersoftware.com/content/grammar -rules
What is an intensive pronoun?
• An intensive pronoun is almost identical to a reflexive
pronoun. It is defined as a pronoun that ends in self or
selves and places emphasis on its antecedent by
referring back to another noun or pronoun used earlier
in the sentence.
https://www.gingersoftware.com/content/grammar -rules
C. Presenting Pair
Examples/Instan Activity
ces Individual Activity
of the Lesson Construct your own Construct
sentences by using the your own
following pronouns as sentences
reflexive pronoun. (Task 16 by using the
(C) Grammarian for a Day , following
page 19) pronouns
1. Him as reflexive
2. Her pronoun.
3. Them (Task 16
4. It (C)
5. You Grammaria
(Answers Vary ) n for a
Presentation of Output Day, page
Critiquing of Outputs 19)
1. Him
2. Her
3. The
m
4. It
5. you
(Answers
Vary)
Presentation
of Output
Critiquing of
Outputs
D. Discussing DIRECTION: Note the function of the italicized intensive
New pronouns. Rewrite the statement into reflexive pronouns.
Concepts and
Practicing New The beginning of good reading lies in
Skill good speaking. If you will aim at good, clear articulation in
#1 your speech, you will help yourself more than you know, and
to imagine that you can become a good reader while you
remain a careless, slovenly speaker is absurd. It has been
pointed out by some critics that if the writer aims always at
speaking as well as he can, and at expressing himself in
18
ordinary conversation as well as he can, the practice of
selecting the finer sounds, phrases, and expressions becomes
almost subconscious, and he reaps his harvest when he sits
down to write.
- ALEXANDER
HADDOW
E. Discussing
New Concepts
and
Practicing New Instruct learners to read or view the ways to become effective
Skills #2 speakers. Then divide the class into two.Let them compare
their notes and then synthesize in a brief speech the
characteristics. Choose the rapporteur who will deliver that
speech.
19
The Top 9 Characteristics of Effective Public Speakers
by Peter Khoury
Public speaking can be terrifying, but when you care

about your career progression you need to find a way to
get your voice out.
Public speaking is how you can share your ideas with a

large number of people, stand out from the corporate
crowd, and get visibility in your field.
Unfortunately, if you’re public speaking skills are not up
to par, it’s likely that no one will be focused enough on
your presentation to really receive your message.
Here are 9 scientifically-proven characteristics of
effective public speakers that you should emulate to
become an influential and inspiring leader.
Confidence
According to a study published by the University of
Wolverhampton “A highly confident speaker is viewed as
being more accurate, competent, credible, intelligent,
knowledgeable, likable, and believable than the less
confident uncertain speaker.”
When it comes to public speaking, confidence is key (not
the only key mind you). When speaking in public, it’s only
natural to be nervous. In fact, Mark Twain once said,
“There are only two types of speakers in the world. 1.
The nervous and 2. The Liars.”
There are two main antidotes for anxiety
Excitement – If you’re truly excited about your subject,
that feeling will shine through any nervousness you may
have while you are giving your presentation. Studies
show that people who label their anxiety as excitement
end up feeling more comfortable speaking.
Authenticity – Be yourself. If you have to deviate a little
from your meticulously written presentation, do so!
Although you should practice your speech as often as
possible, you don’t want to memorize it! Memorizing a
speech can cause you to fumble over a section if you
didn’t say it just right.
To excel at public speaking you must do more than just
defeat your nervous jitters. You must also have
confidence in your subject and be yourself while you are
on stage.
Passion
In order to really communicate to people through speech,
you need to have passion about your subject. Without
passion, your speech is meaningless. You need to exude
a level of sincerity in your emotion when communicating
to your audience if you want them to be moved by your
presentation. Be Yourself
You don’t have to be someone else on stage, all you
have to do is just be yourself. Sometimes, no matter how
much you believe in your message or how well you’ve
20
rehearsed, if you don’t act like yourself in front of the
group, your audience may view your speech as insincere
or calculated.
If a political candidate doesn’t seem authentic, it’s not
likely they’ll win an election. If a company’s social
marketing strategy appears inauthentic, their sales will
not go up. If you create a page on a dating website but
what you write is not authentic, the people reading are
likely to pick up on this inauthenticity and never contact
you. Speaking is the same way.
Practice, not memorization – In order to ‘be yourself’ in a
presentation, you shouldn’t memorize your speech in
absolutes. Practice your speech as often as possible, but
be willing to change up the wording. This makes it easier
to change it up during the actual presentation if things
aren’t going exactly as planned. Memorization can set up
a barrier between you and your audience.
Speak in a natural voice – any connection you’ve made
with your audience could be broken by tones that seem
‘fake’ or ‘too perfect’. In general, you should try to speak
in a conversational tone. If you say few “ahhs” and
“umms” that’s ok, don’t sweat it. Voice Modulations
If you want to be more engaging as a speaker, then avoid
talking in a tone that seems too well rehearsed, but you
still want to take the speed and inflection of your delivery
into account when you practice your speech. Keep it
Short and Sweet
If you’re only given 30 minutes to give a speech, don’t
force yourself to fill the entire time allotted. Say what you
need to say and use any remaining time for questions or
to let your audience out a little early.
While you’re speaking people are likely on their phones,
tablets, or laptops, reading emails, surfing the web,
researching who you are, or maybe taking notes on your
speech. It’s your job to make them put their devices down
and pay attention to what you have to say.
You can’t ask them to turn off their phones, but you can
make them set their phones down by creating an
atmosphere that excites and engages the listeners.
The best ways to connect with your audience are;
• Tell stories
• Be aware of your target audience
• Know the energy in the room
• Be Willing to poke fun at yourself
• Work on your non-verbal body language
Paint a Picture Through Storytelling
One of the best ways to really engage your audience is
by becoming a good storyteller. This aspect of public
speaking is so important I didn’t want it to simply be a
bullet point in the ‘Connect with your Audience’ section.
Storytelling is a powerful tool used by the best speakers.
By employing context into your speech for your audience
to connect with, you’re creating an easy to listen to the
atmosphere in which you are not simply shoving
21
information at them in the hopes that they’ll retain that
information.
The story is the most digestible, understood, and easy to
retell communication medium in the world. A story is what
really sticks in a listener’s mind.
When writing your speech, think about what you need to
say in order to establish a context that your audience will
understand and be able to engage with.
Repetition
Repetition can help ensure your audience takes the main
points away from your presentation. It promotes clarity
and helps to encourage acceptance of an idea.
In order to employ repetition in your presentations,
determine what you want your audience to take away
from your speech. Say it. Say it again. And then say it a
third time just in case anyone missed it the first couple of
times.
Don’t Just Practice, Practice, Practice
Have you ever heard someone say that they want to
seem authentic on stage, so they didn’t practice their
speech? Although it may seem contradictory, the more
you practice a presentation, the more spontaneous it will
actually sound!
Of course, you have to practice it the right way though.
Take into account your environment when you practice
and always practice as if you’re giving your presentation
to a group of people. Speeding through your presentation
on the bus in a hushed voice is more likely to hurt you
than help you.
Practicing will help to make you feel more confident, and
appear more authentic, thus creating a better opportunity
to connect with your audience. Which, in the end, is the
ultimate goal of public speaking.
Conclusion
In summary, the best way to give an inspiring
presentation is by having a message that you believe in
that the audience can connect to. The connection
between you and the audience is what allows them to
truly listen to your message and be inspired.
It takes a lot of practice and experience to become a
powerful public speaker, and by emulating the mentioned
characteristics of effective public speakers you can
become more inspiring and more influential.
Source:https://magneticspeaking.com/the-top-
9characteristics-of-effective-public-speakers/
F. Developing A. Watch a video of particular public speaker.
Mastery (Leads to https://youtube.com/watch?v=A8_OmntvWAY
Formative
Assessment) A. Based on the video viewed . . .
1. Identify and write on your notebook the intensive
and reflexive pronoun used.
2. Give the factors that the speaker used in order for
him to be an effective speaker.
22
G. Finding Practical Where can we use the knowledge of reflexive and intensive
Applications of pronouns in our lives? In what way are they useful in
Concepts and Skills making an effective speech?
in Daily Living
H. Making What is reflexive pronoun?

Generalizations and  A reflexive pronoun is a type of pronoun that is
Abstractions about preceded by the adverb, adjective, pronoun, or
the Lesson noun to which it refers, so long as that antecedent
is located within the same clause.
https://www.gingersoftware.com/content/grammar
-rules
What is an intensive pronoun?
An intensive pronoun is almost identical to a
reflexive pronoun. It is defined as a pronoun that
ends in self or selves and places emphasis on its
antecedent byreferring back to another noun or
pronoun used earlier in the sentence.
https://www.gingersoftware.com/content/grammar
-rules
Give the factors of public speaking.
 Confidence, Passion, Be yourself, Speak in a
Natural voice, Voice modulation, Keep short and
sweet, Paint a picture through a story telling,
Repetition, and Don’t just practice, Practice,
Practice
Source:
I. Evaluating Write a short paragraph about public speaking and be

Learning able to use reflexive pronouns. Underline all the pronouns
used. Be ready for an oral presentation.
(Answers may vary)
J. Additional
Activities for Research the features on persuasive texts and determine
Application or the factors that makes them effective speeches.
Remediation
V. REMARKS
VI. REFLECTION
I. No. of learners who
earned 80% in the
23
evaluation
II. No. of learners who
require additional
activities for
remediation
III. Did the remedial
lessons work? No. of
learners who have
caught up with the
lesson
IV. No. of learners who
continue to
require
remediation
V. Which of my teaching
strategies work well?
Why did this work?
VI. What difficulties did I
encounter which my
principal or
supervisor can help
me solve?
VII. What innovations or

used/discover which I
wish to share with
other teachers?

Date: First Quarter: Week 2, Day 1
I. OBJECTIVES
1. Content The learner demonstrates understanding of how world
Standards: literature and other text types serve as ways of expressing
and resolving persona conflicts, also how to use strategies in
linking textual information, repeating, enhancing
communication public speaking, emphasis markers in
persuasive texts, different forms of modals, reflexive and
intensive pronouns.
24
2. Performance The learner composes a short but powerful persuasive text
Standards: using a variety of persuasive techniques and devices.
3. Learning Determine how connected events contribute to the totality of a
Competencies/ material viewed. EN10VC-Ib-1.4/2.4:
Objectives:
Determining how connected events contribute to the totality of
II. CONTENT
a material viewed.
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide pages 20-24
Pages
2. Learner’s Celebrating Diversity Through World Literature pages 31-35
Materials Pages
3. Textbook
Pages
Celebrating Diversity Through World Literature pages 31 -35
4. Additional
Materials from
Learning
Resource (LR)
portal
B. Other Learning Mp4 of the song, copy of the song lyrics, visual aids
Resources
IV. PROCEDURES ADVANCED LEARNERS AVERAGE LEARNERS
A. Reviewing The most important component of defense is awareness. In
Previous the previous lesson, you have been made aware of your
Lesson or personal challenges and that is your initial step into building a
Presenting defense against life’s inevitable challenges.
New Lesson In this lesson, you will perform a lot of activities that will help
you to be strong amid discrimination. Specifically, you will be
25
asked to answer the important question, How do I build the
best defenses against challenges to achieve the best
quality of life?
Be reminded that your expected output in this lesson is a

quality brochure on building defenses against
discrimination and the criteria for assessment are:
organization, graphics, relevance of content, and
conventions.
(Source: Celebrating Diversity Through World Literature p31

Your Journey)
B. Establishing a Have the students accomplish a word web Let the students
Purpose for activity on the word DISCRIMINATION. do this word web the
New Advanced students will work on this in groups of 3.
Lesson individually.
C. Presenting To start with our lesson, let us read each Examples/ statement
closely, and identify what is
Instances of suggested by each statement. ANSWERS:
the Lesson 1. I am a vitamin you need if you have 1. Vitamin C colds. What
am I? CLUE: You can usually 2. Umbrella/ get it from lemon
or calamansi juice Raincoat
2. I am what you use when it’s raining. 3. Shades
What am I? CLUE: If you don’t want to get 4. Great Wall of
wet by the rain we use it. China
3. I am what you wear when the sun is at its peak. What am
I? CLUE: We use it so our eyes won’t be irritated by the
sunlight. 4. I once protected China from invaders, now I
am a wonder for visitors. What am I? CLUE: One of the
most famous tourist spots in China.
Students who know the answer can
raise their hands.
Make sense of all your answers together to Answer:
come up with the answer to this riddle. DEFENSE
What “D” is built for protection?
(Source: Celebrating Diversity Through World

Literature p32 Task1 What Am I?)
26
D. Discussing Let the class watch the video song entitled “Reflection” from New
Concepts the movie “Mulan.” After which, be ready to answer on your and
Practicing notebook the questions below:
New Skills #1 1. What is the song all about? (About a girl who disguised
because she wants to be a warrior)
2. What type of discrimination was underscored in the
song? (Gender Discrimination)
3. Does this kind of discrimination against women still exist
these days? How or in what way? (Girls are discriminated
to the work/job done by the boys)
Task4 Reflection;
http://www.youtube.com/watch?v=GWooGBya_nk)
E. Discussing You must have known people who have successfully

New Concept overcome discrimination. Now work in pair and answer the
and Practicing following questions:
New Skills #2 • Who do you consider as a person who inspires you
because he/she has successfully combated
discrimination?
• What do you think are the defenses he/she has built
to overcome discrimination?
Write your answers on your notebook and be ready to share it
with your classmates.

Task3 Mirror, Mirror)
F. Supply the spaces below with a particular event from the

Developing music video which corresponds to the following:
Mastery
(Leads to Exposition: ________________________________
Formative
Assessment 3) Rising Action: ______________________________
Climax: ___________________________________
Resolution: _______________________________
27
G. Finding
Practical
Applications of
Concepts and
Skills in Daily
Living
Across the Curriculum

Have you had any experience in life wherein you need to hide
your real self?
What do you think is the implication if one is not able to show
his/her true self
-identity?
H. Making
Generalization In what way did the connected events of the music video
s and contribute to the totality of the material viewed?
Abstractions
about the
Lesson
I. Evaluating Answer the following questions:
Learning 1. What are the personal challenges/events
highlighted in the music video?
2. In what way did the connected events of the
music video contribute to the totality of the material
viewed?
J. Additional As you embark on this journey, the tasks/ activities you’re
Activities for engaged in will help you answer this enduring and essential
Application or question: How do I build the best defenses against
remediation challenges to acquire the best quality of life?
Keep this question in mind as we work on the different parts
of this week’s lesson. List your initial answers to the enduring
question inside the balloon.

Task5 Enduring and Essential)
V. REMARKS
VI. REFLECTION
I. No. of learners
who earned
80% in the
28
evaluation
II. No. of learners
who require
additional
activities for
remediation
lessons work?
No. of learners
who have
caught up with
the
lesson
IV. No. of learners
who continue to
require
remediation
V. Which of my
teaching
strategies work
well? Why did
these work?
VI. What difficulties
did I encounter
which my
principal or
supervisor can
help me solve?
VII. What innovations

or localized
materials did I
used/discover
which I wish to
share with other
teachers?
29
I. OBJECTIVES
expressing and resolving persona conflicts, also how to
use strategies in linking textual information, repeating,

Standards: text using a variety of persuasive techniques and
devices.
C. Learning Determine the effect of textual aids like advanced

Competencies/ organizers, titles, non-linear illustrations, etc. on the
Objectives: understanding of a text. EN10RC-Ib-2.15.2:
Express appreciation for sensory images used.

EN10LT-Ib-2.2.1:
30
I. CONTENT
 Determining the effect of textual aids
 Identifying senses to which the statements
appeal.
II. LEARNING
RESOURCES
III. References
1. Teacher’s Guide P24-28
Pages
2. Learner’s Celebrating Diversity Through World Literature pages
Materials Pages 35-44
3. Textbook Pages Celebrating Diversity Through World Literature pages

35-44
4. Additional
Materials from
Learning Resource
(LR) portal
5. Other Learning copy of the selection, visual aids
Resources
III. PROCEDURE ADVANCED AVERAGE
A. Reviewing A. PRE-READING
Previous Lesson or
Presenting New 1. Unlocking of Difficulties
Lesson
31
Study the definitions and word forms. Then, rearrange
the letters in bold to form the correct word for each item
below. Write your answer on your notebook.
ANSWERS:
1. to escape or avoid (verb) eveda 1. evade
2. dangerous (adjective) erpisulo 2.perilous
3. poisonous (adjective) vsmuone 3. venomous
4. ashamed (verb) aeadhbs 4. abashed
5. satisfy, gratify (verb) peeapsa 5. appease
6. brave (adjective) vorlsaou 6. valorous
(Source: Celebrating Diversity Through World Literature
p36 Task8 Mystery Word)
2. Motivation
Before we read the story entitled “TheGorgon’s Head,”
let us accomplish the story anticipation guide below. Mark
the checklist with (/) if you agree or (x) if you disagree with
the statement.
Agree/Disagree
A Gorgon is a monster
Perseus is a hero.
Perseus could be successful in
killing Medusa without the help of
the gods.
None may look upon the Gorgon
and live. The sight of them turns
men to stone.
Andromeda is killed by a monster.
p36 Task7 Guide for Reading)
B. Establishing a 3. Motivation
Purpose for the New What are the little acts of heroism that you have done
Lesson lately?
What personal challenges did you overcome to fulfill acts
of heroism?
4. Motive Question
What heroic characteristics does Perseus have?
C. Presenting B. DURING READING
Examples/ Instances Silent reading of the Guided reading
of the Lesson story of the selection.
“The Gorgon’s Head”
by Anne Terry White.
(Source: Celebrating
Diversity Through World
32
Literature pp37-42)
D. Discussing New C. POST READING
Concepts and 1. Engagement Activity GROUP TASK
Practicing New a. What heroic Divide the class into 5
Skills #1 characteristics does groups and distribute a short
Perseus have? bond paper for each group
b. What is the that contains questions
“dreadful oracle” that related to the selection. Give
was the groups
delivered to King 10 minutes to discuss their

Acrisius? answer and 1 minute each to
c. What adventure present.
does Polydectes
suggest that Perseus
undertake?
d. What is
Polydectes’ true motive
in sending Perseus to kill
Medusa?
e. Explain how the
oracle given to King
Acrisius is fulfilled.
f. What is the
message of the story?
(Source: Celebrating
Diversity Through World
Literature p42 Task 9
Dissecting the Text)
33
E. Discussing New 2. Literary Extender
Concept and Now, I will group you into five. Each group will be given a
Practicing New specific task to work on.
Skills #2
Group 1: Create a timeline of events in the story. Why
are these significant events?
Group 2: Create a Venn diagram that compares the

characteristics of Perseus and Medusa. Provide
evidence.
Group 3: Create a diagram that shows the challenges

of Perseus in his quest to acquire the Gorgon’s head.
How did you choose them?
Group 4: Using the Gorgon’s head as a diagram, point

out at least five utterance of Perseus that strikes your
group the most. Explain Why.
Group 5: Create a diagram that shows the relationship

of all the characters in the myth. Cite the reasons for
these relationships.
Processing Questions:
1. How did you feel about the activity?
2. What diagram was assigned to you?
3. Did you find diagramming difficult? Why or
why not?
4. How do these textual aids help you in
understanding the text?
p42 Task10 Visualizing the Text)
F. Developing
Mastery
(Leads to
Formative
Assessment 3)
3. Skill Development (ADVANCED)
Now on your notebook, pick out at least ten sentences from the myth “The Gorgon’s
Head” that shows sensory images. Identify the senses to which these statements appeal.
(Source: Celebrating Diversity Through World Literature p44 Task13 Make Sense To Me)
3. Skill Development (AVERAGE)

The following sentences taken from the myth “The Gorgon’s Head” shows sensory
images, using the table below check the appropriate sense/s to which the sentence
appeals.
SENTENCES
S
34
I
G
H
T
H
E
A
R
I
N
G
S
M
E
L
L
T
A
S
T
E
T
O
U
C
H
1. Danae lulled her son with a song.
35
2. A fisherman saw the chest
bobbing on the waves.
3. Medusa’s scales are hard as metal.
4. A slight breeze stirred her hair and that tears flowed from her eyes.
5. Hermes gave Perseus a magnificent curved sword.
36
G. Finding Practical Applications of Concepts and Skills in Daily Living
4. Across the Curriculum

(Board Work)
If you are to compare Perseus to our National Hero- Dr. Jose Rizal, how would you
compare him and why? List down similarities and differences of Perseus to Dr. Rizal. Use
the diagram posted on the board.
Perseus National Hero
H. Making
Generalizations and Abstractions about the Lesson
What is the importance of sensory images in understanding a text/selection?
I. Evaluating
Learning
Let the students read the poem “Night in the Country” by Cynthia Rylant and while reading
they should complete the five senses chart by listing sensory images they heard from the
poem. This should be done individually.
SENSES SENSORY IMAGES

Sight
37
Hearing
Smell
Taste
Touch
J. Additional
Activities for Application or remediation
Find a paragraph where the use of sensory images are dominant. Explain how those
images helped you understand that paragraph. Be sure to cite the references where you
took that paragraph. Write your essay in a sheet of paper.
V. REMARKS
VI. REFLECTION
I. No. of learners who earned 80% in the

evaluation
38
II. No. of learners who require additional
activities for remediation
III. Did the remedial lessons work? No. of learners who have caught up with
the lesson
IV. No. of learners who continue to require remediation
V. Which of my teaching strategies work well?

Why did these work?
VI. What difficulties did I encounter which my principal or supervisor can help me solve?
VII. What innovations or localized materials did I used/discover which I wish to share with
other teachers?
School:
Grade Level:
10
Teacher:
Learning Area:
English
Date:
First Quarter:
Week 2, Day 3
I. OBJECTIVES
A. Content The learner demonstrates understanding of how world literature and
Standards: other text types serve as ways of expressing and resolving personal
conflicts, also how to use strategies in linking textual information,
repeating, enhancing communication public speaking, emphasis
markers in persuasive texts, different forms of modals, reflexive and
intensive pronouns.
B. Performance The learner composes a short but powerful persuasive text using a
Standards: variety of persuasive techniques and devices.
C. Learning Use reflexive and intensive pronouns. EN10G-Ib-27:
Competencies/
Objectives:
39
II. CONTENT Identifying and Using Intensive Pronouns in meaningful discourse
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide pages 29-30
Pages
1. Learner’s
Materials
Pages
Celebrating Diversity Through World Literature pages45-46
2. Textbook Pages Celebrating Diversity Through World Literature pages 45-46
3. Additional
Materials from
Learning
Resource (LR)
portal
B. Other Learning module, visual aids
Resources
IV. PROCEDURES
A. Reviewing Review
Previous Lesson Review the students about the lesson of the story “The Gorgon’s
or Presenting New Head” and on the definition and example of a reflexive pronoun.
Lesson
B. Establishing a Motivation
Purpose for the Display the following sentences:
New Lesson
Jenny herself gave her mother a gift.
Jenny gave her mother a gift herself.
40
Ask the students:
What is the difference between the two sentences?
In the first sentence, how is the pronoun ‘herself’ used?
In the second sentence, how is the pronoun ‘herself’ used?
Allow responses and discussion. If students are unable to identify

the difference, tell them to focus on the pronoun- herself. Explain to
the students how pronoun herself is differently used in the two
sentences.
C. Presenting Presentation
Examples/ Below are the paragraphs lifted Let the students do this task in
Instances of the from the story “The Gorgon’s groups of 4.
Lesson Head.”
Encircle all the pronouns from
the paragraph. Then, on your
notebook copy the sentences
with the pronoun you encircled.
Now, revise the sentences by
changing the encircled pronoun
to reflexive type.
(See attached paragraphs)
D. Discussing
New Concepts
and Practicing
New Skills #1
Discussion
Study the following sentences below, tell whether the pronouns in
bold are used as Reflexive or Intensive pronouns. Explain your
answer.
I made myself a pancake.

My cousin and I boughtourselv es a new car.
I made a pancake for the visitorherself.
My cousin himself paid forthe cab.
E. Developing Guided Practice Let the students to this task in

Mastery Using the same sentences you groups of 4
(Leads to have taken from the paragraph
Formative in “The Gorgon’s Head,” rewrite
Assessment 3) the sentences by changing the
41
reflexive pronouns into
intensive pronouns.
F. Finding Across the Curriculum

Practical King Acrisius had gone to such cruel lengths to avoid the fate which
Applications of the gods had ordained. But still the oracle happened. Do you
Concepts and believe that our life’s fate or destiny can be changed? Yes or No,
Skills in Daily why?
Living
G. Making What is an Intensive Pronoun? When do we use an Intensive
Generalizations Pronoun?
and Abstractions
about the Lesson Intensive and Reflexive pronouns are kind of identical, but they are
actually different in function. Reflexive pronouns are used to refer to
the subject of the sentence, while Intensive pronouns are used to
emphasize another noun or pronoun in the sentence.
H. Evaluating Write a short paragraph regarding a goal that you recently
Learning achieved. Describe how you accomplished and achieved this goal.
Use at least five intensive pronouns in your paragraph and
underline it. Be ready to share your work with your classmates for
feedback.
I. Additional Cut out articles from an old newspaper or magazines. Then, identify
Activities for the reflexive and intensive pronouns used. Underline the reflexive
Application or pronouns once and the intensive pronouns twice.
remediation
V. REMARKS
VI. REFLECTION
I. No. of learners
who earned 80% in
the evaluation
II. No. of learners
who require
additional activities
for remediation
lessons work? No.
of learners who
have caught up with
the lesson
42
IV. No. of learners
who continue to
require remediation
V. Which of my
teaching strategies
work well? Why did
these work?
VI. What difficulties

did I encounter
which my principal
or supervisor can
help me solve?
VII. What
innovations or
localized materials
did I used/discover
which I wish to
share with other
teachers?

43
I. OBJECTIVES
A. Content Standards: The learner demonstrates understanding of how
world literature and other text types serve as ways of
expressing and resolving persona conflicts, also how
to use strategies in linking textual information,
repeating, enhancing communication public
speaking, emphasis markers in persuasive texts,
different forms of modals, reflexive and intensive
pronouns.
B. Performance The learner composes a short but powerful
Standards: persuasive text using a variety of persuasive
techniques and devices.
C. Learning Determine the effect of textual aids like advanced
Competencies/ organizers, titles, non-linear illustrations, etc. on the
Objectives: understanding of a text. EN10RC-Ib-2.15.2:
• Determine the effect of advanced organizers
on the understanding of a text.
II. CONTENT
• Creating personal goal using
graphic organizer.
III. LEARNING
RESOURCES
A. References
Pages
pages 30 -32
2. Learner’s Celebrating Diversity Through World Literature pages

Materials Pages 47-49
3. Textbook Pages Celebrating Diversity Through World Literature pages
47-49
4. Additional
44
Materials
from
Learning
Resource
(LR) portal
B. Other Learning Editorial cartoon about discrimination, visual aids
Resources
IV. PROCEDURE ADVANCED LEARNERS AVERAGE LEARNERS
A. Reviewing Previous Examine the editorial cartoon below and answer the
Lesson or Presenting questions that follow.
New Lesson
(Source: www.nordis.net)
1. What is the cartoon all about?

2. What kind of discrimination is shown in
the cartoon?
3. What would you do if you were in the
shoes of the one discriminated against?
4. What would you do if you have the
power to change this scenario?

Literature p47 Task16 Award in the Ward)
B. Establishing a Let us have an activity. List down the different forms
Purpose for the New of discrimination in the table below. Use your
Lesson notebooks.
DISCRIMINATION
Family School Peers
A. Share and compare your list with a partner.

B. Add items from people’s lists to yours.

Literature p32 Task2 Discrimination Check)
45
C. Presenting
Examples/ Instances of
the Lesson
Divide the class into groups of 6. Let them identify

specific scenarios where discrimination is present or
evident. Accomplish the chart below. (Group 1 will be
assigned on Age, Group 2 is on Gender, Group 3 on
Marital Status, and so on…)
DISCRIMINATION EXAMPLES HOW DO WE

BUILD UP
DEFENSE
Age
Gender
Marital Status
Physical
Appearance
Religious Affiliation
Nationality/Race
Literature p47 Task17 Different and Single Out)
D. Discussing New Using the same groupings, recall and enumerate the
Concepts and defenses used by Perseus, from the story “The
Practicing New Skills #1 Gorgon’s Head,” in order to become successful in
his adventure. Be ready to share your work with the
class.
46
47
Yellow
Red
Blue
(Source: Celebrating Diversity

Through World Literature p48
Task18 CAPS LOCKED)
F. Finding Across the Curriculum

Practical Do you know any law here in the Philippines that promote anti-
Applications discrimination? Can you name one?
of
Concepts and
Skills in
Daily Living
G. Making
Generalizatio When do we use graphic organizer?
ns and
Abstractions
about the
Lesson
H. Evaluating Students will

Learning do the same
activity with
a pair.
Building up defenses is like
creating strategies to help you
reach your personal goal.
Each defense is critical in
achieving success. Using the
organizer below, create a
personal goal for the next five
years.
48
What strategies will you develop to reach your
personal goals? Explain why you chose them.
How did the organizer help you in presenting
your personal goals?

Literature p49 Task19
Creating a Personal Goal)
I. Additional You were informed at the beginning of the lesson that you are
Activities for to create a quality brochure that will feature your own defenses
Application against discrimination.
or
remediation
Start planning for your Brochure. You can make
use of internet sources for important information
to make your work substantial. You can use the
following materials but not limited to:
Colored paper
Long bond paper
Scissors and Paste
V. REMARKS
VI. REFLECTION
A. No. of learners who
earned 80% in the
evaluation
B. No. of learners who
require additional
activities for remediation
C. Did the remedial
lessons work? No. of
learners who have
caught up with the
lesson
continue to require
remediation
strategies work well?
Why did these work?
49
encounter which my
principal or supervisor
can help me solve?
used/discover which I
wish to share with other
teachers?
School: Grade Level 10

Teacher: Learning Area English
Time & Date: First Quarter Week 3, Day 1
I. OBJECTIVES
50
Standard and other text types serve as ways of expressing and resolving
personal conflicts, also how to use strategies in linking textual
information, repairing, enhancing communication public
speaking, emphasis markers in persuasive texts, different forms
of modals, reflexive and intensive pronouns.
B. Performance The learner composes a short but powerful text using a variety of
Standard persuasive techniques and devices.
C. Learning Determine how textual aids like advance organizers help in

Competencies/ understanding of a text. EN10RC-Ia-2.15.2
Objectives
II. CONTENT Module I, Lesson 3- Capitalizing on Strengths and
Recognizing our Weaknesses
Textual aids (Advance Organizers)
III. LEARNING
RESOURCES
A. Reference
s
1 Teacher’s p.
. Guide 3
pages 7
2 Learner’s p.
. Materials 5
pages 3
3 Textbook p.
. pages 5
3
4 Additional Almonte, Liza R. et.al.Celebrating Diversity through World
51
. Materials Literature. Pasig City:Rex Bookstore,Inc.p.53
from https://carleton.ca/experientialeducation/types-ofadvanced-
Learning organizers/
Resource 
(LR) portal
Osewalt, Ginny. “Common Advance Organizers and Why They
Work”.
(https://www.understood.org/en/schoollearning/partnering-with-
childs-
school/instructional-strategies/common-advanceorganizers-
and-why-they-work.)
https://www.collegestar.org/modules/advanceorganizers
https://www.enotes.com/topics/adventures-ofhuckleberry-finn
https://trans4mind.com/counterpoint/indexsuccess-
abundance/success-is-a-journey.shtml)
B. Other charts, paper

Learning task cards
Resources
IV. PROCEDURE Advanced Learners Average
Learners
I. Reviewing
previous  Ask the students the following questions  Ask
lesson or and tell them to draw an illustration to the
presenting clearly explain their answers. stude
the new nts
lesson 1. What are your strengths? the
What are your followi
ng
questi
ons
and
tell
them
to use
the
chart
below
.
1. W
hat
are
your
strengt
hs?
2. H
ow do
52
weaknesses? you
use
2. How do you use your your
strengths and weaknesses strengt
to achieve your goal? hs?
3. H
 Call on volunteers to ow do
share their output to you
the class. improv
e your
strengt
hs to
achiev
e your
goal?
4. W
hat is
your
goal
that
you
want
to
achiev
e?
Goal
How do I
improve
my
strengths
to
achieve
my goal?
How do I use
my
strengths?
My strengths

Proce
ss the
stude
nts’
answ
ers.
53
II.
• Tell the students the lesson title and the lesson
Establishi objectives.
ng a • Inform them of the expected output for this lesson.
purpose
for the
lesson
III.
 Ask the students the following question:
Prese
nting 1. Does the illustration you used recently give you a clear
examp vision of how you will achieve your goal? Explain your
les/Ins answer.
t
ances
of the
new
lesson
IV. Task I BOY-GIRL POWER! Tas
 Post on the board a cartolina/manila paper on kI-
Discu which the task is written. BUI
ssing Ask a student to read LD
new the direction. ME
conce  Call on five pairs of UP
pts students. Each pair (a • Divi
and male and a female) will de
practi write on the chart the the
cing individual strengths that cla
new Joaquin and Cristina ss
skills could use to free into
#1 themselves from the 4
box. gro
 Then, let the students ups
answer the following .
Processing Questions: Ea
ch
gro
1. What qualities of Joaquin
up
have you identified? How
mu
about Cristina’s? st
(Suggested Answers:
hav
Joaquin - determined,
e
focused, systematic,
boy
decisive, etc.
an
Cristina - resourceful,
d
patient, careful, versatile,
girl
etc.)
me
mb
 ers
.
Pro
vid
54
2. In what way could these qualities help them e
escape from the box? (Answers may vary) eac
h
3. Does the chart help you sort boys’ and girls’ gro
characteristics? Could you think of other organizers up
that would best fit the purpose? wit
(Answers may vary) h
stri
ps
of
pa
per
of
diff
ere
nt
siz
es
an
d
col
ors
.
Tell
the
stu
de
nts
tha
t
the
y
ne
ed
to
for
m
an
obj
ect
thr
ou
gh
the
stri
ps
of
pa
per
wit
hin
7
min
ute
s.
Th
e
55
gro
up
tha
t
will
fini
sh
on
tim
e
will
be
hel
d
as
the
win
ner
.
• Aft
er
the
tas
k,
ask
the
stu
den
ts
the
se
que
stio
ns:
1. How
did you
feel while
doing the
activity?
(Answers
may vary)
2. Wer
e you able
to finish on
time?
(Answers
may vary)
3. Wha
t are the
factors that
you have
considered
to finish
56
the task?
(Suggeste
d answer:
The
members
must have
unity,
cooperatio
n and
participatio
n)
4. Wha
t are the
objects
that you
have
formed?
(Suggeste
d answer:
pyramid,
fishbone,
circle,
map)
4. Do you think we could 5. What do you call

interchange the qualities of Joaquin these objects?
and Cristina? (Suggested
(Suggested Answer: yes) answer: advance
organizer/
5. What would graphic organizer)
interchanging their qualities imply?
(Suggested Answer:
Interchanging qualities of Joaquin and
Cristina implies equality in roles and in
other aspects of life.)
V.
 Ask the students the f
Discussi 1. What are advance (Suggested
ng new answ
concepts
and ollowing questions:
practicin organizers?
g new er: An advance
skills # 2 organizer is
a cognitive instruc tional strategy used
to
promote the learni ng and retention of
new
information. It is presented to learning and can
prior be used
57
by the learner to o rganize and interpret
new
incoming informati on
(edutechwiki.unig e.ch/en/Advance_Or
ganizer.
Mayer , 2003)
2. What are the type
s of advance
organizers?
(See attachment or use the link -
https://carleton.ca /
experientialeducatio
n/types
-of-advanced-org anizers/)
anizers help you
3. How do these org understand
a text? ers: 1. Advance
(Suggested Answ organizers
help structure stu dents’ thinking about
a topic.
2.Advance organi zers link the material
students are tryin g to learn with what
they
already know. 3.They can be helpful to all students
and can
be especially help ful to students with
organization and attention issues.
https://www.under stood.org/en/school-
58
learning/partnering -with-childs-
school/instructional -
strategies/common-
advance-organize rs-and-why-they-
work)
 Give a short discussio n on Advance
Organizers
VI. Task III Think- Pair-Share Task III SGDW
 Provide the students a copy of the story  Group the
Develop “The Adventures of students into
ing five groups.
mastery
(leads
to
Formative
Assessment
3)
Huckleberry Finn”. Ask them to read and think about the answer to the question, “What
were the significant events in the life of Huckleberry Finn?”
Tell them to look for a

partner to discuss their
answers with. Then, ask
them to use a graphic
organizer to explain their
answer.
 After discussing their

answers, tell them to
share their output to the
class.
 Solicit fee dback from the
class on the work of
other pairs.
(Note: For this task, they will

use the summary of the
story entitled “The
Adventures of Huckleberry
Finn” by Mark Twain )
See attachment or use the

link-
https://www.enotes.com/topi
cs/adventures -of-
huckleberry -finn

• Tell each group to choose their leader.
59
• Give each leader a task card.
Group Tasks:
Group 1- Title and Story
Map. Use a Title and Story Map to tell the events in the story.
Group 2- Picture Web. Draw a picture web that will represent the events in the life of the
characters in the story.
Group 3- Story Pyramid. Use this organizer to show the five parts of a plot of the story.
Group 4- Cause and
Effect. Identify the cause and effect of the actions of the characters in the story. Group 5-
Time Line. Use a timeline to show the significant events in the life of the character.
(Note: For this task, they will use the story entitled “The Adventures of Huckleberry Finn”
by Mark Twain)
See attachment or use the link-
https://www.enotes.com/to pics/adventures-ofhuckleberry-finn
VII. Finding practical application of

concepts and
skills in daily living
 Ask the following questions:
1. What strengths do you think the following individuals must have to become effective in
the positions they hold?
A. A barangay official B. A manager of a company

C. A school principal
D. A film director
2. Use the organizer which you think will best explain your point.
 Ask the students to look for a partner and talk about the following task:
1. Think of the persons that you know who became successful in their careers. Identify
their strengths using an organizer.
d. Making generalizations and abstractions about the lesson

• Call on students to give the meaning of Advance Organizers.
• Ask them how Advance Organizers help in understanding a text
• Give feedback of the students’ performance during the day.
e. Evaluating learning
 Given the story, what graphic organizer will you use to easily understand the story?
60
Orpheus, the son of Apollo and Calliope, was a gifted musician. He played his lyre
beautifully as no creature could resist his music and melody, neither his friends nor
enemies and beasts. Orpheus fell in love with Eurydice, a woman of unique beauty. They
lived happily for many years until one day came when Eurydice died after she was bitten
by a snake. Orpheus became very sad that even in his music showed how lonely his life
was. Orpheus decided to rescue his wife Eurydice by going down to the underworld.
Hades and Persephone felt the sadness of Orpheus and so they let him get Eurydice back
for a condition that Eurydice would follow him and that he should not look back until they
reach the upperworld. Orpheus failed and so Eurydice disappeared.
Questions:
1. What was the condition given to Orpheus?
(Suggested Answer: Orpheus was given a condition that Eurydice would follow him
and that he should not look back.)
2. What do you think is the reason why Orpheus failed to bring Eurydice back to the
upperworld? (Suggested Answer: Orpheus did not fulfill his promise. He looked back to
see if Eurydice was following him.)
3. How did you come up with your answer?
(Answers may vary)
4. How does the organizer help you to understand the text?
(Suggested Answer: The organizer helps to understand the details of the story. It
shows the logical arrangement of events.)
f. Additional activities for application or remediation

Using a graphic organizer, give the main idea and details of the essay entitled “Success is
a Journey, Not a Destination”.
(See attachment or use the link-
https://trans4mind.com/counterpoint/index-successabundance/success-is-a-journey.shtml)
V. REMARKS
VI. REFLECTION
I. No. of learners who earned 80% in the evaluation
II. No. of learners who require additional activities for remediation who scored below
80%
III. Did the remedial lessons work? No. of learners who have caught up with the
lessons
IV. No. of learners who continue to require remediation
V. Which of my
teaching strategies worked well? Why did these work?
61
VI. What
difficulties did I encounter
which my
principal or supervisor can help me solve?
VII. What
innovation or localized materials did I use/discover which I wish to share with other
teachers?

Time and Date: First Quarter: Week 3-Day 2
I. OBJECTIVES
62
and resolving personal conflicts, also how to use strategies
in linking textual information, repairing, enhancing
intensive pronouns.
B. Performance
Standards: The learner composes a short but powerful persuasive text
using a variety of persuasive techniques and devices.
C. Learning
Competencies/ Determine the implicit and explicit signals, verbal, as well as
Objectives: Write non-verbal, used by the speaker to highlight significant
the LC Code for points. EN10LC-Ic-.4
each
II.CONTENT Using Implicit and Explicit signals
III. LEARNING
RESOURCES
A. References
1.Teacher’s Guide p. 38
Pages
2.Learner’s p. 53
Materials Pages
3.Textbook Pages p. 53
4.Additional
Materials from
Learning
63
Resource (LR)
portal
B.Other Learning Projector, speaker, picture, copy of the song, MP 3 player
Resources https://www.youtube.com/watch?v=MK1KCcwy20k
https://www.quora.com/What-does-the-Frozen-song-Let-
itGo-mean-to-you www.google .com brainly.ph
queens-english-society.com
https://www.fluentu.com/blog/educator-english/esl-tefl-
ellvocabulary-games/
V. ADVANCED AVERAGE
PROCED
URES
A.
Reviewin Call some students to give a recapitulation of the previous lesson
g by asking the following questions:
Previous
Lesson or 1. What are advance organizers?
Presentin 2. Give some examples of advance organizers?
g the 3. How do advance organizers help in understanding a text?
New
Lesson
B.
Establishi
ng a A.
Purpose Unlocking
for the of
Lesson Difficultie
s
Below
are
phrases
taken
from the
lyrics of
the song.
Make an
educated
guess
about the
meaning
of the
unfamiliar
Today you will learn word in
about explicit and implicit each
signals.To help you with phrase by
it you listen to the song getting
entitled “Let it Go” by clues from
Idina Menzel. The song the words
is one of the most
popular Disney songs 64
and is the sound track of
the Disney animated
movie “Frozen”.
Difficulties:
Let the class play

charades
that
surround
the
vocabular
y word.
Match the
meaning
of the
words in
column A
to column
B. Then,
use the
words in
Charades uses action to communicate the secret word. your own
Write down words on slips of paper for students to sentence.
choose.
Verbs are likely to be the easiest, but you can also use
more complicated words, provided you are sure most of
Column
the students know them.
A
Divide the class into two teams and have one person
Column
from each team choose a piece of paper and act out the
B 1. a
word. The teams must guess the correct word before
kingdom
three minutes run out. For each correct word, that team
of a.
receives a point. The team that hits ten points first is the
to hide
winning team.
isolation
Source:
https://www.fluentu.com/
2.
sla
m
the
doo
r
b.
viol
ent
or
uncontrolle
d
anger
3.
con
ceal
,
c.al
one
nes
s;
don’
t
feel
sep
arat
ene
65
ss
4.
stor
m
rag
e on
d.
to
shut
forcibly
and
noisily
5.
swi
rlin
g
stor
m
e. to
hav
e
twist or
convo-
lution
f. brief
light
snowfall
a
n
s
w
er
k
e
y:
1.
isol
atio
n-
c.al
one
nes
s
2.
sla
66
m-
d.to
shut
forci
bly
and
nois
ily
67
blog/educatorenglish/esl-tefl-ellvocabulary-games/
3.conceal- a. to
Note: Use the hide
vocabulary words found
in the lyrics of the song 4. rage-b. violent
“Let it Go”. You may or uncontrolled
include the vocabulary anger
words like isolation,
slam, conceal, rage 5.swirling- to
and swirling. You may have a twist or
also make modifications convolution
like 1 point for every
correct guess of the
word, 1 point for giving a
synonym, and another
B. Motivation
for using it in their own
sentence. You may also Question:
shorten the time limit to
guess the wo rd. The teacher
asks these
B. Motivation questions to the
Question: class:
The teacher asks these 1. Are you

questions to the class: always true to
yourself? What
1. Are you always true to hinders you from
yourself? What hinders expressing your
you from expressing true self/the real
your true self/the real you?(answers
you?(answers may vary) may vary)
2.If no one will judge you 2.If no one will

or there were no lim its to judge or there
what you could have or were no limits to
you want in your life, what you could
what would you want to have or you
be? (answers may vary) want in your life,
what would you
C. Motive Question: want to be?
The teacher asks the (answers may
hanging question to the vary)
class:
In the song, what does the girl mean when she finally
decided to just “let it go”? Motive
Question:
The teacher
asks the hanging
question to the
class:
In the song,
what does the
68
girl mean when
she finally
decided to just
“let it go”?
C. Let the students watch /listen to the song Let the students watch
Presenting entitled “Let it Go” from the movie Frozen. /listen to the song
Examples/I entitled “Let it Go” from
nstanc es Do: TASK 2: LET IT GO! the movie Frozen.
of the Source: Celebrating
Lesson Diversity through World
Literature Do: TASK 2: LET IT
(LM Module 1, Lesson 3 pg.53) GO!
Source: Let It Go. Source:
Disney’s FROZEN as Celebrating
interpreted by Idina Diversity through
Menzel, World Literature
(LM Module 1,
Lesson 3 pg.53)
Source: Let It Go.
December 13, Disney’s
2011 .Retrieved March7, FROZEN as
2014 interpreted by Idina
The class will sing the Menzel,
song aloud too after http://www.youtube.co
listening to it. m/watch?v
=iEKLFSaKcw.Publish
ed
December 13,
2011.Retrieved
March
7, 2014
The class will sing the
song too after listening
to it.
69
D. Engagement Activity:
Discussing 1. In the song,
New what does the girl
Concepts mean when she finally
and decided to just “let it
Practicing go”? (suggested
New Skills answer: The girl finally
#1 decided to let go of
her fears, she would
like to be true to
herself already.
2. What conflict
does the girl
experience?
(suggested answer:
The girl in the song is
having a problem
Engagement Activity: 1. In the song, about herself, she
what does the girl mean when she finally secluded herself
decided to thinking that she
just “let it go”? What word or words were might hurt the people
used around her if she uses
by the writer to determine the ideas her power.)
referred to in the song? (suggested 3. Why does she
answer: The girl finally decided to let go of has to hold back about
her fears, she would like to be true to her power?
herself already. (She is afraid of
hurting her loved ones
2. What conflict does the girl experience? whenever she
(suggested answer: The girl in the song is releases her power.)
having a problem about herself, she
secluded herself thinking that she might 4.What expectations
hurt the people around her if she uses her do people have from
power.) her? Do you think it is
fair?
3. Why does she has to hold back about her power? (The
(She is afraid of hurting people
her loved ones whenever she releases expect
her power.) her to be
the
4.What expectations do people have from her? good/perf
Do you think it is fair? ect girl.
for the
follow-up
(The people expect her to be the good/perfect
question,
answer
girl. may vary)
for the follow -up
question, answer may 5. Why
vary) does the
girl finally
5. Why does the girl decided
finally decided that she that she
has to let it go? Do you has to let
think it is a good
decision? 70
(She can’t hold back
anymore. She finally
realized that the problem
does not bother her
6.What feeling does the
speaker have after
letting go?
it go? Do
you think
it is a
good
decision?
(She can’t
hold back
anymore.
(She feels empowered. She is happy because She
finally she’s free.) finally
7. Have you ever felt like this before? Did you experience self- realized
repression? (answers may vary) 8. What is the song all about? that the
9.What lesson did you learn from it? problem
(answers may vary) does not
Literary Extender bother
her
SMALL GROUP
anymore.)
DIFFERENTIATED
ACTIVITIES 6.What
Below are varied activities for the students. Let them feeling does
the speaker
have after
letting go?
(She feels
empowered.
She is
happy
because
finally she’s
free.) 7.
Have you
ever felt like
this before?
Did you
experience
selfrepressi
on?
(answers
may vary)
8.
What
is the
song
all
abou
t?
9.
What
lesso
n did
you
learn
from
it?
(ans
71
wers
may
vary)
choose their group with the corresponding task to perform. Give

them 5 minutes to rehearse and 3 minutes to perform.
GROUP 1: THE
SINGERS
Compose a song which tackles about the theme- freedom and
empowerment, or embracing one’s self. You can also consider
a song that is transformative in nature. You may use musical
instruments to
enhance your presentation.
Literary
Extender
SMALL
GROUP
DIFFERENTIA
TED
ACTIVITIES
GROUP 2 -THE POETS Below are
Deliver a spoken
poetry about “ The Art of
Letting Go”. Pour out 72
your emotions but at the
same time it should
leave an inspiring
message to your
GROUP 3 - THE
ACTORS
Present a role play
GROUP 4- THE
you favorite scene in the varied
FEARLESS WRITERS!
Disney animated movie activities for
Think about the instances in your life when you hold back for
Frozen. the students.
one thing. One reason for this is our fears. Let them
Compose an essay about overcoming our fears, for example choose their
fear group with the
of failure, fear of rejection etc. Give solutions so that these fears corresponding
will not control us. task to
perform. Give
GROUP 5- THE them 5
DANCERS minutes to
rehearse and
3 minutes to
perform.
GROUP 1:
THE SINGERS
Scout for
another song
which tackles
about the
theme-
freedom and
empowerme
nt, or
embracing
one’s self.
You can also
consider a
song that is
transformati
ve in nature.
You may use
musical
instruments to
enhance your
presentation.
GROUP 2-
THE POETS
Compose a
poem about
“The
Art of Letting
Go”. Pour out
your emotions
but at the
same time it
Should leave
an inspiring
message to
your
audience.
GROUP 3-
THE ACTORS
73
Present a
role play
your favorite
scene in the
Disney
animated
movie
Frozen.
GROUP 4-
THE
FEARLESS
WRITERS!
Think about
the instances
in your life
when you
hold back for
one thing.
One reason
for this is our
fears.
Compose an
essay about
overcoming
our fears, for
example fear
of failure, fear
of rejection
etc. Give
solutions so
that these
fears will not
control us.
GROUP 5-
THE
DANCERS
Present a Present a
contemporary dance or contemporary dance
interpretative dance about women or interpretative
empowerment. dance about women
empowerment.
Note: The teacher may or may not
give the Literary Extender to the Note: The teacher may
students since this take too much or may not give the
time. Literary Extender to the
students since this take
too much time.
Present the Rubric for the Performance
Present the Rubric for the
Performance
74
E. Determining Implicit and Explicit Signals to highlights
Discussi significant points.
ng New
Concept ACTIVITY 1
s and Divide the class into four groups. Let them recall significant lines
Practicin from the song “Let it Go”. Then, accomplish the table below.
g
New Skills #2
Lines that Lines
are clear Meanin that Meanin
or stated g are g
plainly implied
(explicit) or not
stated
plainly
(implici
t)
1. Be the 1.I am
good girl one
you always with
have to be the
wind
and
sky
2.
3.
4.
Sample answer:
(Be the good girl you always have to be-Be good and kind always
just like before)
Analysis Questions:
1. What is explicit? What is implicit?
(Explicit means something is made clear and stated plainly.
Implicit means something is implied but not directly stated) 2. What
is the difference between implicit vs. explicit signals?
75
(Implicit means implied and explicit means explained)
3. How do these implicit and explicit signals help add value to the
lyrics and over all meaning of the song?
(Implicit and explicit signals help add value to the lyrics and over all
meaning of the song by highlighting the significant points of the
song.)
Abstraction
Lecture-Discussion on Implicit and Explicit
F. Let the class answer this: Let the class answer this:
Developing Identify whether the lines from the song Identify whether the lines
Mastery “Let it Go” from the Disney film from the song “Let it Go”
(Leads to from the Disney film
Formative Frozen, is implicit or
Assessment explicit signal.
3)
Frozen, is implicit or ______ 1. A kingdom of isolation

explicit signal. 1.A ______ 2. Let it go.
kingdom of isolation_
2. Let it go.____ _____3. I’m free
3. I’m free_____ _____4. Conceal, don’t feel
4. Conceal, don’t ____ 5. Let the storm rage on
feel.___
5. Let the storm Answers:
rage on.___
1.explicit
2.explicit
Answers:
3.explicit
1.explicit
4.explicit
2.explicit
5.implicit
3.explicit
4.explicit
5.implicit
G. Finding Ask the class:
Practical What advice is given in the song? Do you agree with it or not?
Applications of Why?
Concepts and In what way can we apply it in our life?
Skills in Daily
Living ACROSS THE CURRICULUM
Research about Gender Advocacy and Development since

the song “Let It Go” is transformative and advocates Gender
Empowerment. Present your findings in the class.
76
H. Making
Generalizations
and Abstractions
about the
Lesson
Ask the class:
How do these implicit and explicit signals add value to the

lyrics and over all meaning of the song?
I. Evaluating Let the class present the group activity.

Learning Provide a rubric for assessing their works.
J. Additional Let the class do these activities:
Activities 1. Journal Writing: Complete this:
Today, I realized that…………….
2. Watch the movie “Life of Pi”.

IV. REMARKS
V. REFLECTION
A. No. of learners
who earned 80%
in the evaluation
B. No. of learners
who require
additional
activities for
remediation
C. Did the
remedial lesson
work? No.of
learners who have
caught up with the
lesson
E. Which of my
teaching strategies
work well? Why did
these work?
77
F. What difficulties
did I encounter
which my
principal/supervisor
can help me solve?
G. What
innovations or
localized materials
did I used/discover
which I wish to
share with other
teachers

Time & Date: First Quarter: Week 3, Day 3
I. OBJECTIVES
information, repairing, enhancing communication public
speaking, emphasis markers in persuasive texts, different forms
B. Performance The learner composes a short but powerful text using a variety
Standard of persuasive techniques and devices.
C. Learning • Differentiate formal from informal definitions of words
Competencies/ (EN10V-Ic-13.9)
Objectives • Explain how the elements specific to a genre contribute
to the theme of the story (EN10-WC-Ib-12.1)
• Explain the literary devices used (EN10LT-Ic-2.2)
II. CONTENT Lesson 3: Capitalizing on Strengths and Recognizing our
Weaknesses
Topic: Formal and Informal Definitions
Selection: Orpheus by Alice Low
III. LEARNING
RESOURCES
A. References
78
1. Teacher’s
Guide pages
39 -42
2. Learner’s 54-58
Materials pages
3. Textbook pages
4. Additional Almonte, Liza R. et.al.Celebrating Diversity through World

Materials from Literature. Pasig City:Rex Bookstore,Inc.p.53
Learning https://www.youtube.com/watch?v=drnBMAEA3AM
Resource ( LR) https://www.novinite.com/articles/115027/Greek+Culture+and+
portal Traditions+-+Where+the+West+Meets+the+East
http://content.nroc.org/DevelopmentalEnglish/unit05/Foundation
s/identifying-types-of-definitions.html
A. Other Learning pictures, paper, laptop/ mp3 music
Resources puzzles, cartolina
III. PROCEDURE Advanced Learners Average Learners
A. Reviewing Pre-Reading
previous lesson  Ask these questions:
or presenting the 1. How do we define a word?
new lesson (Suggested Answer: We define a word either by giving its
synonyms and antonyms or by giving examples.)
2. Do you know the song entitled “DOREMI” from the
“Sound of Music”?
3. How are the words being defined in that song?
(Suggested Answer: The words in that song are being
defined by giving examples and characteristics attributed
to the words)
79
B.
Establis • Instruct the students to open their books Celebrating • Instru
hing a Diversity through World Literature, pages 5455. ct the
purpose • Tell them that these words in Task 4, Mystery Words stude
for the are used in the story that they will be reading today. nts to
lesson • Let them analyze how these words are being open
defined. Let them answer the processing questions. their
books
Celeb
rating
Diver
sity
throu
gh
World
Litera
ture,
pages
54-55.
• Tell
them
that
the
words
in
Task
4,
the student’s Myste
preference. A is a better way to define a word because ry
all the characteristics that are specific to a term are Word
being used. s
B is a better way to define a word because examples given
and synonyms or antonyms are being used to explain are
an unknown used
word.) in the
story
that
they
will be
readin
g
today.
• Let
them
analy
ze
how
these
words
are
being
define
d.
• Let
them
answ
80
er the
proce
ssing
questi
ons.
Proce
ssing
Quest
ions:
1.Wh
at did
you
notic
e in
the
way
these
word
s are
being
defin
ed?
(Sug
geste
d
answ
er:
Each
word
has
two
defini
tions;
sepa
rated
as
A
and
B)
2.How
do
you
differe
ntiate
definit
ion A
from
B?
(Sugg
ested
Answ
er: A
is a
forma
l
81
definit
ion
while
B
is an
infor
mal
defini
tion)
3.Whi
ch is
better
way
to
define
a
word?
(Suggeste
d answers:
This may
depend
upon the
student’s
preference
. A is a
better way
to define a
word
because
all the
characteris
tics that
are
specific to
a term are
being
used. B is
a better
way to
define a
word
because
examples
and
synonyms
or
antonyms
are being
used to
explain an
unknown
word.)
C.
82
Presenting Write the meaning of • Write
examples/I formal and informal the
nstanc es types of definitions mean
of the new on the board or post ing of
lesson a manila paper/ forma
cartolina with the l and
meaning of these two infor
types of definition of mal
words. types
Let the students give of
their own examples defini
of words with their tions
formal and informal on
definitions the
 Process the board
students’ answers. or
 Next, engage the post
students’ attention by a
posting pictures of manil
Hades and a
Persephone on the paper
board then, ask who /
these characters are. cartol
 Call on a student to ina
read the meaning of with
myths. Then, give the
additional inputs on mean
it. Emphasize that ing of
gods and goddesses these
are among the two
characters in myths. types
 Before reading the of
text, ask the students defini
this guide question: tion
“To what extent of
would you use your word
stren gth to save a s.
person you love?” • Let
the
Have a silent reading stude
of the text. nts
 give
their
own
exam
ples
of
word
s with
their
forma
l and
infor
mal
defini
tions.
83
 • Proc
ess
the
stude
nts’
answ
ers.
• Next,
enga
ge
the
stude
nts’
attent
ion
by
postin
g
pictur
es of
Hade
s and
Pers
epho
ne
on
the
boar
d
then,
 ask
who
these
char
acter
s
are.
• Call
on a
stude
nt to
read
the
mean
ing of
myth
s.
Then,
give
additi
onal
input
s on
it.
Emp
hasiz
84
e that
gods
and
godd
esse
s are
amon
g the
chara
cters
in
myth.
• Befor
e
readi
ng
the
text,
ask
the
stude
nts
this
guide
quest
ion:
“To
what
exten
t
woul
d you
use
your
stren
gth to
save
a
perso
n you
love?
”
• Have
the
stude
nts
do
the
“Rea
ding
aloud
”
techn
ique
85
in
readi
ng
the
text.
D. Post Reading:
Discussin 1. To what extent would you use your strength to save a person
g new you love? (Answers may vary)
concepts 2. What was the greatest strength of Orpheus? What was his
and weakness?
practicing (Suggested answer: Orpheus’ strength-possessing a
new skills remarkable talent in music.
#1 Orpheus weakness- inability to accept the loss of his wife;
lack of trust & lack of patience)
3. What effect did Orpheus’ music have on people and gods?
Cite two examples of this.
86
(Suggested answers: Orpheus played his lyre so
sweetly that he charmed all things on earth; Men
and women forgot their cares when gathered around
him to listen; Wild beasts lay down as they gathered
around him as if they were tamed, entranced by his
soothing notes; Rocks and trees followed him and
the rivers changed their direction to hear him play.)
4. Why did Orpheus decide to rescue his wife from the

underworld?
(Suggested answer: He longed for his wife so deeply
that he decided to follow her to the underworld.)
5. Why did Orpheus look back to see if Eurydice was
following him?
(Suggested answer: Orpheus looked back because
he did not get an answer from his wife.)
6. Explain why the gods gave a condition to Orpheus
and to his bride to return to earth.
(Suggested answer: The gods wanted to test
Orpheus’ patience.)
7. What main characteristic of the text makes it a myth?
(Suggested answer: The story is about gods,
goddesses and a hero)
8. To whom does Orpheus owe his talent? Why was he

able to win the sympathy of the gods? (Suggested
answer: He owed his talent to his mother Calliope
who gave him the remarkable talent in music and to
his father Apollo who taught him how to play the lyre)
Why was he able to win the sympathy of the gods?
(Suggested answer: The gods were touched by his

sorrow and grief as he played his lyre)
9. Does the story reveal certain realities about Greeks?
What are these?
(for suggested answers, see attachment or use the
link-https://en.wikipedia.org/wiki/Ancient_
Greek_religion)
10. Did you like the story? Why or why not?

(Answers may vary)
11. How did you feel while reading the story? What made
you feel that way?
(Answers may vary)
12. What do you think is the purpose of the author in
writing the story?
(Suggested Answer: To entertain and /or to inform)

(Lead them to the Literary devices used such as
Tone, Mood, Technique and Purpose of the author.
Post on the board the meaning of these literary
devices).
87
E. Discussing new concepts and practicing new skills # 2
Small Group Differentiated
Activities
• Divide the class into five groups.

• Each group will draw their own puzzle and supply each piece of the puzzle with the
required answer. Tell them that this activity is only for 10 minutes. Then, ask a
representative to report their group’s output.
• Ask other groups to give their comment on the output presented by other groups.
Small Group
Differentiated Activities
• Divide the class into five groups.

• Each group will be given a piece of a bulb puzzle
• Ask them to supply each part of the puzzle with the given plot of the story Orpheus.
The activity is only for 10 minutes.
Group Tasks:
Group 1- Exposition
Group 2- Falling Action
Group 3- Climax
Group 4- Rising Action
Group 5-Resolution
• Let them present their work and form the bulb puzzle by pasting each of the pieces
together. (Note: This is for the students to get the importance of each piece of the
puzzle to
complete the whole parts, as it will lead them to realize also the importance of plot to
understand the theme of the story.)
• Ask other groups to give their comment on the output presented by other groups.
88
F. Developing mastery (leads to Formative
Assessment 3)
Let them answer these questions:
1. How do the elements help you understand the flow of the story?
(Suggested Answer: The elements help the readers to know what happens in the
story)
2. What is the theme of the story?
(Suggested Answer: Love
and Trust)
Let them answer these questions:

1. How do the elements help you understand the flow of the story?
(Suggested Answer: The elements help the readers to know what happens in
the story)
2. What is the theme of the story?

(Suggested answer: Love and Trust)
3. In what way do these elements contribute to your understanding of the selection’s

overall theme? (Suggested Answer: The elements contribute to the development of
the theme of the story)
3.In what way do these elements contribute to your understanding of the selection’s overall
theme? (Suggested Answer: The elements contribute to the
development of the theme of the story.)
G. Finding practical application of concepts and

skills in daily living
Ask the students to name the persons that they know who became successful in arts and
music. Let them exchange ideas on how they think these persons became successful in
their fields.
Ask the students to name the persons that they know who became successful in arts and
music. Let them exchange ideas on how they think these persons became successful in
their fields.
H. Making generalizations and abstractions about the lesson

To generalize, let the students answer these questions:
1.How do you differentiate
Formal from Informal Definition? (Suggested Answers: A formal definition consists of three
parts: the term, the part of speech to which it belongs, such as a noun or a verb, and all
the traits or characteristics that are specific to that term. In an informal definition, the writer
uses known words or examples to explain an unknown term. These definitions may be
synonyms or antonyms introduced by or, in other words, or like.)
Source:http://content.nroc.org/De velopmental
English/unit05/Foundations/identi fying-types-of-definitions.html 2. How does plot
contribute to the theme of the story?
(Suggested Answer: The plot develops the theme of the story.) 3. Give the meaning of
Literary Devices such as Tone, Mood, Technique & Purpose of the author.
(Suggested Answers: Tone- the attitude of the writer towards his subject, Mood-feeling
created in the reader by a literary work, Technique- the structure used by the author in his
work. Purpose- the reason an author writes about a topic.)
89
To generalize, let the students answer these questions:
1.How do you differentiate Formal from Informal Definition?
(Suggested Answers: A formal definition consists of three parts: the term, the part of
speech to which it belongs, such as a noun or a verb, and all the traits or characteristics
that are specific to that term. In an informal definition, the writer uses known words or
examples to explain an unknown term. These definitions may be synonyms or antonyms
introduced by or, in other words, or like.) Source:
Source:http://content.nroc.o rg/Developmental
English/unit05/Foundations /identifying-types-ofdefinitions.html
2. How does plot contribute to the theme of the story? (Suggested Answer: The
plot develops the theme of the story.)
3. Give the meaning of
Literary devices such as Tone, Mood, Technique & Purpose of the author.
(Suggested Answers:
Tone- the attitude of the writer towards his subject, Mood-feeling created in the reader by a
literary work, Technique- the structure used by the author in his work. Purpose- the
reason an author writes about a topic.)
I. Evaluating learning
Provide the students an organizer showing the summary of the story. Then ask them to do
the following:
1. Write a short paragraph highlighting the importance of plot to the theme of
the story.
2. Explain the literary devices used by the author in her writing.
Provide the students an organizer showing the summary of the story. Then ask them to do
the following:
1. Write a short paragraph highlighting the importance of plot to the theme of
the story.
2. Explain the literary devices used by the author in her writing.
J. Additional activities for application or remediation

Let them recall the movie that they have just watched entitled “Frozen”. Ask them to give
the plot and theme of the story.
Let them recall the movie that they have just watched entitled “Frozen”. Ask them to give
the plot and theme of the story.
IV. REMARKS
90
V. REFLECTION
A. No. of learners who earned 80% in the evaluation
B. No. of learners who require additional activities for

remediation who scored below 80%
C. Did the remedial lessons work? No. of learners who have caught up with the lessons
D. No. of learners who continue to require remediation
E. Which of my teaching strategies worked well? Why did these work?
F. What difficulties did I encounter which my principal or supervisor can help me solve?
G. What innovation or localized materials did I use/discover which I wish to share with
other teachers?
91
Time and Date: First Quarter: WEEK 3-DAY 4
I. OBJECTIVES
intensive pronouns.
C. Learning 1. Determine how connected events contribute to the totality

Competencies/Obje of a material viewed EN10VC-Ic-1.4/2.4 2.Describe the
ctives: techniques in effective public speaking EN100L-Ic-3.16
Write the LC Code
for each
II. CONTENT Capitalizing on Strengths and Recognizing Weaknesses
LEARNING
RESOURCES
1. References
Pages
p42 -46
3.Learner’s p59-61
Materials Pages
92
4.Additional
Materials from
Learning Resource
(LR) portal
B. Other Learning Projector, speaker, picture, copy of the movie
Resources
Copy of the synopsis of the novel (for those who were not
able to watch the movie)
https://www.cliffsnotes.com/literature/l/life-of-
pi/booksummary
https://www.smartdraw.com>timeline
SmartDraw Software, LCC
www.thomas.k12.ga.us targetpublic.com

A. Reviewing
Previous Lesson or The teacher asks the students to recall the story of Orpheus
Presenting the New by calling 5 students to give a sentence or two sentences
Lesson corresponding parts of plot. Call someone to answer this:
How do the parts of the plot help in understanding the flow
of the story?
B. The teacher asks these questions to the class:

Establishing
a 1. Do you read books or novels? Do you watch movies?
Purpose for (answers may vary)
the 2. Do you know some novels or books that are featured
Lesson in films? How do you call the transfer of written work in whole
or part to feature film?
(movie adaptations)
3. Give some movie adaptations that you have watched?
(answers may vary)
Motivation:
The teacher asks these questions to the class:
1. Did you experience one greatest challenge or hardship in
your life? What was it?
2. Howteacher
Note: (The did youmay
overcome
let or survive that hardship?
the students watch the
Theinteacher
movie gives
their home the motive question to the class.
since
the running time of the
Motive Question:
movie takes few hours)
Let the class do Task 8.1
How
Thin Linedid Pi survive while on the lifeboat with Richard Parker
(the tiger)?
Tell theQuestions:
Processing students that they will be watching the 2012 film
adaptation of Life of Pi.
C. Presenting Note:
Examples/Ins (The
tances teacher
of the 1. In his introductory note Yann Martel says, “This may let
Lesson book was born as I was hungry.” What sort of emotional the
93
nourishment might “Life of Pi” have given to its author? students
watch
2. Pondicherry is described as an anomaly, the the
former capital of what was once French India. In terms of movie in
storytelling, what makes this town an appropriate choice their
for Pi’s upbringing? home
since
the
running
time of
the
movie
takes
few
hours)
Engage
ment
Activity:
1.
H
o
w
di
d
Pi
s
ur
vi
v
e
w
hi
le
o
n
th
e
lif
e
b
o
at
w
it
h
R
ic
h
ar
d
P
94
ar
k
er
(t
h
e
ti
g
er
)?
(He
discove
red
provisio
ns for
survival
then
learned
and
applied
it. He
tamed
the
tiger by
conditio
ning it.
Lastly,
he built
another
watercr
aft- his
raft and
attache
d it to
the
boat.
The raft
may
also
symboli
ze as
his
faith.
We can
also
say
that he
was
able to
survive
becaus
e of
Richard
95
Parker
too.)
2.
W
h
er
e
d
o
th
e
y
li
v
e
?
What is
Pi’s
family
busines
s?
(Pondicherry India. Pi’s

father is a zoo keeper.)
3. Yann Martel recalls
that many Pondicherry 3. Describe Pi’s
residents provided him with childhood experience. How
stories, but he was most does he get his nickname
intrigued by this tale Pi? (He is interested in
because Mr. Adirubasamy religions.His name is
said it would make him Piscine---named after a
believe in God. Did Pi’s tale swimming pool, an object
alter your beliefs about built to hold water. He was
God? In what way? then called Pi by his
classmates while writing
4. Early in the novel, we the mathematical construct
discover that the narrator on the board.)
majored in religious studies 4. What are the various
and zoology, with particular religions that Pi has during
interests in a his formative years?
sixteenthcentury Kabbalist (Hinduism, Christianity and
and the admirable three- Islam)
toed sloth. In subsequent
chapters, he explains the 5. Why are they going
ways in which religions and to immigrate to Canada?
zoos are both steeped in (He sold the zoo already)
illusion. Discuss some of the
other ways in which these 6. What calamity did
two fields find unlikely they meet along the voyage
compatibility. going to Canada? How
does Pi reacted when he
96
5. Pi’s full name, Piscine saw the storm?
Molitor Patel, was inspired (They met a storm along the
by a Parisian swimming pool voyage, he was so excited
that “the gods would have to see a storm)
delighted to swim in.” The
shortened form refers to the 7. What happened to Pi
ratio of a circle’s after the storm? What are
circumference divided by its the other surviving
diameter. What is the animals? What happened
significance of Pi’s unusual to these animals on the
name? lifeboat? (He was in the
middle of the ocean with
6. How would the novel’s the company of orangutan,
flavor be different if Pi’s sole hyena, zebra and the tiger
surviving animal was the named Richard Parker. The
zebra or orange juice? (We hyena wounds and eats the
assume that if the hyena zebra, and then killed the
had been the only surviving orangutan too. The tiger
animal, Pi would not have killed the hyena. Richard
lived to tell us his story.) parker and Pi were left on
the boat.)
7. Pi sparks a lively
debate when all three of his
spiritual adviso rs try to claim

him. At the heart of this
confrontation is Pi’s
insistence that he cannot
accept an exclusively
Hindu, Christian, or Muslim
faith; he can only be content
with all three. What is Pi
seeking that can solely be
attained by this apparent
contra diction?
8. What do you make of Pi’s

assertion that we are all “in
limbo, without religion, until
some figure introduces us to
God”? Do you believe that
Pi’s piousness was a
response to his father’s
atheism?
9. Among Yann Martel’s

gifts is a rich descr iptive
palette. Regarding religion, 97
he observes the green
elements that represent
Islam and the orange tones
would Christianity be,
according to Pi’s
perspective?
8.Descibe the
events while he was
adrift in the lifeboat.
9.What is the
10. How do the human beings in your world reflect the importance of the
animal behavior observed by Pi? What do Pi’s strategies in raft that Pi
dealing with Richard Parker teach us about confronting the constructed? (It is
fearsome creatures in our lives? the most important
survival element he
11. Besides the loss of his family and possessions, what can do. It may mean
else did Pi lose when the Tsimtsum sank? What did he gain? more than just a
raft, it can also
12. Nearly everyone experiences a turning point that symbolize
represents the his faith)
10. Was
he able to
tame Richard
Parker?
(yes)
11. What
happened
when Pi and
Richard
Parker arrive
in Mexico?
(Richard Parker
runs into the forest
and Pi was
rescued)
12.What was Pi’s

reaction when
Richard Parker run
into the wild and is
never seen again?
(He is sad, he cried)
13. Did the officials

from the Maritime
Department believe
his story?
(No)
14.How did the story

end? (He was
brought to the
hospital. The agents
do not believe his
98
story so he told
another version of
it.)
15. What lesson(s)

about life did you
learn from it?
(Answers may vary)
transition from youth to adulthood, albeit seldom as

traumatic as Pi’s. What event marks your coming of
age?
13. How does Mr. Patel’s

zoo -keeping abilities
compare to his parenting
sk ills? Discuss the scene in
which he tries to teach his
children a lesson in survival
by arranging them to watch
a tiger devour a goat. Did
this in any way prepare Pi
for the most dangerous
experience of his life?
14. Pi imagines that his

brother would ha ve
teasingly called him Noah.
How does Pi’s voyage
compare to the biblical story
of Noah, who was spared
from the flood while God
washed away the sinners?
Source: Celebrating
Diversity through World
Literature, English 10 LM
p.59 -60
99
D.
Discussin Literary Extender Literary
g New Extender
Concepts Divide the class into 3 groups. Let them choose their
and group and the corresponding task. Divide the
Practicing class into 3
New Group 1 groups. Let
Skills #1 Choose at least 3 quotations from the movie and them choose
explain it their group
You may consider the quotations on Task 8.2 A and the
Quote on Quote correspondin
Source: (Celebrating g task.
Diversity through World
Literature p61) Group 1
Choose at
least 3
quotations
from the
movie and
explain it
You may
consider the
quotations
on Task 8.2
A
Quote on
Quote
Source:
(Celebrating
Diversity
through
World
Literature
p61)
Apply the techniques you learned in effective public speaking.
Group 2
Develop your strategies of overcoming challenges.
Share it to the class.
Group 3
Think for a metaphor for a (tiger) Richard Parker. What could be a metaphor for it?
Why?
Note: (Literary Extender is optional since it may take

a lot of time.)
Apply the techniques you learned in effective public speaking.
Group 2
Develop your strategies of overcoming challenges.
100
Lectu re-Discussion on Share it to the class.
Creating Timeline of
Events
Discuss the following

concepts to the class
*What is a Timeline?
*How To Make a Timeline
*Tips for Creating A
Timeline
*Timeline Examples
Source:
https://www.smartdraw.com
>timeline
Group 3
Think for a metaphor for a (tiger) Richard Parker. What could be a metaphor for it?
Why?
(Note: Literary Extender is optional since it may take

a lot of time)
E. Discussing New Concepts and

Practicing New
Skills #2
Skill Development:
Divide the class into 3;
As part of the Task 8.1
Thin Line,(Celebrating
Diversity through World Literature p 59), create a timeline of events for the movie
Life of Pi. Present the rubric for timeline Source:
www.thomas.k12.ga.us
Lecture-Discussion on
Creating Timeline of
Events
Discuss the following concepts to the class *What is a Timeline?

*How To Make a Timeline
*Tips for Creating A
Timeline
*Timeline Examples
Source: https://www.smartdraw.com
>timeline
101
Skill Development:
Divide the class into 3;
As part of the Task 8.1
Thin Line,(Celebrating
Diversity through World Literature p 59), create a timeline of events for the movie Life
of Pi. Present the rubric for timeline Source:
www.thomas.k12.ga.us
F. Developing
Mastery
(Leads to Formative
Assessment 3)
Essay:
Construct a paragraph discussing how do the connected events from the
Essay:
Construct a paragraph discussing how do the connected events from the
movie “Life of Pi’’ contribute to the totality of the movie?
Prepare a rubric for the essay.

movie “Life of Pi’’ contribute to the totality of the movie?
Prepare a rubric for the essay.
G. Finding Practical Applications of Concepts and Skills in Daily Living

ACROSS THE CURRICULUM
• Read the bible and find out similar stories about surviving hardships and how faith
help overcome a challenge.
• Reflect some strategies you can adopt to survive some challenges in our life.
H. Making
Generalizations and Abstractions about the Lesson
The teacher asks the following questions: 1. What lessons did you learn from the movie
“Life of Pi”? 2. How did the connected events contribute to the totality of the movie?
I. Evaluating
Learning
• The teacher asks a representative of the group to present their group.

• Presentation of the Timeline of events for “Life of Pi”
• Rate the presentation using the Rubric
J. Additional
Activities for
Application or
Remediation
102
Let the class do this activity:
Note: The teacher may utilize this activity for ICL class
(Day 5).
INFO AD CAMPAIGN
With your group, create a quality information Ad( TV,
radio or print )that would campaign for capitalizing on
your strengths and dealing you’re your weaknesses .
Source: Celebrating Diversity Through World Literature

pg.52
11 Simple Tips to Creating An Effective Ad

By: George Mentis
1.What Makes You Stand Out From Your
Competition?
2.Use A Powerful Headline: Grab Their
Attention!
3.Make Them An Offer They Can’t Refuse !
4.Talk About The Benefits
- What’s In It For
Them!
5.Tell Your News: Create an Advertorial
!
6.Take Away Their Fear
7. The “Call To Action” And Asking Them
To Buy-Or Not!
8. Make It Seem Urgent, Give Them A
Reason To Buy Now!
9.Use Testimonials
10 . Use Exciting Graphics
11. Complete Contact Information
Source: targetpublic.com
Target Public
Note: The teacher may use the rubric for Task 17: Thanks for the AD! On page 66,
Celebrating Diversity through World Literature.
V. REMARKS
VI. REFLECTION
103
B. No. of learners who require additional activities for remediation
C.Did the remedial lesson work? No. of learners who have caught up with a lesson
D.No. of learners who continue to require remediation
E. Which of my teaching strategies work well? Why did these work?
G. What innovations or localized materials did I used/ discover which I used to share with
other teachers?

Learning Area:
Teacher: English
104
WEEK 4-DAY
Time and Date: First Quarter: 1
I. OBJECTIVES
Standards literature serves as a way of expressing and resolving
one’s personal conflicts through using strategies in linking,
textual information, repairing or enhancing
communication, and crafting formal/informal word
definitions; the ethics and strategies of public speaking;
and using of emphasis markers in persuasive texts.

Standards using a variety of persuasive techniques and devices.
C. Learning
Competencies/O
b jectives Write
the LC code for
each
Differentiate formal from informal definition of words.
EN10V-Id-13.9
Express insights based on the ideas presented in the

material viewed.
EN10VC -Id-25
• Differentiating formal from informal definitions of

II. CONTENT words
• Expressing insights based on the ideas presented
in the material viewed
III. LEARNING
RESOURCES
A. References
1. Teacher’s
Guide pages Pages 53-55
105
2. Learner’s
Material pages Pages 68-71
3. Textbook
pages
4. Additional
Materials from https://youtube/kZIXWp6vFdE
Learning
Resource (LR)
portal
B. Other
Learning
Resources

A. Reviewing Give the students an overview of the specific learning
previous lesson objectives for the day which include the following:
or presenting
the new lesson • Draw generalizations and conclusions based on the
material viewed
• Express insights based on the ideas presented in
the material viewed.
Remind them of the expected output for the week is to

create an impressive photo essay about dealing with
personal challenges.
106
B. Establishing a
purpose for the
lesson
Task 1 Picture Perfect
(Personal experience may be drawn out from learners

)
and not their

“It’s our ability to deal with the challenges
absence that gives us true glory, comfort, and happiness
in life.”
-Anonymous
 As you look closely at the drawing, try answering

t
a. What is shown in the picture?

b. How do you feel as you look at it?
c. What are its aspects/details that relate to, or
show the importance of dealing with personal
challenges in life?
 Now, read the quotation and relate it to the

message in the picture. (Answers may vary)
C. Presenting Let the students watch a video about dealing with personal
examples/inst challenges. As they watch the video, have them
anc es for the note details and take note of the difficult words mentioned in
new lesson the video clip. https://youtu.be/kZIXWp6vFdE
D. Ask the students the following questions:

Discussing
new 1. What was the video all about?
concepts 2. If you were the person in the video clip, how would you
and feel if you were in that situation?
practicing 3. Have you encountered a very difficult problem in your
new skills #1 life?
107
How did you overcome it?
E. The
Discussing following are
new some of the
concepts What are the unfamiliar words from
and words you found in the the video:
practicing video?
new skills #2 1.
Sample answers: a. A
sprint
 sprint is a
 searing verb
that
 agony
mean
 torn s run
 hamstring at full
speed
After the students gave the over a
unfamiliar words the short
teacher will let the students distan
ce
give their formal and
b.
informal definition.
Sprint
- jug
or run
2.
a. The
word
searin
g is an
adjecti
ve
which
is
marke
d by
extre
me
intensi
ty,
harsh
ness
or
emoti
onal
power
b.
seari
ng-
extre
mely
intens
e
108
3.
a.
Agony
is a
noun
that
mean
s
intens
e
physic
al or
menta
l
sufferi
ng.
b.
pain-
sufferi
ng.
4.
a. The
word
tear is
the
past
partici
ple of
the
verb
tear
that
mean
s pull
or rip.
b.
tear-
ripped
.
5.
a. A
hamst
ring is
a
noun
that
mean
s any
of five
tendo
ns at
the
back
109
of a
perso
n’s
knee.
b.
hamst
ring-
muscl
e’s
tissue
in the
leg.
What is the
difference
between the
first and
second
definition of
words?
The first
definition is
called formal
definition
while the
second refers
to informal
definition of
words.
F.
Developin
g mastery
(Leads to
Formative
Assessme
nt 3)
G. Finding What is the importance of knowing the formal and informal
practical definition of words?
applicatio
ns of Answers may vary.
concepts
and
skills in
daily
living
110
H. Vocabulary
Evaluatin exercises:
g learning
Find
meaningful
words in the
puzzle.
Vocabulary exercises :
Refer to the
Find meaningful words in given
the puzzle. Give their formal meanings then
and informal definition. identify
(Please see Appendix D ) whether it is
formal or
informal
definition.
(Please see
( Answers ) Appendix D)
1. Obscure - a. an
adjective which a. enrage
means not d
discovered or known b. an
about or uncertain adjectiv
b. not known e which
means
2. Indignant – a. an adjective which means
not
feeling or showing anger or annoyance at
discove
what is perceived as unfair treatment
red or
b. showing anger
known
about
3. Gorgeous- a. an adjective which
c. very
pleasan
t
d. stubbor
n
e. it is a
noun
which
refers
to a
length
of
thread
or yarn,
loosely
coiled
and
knotted
f. move
or fall
111
downw
ard
means beautiful or
very attractive
b. good-looking,
attractive
4. Obstinacy – a. a
noun which refers to
the quality or
condition of being
obstinate;
stubbornness.
b. hard-
headedness
5. Skeins – a. a noun
that refers to the
length of thread or
yarn, loosely coiled
and knotted
b. coiled yarn.
6. Descend - a. verb
which means move
or fall downward
b. go downward )
I. Additional 1. Construct meaningful sentences using the words
activities for found in the puzzle.
application for 2. Read the story “Arachne” and find out how the
remediation characters deal with their personal challenges.

I. OBJECTIVES
112
one’s personal conflicts through using strategies in linking,
textual information, repairing or enhancing communication,
and crafting formal/informal word definitions; the ethics and
strategies of public speaking; and using of emphasis
markers in persuasive texts.

Standard using a variety of persuasive techniques and devices.
C. Learning
Competencies/O
b jectives Write
the LC code for Explain how the elements specific to a genre contribute to
each the theme of a particular literary selection
.
EN10LT -Id-2.2:
Explain the literary devices usedsuch as tone and mood

and how they affect the theme of the story.
EN10LT -Id-2.2.2:
II. CONTENT “Arachne” by Olivia Coolidge

Identifying tone and mood in the story
III. LEARNING
RESOURCES
A. References
1. Teacher’s Pages 53-55

Guide pages
2. Learner’s
3. Textbook
pages
113
4. Additional
Materials from
Learning
Resource (LR)
portal
B. Other Learning
Resources
IV. PROCEDURE ADVANCED AVERAGE LEARNERS

LEARNERS
A. Reviewing Let the students give a Have the students share their
previous lesson recap of the previous ideas about the viewing task
or presenting lesson. Let them give on the previous lesson. Recall
the new lesson examples of sentences the vocabulary words
showing the formal and discussed by letting the
informal definition of the students share their sample
following words: sentences to the class.
obstinacy, skein, obstinacy, skein, gorgeous,

gorgeous, weave, loom, weave, loom, murmur,
murmur, obscure, obscure, descend, indignant
descend, indignant
114
B. Establishing a Ask the students to share about this prompt through a
purpose for the brief role play: Have you encountered an arrogant
lesson person? How did you deal with that person?
In the reading text, find out what happened to the

arrogant character.
Before reading the story, let the students unlock the

meaning of the following words and let them use each in
a meaningful sentence.
a. resent b.
trickery
c. shrivelled d.
reckless
e. shuttle f. clad
_____ 1. a pointed tool that is used to weave
_____ 2. not showing proper concern about the possible
bad result of your actions
_____ 3. the practice of crafty underhanded ingenuity to
deceive or cheat
_____ 4. to feel or express annoyance at something
or someone that is unfair _____ 5.covered or clothed
_____ 6. To become dry and wrinkled
Answers/Sample sentences
1. The girl uses the shuttle in weaving.

2. We must avoid showing reckless behaviour.
3. He resorted to trickery to get what he wanted.
4. Children should not resent if their parents
reprimand them.
5. The goddess is clad in a long white gown.
6. Arachne’s body became shrivelled and distorted.
C. Presenting Orient the students about the selection to be discussed.

examples/ins
tanc es for Arachne is a myth from Ancient Greece as retold by
the new Olivia Coolidge. Find out how how the character’s human
lesson desires, intuitions, and motives lead to dealing with personal
challenges.
115
D. Let the students read Let the
Discussing the selection silently. students read
new the selection
concepts ( See page 69-71 of the silently.
and Learner’s Material)
practicing ( See page 69-
After reading the 71 of the
new skills
selection divide the Learner’s
#1
students into five groups Material)
and let them discuss
their answers to th e After reading
following selection divide
questions/activity: the students
into five groups
Group 1 Draw and Tell and let them
about the Setting discuss their
answers to the
Illustrate/Describe the
following
setting of the story.
questions/activi
Answers may vary. ty:
Group 2 Show me the Group 1 Draw

Characters and Tell about
the Setting
1. Create a Venn
Diagram that Illustrate/De
compares and scribe the
contrast Athene setting of the
and Arachne. story.
(Possible Answers ) Answers
Differences: may vary.
• Arachne- an arrogant and proud mortal Group 2 Show
• Athena – a powerful goddess of the arts, me the
can be jealous if there is a worthy Characters
opponent and doesn’t show kindness to
mortals 1.Create a
Venn diagram
that compare
and contrast
Athene and
Arachne.
(Possible
Answers)
Differences:
• Arachne-
an arrogant
and proud
mortal
116
• Athena – a
powerful
goddess of
the arts,
can be
jealous if
there is a
worthy
opponent
and
doesn’t
show
kindness to
mortals
boasting
about
being
better than
her.
Similarities
• Both
Arachne
and Athene
possess
excellent
talent in
weaving
and they
are proud
of their
skill.
117
boasting about being better than her.  Both of
Similarities them
• Both Arachne and Athene possess don’t
excellent talent in weaving and they are proud of their want to
skill. accept
• Both of them don’t want to defeat.
1. What
are
some
details
1. What are some in the
details in the story
story that will that
prove that will
Arachne’s pride prov
is the reason for e
her that
downfall? (Paragr Arac
aph 3) hne’s
pride
is the
2. What is your
reas
opinion on the
on
characteristics of
for
Athene (the old
her
woman) and
down
Arachne based
fall?
on their words
and actions,
especially with
dealing with
personal
challenges?
accept defeat.
(Answers may vary)
Group 3 Reveal the

Conflict
1. What is the nature of the conflict in Arachne? (The nature

of confict in the story
118
119
is man versus self. It revolves around Arachne and her
pride or being boastful of her talent.)
2. What did Arachne do that make it difficult for her to solve her problem? (She had shown an
attitude.)
3. What happens to
her as she lives
through her
experience?
(Arachne was cursed
by Athene and she
became a spider.)
Group 4 Story Tellers
Let the students identify

the events that
correspond to each part
of the plot of the
story.(exposition, rising
action, climax, falling
action, denouement)
Have them create their
own plot diagram and
present it to the class.
Group 5 Theme
Builders (Answe rs may
vary)
1. Had Arachne
disrespectful changed her attitude, do you
think the old
woman would have punished
120
her? Explain your answer.
2. How did the story help you understand the value of
dealing with challenges? 2. What is your
3. What meaningful lesson did the story teach us? opinion on the
characteristics
of Athene (the
old woman)
and Arachne
based on their
words and
actions,
especially with
dealing with
personal
challenges?
(Answers may
vary)
Group 3
Reveal the
Conflict
1. What is the
nature of
the conflict
in
Arachne?
(The nature
of confict in
the story is
man versus
self. It
revolves
around
Arachne
and her
pride or
being
boastful of
her talent.)
2. What did
Arachne do
that
make it
difficult
for her
to solve
her
121
problem
? (She
had
shown
an
arrogant
,
boastful,
and
disrespectful
attitude.)
3. What
happens to
her as she
lives
through her
experience
?
(Arachne was
cursed by
Athene and
she became a
spider.)
Group 4 Story
Tellers
Let the
students
identify which
of the following
events
correspond to
each part of the
plot of the
story.
(exposition,
rising action,
climax, falling
action,
denouement)
Have them
create their
own plot
diagram and
present it to the
class.
A. After
accepting the
122
challenge,
Athene
emerged from
her disguise.
Arachne
was not at all

frightened and
completely
believed she
would win.
(Climax)
B. Both
Arachne and
Athena spent
hours weaving
beautiful cloth.
Athene’s cloth
was
spectacular.
She had woven
a picture of the
gods performing
their many
wonderful
deeds and a
last warning to
ask pardon for
her arrogance.
However,
Arachne’s cloth
portrayed the
gods at their
weakest
moments,
displaying their
worst
behaviour.
Athene was
furious. She
could not
believe Arachne
had the
audacity to
insult the gods.
(Falling
Action)
123
C. The
goddess
touched the
rope and
touched the
wicked girl and
told her that she
and her
descendants
would live on a
spin so that
when men look
at her, they
would
remember that it
is not wise to
strive with
Athene. With
that the body of
Arachne
shrivelled up,
and her legs
grew tiny,
spindly and
distorted since
she became a
spider.
(Denouement)
D. Arachne
who lived in
Greece during
ancient times
was famous for
her incredible
talent in
weaving cloth in
the entire land.
However,
Arachne was
not a modest
girl and she
boasted for her
incredible talent.
Arachne even
told the people
that she was
better at
weaving than
the revered
124
goddess
Athene.
(Exposition)
E. Athene
was not pleased
by Arachne’s
boasting. She
disguised as an
old woman.
Arachne challenged the old lady to a

weaving contest.
(Rising Action)
Group 5 Theme Builders
1. Had Arachne changed her attitude,

do you think the old woman would
have punished her? Explain your
answer.
2. How did the story help you
understand the value of dealing with
challenges?
3. What meaningful lesson did the
story teach us?
125
E.
Discussin
g new
concepts
and
practicing
new skills Ask the students:
#2
1. What prevailing mood is conveyed in “Arachne”.
Find words/ phrases in the selection that convey
the mood clearly.
(The prevailing mood of the story is unhappy because
Arachne ended as a spider destined to spin for the rest of
her life because of her arrogance.-Paragraph 9)
2. What tone is used in the selection? Cite paragraph

that support your answer.
(The tone of the story is serious because it aims to

remind to readers about the value of humility and
gratefulness. –Paragraph 10)
F. Process the answers of the students.

Developing
mastery Ask them the following questions:
(Leads to 1. What is the importance of elements of the short story in

Formative building its theme?
Assessmen 2. Describe how the mood and tone contribute to the total
t 3) effect of the story.
G. Finding Ask the students:
practical
application * Why is it necessary to deal positively with the challenges in our
s of lives? ((Answers vary)
concepts *Arachne is a very skillful weaver in the story. Did you know that
and weaving is one of the handicraft industries in
skills in
daily living
126
our locality? So, as a student, in what way can you help in
improving this industry?
(If the students have the ability to weave, they must

continue doing it or they can also help patronize the
products from the weaving industry.)
*Did you know that Athena can't tolerate the affront to her
pride, though, so she turns Arachne into a spider doomed
to weave forever. From the unfortunate spider-woman
comes the name for the 8-legged creatures – Arachnids.
H. Making Mood and tone are two literary elements that help create
Generalizations the main idea of the story. The mood is the feeling you
and Abstractions get while reading a story. This could be happiness,
about the Lesson sadness, darkness, anger, suspension, loneliness, or
even excitement. It refers to the atmosphere in the story.
The tone is the author’s attitude toward a subject. It can

be identified by looking at the word choices and phrases.
I. Evaluating Identifying tone and mood. Read each passage carefully

learning then choose the letter of the best answer.
1. The sun was bright and the sky was clear. Joan
jogged down the path with Ray at her side and smiled
about last night’s victory. The tone in this excerpt can be
best described as _____.
a. cheerful b. gloomy
c. boring d. thoughtful
2. 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 b. cheerful
c. sorrowful d. shy
3. The year is 2020. You’ve just graduated from a

highlyranked 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 jobs today involve science,
engineering, and
127
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 b. confident
c. depressed d. frightened
4. Which tone is represented in the following passage?

“Wow! With a top speed of one hundred fifty miles per hour, that car can almost
fly!”
a. calm b. annoyed
c. scary d. excited
8. The young girl sat on the steps waiting for what seemed to be an eternity for
her father to pick her up. She was thinking about the last time she saw him. It
had been years. Finally, it started getting dark outside and her mother called
her to come inside for dinner. She bowed her head and slowly trudged inside
as she came to the painful acceptance that he was not coming. He had let her
down like so many times before. The mood of the passage is ______.
128
a. indifference b. despair
c. surprised d. contentment
Source: https://www.helpteaching .com
Answer key:
1. a. cheerful
2. a. brave
3. b. confident
4. d. excited
5. d. calm
6. b. frightening
7. b. annoyed
8. b. despair
J. Additional
activities for
application for
remediation

I. OBJECTIVES
one’s personal conflicts through using strategies in
linking, textual information, repairing or enhancing
communication, and crafting formal/informal word
definitions; the ethics and strategies of public speaking;
and using of emphasis markers in persuasive texts.

Standards text using a variety of persuasive techniques and
devices.
C. Learning Use words and expressions that emphasize a point.
Competencies/Obje EN10G-Id-26
ctives Write the LC
code for each
II. CONTENT Using Transitional Devices- Words emphasizing a point
III. LEARNING
129
RESOURCES
A. References
1. Teacher’s Guide Pages 53-55

pages
2. Learner’s Material
pages Pages 73-74
3. Textbook pages Everyday English That Really Works for Grade 10 De la

Cruz, Francisca B. et al pages 41-44
4. Additional
Materials from
Learning Resource
(LR) portal
B. Other Learning
Resources
A. Reviewing Have the students make a simple recall of the story
previous lesson or “Arachne.
presenting the new
lesson
B. Establishing a Ask the students:
purpose for the  Is it easy to retell the story? Why or why not?
lesson
130
 Why should our ideas be connected when
speaking or writing?
(We must be able to establish connection of our ideas

when speaking/writing so that we would be able to
convey our ideas clearly and effectively.)
C. Presenting Let the students read and analyze the following
examples/instances sentences.
for the new lesson
A.
Arachne was a maiden.
She became famous throughout Greece.
She was neither well
-born nor beautiful.
She came from no great city
.
B.
Arachne was a maiden who became famous

throughout Greece, though she was neither
well-born nor beautiful and came from no great
city.
Ask the students to explain the differences of the

contents of box A and B.
(Box A contains choppy sentences while Box B contains

a well-written sentence since related ideas are combined
together to convey ideas more clearly. Some words such
as who, and, and thoughare used to emphasize a point.
131
D. Discussing new Discuss with the class the following points.
concepts and
practicing new skills Transitions to Emphasize a Point
#1
Transitional devices connect related ideas together to
convey ideas more clearly. Writers can focus on the main
idea and provide additional information and/or
emphasize a point or an idea without having to sacrifice
clarity. With transitional devices, written and oral
thoughts flow smoothly and make complex ideas more
easily understood.
Examine these sentences.
Writing is a part of life.
Every day, people write notes, letters, assignments,

compositions, memos, decrees and many more.
132
Writing is an important communication and skill.
Do you see any relationships among the sentences?
Let’s join them together to emphasize a point.
Writing is a part of life, because every day people writes notes, letters,
assignments, compositions, memos, decrees and many more; indeed, writing is
an important communication and skill.
The transitional device because provides a reason why writing is a part of life.
Indeed, provides emphasis that writing is an important means to communicate
people’s thoughts
and feelings, and
that the ability to
write is valuable.
Below are more
1. addition examples of
transitional devices
also, besides, furthermore, moreover, .and then, equally
and their functions.
important.
He was cold and tired,
furthermore
, he was hungry.
2. contrast
however, still, nevertheless, conversely,
nonetheless, instead, on the
contrary
For those who don’t have a lot of time in the city,

however,it may be difficult to see everything the area
has to offer.
3. Comparison
similarly, likewise, also, in the same way
Kate is engrossed in her dogs; Martha

is similarlyobsessed with hercats.
4. Result and Explanation
therefore, hence, thus, consequently, etc.
Caffeine is a
stimulant; thus,
it can keep a
person awake
at night.
5. Passage of Time
after a while, afterward, and then, as long as, at last, before, besides,
earlier, eventually, finally, further, lately, meanwhile, next, now, soon,
133
still, then, thereafter, until, now, when
First boil the water; then, pour it over a cup to make a cup
of tea.
6. Emphasis or Intensification certainly,
indeed, in fact, of course
She rarely smiles; indeed, I have seen her smile only

once or twice since I came.
7. Summary
all in all, altogether, finally, in brief, in conclusion,
in other words, in summary, on the whole, that is,
therefore
He made a grave offense; therefore he deserved his
penalty.
Coordinating Conjunctions for, and, nor or, yet and

so may also be used to connect related ideas.
Likewise, correlative conjunctions may also be
used as transition words.
Example:
Karen decided to study abroad, and her brother

opted to study in the Philippines. She did not only
study a new language, but she also learned a new
culture.
E. Discussing new
concepts and
practicing new skills
#2
134
F. Developing Fill in the blanks with the Read the sentence
mastery correct transitional carefully and select the
words. correct answer.
(Leads to Formative
Assessment 3) Margs buys a cup of
coffee at the newsstand. Example: Margs buys a
Then she goes to work. cup of coffee at the
Answer: Then newsstand. _________she
goes to work. Answer:
1. Michael is very athletic Then
and plays on the school
basketball team. 1. Michael is very athletic
_________ , his brother and plays on the school
John just stays at home basketball team. _________
and plays video games all , his brother
John just stays at home
day. (However/On the contrary) and plays

video games
all day.
a. However
b. in
2. There are many occupations to choose from nowadays.
addition
_________you can become a doctor, engineer, teacher, artist,
c. Although
athlete, musician, or chef, just to name a few. (For example)
2. T
here
are
many
occup
ations
to
choos
3. Getting a colle ge degree e from
is important. _________, nowad
building a good network of ays.
friends is crucial to future _____
success. (Similarly/Also ) ____y
ou can
becom
4. Eating well will help you ea
live a healthier doctor,
life._______, exercising engine
every day is also highly er,
recommended.(In like teache
manner,/Similarly) r,
else)
artist,
5. Essays must be athlete
handed in by the deadline. ,
______________ , they
will not be marked
anymore. (Otherwise/Or 135
musici
6. You will not pass the test ______ you study an, or
hard. (unless) chef,
just to
name
a few.
(a)
a. For
exam
ple
b. As
such
c. Likewi
se
3. G
etting
a
colleg
e
degre
e is
import
ant.
_____
____,
buildin
ga
good
networ
k of
friends
is
crucial
to
future
succe
ss. (a)
a. Similar
ly
b. In my
opinio
n
c. On the
other
hand
136
4. E
ating
well
will
help
you
live a
healthi
er
life.__
_____,
exerci
sing
every day is
also highly
recommende
d. (a)
a. Moreo
ver
b. As a
result
c. When
ever
5. E
ssays
must
be
hande
d in by
the
deadli
ne.
___________
___ , they will
not be
marked
anymore. (c)
a. obvio
usly
b. as a
result
c. other
wise
6. Y
ou will
not
pass
the
test
137
______ you
study hard.
(a)
a. unless
b. before
c. so that
G. Finding What is the importance of using words and expressions that
practical emphasize a point?
applications
of concepts
and skills in
daily living
H. Making Transitional devices connect related ideas together to convey
Generalizatio ideas more clearly. Writers/Speakers can focus on the main idea
ns and and provide additional information and/or emphasize a point or an
Abstractions idea without having to sacrifice clarity. With transitional devices,
about the written and oral thoughts flow smoothly and make complex ideas
Lesson more easily understood.
Complete each sentence with the correct expression

chosen from the list in the box.
a. but b. unless c. thus

d. so that e.in fact f. although
g. and h. which i. because
j. Likewise k. consequently
1. To be honest, you
138must know yourself well,
______ that involves integrity
________ the twin
asset of honesty
(and, which)
budget, it became a hit at the box office, ______
its stars and director won the awards. (Although,
Likewise)
I. Evaluating 3.
learning 3.
3.
3.
Fatty gained a lot of weight ________ she loved junk foods
and chocolates. _______ her mother became worried
about her health. (because, Consequently)
4. You will not be selected for the music competition _____
you can play the piano very well.________ you must be
persistent in your rehearsals. (unless, thus)
5. Michelle works really hard _______ she can earn enough
to support her studies. ________ she works as part time
crew at a food stall during her free time. (so, In fact)
B. Write the appropriate transitional devices to complete the

paragraph that follows.
Also Indeed
And then First
For instance Finally
139
To write an effective paragraph with clarity, coherence,
and emphasis is not an easy task ecially
esp for those who
are not writers. 1)_______, there’s the problem of what
ideas to write about and how to connect these ideas.
2)________, the problem of arranging the ideas logically
comes next. Following the order of importance of ideas,3)
__________, is one of the ways to arrange ideas
logically.4)__________, it is one of the simplest ways of
organizing ideas. It is 5)_________ a good way of
developing an interesting paragraph.
Answer Key:
1. First
2. And then
3. For instance
4. Indeed
5. Also
Source: EverydayEnglish That Really Works for Grade

10 De la Cruz Francisca B. et al pages 41
-44
J. A. Write a paragraph about how you deal with a particular

Additi challenge in your life. Be able to use words that emphasize a
onal point.
activit
ies for B. Let the students bring art materials such as construction
applic papers, scissors, paste and some pictures that would show how
ation they can deal with challenges in their lives.
for
remed
iation

I. OBJECTIVES
140
Standards literature serves as a way of expressing and resolving one’s
personal conflicts through using strategies in linking, textual
information, repairing or enhancing communication, and
crafting formal/informal word definitions; the ethics and
strategies of public speaking; and using of emphasis markers
in persuasive texts.

Standards using a variety of persuasive techniques and devices.
C. Learning
Competencies/Obj Formulate a statement of opinion or assertion
ectives Write the EN10WC-Id-12.2
LC code for each
Selecting, organizing and producing visuals and graphics to
II. CONTENT make a meaningful photo essay
III.LEARNING
RESOURCES
A. References
1. Teacher’s Guide Pages 53-55

pages
2. Learner’s
3. Textbook pages
141
4. Additional
Materials from
Learning Rubric for grading students’ output
Resource (LR)
portal
B. Other Learning
Resources

A. Reviewing Ask the students: Have you ever made something not so
previous lesson or unique but remarkable in dealing with your personal
presenting the new challenges?
lesson
B. 1. Ask the students to list the five most Ask the students:
Establishing important things they would want to do in
a purpose facing or dealing with personal challenges. • What are the
for the Instruct the learners to think about and list five most
lesson the five most important things they would important
want to do in facing or dealing with things you
personal challenges. would want to
2. Make them tell whether they are based on do in facing
fact or opinion. or dealing
3. Discuss their choices and let them decide with personal
on the top three. challenges?
• Are they
based on fact
or opinion?
• Based from
your choices,
which among
the literary
selections we
have already
discussed in
our class has
a close
connection
with your
choices?
Answers may vary.
142
C. As you prepare for
Presenting the final task which
examples/in is the photo essay,
stance s for you will choose at
the new least three
lesson characters in the
literary selections
that we already
discussed.
Rank your chosen

characters using the
following template:
Remarkable/Influenti
Orient the students that al
they need to make a Character Inventory
photo essay about Rank Characte Qualitie
r s
dealing with their
personal challenges. Let
them form small groups
of five and do the
following tasks:
1. Guide them to come

up with an
introduction by using
a surprising incident,
interesting question, Give three
and characters from outstanding or
their chose n dominant character
selections. traits that help them
2. Lead them to come up with supports and resolve personal
evidences by choosing at least three conflict and let them
characters who have made a great consider their
impression on them in dealing/resolving differences and
personal conflicts. Choose also the similarities.
characters who Outstanding/Dominant

have influenced Character Traits
their outlook in Charac Similari Differe
life. ter ties nces
3. Ask them to rank
characters and
according to their
preference and
do a character
inventory by
considering their
qualities,
attitudes, or traits.
143
4. Make them
highlight three
outstanding or
dominant
character traits
that help them
resolve personal
conflict and let
them consider
their differences
and similarities.
D. Discussing Discuss with the class what a photo essay is and how they will
new concepts create their own.
and practicing
new skills #1 A photo essay is a set or series or series of photographs that are
made to create series of emotions in the viewer. A photo essay
will often show pictures in deep emotional stages. Photo essays
range from purely photographic works to photographs with
captions or small comments to full text esays illustrated with
photographs.
Since visuals are keys to the meaning of your work, collect

photos, pictures, drawings, or illustrations that relate to the theme
or message of your chosen literary selections.
Display and use these graphics or visuals to highlight your ideas.

Remember to explain the significance of each illustration/drawing.
The text should be serious and straightforward. Personal opinion
can be included.
Remind the students that the tone, mood, and theme of the essay
must be presented through visuals and text.
Have the students organize the visuals or texts, and main idea.
Do not forget to show how the visuals and text convey your main
idea, then use them to prove your stand about how one can deal
with personal challenges.
Summarize the ideas you have presented, restate your stand and
invite your audience to deal with personal challenges
positively. Provide a catchy and meaningful title of your photo
essay.
Note: Teacher may create own rubric for grading their output so
that they could be guided in making their photo essay.
E. Discussing
new concepts
and practicing
new skills #2
144
F. Developing Guide the students as they perform their task.
mastery (Leads
to Formative
Assessment 3)
G. Finding What did you find most difficult/most challenging in this task?
practical
applications of How did you deal with it?
concepts and
What do you think is the importance of photo essay?
skills in daily
living
I. Evaluating The students will
learning be asked to write
a reflection
about their photo
essay.
Ask the following questions:
1. What part of the activity did you

enjoy?
2. What point of the task did you
find helpful?
3. What part of the output would
you like to improve more?
J. Additional
activities for
application for
remediation

Learning Area:
Teacher: English
145
I. OBJECTIVES
146
Standard literature and other text types serve as ways of expressing
in lining textual information, repairing, enhancing
intensive pronouns.
C. Learning Determine the effects of textual aids like advance organizers,
Competencies titles, non-linear illustrations, etc. on the understanding of a
text. EN10RC-Ie-2.15.2
II. CONTENT  Determining effects of textual aids
III. LEARNING
RESOURCES
A. References
Pages pp. 69-83
2. Learning
Materials Pages pp.79-86
3. Textbook Pages
Eng. Expressways IV p.160
4. Additional
Materials from
Learning Resource
(LR) portal
B. Other Learning http://depedbohol.org/v2/wp-
Resources content/uploads/2015/11/1stquarter.final-English-10.pdf
https://www.storynory.com/thors-hammer/
https://www.powershow.com/viewht/79a187-
147
YWFkY/Norse_20Mythology_powerpoint_ppt_presentation
Power point slides, laptop, projector
IV. PROCEDURE Advanced Average
A. Reviewing Let the students read the Call a student to read to the
previous lesson or introduction for Lesson 5- class the introduction for
presenting new Winning Over Individual Lesson 5- Winning Over
lesson Challenges. Individual Challenges.
Then, solicit from them Let the students pick out the
thoughts about the striking big word (CHALLENGES)
statements from the from the report and have
paragraph and share it to them share their
the class. thoughts/ideas about it.
B. Establishing a Introduce the Big Question: Introduce the Big Question:
purpose for the
lesson IN WHAT WAYS CAN IN WHAT WAYS CAN
WINNING OVER THESE WINNING OVER THESE
CHALLENGES PREPARE CHALLENGES PREPARE
C. Presenting have tentative answers and have them use the shape below
examples/instance s them use the shape below for their individual for their group
of the new lesson entry/output. entry/output.
D. Discussing
new concepts and
practicing new skills My Targets My Targets
#1
Present to the class a power point presentation Norse

Mythology: Creation Story
Have the students take note of the character of ODIN. Let them
illustrate his immediate family through a diagram.
E. Discussing new Let the class read silently the text and let them do the Small
concepts and Group Differentiated Activities (SGDA). (The reading text
practicing new skills must be assigned to the students to be read at home.)
#2
YOU FOR A Text: “How Odin Lost His Eye”
MORE YOU FOR Retold by: Catherine F. Sellew
A MORE (Refer to LM pp. 82-86)
FULFULLING LIFE?
Task 1-SGDA:
Group 1-Vocabulary Hunt
Let the students give (Note: Students shall give 5-8 vocabulary words)
their Let the Group 2- The Power of C2 Group 3- Lasting Virtue Group 4-
students give their Thinking It Through Group 5- Theme Connection
tentative answers and
148
Let the students Task 2- Getting Aid from S-W-B-S
work in triad and do Read the grid carefully then based on the details included, write a
this task to check four-sentence synopsis of the text, “How Odin Lost His Eye.”
their understanding
of the text.
Concept Note:
SWBS is a strategy of making a a very brief summary of a

story’s plot. Using the graphic organizer, the teacher can
lead the students to tell or write the plot summary in one or two
sentences in the least and up to 5 sentences at the most.
Somebody ……refers to the main character in the story.

Wanted………..refers to the goal, dream, aspirations of the
character
But … refers to the conflict, the obstacles that the character
had to face in order to realize his/her goal/dream, wish
So… refers to the character’s action to solve the conflict.
This may also include the ending of the story. There
Somebody Odin, the All-Father was in Asgard

overlooking all the three parts of the
world. His throne was so high and on
his head was a helmet shaped like an
eagle. The two ravens on his shoulder
and the two wolves at his feet.
Wanted He gazed down on the earth and saw
all his creations and he feared that any
moment his enemies would shook in
anger these that he made. He ought to
know more about them and to have
more wisdom.
But Beside the well where he could see
things that had happened and things
that were going to happen, sat Mimir.
He could not give a drink from the well
to anybody who wished for it, unless he
would give a great sacrifice.
So Odin plucked out one of his blue eyes.
He had seen sorrow and death as well
as joy. And it was only the glorious
promise at the end that gave him the
courage to go on.
are
stories, however, that are not suitable to this strategy
F.
Developin Let the students do this task Let the students do this task by
g mastery individually. pair.
149
(leads to
formative Task 3- Getting Done Task 3- Getting Done
assessme Read and understand the Read and understand the
nt 3) information contained in the information contained in the
organizer then, write a short organizer then, write a short
paragraph about it. paragraph about it.
Thesis Statement: Trees are good Thesis Statement: Trees are

for the people and the good for the people and the
environment. environment.
Help to the Help to Help to the Help

Guatemala Environmen Guatemala Environmen
n women t n women t
The Trees are The Trees are
Connecticut good for the Connecticut good for the
factory soil. factory soil.
pays them pays them
to plant to plant
trees, not trees, not
money but money but
corn which corn which
is food for is food for
the children the children
The money Trees The money Trees
they get prevent the they get prevent the
from rain from from rain from
planting washing planting washing
trees pays down the trees pays down the
for their for their
soil. soil.
household household
expenses. expenses.
150
G. Finding
practical
applicatio
ns of
concepts
and
skills in
daily living
Ask the students:
Nowa days, there are many t

because they failed to win t
would like to make pamphlet
these challenges, how woul
eenagers who feel

depressed heir
challenges in life and
you s or brochures
about winning d you
make your pamphlet or
brochure appealing and easy to understand?
H. Making To generalize let the students answer these

generalizat 1. Enumerate different te questions:
ions and 2. How does it help the s text? xtual aids used in our
abstractio lesson. tudents in
ns about understanding the
the lesson
I. nswer the questions
Evaluating Read carefully the text and a follow. that
Learning
Ref: https://www.storynory.co m/thors-hammer/
Questions:
1. What is missing when Thor wakes up?
2. Whom does he approach t o help him find the
hammer?
Describe Loki.
3. How does Loki know who s tole Thor’s hammer?
4. How do they get the hamm er back?
5. Why does Thor kill Thrym and his whole
household?
V.
REMARKS
VI.
REFLECTI
ON
151
I. OBJECTIVES
communication in public speaking, emphasis markers in
intensive pronouns.

C. Learning Explain how the elements of a story (character and
Competencies characterization) contribute to the theme of the story read
EN10LT-Ie2.2
II. CONTENT Using the elements of a story-characters and
characterization to get the theme of the story
III. LEARNING RESOURCES
A. References
1. Teacher’s pp. pp. 69-83
Guide Pages
2. Learners’
Materials
Pages
pp. 62 -64
3. Textbook
pages
4.
152
Additional
Materials
from the
Learning
Resource
(LR)
Portal
B. Other English Communication Arts III by Serrano & Lapid, pp. 241-
Learning 243
Resources
III. PROCEDURE
Advanced Learners Average Learners
A. Task 1: Memory Matters

Reviewing
previous lesson Tell the students to recall the following:
or Presenting
the new lesson 1. The two characters in the myth “How Odin Lost
His Eye”. (Odin and Mimir)
2. The summary of the myth using the SWBS

(Somebody, Wanted, So, But…)
Odin, the great King of gods and

Somebody
Allfather of the earth
He wanted to protect his people
from the enemies (the frost
Wanted
giants) by knowing more about
them.
He had to give up something that
But is very important to him in order
to see them from the magic well.
He decided to pluck out one of

So
his eyes as a sacrifice.
Summary:
Odin, the great King of gods and All-father of the earth, wanted to
protect his people from the enemies (the frost giants) by knowing
more about them but he had to give up something that is very
important to him in order to see them from the magic well so he
decided to pluck out one of his eyes as a sacrifice.
3. Its theme
(There are times that we have to give up something important or
to sacrifice in order to win over our personal challenges.)
(Answers may also vary)
153
Task 2:
B. Memory Plus
Establishi Ask students
ng a to recall more
purpose deeply the
for the story and have
lesson them fill up the
following:
I don’t like
like Odin
Odin
because
he
because
is he is
_______
__.
______.
Mimir is
Mimir
is
________
_________
so I like
so I
Task 2: Memory Plus don’t him.
Ask students to recall like
more deeply the story him.
and have them answer . While I
the following: While I
was was
1. What did you like reading
about Odin? What didn’t the
you like about him? reading
(Answers may vary ) the story,
2. What did you like I felt
about Mimir? What story, I
didn’t you like about him? felt
(Answers may vary )
3. How did you feel
_______
while reading the story?
___ that
4. What do you think is
the
the attitude of the writer
towards the character?
towards
(Answers may vary)
author is
Odin
_______
__
towards
his
character
154
.
C. Presenting Task 3: Defense Task 3: Defense Against

examples/ Against Memory Gap Memory Gap
instances
of the new Within one minute, ask Within three minutes, ask
lesson students to recall the students to recall the
elements of fiction and elements of fiction and poetry
poetry and call one and call one student to
student to quickly recite quickly write them on the
them. board.
(Characters, setting, plot, (Characters, setting, plot,
conflict, theme, point of conflict, theme, point of view,
view, symbolism) symbolism)
D. Discussing Task 4: The Six Secrets

new Ask the following questions that will lead the students
concepts and to understand the concepts on characterization: 1.
practicing How important are characters in fiction writing?
new skills #1 2. How do fiction writers develop the characters in their
stories?
Concept Note:
(May also be given as a short lecture/discussion or any
suitable strategy)
Characters is one of the elements of fiction (novels,

drama and stories including myths, fables, short stories).
Fiction writers create their characters using not only their
playful thoughts but also their own experiences and
observations of real people. This artistic
technique of giving life to the characters in their stories is
termed as characterization. To engage their readers’
imagination, the writers can reveal the personality of their
characters though any or all of the following “six secrets”:
1. what the characters think, feel, dreams of and aspire
for
2. what the character do and how they react to stimuli
3. how the characters look
4. what the characters say and how they say it.
5. what the other characters tell about them
6. how the author/narrator directly describe them.
Task 5: The Exposé

Connect the students’ answers in Task 2 to complete the
following activity.
1. Have them fill up Columns 1 and 2 using

their answers in Task
155
2. Have them answer column 3 by using the
text “How Odin Lost His Eye” .
3. Let them fill up column 4 with number from 1
to 6 corresponding to the way the characters are
revealed.
(The “six secrets”)
Character Trait Proof Revelation style
Odin
Mimir
(Answers may vary)
Task 5: Theme Building

E. Discussing
new Have the students answer the following questions:
concepts and 1. Tell us again the theme of the story.
practicing (There are times that we have to give up something
new skills # 2 important or to sacrifice in order to win over our personal
challenges.)
(Answers may also vary)
2. Has the character traits of Odin something to
do with the theme of the story? (Yes, Odin’s
character tells the reader that he is willing to
sacrifice something important to him in order to
save his people.)
3. What character traits of Odin is connected
with the theme?
(He is a humble king of the gods, loving and caring to
his people and he is selfless by giving up his eyes as a
sacrifice)
Concept Note:
The characters and how the author characterizes them in
a story greatly contribute to the building of its theme.
Task 6 –Theme- Character Task 6 –Theme-

F. Developing Link Character Link
mastery
(leads to 1. Distribute the 1. Have the
formative handouts (Appendix LT- students read
assessment Id2.2) Call students to orally (after
) recite the poem as a modeling) a short
speech choir. poem entitled “A
2. Ask these Fable”
comprehension
questions: 2. Have them
a. For the theme, ask: 1) reread it
Why is this poem entitled silently. 3. Ask these
156
Fable? comprehension
(It is entitled Fable because questions:
the poem is a short narrative 3. For the
with animal and nature theme, ask: 1)
characters, which are used in Why is this poem
fables.) entitled Fable? (It
2) What thought is projected is entitled Fable
by the poem?
because the
(Answers may vary. Any or a
poem is a short
combination of any of the
narrative with
animal and nature
characters, which
are used in
fables.)
157
following answers from the
students may be considered:
- We should not
underestimate /criticize others
because of their
looks/appearance.
- God has created each and
every one of us with respective
abilities and talents.)
- We have been gifted in
various ways; and have been
given different roles in life; we
have to be proud of it and do
our best to tackle our roles.
-Although we are created
differently, we must accept
with thankfulness whatever
abilities, talents and roles God
has given us.
3) Do you agree with this
thought? Explain your view .
(Answers may vary )
b. For characterization, ask:
1) What positive and negative
traits does the squirrel
possess?
2) How do you characterize
the mountain? What are its
strengths and weaknesses?
3) How do these traits
contribute to the theme?
4) Show your answers through
an appropriate graphic
organizer.
(Answers may vary )
158
2) What thought is projected by the poem? (Answers may vary. Any or a combination of
any of the following answers from the students may be considered: - We should not
underestimate/ criticize others because of their looks/appearance. - God has created
each and every one of us with respective abilities and talents.)
- People have been gifted in various ways;
and have been given
different roles in life; we have to be proud of it and do our best to tackle our roles.
-We must accept with thankfulness whatever abilities, talents and roles God has given
us. 3) Do you agree with this thought? Explain your view. (Answers may vary) b. For
characterization, have
them fill up the following organizer where M+ refers to the positive character traits of the
mountain and M2 its negative traits; S1 and S2 refer to the squirrel’s positive and negative
traits. Have them explain their work to show their connection with the theme (center).
G. Finding practical application of concepts and

skills in daily living.
Discuss or give activities on the following to enrich students across learning areas.
Choose any or all of the following topics, for advanced or average learners:
1. Character witness Ask:

1. What is a character witness?
2. If you are asked to be a character witness of a person in your neighborhood,
can you use the “6 secrets” used by a writer for his characterization? Why or why
not?
3. Will you volunteer to be a character witness in your community or in any legal
undertaking where a friend of yours is involved? Why or why not?
4. How about if the person is your enemy but you know that he is not guilty?
Will you testify?
2. Character assassination Ask:

1. What is character assassination?
2. In what particular situations is character assassination applied?
3. Who usually do these?
4. Will you use this strategy to your enemy or contender if you are a contestant
or a candidate? Explain.
3. The effect of “judging the book by its cover” and how it should be avoided.
Concept Notes:
Character witness is a witness who testifies under oath as to the good reputation of
another person in the community where that person lives or a person who gives evidence
in a legal action concerning the reputation, conduct, and moral nature of a party.
159
Character assassination is an attack intended to ruin someone's reputation; the
slandering of a person usually with the intention of destroying public confidence in that
person.
Other synonymous terms:
backbiting, backstabbing, defamation of character, dirty politics, mudslinging, malicious
gossip
.
H. Making generalization s and abstractions about the lesson

Ask the following questions:
a. How does character and characterization contribute to the theme of a story?

b. How can we avoid negative vibes with others?
Checking of the answers in Task 6.
V. REMARKS
(Indicate special cases including but not limited to continuation of the lesson plan
to the following day in case of re-teaching or lack of time, transfer of lesson to the
following day, in cases of class suspension, etc)
VI. REFLECTION
(Reflect on your teaching and assess yourself as a teacher. Think about your
students’ progress this week/this day. What works? What else needs to be done to
help the students learn? Identify what help your instructional supervisors can
provide for you so when you meet them, you can ask them relevant questions.
VII. OTHERS (Indicate below whichever is appropriate)

(those who scored below 80%)
C. Did the remedial lessons work? No. of learners who have caught up with the
lesson.
160
D. No. of learners who continue to
require remediation.
E. Which of my teaching strategies worked well? Why did these work?
F. What difficulties did I encounter which my principal or supervisor can help me

solve?
G. What innovation or localized materials did I use/ discover which I wish to share
with other teachers?

I. OBJECTIVES
161
intensive pronouns.
C. Learning Compose a persuasive text of three paragraphs expressing
Competencies one’s stand on an issue
EN10WC-Ie-12.3
Formulate a statement of opinion or assertion. EN10WCIe-

12.2
Formulate sentences using modals: Must, Need to, Ought
to/Should, Ought not/ Should not. EN10 WC-Ie-12.2a
II. CONTENT Writing a Persuasive Text
III. LEARNING
RESOURCES
A. References
Pages pp. 69-83
2. Learning
Materials Pages pp. 89
3. Textbook Pages
4. Additional
Materials from
Learning Resource
(LR) portal
B. Other Learning https://formatically.com/how-t0-write-assertions
162
Resources https://www.time4writng.com
https://brainly.ph/question/206068
https://brainly.ph.question/302652
Power point slides, laptop, projector, reading texts,
worksheets
IV. PROCEDURES Advanced Average
A. Reviewing Recall about the poem “The Fable” discussed last meeting.
previous lesson or What is its general idea or theme?
presenting new Whose character would you identify yourself: the squirrel or
lesson the mountain?
B. Establishing a List down/ enumerate your ways of winning over the
purpose for the challenges.
lesson Make it your personal goal or #.
Example:
# Need to fight no matter what
# Must always believe in God
C. Presenting Let the students do the first task.

examples/instances
of the new lesson Task 1- I’m Willing to Do
Choose from the pool of choices the ways you can adopt to
win over challenges in life. Put a happy emoji for your
answers.
Having strong DETERMINATION
Defending your beliefs
Jumping over limitations
Making personal adjustments
Using struggles as opportunities
Standing your ground
Using temporary solutions
Being strong
1. If you are the voice for the youth, which of the ways will
you let them adopt to win one’s personal challenges in life?
Why?
163
D. Discussing new
concepts and
practicing new
skills #1
Distribute to the students the copy of the text. Let the

students read the text and answer the question s that
follow. Then, let them share their answers to the class.
Activity 1- I’m Talking to You
Answer and share your ideas about the following
questions:
1. What challenge is posed to the writer?
2. What response does he give to his professor?
3. Does hewin his challenge in life? What makes you say
so?
4. What life lesson do you draw out from the

experience of the writer?
5. Which of his statements will you adopt for you
to win your challenges in life?
6. Have you experienced the same challenge
with the writer? How are you able to win this
challenge in your life?
7. What type of text is the selection?
(The teacher gives this additional information/concept about

persuasive essay)
CONCEPT NOTE:
A persuasive essay convinces the reader to accept a particular point of
view or take a specific action. Persuasive essays require good research,
awareness of the reader’s biases and a solid understanding of both
sides of the issue.
Writing a Persuasive Text Tips:
1. Write a Draft
Choose a position.
164
Identify the most convincing evidence.
2. Organize and have an outline

Introductory paragraph
Body and Opposing view paragraph
Concluding paragraph
3. Use of modals:
a. must- express obligation
b. need to-indicates necessity
c. should and ought to- express sense of obligation to
do or become something
d. shouldn’t or ought not-toindicate prohibition or
disapproval of something that was done in the past
4. Use of statement of opinion or assertion

Opinion- a view, judgement or appraisal about a particular
matter
Assertion- something declared or stated positively often
with no support or attempt at proof
Understand the audience. Do the

research.
a. Basic assertion
b. Emphatic assertion
c. Language assertion
165
Reference: https://www.time4writng.com
E. Activity 2- I’m Writing Just For You

Discussi
A. Read the sentences from the text “How Odin Lost His Eye” and take
ng new
concepts note of the underlined words.
and
1. “Odin, the King of the Gods need to have more wisdom.”
practicin
2. “He ought to know more about his enemies.”
g new
3. “The price of the drink must be a great sacrifice.”
skills #2
4. “You should think again before you ask your drink.” Ask the
students these:
a. What do the underlined words have in common?
b. How are they positioned in the sentences?
c. Which of this show necessity? obligation? prohibition?
to do or become something?
B. Write your own sentences/ opinions/assertions about winning

challenges using the modals:
1. Must- 2. Need
to-
3. Ought to/Should- 4. Ought not/
Should not-
(Students’ sentences must be written in meta strips)
166
F. In groups, let
Developing the students
mastery write their own
(leads to meaningful
formative sentences/opini
ons or
assessment
assertions
3) using the
modals.
Task 2- I’m
Getting the
Modals to Write
I. Evaluating Write three-paragraph essay persuading others on the
Use the
LearningLet the studentsimportance
supply of developing a positive attitude and weeding
following
outshows
this organizer that undesirable traits to win over yourmodals
personal
in challenges.
the list of their sentences: 1.
Note:
sentences/opinions/ Must
assertions usingThe
the writing activity will be done collaboratively:
2. Need to
modals.
3. Ought
(Use the sentences
to/Should
Group 1- will write the paragraph 1 (Introduction)
written by the students in
Activity 2. B.) Group 2- will write the paragraph 2 4. Ought
(Body)
not/Should not
Group 3- will write the paragraph 3 (Conclusion)
Task 2 - Where are the
modals Use the Rubric for persuasive essay Students
as guide.
Post opposite the function sentences shall
Ref.
of modals the sentencesLM English Grade 10 p.106 be on a meta
V. REMARKS
that correspond to it. strips and these
VI. REFLECTION will be posted on
Obligation the board.
Necessity
Do or
become
something
Prohibition or
disapproval
G. Finding Ask these questions:

practical
In our everyday conversation with friends, classmates and family, we
applications
tend to influence them or let them understand our point. What skill
of concepts
would you develop to persuade them?
and skills in
daily living
H. Making Let the students answer the following questions:
generalizati
1. What is a persuasive text?
ons and
abstractions 2. How do you write an effective persuasive text?
about the
lesson
167
School: Learning Area: ENGLISH
Teacher: Grade Level: 10
I. OBJECTIVES
communication in public speaking, emphasis markers in
intensive pronouns.

C. Learning Express insights based on the ideas presented in the

Competencies material viewed
(EN10VC Ie-25)
Explain how conflict can contribute to the theme of a film
(EN10LT-Ie-2.2)
II. CONTENT Viewing about the theme “Winning Over Challenges”
168
III. LEARNING RES OURCES
A. References
1. Teacher’s
Guide Pages
2. Learners’
Materials Pages
3. Textbook pages
4. Additional
Materials from the
Learning
Resource (LR)
Portal
B. Other Learning You tube-a short film “The Most Beautiful Thing”
Resources https://www.youtube.com/watch?v=IP8psM4LWXk)
You tube – a video clip from “Lessons Taught by Life”

https://www.youtube.com/watch?v=GJupxviLMEA
Materials: laptop, projector, video clips, pictures,
task cards, marking pens, colored pens colored/bond
papers/cartlona/manila paper
III. PROCEDURE
169
A. Task 1: Our Bucket List
Reviewing
1. Ask students to list down the significant knowledge
previous
and skills they have acquired and developed in the previous
lesson or
lesson.
Presenting
the new 2. Call several students to share to the class their list.
lesson
B. Task 2: Our Guide

Establishi
ng a
purpose
for theviewing:
lesson 1. What conflicts did the main character encounter in the
story?
2. What important decisions have the character
ademas he
went through with those challenges?
3. Were his decisions sound? Why or why not?
4. What was the effect of those decisions?
5. What conclusion can you make about making judgments?
facing life’s challenges?
Tell students that they will view a very short film and they should be
able to answer the following questions after
C. Task 3: Let’s View It!
Presen
ting 1. Have the students view a 10-minute film “The Most
exampl Beautiful Thing” (you tube).
es/ 2. If the material cannot be accessed, show another
instanc video clip where the main character faces problems.
es of
the 3. If there is no access to ICT, pictures telling a similar
new story with similar theme might do.
lesson
170
Task 4: Different Works for Task 4:
Speak out
D. Different Folks and Get
Discussi
1. Ask the following questions : Points!
ng new
concept a. Who are the two main 1. Tell
s and students that
practici characters in the story? they have to
ng new go back to
b. Who among you can relate
skills #1 the
to the male character? To
previously
the female character?
posted
c. In what way can you relate questions
to them? Explain. and try to
answer
2. Review the types of conflict. them. For
3. Instead of answering orally the
the questions posted earlier, incentives,
give students these teacher may
differentiated activities: give the
following
G1. Recite each conflict in one correspondi
sentence using appropriate ng points
facial expression individually
for every
G2. Dramatize the decisions
answer
made in each of the conflicts
they give:
G3. Show thumbs up if the one point –
answers to
one- word/
decision was sound and
thumbs down if otherwise. phrase/
Then justify your answer. sentence
lowlevel
G4. Draw the effects of those
questions
decisions.
two points
G5. Give your one -sentence – answers
insight about the story by with
making a life -learning quotation
satisfactory
to be posted in your room.
explanation
three points
– answer
with
excellent
explanation
.
a. Who are
the two
main
171
characte
rs in the
story?
Describe
each.
b. Who
among
you can
relate to
the male
characte
r? To
the
female
characte
r?
c. In what
way can
you
relate to
them?
Explain
d. What
conflicts
did the
male
characte
r
encount
er in the
story?
e. Did the
female
characte
r also
encount
er any
problem
? What
was it?
f. How did
the two
face their
own
problems
?
g. Were
their
172
decision
s sound?
Why or
why not?
h. What
conclusi
on can
you
make
about
making
judgment
s?
i.. What
insights
can you
give
about
facing
life’s
challeng
es?
E. Developing
mastery Task 5: Conflict Role
(leads to Have the students fill up the following chart:
formative Story:
assessment
) The Most Beautiful Thing
Conflicts:
Theme:
173
1
2
3
Discuss:
4
. The elements of fiction can also be found in films.
. One of these elements is the plot.
4
. Within the plot lie the conflicts/ problems
that the
5
characters have to contend with.
. These conflict can be internal (man versus himself)or
external (man versus man, man versus nature, man versus
society and man versus the supernatural)
. These elements help in building the theme of a story.
. In our short film, how did conflict contr
ibute to the theme of
the story
Task 6 – Our Insights

F. Finding Show students at least 3 pictures (this can be done by groups)
practical and have them express their insights about the picture. (It
application would be better to use pictures that will extend their horizons
of concepts across curriculum). Pictures connected with life challenges
and skills in and conflicts may include:
daily living. 1. disasters/calamities (natural or man-made – Science,
TLE)
2. political activities (rallies, election, etc. – Araling
Panlipunan)
3. people (slums, beggars, street children, PWD, etc. –
AP)
4. nature (flowers, insects, birds, mountains, rivers, etc. –
Biology)
5. Others
174
G. Making Task 7 – Let’s Wrap it Up
generalizations
1. What can you say about conflicts in fiction? How
and abstractions
about in real life?
about the lesson
2. What is the role of conflicts in fiction? What is
the role of conflicts in our daily life?
3. Give your insight about what you have learned in
this lesson in one sentence. Start your sentence with “I
have no doubt that…”
H. Evaluating
learning
Task 8 – Our Skills Meter
Show the video clip from
You tube– “Lessons Taught by Life”
and have
students answer the following question:
1. What was the problem of the poor man in the story?
2. How did he try to solve this conflict?
3. Was he successful in his attempt? Why?
4. How important is an-mail
e address, according to the
interviewer?
5. How did the man solve his problem?
6. Did he succeed? Explain.
7. What is your insight on the following: “Today, a man

without an-mail
e doesn’t exist. A man who doesn’t exist can’t
hold a job.”
8. At the end of the story, what did the man really want to tell
when he said,“I’d be taking out the trash?”
Research about tips on writing Research about

persuasive essay tips on writing
I. Additional persuasive essay
1. What is a persuasive
Activities for essay? 1. What
Enhancement is a
or 2. How can you write a persuasive
Remediation persuasive essay? essay?
2. How
can you
write a
persuasive
essay?
175
V. REMARKS
(Indicate special cases including but not
limited to continuation of the lesson plan to the
following day in case of reteaching or lack of
time, transfer of lesson to the following day, in
cases of class suspension, etc)
VI. REFLECTION
(Reflect on your teaching and assess yourself as
a teacher. Think about your students’ progress
this week/this day. What works? What else needs
to be done to help the students learn? Identify
what help your instructional supervisors can
provide for you so when you meet them, you can
ask them relevant questions.
A. No. of learners who earned 80% in the

evaluation
B. No. of learners who require additional activities

for remediation (those who scored below 80%)
C. Did the remedial lessons work? No. of learners

who have caught up with the lesson.
D. No. of learners who continue to require

remediation.
176
E. Which of my teaching strategies
worked well? Why did these work?
F. What difficulties did I encounter which my

principal or supervisor can help me solve?
G. What innovation or localized materials did I use/

discover which I wish to share with other
teachers?

I. OBJECTIVES
and resolving personal conflicts, also how to use strategies in
linking textual information, repairing, enhancing
communication, public speaking emphasis markers in
intensive pronouns.
177
C. Learning • Compare new insights with previous learnings.
Competencies/ EN10RC-IF21
Objectives • Express insights based on the ideas presented in the
material viewed. EN10VC-IF125
• Differentiate formal from informal definitions of words.
EN10V-IF13.9
II.CONTENT • Comparing and expressing new insights based on the
ideas
• Differentiating formal from informal definitions
III. LEARNING
RESOURCES
A. References
pages
Celebrating Diversity Through World Literature, pp.84

-104
2. Learner’s Celebrating Diversity Through World Literature, pp. 92-96

Materials pages
3. Textbook pages
4. Additional (http://www.online-literature.com/maupassant/194/)
Materials from (https//www.teacherspayteachers.com/Product/Denotationand-
Learning Resource Connotation-Practice-Worksheet-1076040)
(LR) Portal (https://www.youtube.com/watch?v=LnLVRQCjh8c)
B. Other Learning 4 pcs ¼ size illustration board and chalk
Resources Cut out definition and scrambled words for the texttwist written
on cartolina
Connotation and denotation chart
IV. Procedures Advanced Average
A. Reviewing A.PRE-READING
previous lesson or 1. A Bird’s Eye View
presenting the new
lesson Let students view the drawing or the video clip of
“OneArmed Young Lady and a One-Legged Young Man.” Let
178
students answer the ff. questions: (Task 2, pages 93-94)
a. Does the drawing or video remind you of someone
you’ve heard of or met in real life?
b. What does the drawing/video suggest about challenges
and opportunities?
c. Which details in the drawing/video show the
importance of turning challenges into opportunities?
Say: Today, we will meet a character in one of the
stories of French writer, Henri Rene Albert Guy de
Maupassant.
Try to find out what kind of challenges the main character went
through because of his handicap and how he dealt with them.
2.Unlocking of difficulties
Divide the class into 4 groups, then assign a rapporteur to write
the group’s answer on the illustration board. The group with the
most number of correct answers wins the game.
TEXTTWIST. Unlock the meaning of the unfamiliar terms in the
story by unscrambling the letters to form the word being defined.
a. SEITIMRIFNI - physical weaknesses or ailments of
age; lack of strength (INFIRMITIES)
b. NDVGAOBA - wandering from place to place without
any settled home, nomadic; leading an unsettled or
carefree life (VAGABOND)
c. HCAEUTA - a castle or fortress in France; a stately
residence imitating a distinctively French castle
(CHATEAU )
d. KLSUN - walked or moved in a slow, sinuous,
provocative way (SLUNK)
e. DECHOURC - stooped or bended low
f. AYH -STFOL - lofts in a stable or barn for the storage
of hay (HAY -LO FTS)
g. GNIREDLOMS - burning without flame; undergoing
slow or suppressed combustion (SMOLDERING)
h. GNOUFLDIN –an infant or small child without a
known parent or guardian (FOUNDLING
B. 3. Motivation Question
Establishin Have you ever imagined yourself physically disabled and without
g a a family?
purpose for What would you do in order to survive if you were in such a
the lesson/ situation?
Activating
prior
179
knowledge 4. Motive Question
What did Bell, a foundling and handicapped, do in order to live/
survive?
C. Presenting B. DURING READING
examples/ Guided reading
instances of the Silent reading of the selection of the selection
new lesson
D. Discussing C. POST READING(to be answered orally Group Task.

new concepts during the discussion) LET’S THINK
and practicing ALOUD!
new skills 1. Engagement activities
a. What did Bell, a foundling and Divide the class
handicapped, do in order to live/ survive? b. into 8
Why did he lose both of his legs?
c. How did the people in the village groups and

treat him? distribute
Why? strips of
d. Who was the only person in the colored
village who seemed to care for him? paper
What happened to her? containing
e. How would you describe the a question
kind of life about the
selection.
Bell had after the death of Baroness d’
Give the
Avary?
groups 10
f. What incident in the story led to
minutes to
his imprisonment and eventually to his
process
death?
g. Was Bell justified for what he their
did? Why? Why not? answer
h. If you were Bell, what would you and one
do to become self- reliant (or not minute
depend on others for survival)? each to
i. What can you say about the present.
villagers in the story?
j. How should we treat mentally
and physically disabled members of the (The same
society? literary
Why? extender
may be
2. Literary Extender used for
Divide the class into 6 groups. Let the group the
leader pick out the group’s task. average
 Illustrate Bell as described in the story. learners.)
Use a white, half-size cartolina and
drawing materials for your output.
 Act out the part in the selection that
touched you the most.
 Pretend that you are one of the
villagers in the story. Write a letter to
Bell expressing your regrets for
refusing to help him while he was still
180
alive.
 Sing a song dedicated to Bell.
 Pretend that you are Bell. Prepare a
short speech stating your sentiments
of how people treat you, and appealing
to them for patience and
understanding.
E. Developing
mastery Difficult words Denotative Connotative Let the
Meaning Meaning class work
(Formal (Informal in groups
Meaning) Meaning) of 5 and
accomplish
Example:
the same
1. squeezed Pressed Forced; to be
task
2. something given a tight
3. firmly; hug
4. removed
5. liquid from
(Cambridg e
English
Dictionary)
.
3. Skill Development(Celebrating Diversity
Through World Literature, page 96)
Let the class work in dyads and accomplish the table

below by picking out at least 5 difficult words from the
selection, then writing their denotative and connotative
meaning/s. Note: The teacher may opt to give more
examples of denotative and connotative meaning of
words, or may likewise ask students to give their own
example/s of these words.
181
F. Finding Let the
practical class
applications read or
of concepts 4. Across the Curriculum watch
and skills in Let the class read about success stories of at the
least 2 persons with a physical or mental video
daily living
disability, and let them share their research about
output to class the next day. the
success
story of
Jessica
Cox and
let them
find out
how she
overca
me her
disabilit
y to
attain
success
.
G. Making 5. Generalization
generalizatio What is the difference between denotative (formal) and connotative
ns and (informal) meaning of words? Can these help express new insights?
abstractions How?
about the
lesson Denotation refers to the actual definition of a word while connotation
is the emotion that a word generates in addition to the actual
meaning.
H. Evaluating 6. Guided Practice (To be answered individually by

learning the students.) Let
Complete the table below by filling in the denotative or student
connotative meaning of the given words. s
answer
the
activity
by pair.
WORDS DENOTA- TION CONNOTATIO
N
cheap Costing
little; low in price
Skinny
Determined
Pushy
inexpensiv e
182
(Reference: https//www.teacherspayteachers.com/Product/
Denotation-and-Connotation-PracticeWorksheet-1076040)
J. Additional Independent Practice

activities for Supply the denotative and connotative meaning of the words below.
application
1. Stylish
or
2. Inquisitive
remediation
3. Stubborn
Assignment/ 4. Scrawny
Agreement 5. Wise
((Reference:https//www.teacherspayteachers.com/Product/
Denotation-and-Connotation-Practice-Worksheet-1076040)
V.
REMARKS
VI.
REFLECTIO
N
A. No. of
learners
who earned
80%
B. No. of
learners
who require
additional
activities for
remediation.
C. Did the
183
remedial
lesson work?
No. of
learners who
have caught
up with the
lesson?
D. No.
of
learners
who
continue
to
require
remediati
on
E. Which of
my teaching
strategies
work well?
Why did
these work?
F. What
difficulties
did I
encounter
which my
principal or
supervisor
can help
me solve?
G. What
innovations
or localized
materials did
I use or
discover
which I wish
to share to
others?
184
I. OBJECTIVES
communication, public speaking emphasis markers in
intensive pronouns.
185
C. Learning Compare new insights with previous learnings.
Competencies/ EN10RC-IF21
Objectives Use modals. EN10G-IF-3.6
II. CONTENT Comparing new insights with previous learnings Using

modals
A. References
1. Teacher’s Celebrating Diversity Through World Literature, pp.84104
Guide pages
2. Learner’s
Materials pages
Celebrating Diversity Through World Literature, pp.92

-
108
3. Textbook
pages
4. Additional https//www.englishexercises.org/makeagame/viewgame.
Materials from asp?id=2229
Learning https://www.youtube.com/watch?v=8YQIaOldDU
Resource (LR)
Portal
B. Other Learning Handouts of the excerpt (main text)
Resources Worksheets on modals expressing futurity and willingness
Drawing materials, 5 pcs half size white cartolina
IV. Procedures/ Advanced Average

Level
A. Reviewing A. A GLIMPSE OF THE PAST
previous lesson or Three or five students are called to share what they
presenting the have read or viewed about (the persons with physical
new lesson disability previously assigned as part of the across the
186
curriculum) and how each coped with their situation to attain
success.
Ask: What common traits did the physically handicapped
possess which made them overcome life’s challenges?
What qualities do they have which are worth
emulating?
B. Establishing a B.PRE-LISTENING
purpose for the 1. Motivation
lesson/
Activating prior Divide the class into 5 groups and let them draw what
knowledge they imagine our world will be like twenty years from
now.
2. Motive Question
What kind of future world does the narrator imagine?
C. Presenting B. WHILE LISTENING
examples/ instances of Let the students listen to the narration of Morgan
the new lesson Freeman. This may be done twice.
D. Discussing new C. POST LISTENING
concepts and COMPREHENSION CHECK (to be answered orally
practicing new during the discussion)
skills 1. What kind of world/future is described in the
passage? Cite sentences that would support your
answer.
2. According to the narrator, what specific things can
we do to help realize the kind of future he
envisions?
3. Do you personally believe that we can achieve this
kind of world? Why? Why not?
4. What specific problems brought about by climate
change are we faced with these days?
5. As a student, what can you contribute to mitigate
the effects of climate change?
E. Developing mastery D. GRAMMAR/ LANGUAGE in FOCUS
Based on the selection, determine how the underlined
words function in the sentences below:
1. We will wake up to find that the energy that
powers the alarm clock came from the breeze, to
the trees the night before, and we will go to work
that morning riding the rays of the sun.
2. We can make today the day we stop thinking that
the changes required to get there are impossible
and beyond us; and start realizing that they are
not only possible, but what the future requires us.
3. We must stop turning from the warnings of science
and fear in denial, and instead turn toward the
solutions and partnerships we need.
4. You can choose today to make a world of
difference.
Analysis Questions:
1. What do you call the underlined words?
2. What is the function of each modal?
187
3. What other examples of modals do you know of?
F. Finding practical Let the class list down at least 5 means of combating
applications of problems caused by climate change. Let them use
concepts and skills in modals in their sentences.
daily living
G. Making What are modals? How do they function in sentences?

generalizatio
MODALS are types of auxiliary verbs used to express ability,
ns and
possibility, permission, obligation, futurity or willingness.
abstractions
about the  Shall indicates simple futurity and obligation.
lesson  Should expresses past obligation or necessity.
 Will expresses simple futurity and willingness.
 Would expresses invitation or past possibility.
 Might is used to express less or remote possibility.
 May expresses future possibilities mixed with doubt and
uncertainty. It also expresses permission or a wish.
 Can expresses ability, permission or request.
 Must expresses obligation, necessity, logical conclusion, or
strong recommendation.
(Note: The teacher may ask students to give their own examples of
sentences using the above-mentioned modals, and explain how
they function in their examples.)
188
H. Evaluating Let students
learning answer the
activity by
pair.
A. Supply the correct modal to

complete the given sentences
then identify its function.
1. (May) I have a look at
those shoes in the window,
please? (permission)
2. I’m not sure but Jane
(might) come to visit me
this afternoon.(less or
remote possibility)
3. He speaks many
languages, but he (can’t)
speak Chinese. (inability)
4. You (should ) eat more
vegetables because they
are healthy.(necessity)
5. I haven’t decided yet
where I (will) spend my
next holiday. I think I (will)
go to Paris. (futuri ty,
willingness)
6. She looks tired; she (must) take some days off.

(strong recommendation)
7. They (might) try the new restaurant if they have
the time.(less or remote possibility)
8. You (should) clean this room more often.
(necessity)
9. I (will) help you iron out things so that all will be
well for you. (willingness, futurity)
10. Judy is not at home. She
(must) have gone to
Madrid. (logical conclusion) B.Write a 5-
sentence essay about your friend.Use at least 5
modals in your sentences.
J. Additional Independent Practice Group

activities for activity
application or Imagine yourself as Mother Nature. What will you tell
remediation the people regarding how you feel because of their Note: The
careless and wanton destruction of the environment? average
189
Express your sentiments using modals. learners will
do the same
Assignment/
activity, but in
Agreement
a group of 5-6
members. Let
them write
their output
on a manila
paper.
V. REMARKS
VI. REFLECTION
A. No. of learners who earned
80%
B. No. of learners who require

additional activities for
remediation
C. Did the remedial lesson
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 principal
or supervisor can help me
solve?
190
localized materials did I use or
discover which I wish to share
to others?

I. Objectives
Standard literature and other text types serve as ways of
expressing and resolving personal conflicts, also how to
use strategies in linking textual information, repairing,
enhancing communication, public speaking emphasis
Standard text using a variety of persuasive techniques and
devices.
C. Learning EN10RC-IF25 Express insights based on the ideas
Competencies/ presented in the material viewed.
Objectives EN10RC-IF14.2 Determine the roles of discourse
markers (e.g. conjunctions, gambits, adverbs) in
signalling the functions of statements made.
II. Content • Expressing insights based on the ideas presented
• Determining the roles of discourse markers
III. Learning
Resources
A. References
1. Teacher’s Guide Celebrating Diversity Through World Literature pp.9498
191
2. Learner’s Material
Celebrating Diversity Through World Literature pp.100

-
103
Grammar and Composition Handbook pp.349 -350
3. Additional Website
Materials from  https://arewetoast.com
Learning Resource
(LR)
Portal
B. Other Learning Hand-outs of the article pictures of Mother Earth
Resources Worksheets on discourse markers paper and pencil
IV. Procedure Advanced Average
A. Reviewing A. A Glimpse of the Past
previous lesson The teacher shows 2 sets of pictures of Mother
and presenting Earth, then and now.
the new lesson Then ask:
What different scenarios/ situations do the
pictures imply?
Is there an urgency for us to act now? Why?
B. Activating prior B. Pre-Listening
knowledge/ developing
a purpose for reading 1. Motivation
Can mankind adapt to the changes in
environment caused by global climate change? Why?
2. Motive Question
What are the causes of climate change?
C. C. While Listening
Presenti Let the students jot down discourse markers used in the sentences as
ng they listen to the article on climate change
exampl
es/
192
instance
s of the
new
lesson
D. D. Post Listening Let
Discus Comprehension Check (to be answered orally) the
sing 1. What are the causes of climate change? stude
new 2. What are the activities of man that caused it? nts
concep 3. What is therefore our only hope for the coming years? work
ts and 4. What basic truths about climate change should nations by
accept? pair.
practici
5.
ng new
5.
skills 5.
is open international
cooperation and assistance 5.
important? 5.
7. What should developed nations 5.
eliminate/ forego? Why? 5.
8. What is the challenge to every 5.
nation? An d to every individual? 5.
What can you do to meet your 5.
individual challenges? 5.
5.
E. Literary Extender 5.
The students are asked to do 5.
any of the tasks below: 5.
a) Draw one’s own vision of 5.
Mother Earth 20 years 5.
from now 5.
b) Compose a jazz chant/ 5.
word rap on pr otecting 5.
Planet Earth for future 5.
generations 5.
5.
5.
5.
5.
5.
How can human civilization survive due to its effects?
6. Why
193
E. E. Grammar/ Language in Focus
Developi
ng 1. Have students read the discourse markers they have
Mastery written down during the listening activity.
2. Determine how the underlined words are used in the
following sentences.
a) The actions of mankind are the origin of climate change, and
there is no way to reverse climate change.
b) If the human civilization is to survive, all nations must fully and
freely cooperate.
c) For example, the developed nations must eliminate their
dependence upon fossil fuels while maintaining their quality of
life.
Analysis Questions
1. What are the underlined words called?
2. What is the use or function of each in the sentence?
3. What other examples of discourse markers can

you mention?
F. Finding F. Let the class list down some ways on how to help and
practical address the problem on climate change. Use discourse
applications of markers.
concepts and
skills in daily
living
194
G. Making G.How do you determine the tone, mood, technique and
generalizations purpose of the author?
and What are discourse markers? How are they used in
abstractions sentences?
about the Discourse markers are words, phrases
lesson and expressions that connect the different parts of the
text. They show the relationship of ideas in a text.
EXAMPLES USE
1. comparison -----------likewise, as with, equally, in like
manner
2. contrast --------------- while, but, despite, however, in
spite of, nevertheless, nonetheless, although 3. reason
or cause ---- because, for, since, in so far as, in order
4. effect or result ------- accordingly, as a result,
hence, therefore, consequently
5. addition --------------- and, also, as well as,
beside, furthermore
6. emphasis ------------- above all, indeed, in fact,
especially, in particular
7. condition -------------- if, even, even if, as long
as, provided that, unless
8. example, illustration or explanation ------------
for example, for instance, such as, illustrated by
9. summary or conclusion ----------------- finally, in
conclusion, in closing, in short, in summary
10. sequence ----------- after, before, first,
meanwhile, subsequently, then
K. Across the Curriculum

Enumerate laws passed/ promulgated to protect
our environment.
H. Evaluating J. Fill in the blanks with the correct Let the students
Learning discourse markers to complete the work as a group
given sentences. Be able to identify composed of
their functions. 5 to 6
1. Words of refusal must be chosen members. Other
carefully (and) must be said with the possible answers
correct manner. (addition) can be given.
2. It must be done (in order) not to
offend others. (reason)
195
3. (Although) it may be difficult to control your
emotions, it is important that you must remain
calm. (contrast) 4. Be firm, (but) refrain from
yelling. (contrast)
5. Many people often eat in restaurants
(especially) in fast food stores.
(emphasis)
6. (For this reason) it is not a simple matter

to maintain a well-balanced diet. (effect or
result)
7. (In the first place), why do we want meat
at all? (sequence)
8. Fruits and vegetables are very nutritious.
(For example) children who often eat them are
healthier and stronger. (example)
9. Processed foods must be avoided
(because) they contain bacteria that are
harmful to our health. (reason)
10. (Finally) children must be guided by their
parents in choosing the right food to eat.
(conclusion)
L. Additional Group
activities Activity
for This is
applicati an
on or individu
remediati al
on output
for
advanc
ed
learners
Independent Practice . The
Write a short paragraph which is about average
taking good care of our environment learners
which is the most important thing we will form
can do for the next generation. Use small
discourse markers. groups of
5-6
members
.
V. REMARKS
VI.
REFLECTION
196
Learning Area:
Teacher: English
I. Objectives
A. Content Standard The learner demonstrates understanding of how world
literature and other text types serve as ways of
expressing and resolving personal conflicts, also how to
use strategies in linking textual information, repairing,
enhancing communication, public speaking emphasis
Standard text using a variety of persuasive techniques and
devices.
C. Learning EN10LT-IF-2.2.3 Determine tone, mood, technique and
Competencies/ purpose of the author.
Objectives EN10WC-IF-12.3 Compose a persuasive text of three
paragraphs expressing one’s stand on an issue.
II. Content • Determining tone, mood, technique and purpose of
the author.
• Composing a persuasive text
III. Learning
Resources
A. References
197
Celebrating Diversity Through World Literature pp.84

–
104
2. Learner’s Material Celebrating Diversity Through World Literature pp.92 1 08
3. Textbook pages Communication for Progress pp.202 – 203

4. Additional http://www.google.com
Materials from
Learning
Resource (LR)
Portal
B. Other Learning Hand-outs of the essay
Resources
A. Reviewing B. Developing vocabulary/ concepts
previous Here are some words taken from the essay you
lesson and are about to read. Determine the synonyms of the
presenting given words by filling in the blanks with letters to
the new complete their meanings.
lesson
a. prevalence w _ _ _ s _ _ _ _ d
(widespread)
b. malady d__o___r
(disorder)
c. ingrained I__t____d
(instilled)
d. anarchy l_w___s___s
(lawlessness)
e. perverse u____s_____e
(unreasonable)
198
B. Establishing a B. Pre-Listening
purpose for the lesson/ 1. Motivation
activating prior a) Work in pairs and do “Mind Map” or semantic
knowledge map below. Provide words or related ideas to the
middle figure.
Punctuality
M. Motive Question
What is our hard-to-break habit?
C. Presenting C. While Listening
examples/ instances of Let the students jot down the words that express the
the new lesson writer’s tone, mood, purpose and technique.
D. Discussing new D. Post Listening

concepts and Comprehension Check (to be answered orally)
practicing new skills 1. What is our hard-to-break habit?
2. What happens to our national pride as a
country every time foreigners comment on it?
3. What is its effect to the entire Filipino
nation? 4. Why is coming late to an
appointment a disrespect for the time of
others? Explain.
5. What are other examples of lack of
respect for the rights of others?
6. When we say “Filipino time” does it mean
“on time”?
7. How do you feel when you’re late? What
do you usually say? Mention instances.
8. How can you avoid tardiness or coming
late?
9. What do you feel while reading the
essay?
10. What do you think is the attitude of the
author towards the subject? (punctuality) 11.
What is the author’s purpose in writing the
essay?
12. What style or technique did he use?
E. Developing Mastery E. Language in Focus
1. What is the main or central idea of each
paragraph in the essay? Do the facts support
the thesis statement?
2. Is the thesis statement in the beginning,
middle, or at the end?
3. Which paragraph in the essay:
a) elaborates a point in the preceding
paragraph and cites a fact
b) introduces the problem
199
c) pursues a point further, cites examples, and
proposes a course of action
d) analyzes a situation that calls for change
4. What kind of essay is the text? Why?

5. Which of these methods was used by the
writer to organize the details?
a. Inductive method (Supporting facts and
evidence → Generalization)
b. Deductive method (Generalization/ Thesis
Statement → Supporting facts)
N. Finding practical O. Using the device called cause-and-effect
applications of relationship, think of a social problem affecting our
concepts and country at present. Fill in the chart below.
skills in daily living Causes Effects
G. Making G. What is a persuasive essay? What is its main

generalizations and purpose? How is it written?
abstractions about the
lesson Persuasive essay also known as argumentative
essay, utilizes logic and reason to show that one idea
is more legitimate than another idea. It intends to
convince readers to believe in an idea and to do an
action. Many writings such as critics, reviews, reaction
papers, editorials, proposals, advertisements and
brochures used different ways of persuasion to
influence readers.
A well-organized persuasive essay has three critical

elements/ parts:
1. Introduction paragraph
2. Body paragraph
3. Conclusion paragraph
Steps on How to Write a Persuasive Essay
1. Choose a strong argument for your thesis
statement
2. Support each statement with evidence
3. Choose your audience
4. Choose Online Help Wisely
5. Use your best skills to convince (Present
information visually)
H. Evaluating Learning H. Write your draft of a persuasive Let
essay based on any of the given topics advanced
below. Apply the concepts you’ve learners
learned on how to develop it. write their
1. Join a cause-oriented organization own
dedicated to a pollution-free outputs.
environment. Average
2. What people do is the main cause learners will
of global warming form small
groups
200
3. Every public place should have Wi- consist of 5
Fi to 6
4. Families must spend more time members.
together
5. The use of alternative medicine
J. Additional activities J. What are simple virtues that should be taken to
for application or heart to effect notable changes in the life of Filipino
remediation people? Illustrate using the semantic map.
Assignment/
Agreement
V. Remarks
VI. Reflection
201
Time and First Quarter: WEEK 7-DAY 1
Date:
I. OBJECTIVES
information, repairing, enhancing communication, public
speaking emphasis markers in persuasive texts, different forms
Standard a variety of persuasive techniques and devices.
C. Learning Compare new insights with previous learnings. EN10RC-

Competencies/ IF21
Objectives Use modals. EN10G-IF-3.6
II. CONTENT • Using modals
• Comparing new insights with previous learnings.
III. LEARNING
RESOURCES
A. References
1. Teacher’s Celebrating Diversity Through World Literature, pp.84-104

Guide pages
202
2. Learner’s Celebrating Diversity Through World Literature, p.104
Materials pages
3. Textbook
pages
4. Additional https://www.futurelearn.com/courses/climate-
Materials from smartagriculture/0/steps/26565)
Learning
https//www.englishgrammar.org/modals-worksheet/I
Resource
https//www.englishgrammar.org/modal-auxiliary-verbsexercise-
(LR) Portal
6/
B. Other Handouts of the excerpt (main text)

Learning Worksheets on modals Crossword
Resources puzzle
A. Reviewing
previous lesson
A.PRE-READING
or presenting the
new lesson 1. Unlocking of difficulties
Let the class fill in the missing letters in the puzzle to
complete the word defined.
203
DOWN ACROSS
1. greatness of size or amount (magnitude) 3.
of ample or
considerable
amount, quantity, size,
etc.
(substantial)
2. to increase the severity, bitterness or violence;
4. making one feel Aggravate (exacerbate)
think about serious
matters (sobering)
(Note: The teacher may use structural analysis as given below in the
unlocking of difficulties for the average learners.)
COMPLETE ME!
Supply the missing letters to form the word being defined.
1. M_G N I T_ D E- greatness of size or amount (magnitude)
2. E X _ C_ R B _ T _- to increase the severity, bitterness or
violence; aggravate (exacerbate)
204
3. S C _ R C _ - insufficient to satisfy the need or
demand;
not abundant (scarce)
4. _U B S_ _N T I _ L - of ample or considerable amount,
quantity,
size,etc. (substantial)
5. S O _ E _ I N G - making one feel serious or think about
serious
matters (sobering)
6. M _ T _ G _ _I _ N - the act of lessening the force or
intensity of
( mitigation)
B. 2. Motivation
Establishin
The teacher lets the class watch a short video clip featuring natural
g a
disasters caused by climate change.
purpose
for the What do you notice about the price of agricultural crops these past
lesson/ few days? What do you think could be the reason for the rising price
Activating of agricultural products?
prior
knowledge 3. Motive Question
What is one major effect of climate change on food production?
C. Presenting
examples/
First
instances of
reading
the new
of the
lesson
selection
: Read
aloud by
the
teacher;
students
listen.
B. DURING READING/
PRESENTATION Second
reading
Read aloud by the teacher; students of the
listen selectio
Second reading will be done orally n will
through group reading by paragraph. be
done
Note: Pls. refer to the link below , An through
excerpt from the article on “ Impact guided
of Climate Change on Agriculture” reading
205
D. C. COMPREHENSION CHECK (to be answered orally during the
Discussing discussion)
new
1. What is one major effect of climate change on food
concepts
production?
and
practicing 2. What are examples of natural calamities caused by
new climate change that have adverse (ill effects) effects on
skills agriculture?
3. What particular phenomenon mentioned in the article
poses a big threat to agriculture?
4. How will this affect production?
5. If these periods of extreme high temperature will not be
mitigated, what could be the ultimate effect of this on human
beings?
6. As a student, how can you help in your own way to
lessen global warming?
7. What does the article want to impart to us?
E.
Developing
mastery
D. GRAMMAR/ LANGUAGE in FOCUS

Based on the selection, determine how the underlined words
function in the sentences below:
1. Food may become more expensive as climate
change mitigation efforts increase energy prices.
2. Climate change can result in food insecurity.
3. It is likely that the global mean surface air
temperature will increase by 0.4 to 2.6 degrees
Celsius.
4. Increased drought incidence may exacerbate existing
issues around food security.
5. Heat waves can cause heat stress in both animals
and plants and have a negative impact on food
production.
E. ANALYSIS QUESTIONS
1.
How do the underlined words function in each of the given sentences?
2. Can you give other examples of sentences using any of the
modals used in the previous sentences?
F. Finding Let the class list down at least 5 means of combating problems in
practical agriculture caused by climate change.
206
applications
of concepts
and skills in
daily living
G. Making MODAL verbs are auxiliary verbs that add meaning to the
generalizations main verb in a sentence by expressing possibility, ability,
and abstractions permission, obligation, necessity, intention, possibility or
about the lesson remote possibility.
H. Evaluating F. APPLICATION EXERCISE (To be answered

learning individually by the students.) Choose your answer from
the words inside the box.
CAN- COULD MAY-MIGHT
SHALL-SHOULD WILL-WOULD
MUST OUGHT TO
1. If you are the owner of this bull, you_______be able to

tell us which of its eyes are blind. (necessity)
2. I ______do something to help them.(obligation)
3. _________you take care of my dog for a day? (polite
request)
4. In the not-so-distant future, humans______colonize
Mars.(possibility)
5. My grandmother is eighty-five, but she_____still read
and write without glasses. (ability)
6. There was a time when I _____stay up very late.(past
ability)
7. It is snowing outside, so I _____ stay at home.
(intention)
8. Our country _____ become a superpower by 2025.
(possibility)
9. She _____ sell her home because she needs money.
(weak or remote possibility)
10. We __________ exhaust means to help save the
environment.
Key:1. Should 2. Must 3. Will 4. May 5. Can 6. Could 7. Will

8. May
9. might 10. Should/ ought to
207
J. Additional Independent Practice Write five sentences
activities for stating how you will
application or With a partner, write a short
contribute in solving
remediation paragraph (of 7-10 sentences) about
the food security
your own resolution to help solve the
crisis that our country
food security crisis that our country
is facing at present.
is faced with. Use modals in your
Assignment/
sentences.
Agreement
Use appropriate modals

in your sentences.
V. REMARKS
VI. REFLECTION
208
School: Learning Area: ENGLISH
Teacher: Grade Level: 10
Date and Time First Quarter: Week 7, Day 2
I. OBJECTIVES

and resolving personal conflicts, also how to use strategies in
lining textual information, repairing, enhancing communication
in public speaking, emphasis markers in persuasive texts,
different forms of modals, reflexive and intensive pronouns.
C. Learning
Competencies
Point out the effectiveness of the devices used by the

speaker to attract and hold the attention of the listener
EN10LC-Ie-14.1
 describe Aristotle’s rhetorical appeals that a
speaker can use to attract and hold the attention of
an audience
 identify the rhetorical appeals used in a given
extract from speakers
II. CONTENT Describing and identifying Speakers’ Rhetorical Appeals to

Persuade an Audience
A. References
1. Teacher’s
Guide Pages
2. Learners’
Materials Pages
209
3. Textbook
pages
4. Additional
Materials from the
Learning
Resource
(LR) Portal
C. Other https://vividmethod.com/great-movie-speeches-2-minutes9-
Learning examples/
Resources D.
http://clipart-library.com/clipart/6iyk4kMin.htm
III. PROCEDURE
Task I – Getting Started

A. Reviewing
previous 1. Ask: Are you familiar with panel discussion? Tell us more
lesson or about it.
Presenting 2. Tell them that at the end of the week, they will be presenting
the new a panel discussion and that the lesson for today will help
lesson them to be a good speaker in any speaking situation,
including panel discussion.
3. Inform them that they will be doing a series of activities that
will help them to gain knowledge and skills in preparation for
the panel discussion.
B. Task 2: Let’s Play Detective

Establishin IV. Instruct them that they will be watching two videos of
g a two speakers from the movies “The Verdict” and
purpose “Fair Game”.
for the
V. Let them closely observe the speakers to be able to
lesson answer the following questions:
VI. What do you like in Speaker 1 and 2 as they delivered
their message?
VII. What didn’t you like in the way they delivered their
respective speeches?
VIII. What words, expressions or sentences did you like
most in their speeches? Why do you like them?
210
C. Presenting
examples/
instances
of the new
lesson
Task 3: Let’s Expose our Findings

1. After watching the video, have the students fill up the
following table :
Observations Speakers
(manner of Speaker 1 Speaker 2
delivery)
Words and
expressions
I like most
2. Have them present their output by group. Have them explain

their answers.
211
212
the teacher prepared (see Appendix C Rhet
and ori
Senten Exam
fills up the table below: cal
ce No. App ple
eal
Each group reads

as teacher flashes
Rheto - at least 10 meta
Sentence
No.
rical Example strips with sample
Appeal sentences. The
(teacher ( student groups identify the
can refer s can strategy (whether
to refer to
logos, pathos,
exercise handout
s given – s)
ethos) and identify
appendix what example
c) each sentence
belongs. Then
example ethos speaker’ they give the effect
s own
of each to the
qualifica
tion and
audience. first
expertis group to give the
e in the correct answer will
subject get 1 point each
for columns A and
B and three points
2 . Teacher can assign for column C if
each group to research they can explain
from their textbooks/ LMs, the effect..
or to give their own
examples of sentences
Each group is
They fill up the table as called to explain
follows: the output.
Strategy:
____________
Research Examples
Sample of Strategy
Each group is called to explain the output.
G. Discuss the following:

Find 1. Aside from the gift of life, one other personal gift given to us by our
ing Creator is our ability to communicate. What should we do with this
prac gift? How should we do that?
tical
appl 2. Cite some names of businessmen, professionals, politicians and
213
icati government officials, religious men and
on
of
con
cept
s
and
skill
s in
dail
y
livin
g.
women and those who had speech defects but who tried to
develop their speaking abilities and became successful in their
endeavor because of their powerful speeches.
(Other known personalities in the community or localities can also be

included)
H. Making Ask:
generali 1. What is rhetoric?
zations 2. What are the three persuasive ways of speaking?
and 3. How do we use logos, pathos, and ethos to make our
abstract speech more appealing?
ions
about
the
lesson
I. Evaluating Replay the two video clips and have them fill in the following table:
learning Rhetorical Appeal used (extract
Speaker sentences from their speech)
Logos Pathos Ethos
Speaker 1
Speaker 2
2. Have them answer the question: Which speaker had a greater

impact on you as a listener? Why?
(For average learners, teacher can distribute the transcripts
– Appendix A1 and A2 - while students listen)
214
J. Other List down other ways
Activities great speakers do to
for capture the attention of
Enhancement their audience
or
Ref.:
Remediation https://www.inc.com/sim
swyeth/how-to-capture-
andhold-audience-
attention
List down other ways great

speakers do to capture the
attention of their audience
Ref.:
V. REMARKS
(Indicate special cases including but not limited to
continuation of the lesson plan to the following day in
case of re-teaching or lack of time, transfer of lesson
to the following day, in cases of class suspension,
etc)
VI. REFLECTION
(Reflect on your teaching and assess yourself as a
teacher. Think about your students’ progress this
week/this day. What works? What else needs to be
done to help the students learn? Identify what help
your instructional supervisors can provide for you so
when you meet them, you can ask them relevant
questions.
B. No. of learners who require additional activities for

remediation (those who scored below 80%)
C. Did the remedial lessons 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 worked well? Why

did these work?
F. What difficulties did I encounter which my principal
or supervisor can help me solve?
215
G. What innovation or localized materials did I use/
discover which I wish to share with other teachers?

I.
OBJECTIVES
personal conflicts, also how to use strategies in lining textual
216
B. The learner composes a short but powerful persuasive text using a
Performance variety of persuasive techniques and devices.
Standard
C. Learning Employ the techniques in public speaking in a sample public
Competencie speaking situation
s EN10OL-Ie-3.16.1
Using words and expressions that emphasize a point EN10G-Ie-26
II. CONTENT • Employ the techniques in public speaking

• Using words and expressions that emphasize a point.
III. LEARNING
RESOURCES
A.
References
1. Teacher’s
Guide
Pages
pp. 69 -83
2. Learning
Materials pp. 87-89, 90-91
Pages
3. Textbook
Pages
4. Additional
Materials
from
Learning
Resource
(LR) portal
217
B. Other http://depedbohol.org/v2/wpcontent/uploads/2015/11/1stquarter.f
Learning inal-English-10.pdf
Resources http://www.google.com/amp/s/m.wikihow.com/Conduct-apanel-
discussion%3famp=1 https://www.toastmasters.org
https://flippedtips.com>crit3
power point slides, laptop, projector
IV. Advanced Average

PROCEDURE
S
A. Reviewing Challenge the students to think of and share to the class another
previous story, television program, movie that portrayed a lesson about
lesson or winning over challenges.
presenting
new lesson
B. Activity 1- Thoughts for Today
Establishing * Share your thoughts/imaginations about the following:
a purpose for - kind of challenge you don’t want to meet
the lesson - kind of challenge you prefer to meet
* Give reasons to support your thoughts *Do an oral

recitation for this.
(Call several students only)
C. Presenting Concept Note:

examples/insta Public Speaking occurs when you give a speech before a live
nces of the audience.
new lesson
Effective public speaking techniques:
1. Focus on your topic
2. Remember your speaking goal
3. Support your main points
4. Tell a story
5. Use presentation tools wisely
6. Practice your speech
7. Work with a coach (optional)
8. Use catchy hook or words that appeal to emotion 9.
Use words or expressions that emphasize a point
a.
Examples:
Accordingly however nevertheless

Also indeed otherwise
Besides instead similarly
Likewise still consequently
Conversely meanwhile subsequently
Finally m oreover then
Therefore furthermore nevertheless
Hence next thus
b. Use transitions to emphasize a point
Examples:
In most cases 218

I believe
Another key point
For this reason
In fact
Most important informatio n
On the negative side
Use conjunctions, conjunctive adverbs or parenthetical to

emphasize your points.
To point out
With this in mind
Ref: https://www.toastmasters.org
https://flippedtips.com>crit3
Activity 2- Report for Today
Let the students evaluate the speakers who presented their

thoughts in the previous activity, “Thoughts for the
Day”
Accomplish the Speaker’s Report Card below.
__________________ Speaker’s Name
219
Techniques used
Focus on the topic
Remember the speaking goal
Support the main points
Use presentation tools
Showed that there’s practice
Use of catchy hook
220
Use of words or expressions that emphasize a point
D. Discussing new concepts and practicing new skills #1

Then, the teacher explains to the students the culminating task: Participate in a short but
meaningful Panel Discussion on winning over personal challenges. Also, the rubric is
presented.
CONCEPT NOTE:
A Panel Discussion is a form of group speaking where the panel express their opinion,
observation about the issue at hand.
It is often used to delve into politics, issues affecting communities and academic topics.
It involves a group of people gathered to discuss a topic in front of the audience-there are
the panelists and the moderator.
How to Conduct a Panel Discussion
1. Putting a panel together

a-Choose a moderator who has the ability to control the event.
b-Choose four or five panelists only. Too many panelists will negatively affect timing and
the liveliness of the discussion.
c-The moderator and organizers should develop a list of 46 pre-event interview questions
to the panelists.
d- The moderator then, develop a final list of questions for the actual event, based on the
interview.
2. Planning the panel discussion
a- Don’t put the panelists behind a table.

b- The best set up is panelists in a slight semi-circle comfortable chairs
c- Only put enough seats for the expected attendees so they sit close to the front and
the interactions are better. d- Have a good microphone system. e- Have the perfect
timing.
Panel discussion must not be more than 40 minutes leaving the 20 minutes for audience
questions/participation.
3. Moderating a panel discussion
a. The moderator must be very active at all times, keeps things moving and
prevents any one panelist or audience member from taking over.
221
b. He does the introduction of the panelists.
c. He asks questions, calling on 1-2 panelist for each question in a way that
elicits those interesting stories and opinions.
d. Give a couple of audience members a chance to participate.
Ref:
http://www.google.com/amp/s/m.wikihow.com/Conduct-apanel-discussion%3famp=1
After the discussion solicit questions from the students. Let them formulate questions about
panel discussion.
Encourage clarifications from them.
E. Discussing new concepts and practicing new skills #2
Let the students prep are for the planning phase of the
panel discussion.
Task 3 - The Right One

Refer to LM p. 90
F. Developing mastery (leads to formative assessment 3)
* Check on the students who are chosen as the moderator and the five panelists.
*Remind them of their roles and duties.
*Ask them of the techniques they will employ to be an effective speaker.
*Let the panelists write/draft their speech on winning over challenges.
G. Finding practical applications of concepts and skills in daily living

For example, you become a public servant, a leader of an organization in your community,
how would you get the attention of your audience/listeners every time you would gather
them in a meeting?

1. What is public speaking, how does it differ from other forms of oral speaking?
2. How can one be an effective public speaker?
222
I. Evaluating Learning
Let them do a mock/sample panel discussion. (They will read the persuasive essay they
had written previously.) This will be a try-out of the final panel discussion they will
present as their Culminating Task.
V. REMARKS
VI. REFLECTION
223
School:
Grade Level:
10
Teacher:
Learning Area:
English
Date:
First Quarter:
Week 7, Day 4
I. OBJECTIVES
A. Content Standard
serve as ways of expressing and resolving personal conflicts, also how to use strategies
in lining textual information, repairing, enhancing communication public speaking,
emphasis markers in persuasive texts, different forms of modals, reflexive and intensive
pronouns.
B. Performance Standard
The learner composes a short but powerful persuasive text using a variety of persuasive
C. Learning Competencies
Employ the techniques in public speaking in a sample public speaking situation
EN10OL-Ie-3.16.1
Using words and expressions that emphasize a point EN10G-Ie-26
II. CONTENT
• Employing techniques in public speaking
• Using words and expressions that emphasize a point
III. LEARNING
RESOURCES
A. References
224
Pages
pp. 69 -83
2. Learning Materials
Pages
pp. 90-91
3. Textbook Pages
4. Additional Materials from Learning Resource (LR) portal
B. Other Learning Resources
IV. PROCEDURES
CULMINATING ACTIVITY
To participate in a short but meaningful panel discussion on winning over personal
challenges.
A. Before the Activity
- Let the students prepare for the Culminating

Activity.
- Check on the organizer, moderator and panelists.
- Check on the set up: a. Venue
b. Chairs
225
c. Microphones
d. Others
B. During the Activity
A. Reviewing previous lesson or presenting

new lesson
B. Establishing a purpose for the lesson
C. Presenting examples/instances of the new lesson
F. Developing mastery
(leads to formative assessment 3)
- Let the students present the Panel Discussion on winning over challenges in life.
C. After the Activity
- Evaluate the performance of the students using the rubric for a panel
discussion
- Do the feedback activity/ Post Observation activity
I. Evaluating Learning
V. REMARKS
VI. REFLECTION
226
School: Grade: 10
Dates: First Quarter: Week 8, Day 1
I. OBJECTIVES
A. Content Standards: The learner demonstrates understanding of how
world literature and other text types serve as ways of
expressing and resolving personal conflicts, also
how to use strategies in linking textual information,
repairing, enhancing communication, public
pronouns.
227
B. Performance The learner composes a short but powerful text using
Standards: a variety of techniques and devices.
C. Learning Compare new insights with previous learnings. EN10
Competencies/Objecti RC- Ih-21
ves: Write the LC Code Differentiate formal from informal definitions of
for each words.
EN10V- Ih- 13.9
• Comparing new insights with previous
II. CONTENT learnings.
• Differentiating formal from informal definitions
of words
III. LEARNING
RESOURCES
D. References
1. Teacher’s Guide Pages p.84-85
1. Learner’s Materials
Pages p. 92-96
2. Textbook Pages Bermudez et al. English Expressway IV. 2007. Pp.
35-37,56,75,196,209,224,244,259,277
3. Additional Materials
from Learning
Resource (LR) portal
E. Other Learning Learner’s Material, Worksheets, chalk board, meta
Resources strips, sample essay, laptop, projector
IV. PROCEDURES
228
A.Reviewing Previous Introduce to the students the topic of the lesson:
Lesson or Presenting the Differentiating Formal from Informal Definitions of
New Lesson Words
Inform the students that their main output for the

week is a well-written persuasive essay.
Ask the students of their ideas/background knowledge

about persuasive essay. Distribute meta strips where
they will write their responses then, let them post it on
the board.
229
230
Let the students do the Venn diagram to
compare their insights about the people with
two-in-one culture orientation
AplDAp The Writer
H. Discussing New Task 2 – It’s Time to Define

Concepts and Read the sentences below and study the underlined
Practicing New Skills words and the given meaning.
#2
1. Throughout high school I chose to

ignoremy
Filipino side.
IGNORE – to refuse to show that yousee or you
hear something.
2. The most important thing for me wasfittoin–

wear the latest clothes, listen to the coolest music,
speak the slang spoken between friends.
FIT-IN –to be in a group.
3. If anyone asked me my ethnic background, I

emphasizedthat I was half-white, leaving out that I
was half-Filipino.
EMPHASIZED – being stressed or pointed out.
4. Since I came to college I have been exploring the

Filipino culture. This is a step toward true
recognition
of my Filipino identity.
RECOGNITION - the act of accepting that something
or someone is true or important.
5. My Filipino heritage has been waiting to be

exploredfurther.
EXPLORED – the act of looking at something in a
careful way.
6. This process of integration bridges the two

identities hat
t make who I am.
INTEGRATION – the process of finding a function
whose differential is unknown.
Questions:
1. What did you observe in the definition of the
words in sentences -13 and the words in sentences
4-6?
231
2. Were the format of the definitions the same?
3. Do you know what type of definitions are used?
CONCEPT NOTE:
The two types of definitions that are commonly used
are:
1. INFORMAL – connotation
- uses one’s own idea or experience which
can be associated to
the word.
- usually a synonym or antonym or a short
phrase written in parentheses.
Example:
The organization of parents has
a communal(shared
by members of the group) garden which support the
program of a Green School.
2. FORMAL – denotation
- direct, literal meaning of the word is
provided.
- dictionary meaning
- has three (3) parts:
a. the term being defined;
b. the class to which the word belongs;
c. the differentia or feature that distinguish the term
from other words.
Example:
The heartis an organ that pumps blood through the
body.
I. Developing Mastery Advanced Learners Average Learners
232
(Leads to Formative Divide the class into five Divide the class into
Assessment 3) groups and let them do the five groups and let
task. Then have them them do the task. Then
present their work. have them present
their work.
Task 3 – Formal vs.
Informal Task 3 – Denotation
vs. Connotation
Define the following Define the following
underlined words. words by using the
Give its formal and informal dictionary and by
definitions. giving your own idea
that associate to the
1. He is sorting out the word. 1. Computer
problem of the computer. 2. License
FORMAL – INFORMAL- 3. Culprit
4. Email
5. Presentation
2. The traffic cop is checking

Denotation vs.
the record of the driver’s Connotation
license. 1.
FORMAL - INFORMAL 2.
– 3.
4.
3.The investigator found out 5.
who the culprit was.
FORMAL – INFORMAL
–
4. I got an email
today.
FORMAL – INFORMAL
–
5. David was
satisfied with his
presentation.
FORMAL – INFORMAL
-
J. Finding Practical Cite situations where you can use formal and informal
Applications of definitions of words.
Concepts and Skills in
Daily Living
233
K. Making
Generalizations and
Abstractions about
the Lesson
Ask:
How can you define words?
How do you give formal definition?
How do you make informal definition?
L. Evaluating Learning 1. Differentiate formal from informal

definition of words by completing this grid:
Formal Definition Informal Definition
2. Give Formal and Informal definitions of

the following terms:
1. Asian
2. Culture
3. personality
M.Additional Activities Students will write a short paragraph (three to five
for Application or sentences) about any of the topics given using both
Remediation the formal and informal definitions of words.
1. Hindrances
2. Success
3. Social Media

234
Week 8, Day 2
Date: First Quarter:
I. OBJECTIVES
Standards literature and other text types serve as ways of expressing
and resolving personal conflicts, also how to use
strategies in linking textual information, repairing,
enhancing communication, public speaking, emphasis
B. Performance The learner composes a short but powerful text using a

Standards: variety of techniques and devices.
C. Learning Draw generalizations and conclusions based on the

Competencies/objec material viewed.
tives EN10VC-1h 1.5/2.5
Draw similarities and differences of the featured selections
in relation to the theme.
EN 10 LT-1h 2.3
II. Content
 Drawing generalizations and conclusions on the

material viewed
 Drawing similarities and differences of the
featured selections in relation to the theme.
III. LEARNING
RESOURCES
A. Reference
1. Teacher’s Guide p. 86-87
235
Pages
2. Learner’s p. 92-94
Materials pages
3. Textbook Pages p. 93-94
4. Additional
Materials from
Learning Resources
(LR) portal
B. Other Learning 1. https:simplelifestrategies.com
Resources 2. https://www.m.theartstory.org
3.pinterest.com
4. Quotemaster.org
5.propertyrnews.com
6. Quotefancy.com
IV. PROCEDURES
A. Reviewing Present the two big words to the class using a concept
previous lesson or map. Let the students add their ideas, learnings and
presenting the new knowledge about the big words- challenges and
lesson opportunities.
b. Let the students cite names of personalities or ask them if they have
Establ watched a video or movie that shows people who turned their
ishing challenges into opportunities.
a
purpo
se for
the
lesso
n
C. Have the students watch a video clip of Pilipinas Got
Presenting Talent 2018 Wheelchair Dance (Julius and Rhea
examples/ Wheelchair Dance Duo)
instances
of the new
lesson
D. For Advance Learners For
Discussi Think-Pair-Share Average
ng new Have students work in pair and use the details of the Learners
concepts video clip to answer Questions on the topic “Turning Ask the
and Challenges into students
practicin to watch
g new the
skills video.
#1 Process
the
activity
by
answerin
g the
following
questions
:
1.
236
Di
d
yo
u
enj
2. Which details in the video oy
show the th
Importance of turning e
challe nges into pe
Opportunities? rfo
3.What could be the rm
motivation of the player in an
achieving his goal? ce
4. What ?
conclusion/generalization can 2.
be drawn in the story? Ho
w
did
yo
u
fe
el
wh
ile
wa
tch
ing
Opportunities” Answer: th
1. What does this video tell about challenges and e
opportunities? vid
eo
?
3.
De
scr
ibe
th
e
pe
rs
on
a
in
th
e
vid
eo
?
4.
W
ha
t
did
th
e
pe
237
rfo
rm
an
ce
tell
yo
u?
E. Divide the class in five groups. Have them read two Task:
Discussi stories about turning challenges into opportunities. Draw Have
ng new similarities and differences of two stories using a graphic the
concepts organizer Venn diagram. students
and read the
practicin two
g new stories.
skills Draw
#2 differenc
es and
similariti
es
based
on: a.
theme
b. attitude
of the
character
F. From the stories read let the students write a short
Develo paragraph on how the two characters turned challenges
pment into opportunities.
master
y
(Leads
to
Formati
ve
Assessmen
t 3)
G. Finding Invite students to share their personal Experiences on
practical winning over challenges.
application
s of
concepts
and skills
in daily
living
H. Making Ask
generalizati Have the students draw abstractions on winning over challenges.
ons and
abstraction
s about the
lesson
I. Divide the class into four groups. Have each group draw Task:
Evaluating generalizations on the theme 1. Have
learning “Turning Challenges into the
students
238
Opportunities” by doing the winning over
following tasks: challenges.
Group 1- Sing a song about 2. Identify the general
winning over challenges. idea conveyed by the
Group 2- Deliver a choral quotes. read
speech on dealing with ”Turn a setback into a several
challenges. comeback” inspiratio
Group 3- Write a letter to ”Running Away From nal
someone giving on him advise Your Problem Is A Racequotes
on turning challenges into You’ll Never Win” “The on
opportunities.
struggle you’re in today
Group 4- Write a slogan about
is developing the strong
winning over challenges. you need for tomorrow”
“Don’t limit your
challenges ;challenge
your limits. Each day
we Must strive for
constant and never
ending
improvement”
J. Additional Invite students to post on their FB account a “shout out”

activities for on turning challenges into opportunities.
application or
remediation.

Dates: First Quarter: Week 8, Day 3
I. OBJECTIVES
a. Content The learner demonstrates understanding of how
Standards: world literature and other text types serve as ways of
expressing and resolving personal conflicts, also how
to use strategies in linking textual information,
repairing, enhancing communication, public
pronouns.
b. Performance The learner composes a short but powerful text using a
Standards: variety of techniques and devices.
c. Learning Show appreciation for songs, poems and other listening

Competencies/Ob texts. EN10 LC – Ih- 14.3
jectives:
(Write the LC Code Use modals may, might, can, and could. EN10G- Ih- 3.6
for each)
239
 Showing appreciation for songs, poems and
other listening texts
II. CONTENT  Using modals may, might, can and could.
III. LEARNING
RESOURCES
E. References
1. Teacher’s Guide p. 76
Pages
2.Learner’s Materials p. 87
Pages
3.Textbook Pages English Expressways IV pp. 298-300 English
of the New Generation 8, p. 16
4.Additional
Materials from
Learning Resource
(LR) portal
5.Other Learning “Go the Distance” lyrics
Resources www.lyricsg.com/172522/michael-bolton/go-thedistance
lyrics
Modal Verbs- Perfect English Grammar
www.perfectenglish-grammar.com
6.Learning Materials Copy of the song, Bluetooth speaker, laptop, projector,

manila paper, meta strips, chalk board
IV. PROCEDURES Advanced Average

a. Reviewing Present WISH, the big word, to the class and let them
Previous Lesson or share their special wishes in life.
Presenting the New
Lesson
240
b. Establishing a Introduce the song, Go the Distance, and give an input
Purpose for about its background.
the
Lesson
c. Presenting Let the students listen to Michael Bolton’s Go the Distance.
Examples/Inst Provide them with copies of the song.
anc es of the
Lesson
d. Discussing Task: Go the Distance Song 1.Ask
New students to group into four.
Concepts and 2. Have them listen to the song.
Practicing New 3. Pay attention to the underlined verbs in the lyrics. 4.
Skills #1 Process the activity by answering the following questions:
a. What do you feel while listening to the song?
b. What does the speaker in the song wish for?
c. What does the song reveal about facing
challenges?
d. How are the lines in the song related to
overcoming challenges?
e. What make you appreciate the song?
For the
Average
Learner
Group 2-
Divide the class into four Act out
groups. Have each group do the part
the following tasks: in the
For the Advanced Learner song that
Group 1 - Illustrate through a touched
drawing a person’s quest for you most.
success Group 3-
Group 4 - Make a collage Sing a
depicting success. different
song with
the
same
message
as “Go
the
Distance.”
1. Discussing New Points to

Concepts and To process the grammar lesson, ask these remember
Practicing New to the students: :
Skills #2 1. Have you noted the underlined
verbs/words used in the sentences or lines of Modals
the song? Will you give these sentences? are
2. What do you call these underlined verbs? auxiliary
3. How do they function in the sentence? verbs
performin
241
Then give input about the modals may, might, g specific
can. functions.
Some
examples
are: may,
might,
can and
could.
MAY is
used to
indicate:
a) future
possibiliti
es mixed
with
doubt
and
uncertain
ty. (ex.
He may
win the
race.)
b)
somethin
g we
allow or
give
permissio
n for (ex.
You may
leave
now.)
MIGHT is
used to:
a) used in
reported
speech for
past time.
(ex. May I
come in?
– direct
speech;
She asked
whether
she might
come in. –
reported
speech.)
b)
mig
ht
is
the
242
pas
t
for
m
of
ma
y.
c)
me
an
so
met
hin
g
les
s
like
ly
tha
n
ma
y.
(ex.
I
mig
ht
be
late
)
CAN – is
used to:
a) express
ability.
b) express
present
or
future
COULD –
is used to:
a) talk
about
what was
possible
in the
past, what
we were
able or
free to do.
b) the
past tense
of can.
243
2. Developing Underline
Mastery the
(Leads to modal
Formative Fill in the blanks with the that fits
Assessment 3) appropriate modals to each
complete the sentences. sentence.
.Use may, mig ht, can, could. 1.
1.Though that road____ Lydia(ma
wander, it will y, can) lift
lead me to you. these
2.You___leave now. iron bars
3. ____I come in with her
4. It ___Take a life time right arm
5.He_____ win the race. alone.
6.___I see your payment 2. (W
sir?. ill, May) I
7. My brother___ s wim when come in?
he was five years old. 3. Sh
8. I _____II see your e said
payment ,sir . she
9. I ____sing for you. (must,
10.___I go with you. might) be
late.
4. The
door was
shut and
locked.
No one
(can,
could)
open it.
5. My
teacher
(may,
might) be
late
today. 6.
You (can,
could)
submit
your
project
anytime
you want.
7. She
(may,
might)
be
there
when
you
call. 8.
(Can,
Could)
you
pass
the
244
menu?
9.
She( m
ay,
might)
come
tomorro
w or
next
week.
10.If my
mom
comes
home
early, I
(can,
could) visit
you and
help you
do the
project.
3. Finding List down tips on how to have a
Practical healthy body and mind using appropriate modal for each
Applications of sentence
Concepts and
Skills in Daily
Living
4. Making Ask:
Generalizatio What are modals?
ns and When do we use the modals may, might, can and could?
Abstractions
about the
Lesson
5. Evaluating Complete each sentence by writing the appropriate modal.
Learning 1. Althea’s job starts at 3:00 A.M. and ends at 6:00 P.M. She
__ be exhausted after such long hours of work.
2. I ___ hear the song, the fans wore outrageous.
3. Manny__ thrown several punches in a minute.
4.My mother __try this bacon.
5. __ I give suggestion?
6. When I was young, I__ run 100 meters.
7. I __solve this problem by myself.
8. She__ be the next Miss Universe.
9.Terry__ take a leave of absence from work next week.
10. Sandra says I __ bring this camera every weekend.
6. Additional Write a short dialogue using modals

Activities for
Application or
Remediation
IV. REMARKS
245
V. REFLECTION
A. No. of learners
who earned
80% in the
evaluation
B. No. of learners
who require
additional
activities for
remediation
C. Did the remedial

lessons 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?
School:
246
Grade Level:
10
Teacher:
Learning Area:
English
Date:
First Quarter:
Week 8, Day 4
I. OBJECTIVES
A. Content Standards
serve as ways of expressing and resolving personal conflicts, also how to use strategies
in linking textual information, repairing, enhancing communication, public speaking,
emphasis markers in persuasive texts, different forms of modals, reflexive and intensive
pronouns.
B. Performance Standards:
The learner composes a short but powerful text using a variety of techniques and devices.
C. Learning
Competencies/objectives
Employ the techniques in public speaking situation.
EN10 OL-Ih- 3.16.1
Compose a persuasive text of three paragraphs expressing one’s stand on an issue.
EN10 WC- Ih-12.3
II. Content
• Employing techniques in public speaking
• Composing a persuasive text expressing one’s stand on an issue.
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide Pages
247
p. 98
2. Learner’s Materials pages

p. 91
3. Textbook Pages
B. Other Learning Resources

Better Public Speaking Communication Skills Mind Tools .com
https://youtu.e/7Tev43VNRIc 1st Place, “Outsmart;
Outlast” Darren Tay
IV. PROCEDURE
A. Reviewing previous lesson or presenting the new lesson

We are done with our discussion of Modals may, might, can and could.
What does the modals may, might, can and could express?
b. Establishing a purpose for the lesson

Ask:
What qualities must a speaker possess in order to persuade his/her audience?
C. Presenting examples/ instances of the new lesson

Have students view a sample public speaking situation https://youtu.e/7Tev43VNRIc 1st
Place, “Outsmart;
Outlast” Darren Tay
248
Think- Pair- Share
Let students share their insights and observations about the manner, technique and style
of the different speakers whom they have watched in the video.
(Process the answers of the students)

Teacher discusses techniques in Public Speaking and discusses the persuasive text being
used by the speakers when they delivered their speeches.
(Applying the different techniques of Public Speaking)
F. Development mastery
(Leads to Formative
Assessment 3)
Divide the class into five groups. Each team will be
given topic to be developed.
Suggested topics: For
Advanced Learners 1. Regulating the use of gadgets among high school students
2. Students who are cyber bullies should be expelled from school. 3. LGBT should be
allowed to cross-dress. (Take note of your stand on these issues)
For Average Learner
1. Boys gossip more than girls do.

2. Students need to read more books.
Cite situations where persuasive text and public

speaking is significantly useful.
249
How do you write a persuasive text?

In public speaking how do we convince/influence our audience?
Performance -based assessment
Use the rubric in the LM to evaluate the written persuasive text/essay of the students.
J. Additional activities for

application or remediation.
Research about panel discussion.

Dates: First Quarter: Week 9, Day1
I. OBJECTIVES


Standards: text using a variety of persuasive techniques and devices.
C. Learning Differentiate formal from informal definitions of words.

Competencies/ EN10V-Ii13.9
Objectives: Draw generalizations and conclusions based on the
materials viewed. EN10VC-Ii1.5/2.5
250
 Differentiating formal from informal definitions of
words.
 Drawing generalizations and conclusions based on
II. CONTENT the materials viewed.
III. LEARNING
RESOURCES
F. References
4. Teacher’s pp. 86-87,97

Guide Pages
5. Learner’s Celebrating Diversity Through World literature, pp 12,93
Materials
Pages
6. Textbook
Pages
7. Additional projector, video, chalk, pen, speaker/audio
Materials from
Learning
Resource (LR)
portal
G. Other Learning  https://www.gogle.com/search?q=mandatory&oqm
Resources andatory&aqs=chrome
 https:www.google.com/search?client=ms-
androidasus-tpin&ei
 https://www.gogle.com/amp/s/www.aljazeera.com/
amp/news/2019/01/philippines-moves-
criminalliability-age-190122080333504.html...
 https://youtu.be/UTrb6i7gJAk
251
IV. ADVANCED AVERAGE
PROCEDUR
E
A. CONTEXT CLUES!
Reviewing The teacher will divide the GUESSIN
Previous class into five groups. Each G GAME!
Lesson or group will be given a cardboard The same
Presenting to use in the game where activity will
the students will write their be given
New Lessonanswers. Each item will be to the
read by the teacher twi ce and students,
students will write their chosen but the
the cardboard. The items will
letter
first group who will provide the be flashed
on answer will get the
correct on screen
corresponding points. The to facilitate
group with the highest score the game.
announced as winner.
will Juvenile crimes in the

be Philippines are the
hottest issue nowadays
1 the social media.
in
Youth
.
Adult
Elder
Grown Up
a
. The lawmakers are
b debating to lower the
criminal liability from 15
.
to 9 years old.
c
Responsibility
.
Asset
d Advantage
.
Edge
2
. The senators had a debate on the amendment of
the law on lowering of the criminal age in the
Philippines.
Reformation
a Retain
. Keep
b Remain
.
c
.
d.
252
3.
a
.
b
.
c
.
d
.
4. The criminal received the death penalty for

his heinous crimes. a. Moral
b. Likeable
c. Delightful
d. Bad
5. The group opposes the mayor and is trying to

find a candidate to run against her.
a. argue
b. accept
c. allow
d. support
6. There is a mandatory
meeting that we all must attend
as faculty members, so we can
have no excuse for being
absent
a. Compulsory
b. Optional
c. Voluntary
d. secondary
7. He who avoids
temptation avoids the sin .
a. trespass
b. innocence
c. goodness
d. morality
B.
Establishing a  What was your worst sins/deed committed? The teacher
Purpose for  Would you consider your act as a serious sins will list
the or minor one? Justify your answer. some of
253
Lesson common
( The teacher will call randomly the students to share sins that
their answer regarding the questions above) youth are
involved in.
a. Steal
ing
b. Fight
ing
c. Che
ating
d. Bully
ing
e. Lyin
g
f.
Which do
you think
from the list
of sins is
the most
grave?
Justify.
C. WATCH OUT! Philippine
Presenting Let the students watch the video and ask them to moves to
Examples/In take down notes of the important details reported in lower
stanc es of the news. criminal
the Lesson liability age
to nine
A
proposal to
lower the
age of
criminal
liability in
the
Philippine
to nine
years has
254
come under fire from
human rights groups and
legislators who warned the
move could harm rather
than protect children.
The justice committee

of the House of
Picture of people in an assembly References:
representative on Monday
https://youtu.be/AdzXYZWg5lI4
approved a bill proposing
to lower the age of criminal
liability from 15 to nine.
“This bill was brought
about by the alarming
increase in the number of
criminal syndicates using
minors to carry out
criminal acts based on
recent news reports,
“House justice committee
chairman Doy Leachon
said in a statement
defending the proposal.
Leachon told reporters

children not be imprisoned,
but would instead undergo
rehabilitation, reformation
and confinement” in
reformative institutions.
Crimes covered by the bill
were murder, parricide,
infanticide, serious illegal
detention, car-jacking and
violation of Dangerous
Drugs Act.
Under the proposed

law, a child above nine
years old but below 18
years old ,when they
commit an
offense ,would be
exempted from criminal
liability and intervention
unless they had acted
with discernment , in which
case the child shall be
subjected to appropriate
proceedings.
References:
https://www.gogle.com/amp
/s/www.aljazeera.com/amp/
news/2019/01/philippinesm
oves-criminal-liability-
255
age190122080333504.html
.
D. Google Me! : Informal Vs Formal Definition! Informal Vs

Discus Formal
sing The teacher will differentiate informal and informal LiabilitDefinition!
New definition of words by presenting examples. After y
Concep which, they will be asked to use a. An
dictionary/Webster, can browse the internet to fill obligation or
ts and
debt or
Practici in the box.
responsibility
ng owed to
New someone
Skill # 1 b. Accoun
tability
Oppos a. To
e disagree with
or disapprove
Words Formal Informal of something
Definition Definition or someone
b. Refuse
Amen A .The act of

Liability d process of
changing
Oppose the words or
meaning of a
Amend law or
document b.
Heinous Correct/Chang
e
a. Very bad or
Juvenile Heino Evil
us b. Horrible
Juveni a. Young a
Mandatory le Person
below legally
established
age of
adulthood b.
Teenage
256
a. Required by
Manda Law or
-tory compulsory
b. Required
Processing
Questions
1. What did you
notice in the
way these
words are
defined?
2. Given the
definitions of
the words in
the table,
which word is
defined
formally?
Informally? Put
check on the
column
provided.
3. How do
you
differentiate
definition A
from B?
4. Which is better
way to define a
word?
257
E. Pair Up! Thin
Discus The teacher will ask the students to look for a pair to perform k,
sing the task. Grou
New p
Conce Chat
pts Question 1: What is the video all about?
 The video is all about lowering the age of criminal &
and
liability in the Shar
Practic
ing Philippines Question 2: Based on the video clip, what e
New Skills are the serious crimes considered to be criminalized and will
#2 put the youngsters to jail? The
 murder, parricide, infanticide, car napping, serious teach
er
will
grou
p the
class
violation of the into
dangerous drugs five
Question 3 : Based in the cited (5)
crimes shown in the video clip, grou
Do you agree to lower the age ps to
criminal liability to penalize the perfo
said crimes? rm
 No , because children the
must undergo counseling task.
first and being branded as
a criminal will probably
have psychological and
emotional effects to the
children.
 Parents must be liable to
the crimes committed by
their children.
 YES . They deserve to be
punished for the crime
they committed.
 YES. They are already
aware of what they are
illegal detention, doing.
Question 4: Do you think lowering the minimum age of criminal

liability will decrease the crimes such as snatching, stealing,
illegal drugs involvement where youths are involved?
 YES. Because youth will be afraid to commit a crime if
they know that they will answerable to the law.
258
 YES. Parents and the community will be
aware of legal action that may be charge
against them if they will tolerate in juvenile
crime.
Questions 5: Do you think, the amendment of the

Law will provide a secure and better or friendly
and peaceful community to live in?
 No. Because the rights
of the child will be violated.
 YES. The number of
crimes will be lessen.
 YES. The youth will be afraid to commit
crimes since they will know that every crime
committed has a corresponding
punishment.
F. Let`s Do This!
Developin The class will be
g divided into 5 five
Mastery groups. Each
(Leads group will
to think/research of
the Advantages
Formati
and Disadvantages
ve to supply the box
Assess shown below. They
ment 3) will be asked to
Pros Vs Cons! present their output
The class will be divided into 2 in the class. After
groups. The class will have to which, they will
debate about the hot issue on state whether they
lowering the minimum age are in favor or not
criminal liability. in favor to the
issue. Then they
Group 1: In favor of lowering will help each
the criminal liability member to justify
Group 2: Will stand against the their answer.
lowering of the minimum age of
criminal liability. Minimum Age of
Criminal
The students will be given 5 Liability
minutes to research and Advantage Disadvantage
brainstorm about the tasked Crimes The law will
assigned to them. scenario in deprive the
the rights of the
Philippines child.
will be
lessened
259
G. Finding View and Make Judgment Share It!
Practical /Generalization  Let the students
Applicatio brainstorm of
ns of the video
Concepts watched about
and the “One-Armed
Lady and
Skills in Reference: https://youtu.be/UTrb6i7gJAk a One –

Daily Legged
Living Young
Man.
Each
group will
be given a
Picture of couple dancing copy of
 The students will take note important details about video and
the picture or video watched. will
discuss
View the drawing of “One - about
Armed Lady and a One - Legged
what does
Young Man” (a very unique and the video
unequalled ballet performance)
see how it relates to challenges imply.
and opportunities.  Ask the
Use the details of the drawing students
and the video clip`s clues to get share their
an idea of how one can turn to thoughts
challenges into opportunities. regarding
the video
Look closely at the drawing  Which
and reflect on what it details of
implies by answering these the
questions: drawing
show the
 Does it remind you of
importance
something or someone
of turning
you`ve heard of or met
challenges
in real life?
into
 What does this drawing
opportuniti
suggest about
es?
challenges and
 What
opportunities?
questions
 Which details of the
about
drawing show the
turning
importance of turning challenges into challenges
opportunities? into
What questions about turning challenges into opportuniti
opportunities do you still in mind? es do you
still in
mind?
260
H.  Reflect on what the quotation “Embrace each Three in
Making challenge in your life as an opportunity for control
Generali self- 1. Let them
zation transformation” by Bernie S. Siegel and form a
and triads, and
Abstracti list down at
on about least three
the question
Lesson about
challenges
and
opportunitie
s that they
relate its message to what the drawing hope to be
depicts. answered in
this lesson.
Answer: We can face our challenges in life and 2. Let them
turn them to opportunities. take turns in
sharing
these
questions
and find
what they
have in
common.
Check them
against this
essential
question: How
do
I turn
challenges to
opportunities
I. On your paper, copy the figures as shown below and list (The same
Evaluatin these words/groups of words that suggest challenges activity will be
g given to the
Learning students)
opportunities
Point out which of these

challenges and opportunities
you have already encountered,
then their effects in your life
.Copy the figure as shown and
fill out with entries called for.
261
and
J. The teacher will ask the students to write a short Challe Effe Realiz
nges cts ation
Addition paragraph about what they realize about turning in
al challenges to opportunities. dealing
with the
Activities challeng
for es
Applicati
on or
Remediat
ion
V.
Remarks
VI.
Reflectio
n

I.OBJECTIVES
C. Learning
Competencies/O Compare new insights with previous learnings.
bjectives: EN10RC-Ii-21 Use modals.
Write the LC Code EN10G-Ii-3.6:
for each
262
• Comparing new insights with previous learnings.
II. CONTENT
• Using modals
III. LEARNING
RESOURCES
A. References
https: ?V=BughmPxFaY
1. Teacher’s
Guide Pages
2. Learner’s
Materials Pages
3. Textbook
Pages
4. Additional
Materials from
Learning
Resource (LR)
portal
B. Other Copy of the reading text, handouts
Learning
Resources
263
IV. PROCEDURES ADVANCED AVERAGE
A. Reviewing K-W-L ACTIVITY!
Previous Lesson Prior to the presentation of the lesson, the students will
or Presenting the be asked to fill the KWL chart based on what they
New Lesson learned and expect about Modals.
What You What You What You

Know Want to Have
Know Learned
B. Establishing a  Have the students view the music video (https:

Purpose for the www.youtube.com.watch ?V=BughmPxFaY)
Lesson
“ShouldaWould Coulda”
Beverly Knight
People say that together we were both sides of the

same coin
That we would shine like Venus in a dear night sky
We thought our love could overcome the circumstances
But my ambition wouldn’t allow for compromise
I could see in the distance all the dreams that were

dear to me
Every choice that I had to make left you on your own
Somehow the road we started down had split asunder
Too late to realize how far apart we`d grow
How I wish I,wish I`d done a little bit more
Now “shouldawouldacoulda”are the last word s of a fool
People ask how it feels to live the kind of life others

dream about
I tell them everybody gotta face their highs and their
lows
And in my life there`s a love I put aside, cause I was
busy loving someone else
So for every little thing you hold on to, you’ve got to let
something else go
(Chorus)
Fool it I would now forsake the opportunities are fate

I know I`m right where I belong
But sometimes when I’m not so strong I…
264
(Chorus 2x)
Reference
https://www.google.com/search?client=ms-androidasus-
tpin&biw=360&bih-139&ei=vPRwXOz
C. Presenting The students will be asked to perform the task The

Examples/Insta individually same
nce s of the  How did the writer of the song define activity
Lesson shoulda woulda coulda? will be
 What did the singer given to
put aside for her the
ambition? Did she student
regret her decision? s but
 Were there they
instances in y our life have to
when you regret do it by
your decision? How three.
do you move on
after regretting a
decision that you
made? Relate them
to the class.
265
D. Discussing New Let`s Review! Pair Up!
Concepts and Let the students analyze the given sentences
lifted from the song. Let the
Practicing New
students
Skills #1
1. I could see in the distance all the look for a
dreams that were dear to me. pair to
2. We thought our love could overcome analyze
the circumstances the
3. We would shine like Venus in a dear sentence
night sky s.
The teacher will also call students to name other

modals taught to them by the teacher.
Answer: Can, may, might,

would, could, must, should
E. Let`s Play! The teacher

Discussin The teacher will ask the students to guess the missing will group
g New word to complete the title of the the class
Concepts song/movies/poem or lines in poetry. The student with into five
and the highest score will be given rewards. groups to
Practicing play the
New Skills game. The
 _______ I compare thee to a summer`s day-William
#2 Shakespeare group with
the highest
score will be
announced
as winner.
*I _____
return.
*I ______
always love
you-
Whitney
Houston
*I _______
survive! -
Dianne Ross
*_______ of
the Wind –
Jim
266
- Celine Dion Photoglo
 I think I ---------- never
see, a poem as lovely
as a tree. - Joyce Let the
Kilmer . students
analyze the
Let the students analyze the sentences
shown
sentences shown below.
below.
a. He will leave for
the plane at 7am. a.
b. I will m ake dinner. He
c. I will call you at will
4pm. leave
d. The summer will for
be very hot. the
e. Will you help me plane
with these boxes? at
7am.
b.
I will
make
dinne
r.
c.
I will
Questions Possible answers call
you
What does sentence a The first sentence shows action at
show? for the future. The third sentence 4pm.
is a promise. d.
The
sum
How about sentence b? The second sentence tells about mer
a will
voluntary action be
very
What can you say The third sentence is a hot.
about sentence c? promise.
e.
Will
you
How about sentence d? The next sentence after that is a help
prediction me
with
these
boxe
s?
1.Does the
first
sentence
present a
future
267
action?
2.Does
sentence
number 2
express
willingness?
Yes or No?
3.How about
sentence 3?
Does it
suggest a
promise?
Yes/No
4.Does
sentence 4
state a
prediction?
YES/No
5.How the
modal “will”
does is
used in the
sentence
5? Does it
express
polite
expression
? Yes/No.
What does sentence e?

The last question is a polite question.
Let’s Practice!
Analyze the following sentences. Fill the blank provided with the correct modal to use in
each item. 1. _____ you post this letter for me?
2. _____ you answer the phone?
3. Parents ______ provide their children enough food, water and shelter.
4. __________ we dance? 5. My parents _____ buy me a cake on my birthday. 6.
December ____ be a very happy and gift-giving month.
7. There are so many visitors so you _____ be preparing snacks for them. 8. I ____ will
take my college education.
9. _____ he sends me your credentials?
10. Next month, he ____ buy a new car.
268
Let`s Practice!
Exercise A: Will, Shall, and Would
There is a mistake in each of the sentences below. Correct the mistakes by adding the
correct modal verb.
1.
Correct: They
_____________ have a
meeting later.
2. If it were not raining,
we will go for a walk.
If it were not raining,
we ____________ go for a
walk.
3. I promise I would pay you
back soon!
I promise I _____________
pay you back soon!
4. I think he sha ll pass his
test.
I think he _____________
pass his test.
5. It's too bad I am so short!
If I were taller, I shall play
basketball.
It's too bad I am so short! If
I were taller,
I _____________ play
basketball.
Incorrect: They shall have a

.
F. Developing Mastery
(Leads to Formative
Assessment 3)
Underline the correct modal that best suit the sentence.
As we get older and when we think about our past we sometimes ponder the things
that we (shall/should) have done. And we also may regret those things we did badly and
the mistakes we made. In reality, we can always learn from our mistakes and hope to
never make them again. For example, if I failed a test because of a lack of study, the next
test I (will/shall) hope to pass because of hard work. Remember too that some regrets
are not based in reality and we may waste time thinking that they are. (Will/ Would ) I
269
have really not have been involved in a car crash if I had been driving more slowly? After
all, the
other driver ought to have been concentrating and not playing with their radio. We have to
be honest with ourselves and live in the now. The only things we can control are the things
happening now, in this moment.
G. Finding
Practical
Applications of
Concepts and
Skills in Daily
Living
DRAW ME!
Look for a saying or proverb with modals will and shall, Then inscribe it in a ¼ sheet
cardboard or illustration board to be submitted as one of the outputs. The best output will
be displayed inside the room.
H. Making Generalizations and

Abstractions about the
Lesson
*The teacher will ask

the students to answer
the following questions
in a ½ sheet of paper
1. What do modal
“can”and “could”
express?
2. What are the modal
use to express a
possibility?
3. What is the modal
used to state
willingness?
4. What modal is use to
present future action?
270
 A modal is a type of auxiliary (helping) verb that is used to
express: ability Possibility permission or
obligation
 We use will and shall to talk about the future, especially for predictions and
promises. Remember that we only use shall for the first person (I or we).
I. Evaluating
Learning
The students will be divided into 5 groups. Each will write a short conversation/ dialogue
using the following
modals: will and shall
Topics:
Group 1: Protecting
the environment
Group 2: Respecting
the elders
Construct five sentences using the modal will and shall.
Group 3: Students’ conduct in the classroom
J. Additional
Activities for
Application or
Remediation
VI. REMARKS
271
VI. REFLECTION
A. No. of learners
who earned 80% in
the evaluation
B. No. of learners
who require
additional activities
for remediation
C. Did the remedial

lessons 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 principal
or supervisor can
help me solve?
272
G. What innovations
or localized
materials did I
used/discover which
I wish to share with
other teachers?

I. OBJECTIVES
Standards: and other text types serve as ways of expressing and resolving
Standards: a variety of persuasive techniques and devices.
C. Learning Examine how spoken communication may be repaired or

Competencies enhanced EN10LC-Ii-14
/ Employ the techniques in public speaking in a sample
Objectives: public speaking situation EN10OL-Ii3.16.1:
Examining how spoken communication may be repaired or

II. CONTENT enhanced.
Employing the techniques in public speaking.
273
III. LEARNING 2018 Toastmasters World
RESOURCES Champion of Public Speaking, Ramona J. Smith
D. References
1. Teacher’s
Guide Pages
2. Learner’s
Materials
Pages
3. Textbook
Pages
4. Additional
Materials from
Learning
Resource (LR)
portal
III. Other
Learning
Resources
IV. ADVANCED LEARNERS AVERAGE LEARNERS
PROCEDURES
A. Reviewing
previous lesson Recall the past lesson: The same activity may be
or presenting the given to average students.
new lesson
274
What is public speaking?
public
speaking
275
B. Motivation: Motivation:
Establishi What kind of sports do you Post the pictures below in
ng a the classroom. Then ask
purpose the students to stand
for the beside the picture that
lesson/ represents the kind of life
Activating they have right now.
prior Then, ask them to
knowledg brainstorm with each
e other why they compare
their life with that sport.
Call a representative from
each group to present
their answers.
Motive Question:
What sports did the speaker
compare her life with? Motive Question:
The same question may be
given to the average
students.
C. Let the students watch the video of the 2018 The same activity may be
Presentin Toastmasters World given to average learners
g Champion of Public Speaking only that the teacher will
examples/ Ramona J. Smith provide a transcript of the
instances speech to guide the
students in understanding
of the new
the speech.
lesson
Source: https://youtu.e/7Tev43VNRIc
D. Discussing Engagement Activity: Let the students answer Engageme

new concepts the following questions. nt Activity:
and Group the
practicing 1) What sports did the speaker compare her life with? students
new skills 2) Why do you think did she consider ourselves as into three
our greatest opponent? 3) What are the losses or
276
failures she had in life? 4) How did she treat all her and let them
failures in life? answer the
5) What failures or challenges do you encounter following
nowadays? How are you going to turn it to an questions:
opportunity to make your life better and to stand still?
1) Wh
at sports
did the
speaker
compare
her life
with?
2) Wh
y do you
think did
she
consider
ourselves
as our
greatest
opponent
? 3) What
are the
losses or
failures
she had
in life? 4)
How did
she treat
all her
failures in
life?
5) What
failures or
challenges
do you
encounter
nowadays?
How are
you going to
turn it to an
opportunity
to make
your life
better and
to stand
still?
277
E. Developing Let’s Spot
mastery It:
Group the
students
into five and
ask them to
analyze the
public
speaking
ways or
Let’s Spot It: techniques
Group the students into five then used by
ask them to describe the public Ramona
speaking ways or techniques of J. Smith
Ramona J. Smith they spotted in using the
the video. checklist of
Let them also jot down how the Good Public
speaker delivered her speech. Speaking
Assign a representative to Techniques.
present their work.
F. Finding It’s Time to Write!

practical (Optional)
applicatio Write a short persuasive speech for a group of teenagers who come
ns of from broken family about the possibility of turning challenges into
concepts and opportunity. Use modals if necessary.
skills in daily
living
G. Making How can you become a good public speaker? Ask the
generalization students to
s and work in pair.
abstractions Then ask
about the them to
lesson answer the
question
“How can
you become
a good
public
speaker?”
H. Evaluating Group the students into four then ask them to do Task 7 on pages 102-
learning 103 of the module.
J. .
Additiona
l
activities
for
applicati
on or
remediation
278
Assignment or
Agreement
V. REMARKS
279
I. OBJECTIVES
intensive pronouns.
B.Performance The learner composes a short but powerful persuasive text
C.Learning Evaluate literature as a way of expressing and resolving

Competencies/ one’s personal conflicts.
Objectives: EN10LT-Ii-18
Use modals
EN10G-Ii-3.6
Compose short persuasive text using a variety of
persuasive techniques and devices.
EN10WC-Ii-12
Evaluating literature as a way of expressing and resolving

one’s personal conflicts.
Using modals.
II. CONTENT Composing short pursuasive text using a variety of
III. LEARNING
RESOURCES
280
D.References http://webs.um.es>lib>exe.fetch.writing_persuasive_articl
e_samples_2pdf
http://www/essaymasters.co.uk/persuasuive-
essayesamples
Pages
2.Learner’s Materials Pages 105-107 Pages 105-107
Pages
3.Textbook Pages
4.Additional
Materials from
Learning Resource
(LR) portal
5.Other Learning
Resources
A. Reviewing 1) Unlocking of Unlocking of Difficulties

previous lesson or Difficulties Can you guess me?
presenting the new Can you guess me? Divide the class into six
lesson Divide the class into six groups and ask them to
groups and ask them to guess what word is being
281
guess what word is being described by the set of boxes and described by the set
the meaning below it. The group with the most number of of boxes and the
correct answers will be declared as the winner. meaning below it.
The group with the
most number of
Unlock the meaning of the difficult words in the essay by correct answers will
writing the letter on the appropriate box to form the word be declared as the
which is defined. winner.
Unlock the meaning

of the difficult words
in the essay by
writing the letter on
the appropriate box
to form the word
which is defined.
f r
1) of little
or less
importance or
value
(INFERIOR)
d l
i
2) difficult
or impossible
to believe
(INCREDIBLE
)
h r l
3) causin
g horror or
very
shocking and
upsetting
(HORRIBLE)
t
t n
4) an aim
282
4) an aim or purpose; the thing that you plan to or purpose;
do or achieve the thing that
(INTENTION) you plan to
do or achieve
(INTENTION)
5) the feeling that you are more important or better than r

d
other people
(PRIDE)
5) the
feeling that
you are more
important or
better than
other people
(PRIDE)
h t
a
6) a person who designs and

guides a plan or project or
building (ARCHITECT)
6) a person who designs

and guides a plan or
project or building
(ARCHITECT)
B. Establishing a 1) Motivation
purpose for the MIRROR ME
lesson/ Activating Let the students draw a mirror on a sheet of paper. Then,
prior knowledge ask them to write at least three names of the persons whom
they compare themselves with. Then let them answer the
following questions:
1) What are the characteristics of these people
which are the same with you?
2) What are the things that these people have
which you wish that you have?
3) What do you feel every time you compare
yourself with others?
2) Motive Question
Why do we have to avoid comparing ourselves with other
people?
283
C. Presenting
examples/ instances
of the new lesson
Silent Reading
Let the students read the persuasive essay entitled “Why
We Should Not Compare Ourselves With Others” silently.
Reference:
http://webs.um.es>lib>exe.fetch.writing_persuasive_articl
e_samples_2pdf
D. Discussing new Engagement Activities Let Engagement Activities

concepts and the students answer the Group the class into three.
practicing new skills following questions orally. Then let them answer the
following questions on a ½
a) Why do we need to crosswise.
avoid comparing ourselves
with others? a) Why do we need to
avoid comparing ourselves
b) How can we avoid with others?
comparing ourselves with
others?
b) How can we avoid
comparing ourselves with
c) What are the negative others?
effects of comparing oneself to
other people?
c) What are the
negative effects of
d) According to the essay, comparing oneself to other
comparing yourself with others people?
will give you a horrible pride.
Cite some proof that this d) According to the
scenario will likely to happen if essay, comparing yourself
you keep with others will give you a
horrible pride.
Cite some proof that this
scenario will likely to
284
on comparing yourselves with others.
e) Why did the author say that happiness and uniqueness will likely be achieved
if you do not compare yourselves with others?
f) What insights have you gained from the essay?

happen if you keep on comparing yourselves with others.
e) Why did the author say that happiness and uniqueness will likely be achieved
if you do not compare yourselves with others?
f) What insights have you gained from the essay?

E. Developing mastery
Skills Development
1) Spot My Techniques
Divide the class into six groups and ask them to list the sentences used in the essay that
makes it a persuasive text.
Let them discuss among themselves what are the persuasive techniques and devices used
by the author in writing the article.
Discuss the students’ answers.
Then, give each group with different examples of persuasive

Articles. (Below are suggested examples of persuasive essays)
• Why Students Should Eat Breakfast Every Day
• The Importance of Reading and Writing
• Why You Should Not Smoke
• Why People Should Read for Pleasure
• Why People Should Exercise
• Why You Should Communicate Effectively
Reference: http://webs.um.es>lib>exe.fetch.writing_persuasive_articl e_samples_2pdf

http://www/essaymasters.co.uk/persuasuive-essayesamples
Then, ask the students to analyze the article assigned to them using the Steps in Writing a
Persuasive Essay cited on page 105 of the module.
Discuss the students’ answers.
F. Finding practical applications of concepts and skills in daily living

The Writer In Me
Let the students write a persuasive essay on how to deal with personal challenges. Use
the steps cited on page 105 of the module as guides of the students in writing
their individual article
Three Is Better Than One Let the students work in triad to brainstorm their ideas in writing
a persuasive essay on how to deal with personal challenges. Use the steps cited on page
105 of the module as guides of the students in writing their articles.
My Time To EQS (Encourage, Question and Suggest)

Ask the students to pair up and exchange their drafts for peer checking. Ask the students
to read the task on page 106 of their module to guide
285
them in giving their comments, questions and suggestions for the improvement of their
classmate’s persuasive article.
(Teacher can give this as an individual activity

through guided writing.)
The same task will be given to average students only that it will be done in triad since they
prepared their persuasive essay in triad.
(Teacher can give this as an individual activity through guided writing.)
G. Making generalizations and abstractions about the lesson
Post and Share

Let the students answer the following questions on a stick
note:
1) What is persuasive ess ay?
2) What are the techniques in writing a persuasive
essay?
Then ask the students to post their answer on the
freedom wall at the back of the classroom.
H. Evaluating learning
Our Time To Revise
Let the students revise their persuasive essay adopting the comments and suggestions
given by their classmates and teachers
J. Additional activities for application or

remediation
286
Assignment or
Agreement
Let the students publish their work in the school’s news wall or post it on facebook or blog.
V. REMARKS
REFLECTION
C. Did the remedial lessons 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?
G. What innovations or localized materials did I used/discover which

I wish to share with other teachers?
287
APPENDIX A: Week 1, Day 1
GRADE 10
PRETEST
QUARTER 1
General Directions: Read carefully each item and follow directions as indicated.
Write the letter of the most appropriate answer on your answer sheet.
Part I. Knowledge A. Basic points to consider in Writing Process (Nos. 1-3)

Directions: Complete the diagram by writing the three (3) basic points to
consider during the preliminary stage of writing process (1-3)
288
1.
3. 2.
B. Special Terms
Directions: Match each term in Column B with the most appropriate
description in Column A.
A B
4. argument a. what needs to be proven by facts
5. controlling idea b. central idea of a work of literature
6. mood c. feeling created in a reader by a literary work
7. opinion d. a core idea or focus of a written work
8. tone e. contains the body evidence used to support
9. theme a point of view
f. refers to the attitude of the writer towards his
subject
Grammar
Modals. Directions: Choose from the pool of answers the writer’s or
speaker’s intention as hinted by each underlined expression.
a. ability b. obligation
c. probability d. willingness
10. It’s true, sorrows in life may bring despair.

11. We must find courage even in small things that we do.
12. We will endure even the greatest sufferings that will come our way.
13. Ordinary trials can be turned into extraordinary moments.
.
C. Intensive and Reflexive Pronouns
Directions: Determine whether each underlined word is used as an
intensive or reflexive pronoun.
Write In for intensive pronoun and Re for reflexive pronoun.
14. You can see yourself more clearly.
15. Judge how much you know about yourself.
16. Life itself offers you many opportunities.
Part II. Understanding
Reading and Literature

Directions: Read each of the following short passages carefully and copy the
letter of the word or phrase that best completes each numbered item.
Exploring the Sea of Goodness

Lee Emm
1.) Do you believe that a sea of goodness is possible in this world? 2.) I always
believe it is possible. 3.) Doing something good, no matter what the consequences are
will always make me contented and secure.
289
4.) There are a lot of ways I can do such, especially in doing something “good” for
others. 5.) The steps are easy but zealousness, humility and consistency are the subtle
ways. Here are the simple ones:
6.) The first one is I imagine that I am in the place of the other person I’ll do good to.
7.) Next, I’ll imagine how she’ll feel and react. 8.) That way, I’ll think doing good to
significant others will make me at least a better person. 9.) That will make me be grateful
that I have done som ething good.
10.) With this simple but notable ways, I can prove to myself, to others, and to God
that I can explore the sea of goodness in this ever changing world. 11.) How about you,
you can explore it also? 12.) I bet you can!
17. The main point of the article is best expressed in sentence no. _______.
a. 3 b. 4 c. 10 d. 12
18. Exploring the sea of goodness, means you are practicing ____________.
a. conscientiousness c. righteousness
b. humility d. sympathy
19. The word subtle in Sentence 5 means ____________.
a. clear b. practical c. refined d. strained
20. The kind of evidence used by the writer to support her stand is through
____________.
a. anecdotes b. examples c. statistics d. video
21. The generalization or statement about life or human experience the passage
make is to _____________.
a. bring out the best in you c. struggle against the odds
b. stand up for one’s belief d. take the strength to bear up the odds
For nos. 22 -26
1.) The best way to overcome a disability is to face it head-on and not to let it
prevent you from achieving great things. 2.) This is the lesson I draw from the lives of
the people whom I admire – the musician Stevie Wonder and the track-and-field star
Jackie Joyner-Kersee. 3.) I respect them for their courage and strength in overcoming
obstacles. 4.) Both are African-American with disabilities who defied obstacles in
order to be successful in their fields. 5.) They taught me never to give up no matter
how intimidating the obstacles I face in life.
From: Overcome an Obstacle to Succeed by

Eddie Harris
22. The word “fought” is a/an ________ of the word “defied” in sentence no. 4.
a. connotation b. denotation c. opposite d. symbol
23. This passage would most probably interest a/an ___________.

a. adolescent b. adult c. child d. old man
24. The passage is most probably a part of a/an _________.
a. anecdote b. autobiography
c. letter d. persuasive essay
25. To support his claim, the writer uses __________.

a. facts b. opinion c. research d. statistics
290
26. An effective persuasive technique used by the author to emphasize his point
is through appealing to ________.
a. emotion b. moral c. reason d. both A and C
For nos. 27 to 29
“When the world looks hopeless,
And life is not fair,
Throw back your shoulders
And do not despair”
27. The expression to “throw back your shoulders” means ___________.

a. exercise your shoulders c. ignore your problems
b. forget your responsibilities d. show your feelings
28. The passage appeals more to the sense of ____________.

a. feeling b. sight c. sound d. taste
29. Most probably, the writer’s purpose in this passage is to ___________.
a. express a feeling c. reveal the truth
b. give an advice d. win other’s approval
For nos. 30 to 32
An excerpt from: RABBI BEN EZRA by: Robert Browning

Then, welcome each rebuff
That turns earth’s smoothness rough, Each sting the bids
nor sit nor stand nor go!
Be our joys three parts pain!
Strive, and hold cheap the starin’; Learn, nor account the
pang; dare, never
Grudge the three.
30. The word in the poem which is the opposite of “acceptance is

____________.
a. bids b. joys c. pangs d. rebuff
31. Lines no. 5 to 7 appeal more to the sense of ___________.
a. feeling b. sight c. taste d. touch
32. The tone of the poem is more of _____________.
a. admiration b. criticism c. inspirational d. pride
For nos. 33 to 36
If you have endured a great despair,
Then you did it alone.
Getting a transfusion from a fire,
Picking the scabs off your heart,
Then wringing it out like a sock.
from: Courage by Anne Sexton
33. The feeling that the writer intends us to have toward life is __________.
a. contentment b. courage
291
c. fear d. hopelessness
34. The word in the poem that gives hint to the mood it evokes is ________.
a. aspired b. sail
c. sink d. succeed
35. The figurative language used in the poem is ___________.
a. alliteration b. metaphor
c. personification d. simile
36. The last two lines of the poem express ______________.
a. arrogance b. courage
c. optimism d. warning
Part III. Process
Logical Organization. (For nos. 37– 40)
Directions: Arrange the following sentences logically to form a coherent paragraph.

37. a. Let’s ask help from other students to repair the existing damage.
____38. b. Encourage all to maintain cleanliness and beauty of our surrounding.
____ 39. c. We can restore the beauty of this wall.
____ 40. d. First, let’s raise funds for the repair.
Composition Writing (Nos. 41-50)
Directions: Imagine you are a sales representative persuading the consumers to

buy the latest gadget or product you’re promoting or selling. Write a paragraph
convincing the public about the advantages of buying the gadget. Convince them
using the persuasive techniques you know. You will be given ten (10) points for this
task.
KEY TO CORRECTIONS TO GRADE 10 FIRST QUARTER PRETEST
General Directions: Read carefully each item and follow directions as indicated.
Write the letter of the most appropriate answer on your answer sheet.
292
Part I. Knowledge A. Basic points to consider in Writing Process (Nos. 1-3)
Directions: Complete the diagram by writing the three (3) basic points
to consider during the preliminary stage of writing process (1-3) 2.
3. 2.
Data Gathering Outlining
B. Special Terms
Directions: Match each term in Column B with the most appropriate
description in Column A.
A B
E 4. argument a. what needs to be proven by facts
D 5. controlling idea b. central idea of a work of literature
C 6. mood c. feeling created in a reader by a literary work
A 7. opinion d. a core idea or focus of a written work
F 8. tone e. contains the body evidence used to support a
B 9. theme point of view
f. refers to the attitude of the writer towards his
subject
C. Grammar
Modals. Directions: Choose from the pool of answers the writer’s or speaker’s
intention as hinted by each underlined expression.
a. Ability c. obligation
b. probability d. willingness
C 10. It’s true, sorrows in life may bring despair.

B 11. We must find courage even in small things that we do.
D 12. We will endure even the greatest sufferings that will come our way. C 13.
Ordinary trials can be turned into extraordinary moments.
.
D. Intensive and Reflexive Pronouns

Directions: Determine whether each underlined word is used as an intensive or
reflexive pronoun.
Write In for intensive pronoun and Re for reflexive pronoun.
Re 14. You can see yourself more clearly.
Re 15. Judge how much you know about yourself. In 16.
Life itself offers you many opportunities.
Part II. Understanding
Reading and Literature

Directions: Read each of the following short passages carefully and copy the
letter of the word or phrase that best completes each numbered item.
Exploring the Sea of Goodness
293
Lee Emm
1.) Do you believe that a sea of goodness is possible in this world? 2.) I always
believe it is possible. 3.) Doing something good, no matter what the consequences are
will always make me contented and secure.
4.) There are a lot of ways I can do such, especially in doing something “good” for
others. 5.) The steps are easy but zealousness, humility and consistency are the subtle
ways. Here are the simple ones:
6.) The first one is I imagine that I am in the place of the other person I’ll do good
to. 7.) Next, I’ll imagine how she’ll feel and react. 8.) That way , I’ll think doing good to
significant others will make me at least a better person. 9.) That will make me be grateful
that I have done something good.
10.) With this simple but notable ways, I can prove to myself, to others, and to God
that I can explore the sea of goodness in this ever changing world. 11.) How about you,
you can explore it also? 12.) I bet you can!
17. The main point of the article is best expressed in sentence no. __________.
a. 3 b. 4 c. 10 d. 12
18. Exploring the sea of goodness, means you are practicing ____________.
a. conscientiousness c. righteousness
b. humility d. sympathy
19. The word subtle in Sentence 5 means ____________.
a. clear b. practical c. refined d. strained
20. The kind of evidence used by the writer to support her stand is through
____________.
a. anecdotes b. examples c. statistics d. video
21. The generalization or statement about life or human experience the passage make
is to _____________.
a. bring out the best in you c. struggle against the odds
b. stand up for one’s belief d. take the strength to bear up the odds
For nos. 22-26
1.) The best way to overcome a disability is to face it head-on and not to let it
prevent you from achieving great things. 2.) This is the lesson I draw from the lives of the
people whom I admire – the musician Stevie Wonder and the track-and-field star Jackie
Joyner-Kersee. 3.) I respect them for their courage and strength in overcoming obstacles.
4.) Both are African-American with disabilities who defied obstacles in order to be
successful in their fields. 5.) They taught me never to give up no matter how intimidating
the obstacles I face in life.
From: Overcome an Obstacle to
Succeed by Eddie Harris
22. The word “fought” is a/an ________ of the word “defied” in sentence no. 4.
a. connotation b. denotation
c. opposite d. symbol
23. This passage would most probably interest a/an ___________.

a. adolescent b. adult
294
c. child d. old man
24. The passage is most probably a part of a/an _________.

a. anecdote b. autobiography
c. letter d. persuasive essay
25. To support his claim, the writer uses __________.

a. facts b. opinion
c. research d. statistics
26. An effective persuasive technique used by the author to emphasize his point is
through appealing to ________.
a. emotion b. moral
c. reason d. both A and C
For nos. 27 to 29 “When the world looks hopeless,

And life is not fair,
Throw back your shoulders
And do not despair”
27. The expression to “throw back your shoulders” means ___________.

a. exercise your shoulders c. ignore your problems
b. forget your responsibilities d. show your feelings 28. The
passage appeals more to the sense of ____________.
a. feeling b. sight c. sound d. taste
29. Most probably, the writer’s purpose in this passage is to ___________.
a. express a feeling c. reveal the truth
b. give an advice d. win other’s approval
For nos. 30 to 32
An excerpt from: RABBI BEN EZRA
by: Robert Browning
Then, welcome each rebuff
That turns earth’s smoothness rough,

Each sting the bids nor sit nor stand nor go!
Be our joys three parts pain!
Strive, and hold cheap the starin’;

Learn, nor account the pang; dare, never
Grudge the three.
30. The word in the poem which is the opposite of “acceptance is ____________.
a. bids b. joys c. pangs d. rebuff
295
31. Lines no. 5 to 7 appeal more to the sense of ___________.
a. feeling b. sight c. taste d. touch
32. The tone of the poem is more of _____________.

a. admiration b. criticism c. inspirational d. pride
For nos. 33 to 36
If you have endured a great despair,
Then you did it alone.
Getting a transfusion from a fire,
Picking the scabs off your heart,
Then wringing it out like a sock. from:
Courage by Anne Sexton
33. The feeling that the writer intends us to have toward life is ____________.
a. contentment b. courage
c. fear d. hopelessness
34. The word in the poem that gives hint to the mood it evokes is _________.
a. aspired b. sail
c. sink d. succeed
35. The figurative language used in the poem is ___________.
a. alliteration b. metaphor
c. personification d. simile
36. The last two lines of the poem express ______________.
a. arrogance b. courage
c. optimism d. warning
Part III. Process Logical Organization. (For nos. 37– 40)

Directions: Arrange the following sentences logically to form a coherent paragraph. C
37. a. Let’s ask help from other students to repair the existing damage.
__D__38. b. Encourage all to maintain cleanliness and beauty of our surrounding.
__A__ 39. c. We can restore the beauty of this wall.
__B__ 40. d. First, let’s raise funds for the repair.
Composition Writing (Nos. 41-50)

Directions: Imagine you are a sales representative persuading the consumers to buy the
latest gadget or product you’re promoting or selling. Write a paragraph convincing the
public about the advantages of buying the gadget. Convince them using the persuasive
techniques you know. You will be given ten (10) points for this task.
(ANSWER MAY VARY)
296
APPENDIX B.1: Week 1, Day 2
To run her business and talk to people, Gilda uses her hands — either through pen
and paper or Filipino Sign Language. The definition of a successful Deaf Entrepreneur, she
runs a travel and tour business called Nakahara Lodging and Travel Agency. Catering to
those like her, it's primarily a travel service for deaf people around the world, though they
also provide services for hearing people.
Drawing inspiration from foreign deaf friends, she and her fellow deaf Pinoys met in tourist
spots, and she decided to set up her own business starting in 2004. A travel agency like
any other, she's known for her reliable arrangements and service which she describes has
"age-old" Filipino hospitality.
Pushing through discrimination and barriers, she managed to learn the ins and outs
of booking flights, accommodations, and tour management.
In 2007, she was recognized at the Go Negosyo Caravan for People with Disabilities in De
Salle –College of St. Benilde. But, as she said in her interview with Manila Bulletin,
representing the fellow deaf is its own reward.
“As a deaf person in this kind of business, I am proud to say that I have crossed the
border of so-called limited access. I honestly worked hard to achieve my goals. I wanted to
show the world that we are not cut off from mainstream society and we are capable of
regularly doing and keeping our jobs like the rest of hearing and speaking people.”
Aside from all of this, Gilda has helped establish a deaf organization in her province
of Eastern Samar.
It's not huge acts that make someone inspirational. It's the daily effort to better
yourself in whatever situation you find yourself in. These three Filipinos are an inspiration
not just to PWDs, but to the rest of us as well.
Source: ABS-CBN News Posted at Mar 08 2017 06:41 PM
297
APPENDIX B.2: Week 1, Day 2
Republic Act No. 10754 – AN ACT EXPANDING THE BENEFITS AND

PRIVILEGES OF PERSONS WITH DISABILITY (PWD)
Republic Act No. 10754
Republic of the Philippines
Congress of the Philippines
Metro Manila
Sixteenth Congress
Third Regular Session
Begun and held in Metro Manila, on Monday, the twenty-seventh day of July, two thousand
fifteen.
[REPUBLIC ACT NO. 10754]

AN ACT EXPANDING THE BENEFITS AND PRIVILEGES OF PERSONS WITH
DISABILITY (PWD)
Be it enacted by the Senate and House of Representatives of the Philippines in Congress

assembled:
SECTION 1. Section 32 of Republic Act No. 7277, as amended, otherwise known as the
“Magna Carta for Persons with Disability”, is hereby further amended to read as follows:
“SEC. 32. Persons with disability shall be entitled to:
“(a) At least twenty percent (20%) discount and exemption from the value-added tax (VAT),
if applicable, on the following sale of goods and services for the exclusive use and
enjoyment or availment of the PWD:
“(1) On the fees and charges relative to the utilization of all services in hotels and similar
lodging establishments; restaurants and recreation centers;
“(2) On admission fees charged by theaters, cinema houses, concert halls, circuses,
carnivals and other similar places of culture, leisure and amusement;
“(3) On the purchase of medicines in all drugstores;
“(4) On medical and dental services including diagnostic and laboratory fees such as, but
not limited to, x-rays, computerized tomography scans and blood tests, and professional
fees of attending doctors in all government facilities, subject to the guidelines to be issued
by the Department of Health (DOH), in coordination with the Philippine Health Insurance
Corporation (PhilHealth);
“(5) On medical and dental services including diagnostic and laboratory fees, and
professional fees of attending doctors in all private hospitals and medical facilities, in
accordance with the rules and regulations to be issued by the DOH, in coordination with the
PhilHealth;
“(6) On fare for domestic air and sea travel;
“(7) On actual fare for land transportation travel such as, but not limited to, public utility
buses or jeepneys (PUBs/PUJs), taxis, asian utility vehicles (AUVs), shuttle services and
298
public railways, including light Rail Transit (LRT), Metro Rail Transit (MRT) and Philippine
National Railways (PNR); and
“(8) On funeral and burial services for the death of the PWD: Provided, That the beneficiary
or any person who shall shoulder the funeral and burial expenses of the deceased PWD
shall claim the discount under this rule for the deceased PWD upon presentation of the
death certificate. Such expenses shall cover the purchase of casket or urn, embalming,
hospital morgue, transport of the body to intended burial site in the place of origin, but shall
exclude obituary publication and the cost of the memorial lot.
“(b) Educational assistance to PWD, for them to pursue primary, secondary, tertiary, post
tertiary, as well as vocational or technical education, in both public and private schools,
through the provision of scholarships, grants, financial aids, subsidies and other incentives
to qualified PWD, including support for books, learning materials, and uniform allowance to
the extent feasible: Provided, That PWD shall meet the minimum admission requirements;
“(c) To the extent practicable and feasible, the continuance of the same benefits and
privileges given by the Government Service Insurance System (GSIS), Social Security
System (SSS), and Pag-IBIG, as the case may be, as are enjoyed by those in actual
service;
“(d) To the extent possible, the government may grant special discounts in special
programs for PWD on purchase of basic commodities, subject to the guidelines to be
issued for the purpose by the Department of Trade and Industry (DTI) and the Department
of Agriculture (DA); and
“(e) Provision of express lanes for PWD in all commercial and government establishments;
in the absence thereof, priority shall be given to them.
“The abovementioned privileges are available only to PWD who are Filipino citizens upon
submission of any of the following as proof of his/her entitlement thereto:
“(i) An identification card issued by the city or municipal mayor or the barangay captain of
the place where the PWD resides; “(ii) The passport of the PWD concerned; or
“(iii) Transportation discount fare Identification Card (ID) issued by the National Council for
the Welfare of Disabled Persons (NCWDP).
“The privileges may not be claimed if the PWD claims a higher discount as may be granted
by the commercial establishment and/or under other existing laws or in combination with
other discount program/s.
“The establishments may claim the discounts granted in subsection (a), paragraphs (1), (2),
(3), (5), (6), (7), and (8) as tax deductions based on the net cost of the goods sold or
services rendered: Provided, however, That the cost of the discount shall be allowed as
deduction from the gross income for the same taxable year that the discount is granted:
Provided, further, That the total amount of the claimed tax deduction net of value-added tax,
if applicable, shall be included in their gross sales receipts for tax purposes and shall be
subject to proper documentation and to the provisions of the National Internal Revenue
Code (NIRC), as amended.”
SECTION. 2. Section 33 of Republic Act No. 7277, as amended, is hereby further

amended to read as follows:
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“SEC. 33. Incentives. – Those caring for and living with a PWD shall be granted the
following incentives:
“(a) PWD, who are within the fourth civil degree of consanguinity or affinity to the taxpayer,
regardless of age, who are not gainfully employed and chiefly dependent upon the
taxpayer, shall be treated as dependents under Section 35(b) of the NIRC of 1997, as
amended, and as such, individual taxpayers caring for them shall be accorded the
privileges granted by the Code insofar as having dependents under the same section are
concerned; and
“x x x.”
SECTION 3. Implementing Rules and Regulations, – The Department of Social Welfare

and Development (DSWD), in consultation with the Department of Health (DOH), the
Department of Finance (DOF), and the National Council on Disability Affairs (NCDA), shall
promulgate the necessary rules and regulations for the effective implementation of the
provisions of this Act: Provided, That the failure of the concerned agencies to promulgate
the said rules and regulations shall not prevent the implementation of this Act upon its
effectivity.
SECTION 4. Separability Clause. – If any provision of this Act is declared invalid or

unconstitutional, other provisions hereof which are not affected thereby shall remain in full
force and effect.
SECTION 5. Repealing Clause. – All laws, orders, decrees, rules and regulations, and
other parts thereof inconsistent with the provisions of this Act are hereby repealed,
amended or modified accordingly.
SECTION 6. Effectivity. – This Act shall take effect fifteen (15) days after its publication in
the Official Gazette or in two (2) newspapers of general circulation.
Approved,
(Sgd.) FRANKLIN M. DRILON President of the

Senate
(Sgd.) FELICIANO BELMONTE JR.
Speaker of the House of Representatives
This Act which is a consolidation of House Bill No. 1039 and Senatee Bill No. 2890 was
passed by the House of Representatives and the Senate on December 16, 2015 and
December 15, 2015, respectively.
(Sgd.) OSCAR G. YABES
Secretary of the Senate
(Sgd.) MARILYN B. BARUA-YAP
Secretary General
House of Representatives
Approved: MAR 23 2016
(Sgd.) BENIGNO S. AQUINO III
President of the Philippines
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APPENDIX C: Week 2, Day 3
That was the last time Perseus ever used the horrible head.
gaveHe
it
most willingly to Athene, who kept it ever after.
Now that Polydectes was dead, Danae yearned to go home again and
be reconciled to her father. So Perseus made the fisherman Dictys king of the
island and sailed with his mother and Andromedaece.
to Gre
But it happened that when they came to Argos, King Acrisius was away
from home. Games were being held in Larissa, and Perseus, hearing of them
decided to go there and take part. And there at the game it was that the oracle
which Acrisius had received
at Delphi was strangely fulfilled. For when it came
to Perseus’ turn to throw the discus, he threw it so that it swerved to one side.
It landed among the spectators and killed an old man. That old man was King
Acrisius, who had gone to such cruel lengths
to avoid the fate which the gods
had ordained.
(Source: Celebrating Diversity Through World LiteratureTask14

p45 Triple
Treat)
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APPENDIX D: Week 4, Day 1
APPENDIX E: Week 5, Day 1
302
HOW THOR GETS HIS HAMMER BACK
1 Thor wakes up one morning to find that all is not right with the world. His
magical hammer, Mjolnir, is missing.
2 Convinced that theft is just one of Loki’s usual pranks, he finds the trickster god
and demands to know where his hammer is.
3 Loki insists he didn’t take Thor’s hammer. He’s pretty sure he knows who did,
though, and has a plan.
4 Thor asks Freyja if Loki can borrow her ride. It’s magical feather dress that
gives the wearer the wings of a bird. With some interesting whining noises.
Loki departs for Jotunheim, the land of the giants.
5 In Jotunhaim, Loki finds the frost giant, Thrym sitting on a mound, braiding
golden leashes for his dogs and stroking the manes of his horses in a creepy
sort of way.
6 When Loki tells Thrym that Thor’s hammer is missing, the giant admits to
hiding it eight miles below the earth. In exchange for returning the hammer,
Thrym explains, he wants Freyja, the most beautiful goddess in Asgard for his
wife.
7 Loki flies back to Asgard and breaks the bad news to Thor.
8 Right away, Thor insists on finding Freyja. He tells her to put on a wedding
dress. She’s got to marry Thrym.
9 Freyja is totally offended that Thor would even suggest such a thing.
10
All the gods hold a council to discuss how they’re going to get Thor’s hammer
back.
11 The watchman god Heimdall, suggests that Thor put on a wedding dress,
some gemstones, Freyjas special necklace and some keys. In other words,
Thor should dress up like Freyja and travel to Jotunheim to get his hammer
back himself.
12 Loki decides to go with Thor to Jotunheim as a bridesmaid.
13 When Thrym sees them coming, he instructs his servants to deck the halls for
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Fretja’s on her way to marry him.
14 In the wedding feast, Thor eats an entire ox, eight salmon, three barrels of
meat and the entire wedding cake.
15 Loki excuses the “bride’s” monstrous appetite to Thrym explaining that she
was so excited about her marriage to him that she fasted for eight days in a
row.
16 Eager to kiss his bride, Thrym lifts her veil and immediately leaps back in
horror. His bride’s eyes are fiery red.
17 Loki explains that she was so excited about her marriage to him that she
hasn’t slept for eight days in a row.
18 Thrym’s sister appears in front of “Freyja” demanding the bridal fee. She tells
Freyja to take the rings off her fingers.
19 Now, its time for Thrym to fulfill his side of bargain. He instructs his servants
to bring in Thor’s hammer, Mjolnir, and lay it in the bride’s lap to bless her.
20 Thor’s heart leaps in his chest when he sees his hammer. Immediately picking
it up, he kills the giant’s entire household.
Ref: https://www.storynory.com/thor-hammer/
APPENDIX F: Week 5, Day 2
(for EVALUATING LEARNING)
A FABLE 1 The mountain and the squirrel1 2 Had a quarrel. 3 And the former
called the latter “Little Prig”;2 4 Bun3 replied, 5 “You are doubtless very big; 6
But all sorts of things and weather
7 Must be taken in together 8 To
make a year, 9 And a sphere4.
10 And I think it no disgrace5 11 To
occupy my place.
12 If I am not so large as you, 13
You are not so small as I 14 And not
half so spry6. 15 I’ll not deny you
make
16 A very pretty squirrel track7.
17 Talents differ: all is well and wisely put; 18 If I cannot carry forests on my back,
19 Neither can you crack a nut.”
1
(noun) a small animal with a long thick tail and red, grey or black fur. Squirrels eat nuts
and live in trees.
1
(verb) to keep something in a safe place to use later
2
Little Thief
3
a knot of hair shaped like a small round roll of bread
4
a region that surrounds a planet, especially the earth:
5
shameful
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6
energetic, lively, active, swift
7
a line or route along which something travels or moves;
Notes:
1. former refers to the mountain

2. latter refers to the squirrel
3. The mountain called the squirrel Little Prig because squirrels steal or “squirrels away”
nuts and other food that they can eat later.
4. Lines 5-9 may mean that the squirrel describes the mountain as very enormous but it
is not powerful enough to create what God has created like time and space.
5. The theme of the story is found in line 17 and elaborated in lines 18 to 19. Paraphrase it.
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APPENDIX G: Week 5, Day 3
WINNING OVER INDIVIDUAL CHALLENGES

(Persuasive Essay)
Reading Text
“I was challenged by a professor before in a marketing class. He said: How can you
sell your product- which is ice cream, by the way- in Baguio... during freezing point6 in
December?” Then I froze. That was a challenge, right? How can you sell a freezing product
during a freezing season? I had to answer that question before I got a failing mark for the
recitation. My scholarship was at risk.
After a minute or two of thinking... and freezing, I had finally answered it and got a
perfect score. My scholarship was saved. Actually, I learned from my answer. I was also
surprised by it. And even these days, I still apply what I’ve learned from my own adrenaline
rush and use that technique in my marketing strategies. Challenges must not break us, they
must make us. We learn from obstacles and it make us smarter, braver and better. It must
be an opportunity to grow and be wiser.
So don’t be afraid of these challenges. Face them and accept your fate. The
metamorphosis! You will be a much better version of yourself when you face and solve
these challenges. It’s scary, yes, it is. But if you will allow yourself to have a pair of frozen
feet, what will be your progress? Let the metamorphosis turn you into a butterfly. Still
curious about my answer to my prof? I said... “I will build a warm, coziest place in the city
with such magnificent fireplace for them to enjoy the ambiance and taste my yummy ice
creams.” Now, I’m going to open an ice cream house at Baguio.
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Answer Key- Week 5, Day 3
Advanced Average
Task 1- I’m Willing to Do
Same
Having strong DETERMINATION answer
with the
Jumping over limitations Advanc
e
Using struggles as opportunities
Being strong
1. I would influence the youths and tell them to remain strong/ be

strong even if there are many challenges that we are faced with.
Because when you remain strong, that is the way in which you
can succeed.
307
Same
answer
with the
Advanc
e
Activity 1 - I’m Talking to You

1. The challenged she is faced with is how
to answer correctly the question in the
recitation given by her professor.
2. She said she will make a cozy ice
cream house in Baguio to let the people
there stay in a dry and warm place when
they eat ice cream.
3. Yes, she graduated in college and she
will be putting up her own ice cream house
already.
4. That you just use your mind and stick to
your plans so that you can achieve what
you want./ That the challenges
we are faced with can give us opportunity
in which we can learn something about.
5. “Challenges must not break us, they
must make us. We learn from obstacles
and it make us smarter, braver and better.
It must be an opportunity to grow and be
wiser.”
6. Yes. I have a focus. I do not think
negatively, instead I think that challenges
are given to me because I can learn from it.
7. An essay. A persuasive essay.
Activity 2- I’m Checking On You Same

answer
a. They all function as helping verbs.
with the
Advanc
e
b. They are placed before the main verb. c.
1. Must- necessity
2. Need to- obligation
3. Ought to/Should- to do or become something
4. Ought not/Should not- prohibition
RUBRIC FOR WRITING A PERSUASIVE ESSAY

Criteria 5 4 3 2 1 Tot
al
Focus/Content
308
states clear position at the beginning until the end of the work; topic
captures the reader’s attention
Persuasive techniques used
uses strong and effective persuasive techniques; details support
the thesis and the stand of the writer
Development/Organization
has strong organizational plan; has logically arranged statements
from the most important to the least important or vice versa;
develops topic thoroughly with examples and supports
Clarity of Ideas
presents clear and sound arguments and
evidences are authentic
Emphasis has interesting and attention-grabbing

introduction; has strong conclusion that includes a call to action
Language mechanics and convention

Displays minor spelling, punctuation and grammatical errors
Total
Legend:
Rating - Description
5 Excellent
4 Very impressive
3 Impressive
2 Convincing
309
1 Beginning
Formula: F+T+D+C+E+L=Total/6= ____
Appendix H: Week 6, Day 1

The Beggar
He had seen better days, despite his present misery and infirmities.
At the age of fifteen both his legs had been crushed by a carriage on the Varville highway.
From that time forth he begged, dragging himself along the roads and through the
farmyards, supported by crutches which forced his shoulders up to his ears. His head
looked as if it were squeezed in between two mountains.
A foundling, picked up out of a ditch by the priest of Les Billettes on the eve of All Saints'
Day and baptized, for that reason, Nicholas Toussaint, reared by charity, utterly without
education, crippled in consequence of having drunk several glasses of brandy given him by
the baker (such a funny story!) and a vagabond all his life afterward--the only thing he knew
how to do was to hold out his hand for alms.
At one time the Baroness d'Avary allowed him to sleep in a kind of recess spread with
straw, close to the poultry yard in the farm adjoining the chateau, and if he was in great
need he was sure of getting a glass of cider and a crust of bread in the kitchen. Moreover,
the old lady often threw him a few pennies from her window. But she was dead now.
In the villages people gave him scarcely anything--he was too well known. Everybody had
grown tired of seeing him, day after day for forty years, dragging his deformed and tattered
person from door to door on his wooden crutches. But he could not make up his mind to go
elsewhere, because he knew no place on earth but this particular corner of the country,
these three or four villages where he had spent the whole of his miserable existence. He
had limited his begging operations and would not for worlds have passed his accustomed
bounds.
He did not even know whether the world extended for any distance beyond the trees which
had always bounded his vision. He did not ask himself the question. And when the
peasants, tired of constantly meeting him in their fields or along their lanes, exclaimed:
"Why don't you go to other villages instead of always limping about here?" he did not
answer, but slunk away, possessed with a vague dread of the unknown-the dread of a poor
wretch who fears confusedly a thousand things--new faces, taunts, insults, the suspicious
glances of people who do not know him and the policemen walking in couples on the roads.
These last he always instinctively avoided, taking refuge in the bushes or behind heaps of
stones when he saw them coming.
When he perceived them in the distance, 'With uniforms gleaming in the sun, he was
suddenly possessed with unwonted agility--the agility of a wild animal seeking its lair. He
threw aside his crutches, fell to the ground like a limp rag, made himself as small as
possible and crouched like a bare under cover, his tattered vestments blending in hue with
the earth on which he cowered.
He had never had any trouble with the police, but the instinct to avoid them was in his
blood. He seemed to have inherited it from the parents he had never known.
He had no refuge, no roof for his head, no shelter of any kind. In summer he slept out of
doors and in winter he showed remarkable skill in slipping unperceived into barns and
stables. He always decamped before his presence could be discovered. He knew all the
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holes through which one could creep into farm buildings, and the handling of his crutches
having made his arms surprisingly muscular he often hauled himself up through sheer
strength of wrist into hay-lofts, where he sometimes remained for four or five days at a time,
provided he had collected a sufficient store of food beforehand.
He lived like the beasts of the field. He was in the midst of men, yet knew no one, loved no
one, exciting in the breasts of the peasants only a sort of careless contempt and smoldering
hostility. They nicknamed him "Bell," because he hung between his two crutches like a
church bell between its supports.
For two days he had eaten nothing. No one gave him anything now. Every one's patience
was exhausted. Women shouted to him from their doorsteps when they saw him coming:
"Be off with you, you good-for-nothing vagabond! Why, I gave you a piece of bread only
three days ago!
And he turned on his crutches to the next house, where he was received in the same
fashion.
The women declared to one another as they stood at their doors:
"We can't feed that lazy brute all the year round!" And yet
the "lazy brute" needed food every day.
He had exhausted Saint-Hilaire, Varville and Les Billettes without getting a single copper or
so much as a dry crust. His only hope was in Tournolles, but to reach this place he would
have to walk five miles along the highroad, and he felt so weary that he could hardly drag
himself another yard. His stomach and his pocket were equally empty, but he started on his
way.
It was December and a cold wind blew over the fields and whistled through the bare
branches of the trees; the clouds careered madly across the black, threatening sky. The
cripple dragged himself slowly along, raising one crutch after the other with a painful effort,
propping himself on the one distorted leg which remained to him.
Now and then he sat down beside a ditch for a few moments' rest. Hunger was gnawing his
vitals, and in his confused, slow-working mind he had only one idea-to eat-but how this was
to be accomplished he did not know. For three hours he continued his painful journey. Then
at last the sight of the trees of the village inspired him with new energy.
The first peasant he met, and of whom he asked alms, replied:
"So it's you again, is it, you old scamp? Shall I never be rid of you?"
And "Bell" went on his way. At every door he got nothing but hard words. He made the
round of the whole village, but received not a halfpenny for his pains.
Then he visited the neighboring farms, toiling through the muddy land, so exhausted that
he could hardly raise his crutches from the ground. He met with the same reception
everywhere. It was one of those cold, bleak days, when the heart is frozen and the temper
irritable, and hands do not open either to give money or food.
When he had visited all the houses he knew, "Bell" sank down in the corner of a ditch
running across Chiquet's farmyard. Letting his crutches slip to the ground, he remained
motionless, tortured by hunger, but hardly intelligent enough to realize to the full his
unutterable misery.
He awaited he knew not what, possessed with that vague hope which persists in the
human heart in spite of everything. He awaited in the corner of the farmyard in the biting
December wind, some mysterious aid from Heaven or from men, without the least idea
311
whence it was to arrive. A number of black hens ran hither and thither, seeking their food in
the earth which supports all living things. Ever now and then they snapped up in their beaks
a grain of corn or a tiny insect; then they continued their slow, sure search for nutriment.
"Bell" watched them at first without thinking of anything. Then a thought occurred rather to
his stomach than to his mind--the thought that one of those fowls would be good to eat if it
were cooked over a fire of dead wood.
He did not reflect that he was going to commit a theft. He took up a stone which lay
within reach, and, being of skillful aim, killed at the first shot the fowl nearest to him. The bird
fell on its side, flapping its wings. The others fled wildly hither and thither, and "Bell," picking
up his crutches, limped across to where his victim lay.
Just as he reached the little black body with its crimsoned head he received a violent blow
in his back which made him let go his hold of his crutches and sent him flying ten paces
distant. And Farmer Chiquet, beside himself with rage, cuffed and kicked the marauder with
all the fury of a plundered peasant as "Bell" lay defenceless before him.
The farm hands came up also and joined their master in cuffing the lame beggar. Then
when they were tired of beating him they carried him off and shut him up in the woodshed,
while they went to fetch the police.
"Bell," half dead, bleeding and perishing with hunger, lay on the floor. Evening
came--then night--then dawn. And still he had not eaten.
About midday the police arrived. They opened the door of the woodshed with the utmost
precaution, fearing resistance on the beggar's part, for Farmer Chiquet asserted that he had
been attacked by him and had had great, difficulty in defending himself.
The sergeant cried:
"Come, get up!"
But "Bell" could not move. He did his best to raise himself on his crutches, but without
success. The police, thinking his weakness feigned, pulled him up by main force and set
him between the crutches.
Fear seized him--his native fear of a uniform, the fear of the game in presence of the
sportsman, the fear of a mouse for a cat-and by the exercise of almost superhuman effort
he succeeded in remaining upright.
"Forward!" said the sergeant. He walked. All the inmates of the farm watched his departure.
The women shook their fists at him the men scoffed at and insulted him. He was taken at
last! Good riddance! He went off between his two guards. He mustered sufficient energy--
the energy of despair--to drag himself along until the evening, too dazed to know what was
happening to him, too frightened to understand.
People whom he met on the road stopped to watch him go by and peasants
muttered:
"It's some thief or other."
Toward evening he reached the country town. He had never been so far before. He did not
realize in the least what he was there for or what was to become of him. All the terrible and
unexpected events of the last two days, all these unfamiliar faces and houses struck
dismay into his heart.
312
He said not a word, having nothing to say because he understood nothing. Besides, he had
spoken to no one for so many years past that he had almost lost the use of his tongue, and
his thoughts were too indeterminate to be put into words.
He was shut up in the town jail. It did not occur to the police that he might need food, and
he was left alone until the following day. But when in the early morning they came to
examine him he was found dead on the floor. Such an astonishing thing!
(http://www.online-literature.com/maupassant/194/)
Appendix I: Week 6, Day 2

Our Future as narrated by Morgan Freeman (transcription)
One day, we will wake up to find that the energy that powers the alarm clock came
from the breeze to the trees the night before, and we will go to work that morning riding the
rays of the sun. It will light our cities, and power our businesses. It will warm our homes,
and cool our workplaces. It will reduce sources of conflict, and fuel our economies. It will
connect us all. It won’t scar the land or poison the seas. The food we eat will be good for
our bodies, and good for the planet, and the weather that day won’t make us worry for
313
tomorrow. There will be more jobs and less disease. The sea level will stop rising and
species will stop dying. The question is how we get to that day from where we are today--
all 7.3 billion of us.
We start by deciding that beyond our doubts and differences, certain day truly
exists, and there is something each of us can do today. We can make today the day we
stop thinking that the changes required to get there are impossible and beyond us; and start
realizing that they are not only possible, but what the future requires us. We must stop
turning from the warnings of science and fear in denial, and instead turn toward the
solutions and partnerships we need. We can make today, the day we stop pointing at each
other in blame and instead chart a new course together. We have never faced a crisis this
big, but we have never had a better opportunity to solve it. We have everything we need to
wake up to a different kind of world. We need our leaders to be brave and their choices to
be bold. They will little remember us as the generation that destroyed its home, or the one
that finally came to respect it. We have every reason in the world to act. We can’t wait until
tomorrow. This is our only home. You can choose today to make a world of difference.
(https:www.youtube.com/watch?v=8YQlaOldDU8)
Appendix J.1: Week 6, Day 3
Climate change is real, the actions of mankind are the origin of climate change, and
there is no know way to reverse climate change – we can only hope to slow the rate of
change for the next several thousand years. These basic truths must be accepted by
nations and form the basis for national policy.
Secondly, national policies must accept that climate change is global in its scope, global in
its causes, and global in its mitigation. No one country can resolve the problem, nor can any
country avoid it. If the human civilization is to survive as we know it, all nations must fully
and freely cooperate. The alternative to rapidly developing means of open international
cooperation and assistance is for the nations to turn themselves into armed fortress to
314
protect their resources and prevent immigration of displaces climatic refugees. Inevitably,
this approach would lead to global warfare and destruction, and a radically altered
environment.
And, thirdly national policies must accept that there is no one solution that will fit all nations,
rather entirely different approaches will be required in different regions and nations. For
example, the developed nations must eliminate their dependence upon fossil fuels while
maintaining their quality of life, while developing nations must forgo the use of fossil fuels
while attempting to meet the natural aspirations of their citizens for an improved quality of
life. It would appear obvious that an international sharing of resources, technologies and
expertise will be required.
Can all nations set aside regional, political, historical, cultural and religious differences and
cooperate in the solution and survival of Global Climate Change? If not, human civilization
is surely toast.
Appendix J.2: Week 6, Day 3
Answers to Questions
D. Post Listening
Comprehension Check
1. The activities of mankind.
2. Illegal activities like:
• Illegal logging and fishing,
• Burning plastic,
• Improper garbage disposal etc.
3. To slow the rate of change.
4. a. Must be accepted by nations and form the basis for national policy.
b. Must accept that climate change is global in its scope.
c. Must accept that there is no one solution that will fit all nations.
5. All nations must fully and freely cooperate.
6. To protect their resources and prevent immigration of displaced refugees.
7. Eliminate their dependence upon fossil fuels and to maintain quality life.
8. Set aside difference and cooperate.
Analysis Questions
1. Discourse Markers
315
2. To make comparison, contrast, reason, cause etc.
3. likewise, while, because etc.
H. Discourse markers are words, phrases & expressions that connect the different parts
of the text. They show relationship of ideas. I. Varied answers.
J. Evaluation
1. and – addition
2. in order – reason
3. Although
contrast
but
4. but – contrast
5. especially – emphasis
6. For this reason – effect or result
7. In the first place – sequence
8. For example – example
9. because – reason
10. Finally – conclusion
Appendix K.1: Week 6, Day 4
FOR PUNCTUALITY AND RESPECT FOR THE RIGHTS OF OTHERS
Our national pride as a country always dips on layer lower every time foreigners
comment on our hard-to-break habit: coming late. This shortcoming among our countrymen
has so acquired quite a prevalence that an unflattering phrase was coined that has actually
indicted the entire Filipino race: “Filipino time.”
Lack of punctuality has become a serious national concern because it is the only
malady that has been unfortunately attached to the name “Filipino”. No other offense or
weakness is uniquely identified with “Filipino,” an otherwise badge of honor for everyone.
The entire Filipino nation is embarrassed every time this phrase drips from the lips of
foreigners and compatriots.
In deeper sense, coming to an appointment late is a disrespect for the time of

others. In a profound sense, therefore, this national weakness is ingrained in a lack of
respect for the rights of others. A casual look at the day-to-day anarchy in the streets and
316
our disregard of traffic rules shows the ease with which we set aside the rights of others. All
these indicate that, as a people and as a country, something has got change – and the first
step should be taken to effect that change.
The ironic thing about this situation is that some of our countrymen reinforce this
perception either by boasting about it or by proving people right by really being tardy in their
appointments. Something even more perverse has developed: It has become fashionable
or, as they say, “politically correct,” to be late or to be indifferent about the rights of others.
Something has really turned upside down – when right becomes wrong and wrong
becomes right.
Appendix K.2: Week 6, Day 4
Answers to Questions
A.
1. widespread
2. disorder
3. instilled
4. lawlessness
5. unreasonable B.
1. Examples – coming on time or early, not tardy, not late, prompt, right time,
respecting the rights of others, no shortcoming.
2. coming late
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D. Comprehension Check
2. coming late
3. dips on layer lower which becomes an embarrassment
4. Indicted Filipino race
5. Time is gold. It should not be wasted
6. Disregard of traffic rules
7. Suppose to be
8. Ashamed, Apologize – Ex. Coming to school
9. Getting up early
10.Enlightened
Challenged
11.Serious
12.To persuade
13.Argumentative
F.
7. First sentence in every paragraph. Yes
8. beginning
9. a. secondparagraph
b. first paragraph
c. third paragraph
d. third paragraph
10.Persuasive essay
11.b
Persuasive essay also known as argumentative essay, utilizes logic & reason to
show that one idea is more legitimate than the other. To influence readers to act.
II. Following the 3 parts of an essay
– introduction, body & conclusion.
J. Following traffic rules Being

respectful, punctual etc.
Appendix L: Week 7, Day 1
AN EXCERPT FROM THE ARTICLE IMPACT OF CLIMATE CHANGE ON

AGRICULTURE
Climate change is likely to contribute substantially to food insecurity in the future, by

increasing food prices, and reducing food production. Food may become more expensive
as climate change mitigation efforts increase energy prices. Water required for food
production may become scarce due to increased crop water use and drought. Competition
for land may increase as certain areas become climatically unsuitable for production. In
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addition, extreme weather events, associated with climate change may cause sudden
reductions in agricultural productivity, leading to rapid price increases. For example, heat
waves in the summer of 2010 led to yield losses in key production areas including: Russia,
Ukraine and Kazakhstan, and contributed to a dramatic increase in the price of staple
foods. These rising prices forced growing numbers of local people into poverty, providing a
sobering demonstration of how the influence of climate change can result in food insecurity.
The consensus of the Intergovernmental Panel for Climate Change (IPCC) is that
substantial climate change has already occurred since the 1950s, and that it’s likely the
global mean surface air temperature will increase by 0.4 to 2.6°C in the second half of this
century (depending on future greenhouse gas emissions). Agriculture, and the wider food
production system, is already a major source of greenhouse gas emissions. Future
intensification of agriculture to compensate for reduced production (partly caused by climate
change) alongside an increasing demand for animal products, could further increase these
emissions. It’s estimated that the demand for livestock products will grow by +70% between
2005 and 2050.
While gradual increases in temperature and carbon dioxide may result in more favorable
conditions that could increase the yields of some crops, in some regions, these potential
yield increases are likely to be restricted by extreme events, particularly extreme heat and
drought, during crop flowering. Crop production is projected to decrease in many areas
during the 21st century because of climatic changes. This is illustrated in figure 1 which
summarizes average crop yield projections across all emission scenarios, regions, and
with- or without- adaptation by farmers, showing an increasing trend towards widespread
yield decreases.
Heat waves (periods of extreme high temperature) are likely to become more frequent in
the future and represent a major challenge for agriculture. Heat waves can cause heat
stress in both animals and plants and have a negative impact on food production. Extreme
periods of high temperature are particularly harmful for crop production if they occur when
the plants are flowering – if this single, critical stage is disrupted, there may be no seeds at
all. In animals, heat stress can result in lower productivity and fertility, and it can also have
negative effects on the immune system, making them more prone to certain diseases.
Evidence for an increase in heat waves exists from warming that has already occurred, and
greater than expected increases in heat wave frequency and magnitude (figure 3). It is
difficult to make accurate predictions about the future frequency and magnitude of heat
waves, but there is consensus among projections that measurements for both will continue
to increase in the UK, in Europe, and at a global scale. The impact of heat waves are
expected to be non-uniform, with disproportionately negative effects in less developed
countries. Together with other aspects of climate change such as increased drought
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incidence, they may exacerbate existing issues around food security.
(https://www.futurelearn.com/courses/climatesmart-agriculture/0/steps/26565)
Appendix L.1: Week 7, Day 2
TRANSCRIPT OF THE VIDEO FOR VIEWING
The Verdict (1982)
(2 mins 45 seconds) Best movie speech: Frank Galvin’s closing

argument to win the un-winnable case. Watch this great movie
speech here
TRANSCRIPT:
“Well…You know, so much of the time we’re just lost. We say, “Please, God, tell us what is
right. Tell us what is true.”
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I mean there is no justice. The rich win; the poor are powerless. We become tired of hearing
people lie. And after a time we become dead, a little dead. We think of ourselves as victims
— and we become victims. We become weak; we doubt ourselves; we doubt our beliefs;
we doubt our institutions; and we doubt the law.
But today you are the law. You are the law, not some book, not the lawyers, not a marble
statue, or the trappings of the court. See, those are just symbols of our desire to be just.
They are, in fact, a prayer, I mean a fervent and a frightened prayer.
In my religion, they say, “Act as if you had faith; faith will be given to you.”
If we are to have faith in justice we need only to believe in ourselves and act with justice.
See, I believe there is justice in our hearts.”
https://vividmethod.com/great-movie-speeches-2-minutes-9-examples/
TRANSCRIPT OF THE VIDEO FOR VIEWING
Fair Game (2011)

(Less than 2 mins) Enlightening movie speech about the decision
to go to war in Iraq. Watch the movie speech here.
TRANSCRIPT:
“How many of you know the 16 words in President Bush’s State of the Union Address
that led us to war? (none) How many know my wife’s name? (everyone).
How can you know one, and not the other? When did the question move from ‘Why are we
going to war?’ to ‘Who is this man’s wife?’
I asked the first question, and somebody else asked the second. And it worked. Because
none of us know the truth. The offence that was committed was not committed against me,
it was not committed against my wife – it was committed against you. All of you.
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If that makes you angry or feel misrepresented, do something about it.
When Benjamin Franklin left Independence Hall, just after the second draft of it, he was
approached by a woman on the street, the woman said, ‘Mr Franklin, what manner of
government have you bequeathed us? And Franklin said, ‘A Republic madam… if you can
keep it.’
The responsibility of a country is not in the hands of a privileged few. We are strong and we
are free from tyranny as long as each one of us remembers his or her duty as a citizen.
Whether it’s to report a pothole at the top of your street, or lies in a State of The Union
Address, speak out! Ask those questions. Demand that truth. Democracy is not a free ride
man, I’m here to tell you.
But this is where we live. And if we do our job, this is where our children will live. God bless
America.”
https://vividmethod.com/great-movie-speeches-2-minutes-9-examples/
HANDOUTS FOR DISTRIBUTION

RHETORICAL APPEALS: LOGOS, PATHOS, ETHOS
5. A speaker usually uses rhetoric during his/her speech. Rhetoric is the art or skill of
speaking or writing formally and effectively to persuade people.
6. A speaker uses this art to convince his/her audience or listeners to believe in his/her
ideas and to bring them to action, if needed.
7. The speaker use words, expressions and sentences that appeal to the people’s
reasons, feelings and the speaker’s credibility.
8. To persuade his/her audience, he may use the three common strategies, which was
introduced by Aristotle and has been in use for more than 2,300 years. Aristotle called
these speech strategies as logos, pathos, and ethos.
9. Logos (also known as appeal to reason and logic) is the strategy where the speaker
uses the mind and intellect of the listeners to prove his/her points. The speaker may use
the following to express his/her ideas and persuade to the audience:
a. Definition of terms
b. Explanation of ideas
c. Comparison and contrast
d. Facts and statistics
e. Cause-effect relationships
f. Objective reports
g. If-then statements
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h. Inductive reasoning
i. Deductive reasoning
j. Case studies
6. Pathos (also known as appeal to emotion) is the strategy where the speaker uses the
feelings of his/her audience to persuade the listeners. He may use the following:
I. Stories or testimonies from real people

II. Powerful expressions and images that can arouse emotive responses
III. Audiences’ beliefs, experiences, dreams and ideals
IV. Connotative language
V. Audiences’ religiousness and traditions
7. Ethos (also known as appeal to the speakers’ credibility) is a strategy where the speaker
tries to win the trust of his/her audience with his/her character, authority and integrity.
Thus, the speaker may use the following:
I. his/her own qualifications and significant life information

II. his/her experiences and expertise in the subject
III. jargon/authoritative language (language of his/her profession, affiliation)
IV. appropriate tone (by knowing the listeners and the context situation) X.
credible sources (experts, scholars) to emphasize his/her own XI.
credibility
8. These three strategies may be combined but one strategy may be used to prevail in the
speech depending on the topic and speaker’s choice.
9. The speakers should use these strategies with care and good intention. They should not
be used (especially the pathos) to divert the real issue or confuse the audience.
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EXERCISES FOR DEVELOPING MASTERY:
Example:
In my 25 years of experience as a doctor, I can say that the epidemic can affect the whole
region within the month
1. As well as nicotine, each cigarette contains more than 4,ooo different chemicals, many
of which are harmful to the body.
2. Cary W tweeted, “Drive is such an amazing film, went in with a crush on Carey Mulligan.
Left with a crush on Ryan Gosling." [Twitter post discovered by eonline.com]
3. "I will end this war in Iraq responsibly, and finish the fight against al Qaeda and the
Taliban in Afghanistan…” by Barack Obama. August 28th, 2008.
4. And now at last, with success so plainly in our sight, our love of liberty and the voice of
reason alike urge us to guard and cherish the prize that has been so hardly won. –
(Manuel Quezon, Nov. 25, 1935)
5. As a matter of fact, I have come here to honor your invitation.
6. I beg you, fellow members of this House, to pause and consider dispassionately the
effects of this innovation, not so much upon our political system as upon our people.
7. The word “nationalism is rooted in the word “nation” and if patriotism is the love of the
patria or country, nationalism is the love of nation.
8. Scientists who are tacking this event say that the El Nino this season will be the
“climatic event of the century”
9. What is true is that we live in kind of spaceship called the earth, and only a limited
amount of air is forever available to us.(Sydney Harris)
10. And that is why prevention – immediate, drastic and far-reaching – is our only hope for
the future. (Sydney Harris)
11. Again and again we must rise to the majestic heights of meeting physical force with soul
force. (Martin Luther King)
12. I say to you today my friends, even thugh we face the difficulties of today and tomorrow,
I still have a dream. (Martin Luther King)
13. If every person in Macau were given equal portions of land, each would live in a space a
quarter the size of a tennis court.(Blythe Hamer)
14. But there is something that I must say to my people who stand on the warm threshold
which leads into the palace of justice. (Martin Luther King)
15. If people could design computers to perform unpleasant tasks, it would be a wonderful
experience.
16. Research reveals that 45 percent of randomly-selected respondents from a university
thinks that scientists will be able to put a human mind onto a CD-ROM or computer to be
used in robots chip.
Some months ago, while doing research on the general subject of pollution, I learned how
dumb I had been all my life about something as common and familiar – and essential-as air.
(Sydney Harris)
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Appendix M: Week 7, Day 3
325
Convincing
Beginning
Formula: F+T+PT+C+R+LC= Total/6= _____

Appendix N: Week 8, Day1
TWO IN ONE
Throughout high school I chose to ignore my Filipino side. The most important thing for
me was to fit in – wear the latest clothes, listen to the coolest music, speak the slang spoken
between friends. If anyone asked me my ethnic background, I emphasized that I was half-
white, leaving out that I was half-Filipino. If prodded any further, I said that my mother was
born in the Philippines, but that she was definitely mixed with Spanish blood. Somehow I
had come to the conclusion that to be American meant I should exclude my Filipino
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heritage. To include it also might mean I wouldn’t fit in with my teenager – I had never been
to the Philippines, I spoke only English, and I practiced no Filipino customs.
Since I came to college I have been exploring the Filipino culture more as part of my
family history than as my own culture. This is a step toward true recognition of my Filipino
identity. Though I have been raised in America and have lived the “American” culture, this
doesn’t mean I should deny that I am also a Filipino. My Filipino heritage has a claim on me
that has been waiting to be explored further – waiting to include me
- and I in it. Growing up as mixed Asian and American has made me aware that it isn’t
necessary for me to be 100% American. Now, as I begin to study Filipino history and culture
through research and from my mother, I integrate this new knowledge with my American
culture. This process of integration bridges the two identities that make who I am. Now I no
longer say I am all American or all Filipino, instead I can proudly say that I am both.
English Expressway IV
Virginia F. Bermudez, Ed.D., et al
2007 Edition, pages 36-37
Appendix O: Week 9, Day 3
Transcriptions of the Speech of Ramona J. Smith 2018 Toastmaster Champion Still

Standing
Life will sometimes feel like a fight. The punches, jabs, hooks will come in the form of
challenges obstacles and failures. Yet, if you stay in the ring and learn from those past fights
at the end of each round, you'll be still standing.
Mr. Contest chair, fellow fighters, can you think of a time when life tried to knock you down?
Who was your toughest opponent? Most often, our most challenging opponent is ourselves.
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Round one, college. I dropped out of college, not one, not two, not three, but four times. I
told myself college isn't for me and I would never go back.
Round two, marriage. I married my soul mate, the love of my life, my best friend. He was
fine too. We were married for eight long beautiful amazing months. You heard right. Months
not years. It was like immediately after we said I do, the heavyweight champion came in and
delivered an electrifying knockout blow to our vows. Boom! Divorced.
Round three, speaking. In 2015 I competed for the first time in the International speech
contest. I won at the club level. I won at the area level. I wanted the division level. There the
district level is on the way. I was on the road. I was on fire. I was unstoppable.
I lost. I was crushed. After going three rounds and taking hit after hit I was ready to throw in
the time. I was down for the count, six, seven, eight. When was the last time life not you
down? Who was that lifeline that you reached out to, to help you stand back up? Was it your
family? Your friends? Or did you hold on to your faith?
Maybe you've never been knocked down. But you've seen one of your family members take
a devastating blow. Were you the lifeline that they were reaching out to, to help them stand
back up. Were you the coach in the corner, saying, “Get up! Get up! Stand up!”
As I gathered all the strength within myself. Stand. Instead of looking into a mirror of defeat,
it became a window of possibilities. I got back in the rack. I went back to college. I got my
degree and I graduated magna laude.
Yeah, after failing four times, I was still standing. After my loss at the district level, I'm
speaking to you from the world championship stage. It's a moment. Thank you. Even after
suffering loss, I'm still standing. Ask for my marriage, I'm still in training.
I have not yet found Mr. Right. But this is an international convention and there are
thousands of men from hundreds of different countries so single Toastmasters. Even after
my divorce, I'm still standing. My challenge to you is to stay in the ring, whether you're a
fighter or a coach. If you're on the side of the ring coaching or if you're in that ring throwing
those jabs and those hooks when that final bell rings “Bing Bing Bing” the fighters and the
coaches will raise their hands with victory singing “I'm still standing yeah yeah yeah. We're
still standing. Very nice. Stay in that ring and even after you take a few hits use what you
learn from those previous fights and at the end of each round you'll remain still standing Mr.
contest.
Appendix P.1: Week 9, Day 4
Why We Should Not Compare Ourselves with Others
In our culture a lot of times people advise us to compare ourselves with others. "You
should be like your father," "You can win; the others aren’t as good as you," "You must be
the best of your class," etc., and this is not always the best way of thinking. There are many
reasons to change this way of thinking and begin to compare ourselves only with ourselves.
This is the way it should be, and in this paper I will discuss some of the most important
reasons for this.
The first reason to avoid comparing yourself with others is that there will be always
someone better than you. It doesn’t mater in which aspect, but it is always true. Therefore,
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you could feel inferior to others and maybe without a real reason. For example, you can be
an incredible architect and the best of your generation, and this can make you feel incredibly
good, but if someday someone is better than you are, you could feel sad although you are
still the same incredible architect that you were before.
The second reason to elude this kind of comparison is that you will always find
someone worse than you, but as opposed to the first reason, this can make you feel better
than the others, and this feeling can turn into a horrible pride. For example, if you are the
second best student of your class, and one day the very best student leaves the school, you
will then be the best one although you are still only as good as you were before.
These two first reasons lead us to a third one: If you want to be better than the
others, you don’t need to improve yourself; you only have to make the others look bad. If I
want to be the leader of the group, but you are the leader now, what I need to do is to make
you look like a traitor or stupid and then I can take your place. Then I will be better than you.
A fourth reason to stop comparing ourselves is that the one who compares
him/herself with others is judging, and this doesn’t help us develop as human beings.
Nobody knows the internal reality of the other; nobody knows his/her story and his/her most
deep intentions, and when we judge it’s harder to accept the others.
The last but most important reason to avoid comparing ourselves with others is that
when we do, we can be tempted to copy them, to do the same things, and to act and think
like them. The problem with this is that if we copy someone, we will never know who we
really are and what we really want, and then we will never grow spiritually.
For all these reasons and because we are unique, we should not compare ourselves
with others, only with ourselves. The only comparison pattern that we really have is our
consciousness. So, if we use this pattern we will not feel less or more than others; we will
not try to make others look bad; we will not judge so much; and we will accept ourselves as
we really are. In other words, we will live happier.
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Appendix P.2
Why Students Should Eat Breakfast Every Day
A lot of people, especially young people, go through the day without having
breakfast. Many people believe that it is not necessary, or they say that they don’t
have time for that, and begin their day with no meal. I believe that everyone should
eat breakfast before going to their activities. The purpose of this paper is to show the
importance of breakfast, especially for students.
The first reason why you should eat breakfast before going to school is for
your health. When you skip breakfast and go to school, you are looking for a disease
because it’s not healthy to have an empty stomach all day long. It’s very important to
have a meal and not let your stomach work empty. All you are going to get is gastritis
and a lot of problems with your health if you don’t eat breakfast.
Another reason for eating breakfast is because you need food for to do well in
your classes. You body and your brain are not going to function as good as they
could because you have no energy and no strength. When you try to learn something
and have nothing in your stomach, you are going to have a lot of trouble succeeding.
A lot of people think that they should not eat because they are going to feel tired, but
that’s not true. Breakfast is not a very big meal, and on the contrary, you’re going to
feel tired if you don’t have breakfast because you have spent the entire previous night
without food.
The last reason to have breakfast every day is because you can avoid
diseases if you eat some breakfast in the morning. If you don’t eat, you are going to
get sick, and these diseases will have a stronger effect on you because you’re going
to get sick easier than people who have breakfast every day.
You have to realize that breakfast is the most important meal of the day, and
you cannot skip it without consequences for your health, your school and your
defense mechanism. It is better to wake up earlier and have a good breakfast that run
to school without eating anything. It is time for you to do something for your health,
and eating breakfast is the better way to start your day.
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Appendix P.3
The Importance of Reading and Writing
Today science and technology has come to pervade every aspect of our lives.
Computer, television and radio have almost replaced the newspaper and letter once
dominated our lives. Accordingly, the issue about whether the ability to read and write
is more important today may attract our attentions. It is clear that classified views
have converged into two: some think reading and writing ability is more important
today than in the past, while others deny its importance. As I see it, I agree with the
former view without any hesitation and my choice is based on a careful consideration
of the following reasons.
The main reason which may win most of people's support is that if lack the
reading and writing ability, one would be considered as illiterate who has been
deprived of the most basic right of human beings in the 21st century. It will be hard
for us to imagine how somebody who can't read and write communicates with other
people. A case in point is that one of my neighbors who is an old man and cannot
read and write may only talk with others face to face. As for making friends by email
and search information in newspaper, it is absolutely impossible.
The second reason I would like to point out is that people today who cannot
read and write cannot even make a living. Good jobs are difficult to find because of
economic depression. Nearly all the jobs require people who can read and write very
well. Even if one just plans to be a driver, he must read the road sign and know
where he is and where he will go.
Furthermore, the ability to read and write could bring us lots of advantages.
Suppose that people who have tired out with a hard week's sweat and effort may get
lots of benefits and relief from reading a short novel and broaden his horizon by
appreciating a nice poem. Many friends around me would believe reading and writing
some effective ways to relax themselves.
People today especially those children may find it easier for them to
manipulate the mouse of the computer than to write things down by hand. Watching
TV instead of reading may still occupy someone's most leisure time. Yet if all the
factors I discussed above are contemplated and we are to minimize the losses and
maximize the gains, it will not be hard for us to realize that the ability to read and
write is more important today than in the past.
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Appendix P.4
Why You Should Not Smoke
I am sure that you know that smoking harms your body. Then why do you
continue smoking? Maybe you do it because you haven’t really become conscious
about all the effects that smoking has. There are a lot of reasons why you shouldn’t
smoke. Some of them are that smoking affects your health, that you spend a lot of
money on cigarettes, and that when you smoke you are not respecting people around
you.
The first reason why you shouldn’t smoke is that smoking affects your health.
If you smoke, your physical condition will be negatively affected, so it will be very
difficult for you to succeed in sports. Also, smoking produces lethal diseases like
cancer and reduces the length and quality of your life. Maybe you don’t notice all the
physical effects of smoking immediately, but you surely will be sorry one day.
The second reason why you shouldn’t smoke is because of all the money that
you spend on it. Maybe you start smoking only when someone offers you a cigarette,
but there will be a day when you will feel the need of a cigarette. By this time, you will
pay whatever to smoke, and each time you will smoke more, so you will spend more
money. All the money you would spend on cigars could have be spent in something
better, don’t you think?
The last reason why you shouldn’t smoke is out of respect for the people
around you. When you smoke, you not only harm yourself, but you also harm all the
people around you. So you mustn’t be selfish; you should at least avoid smoking in
front of people who don’t smoke. Also, many people don’t like the cigarette’s smell,
so they won’t enjoy your company. Would you like that?
I have said just some reasons of why you shouldn’t smoke, so I hope that now
those of you who smoke are able to think a little and try to make a smart decision. In
addition to all the reasons I’ve said, I would like you to think about how much you love
yourself and then whether you want to continue harming yourself. Think also about all
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the people who love you, like your family who doesn’t want to see you suffering or
sick. If you decide to continue smoking, what a pity. But if you decide to stop
smoking, congratulations! Remember that "If you can dream it, you can do it."
Appendix P.5
Why People Should Read for Pleasure
In the past years the use of the television and the internet has increased; this
situation has caused many people to change their likes and the way that they enjoy
their free time. Because of television and the internet, many people spend less time
reading, so the purpose for this essay is to present reasons why people should read
just for pleasure. The reasons that I give you are quite simple: to improve your
knowledge, to expand your general culture, to have more fun, to make your
imagination fly, to find new ways to express your ideas, and finally to expand your
vocabulary.
The first reason that I give you to enjoy reading is that when you read, you
can expand your knowledge and also your culture. There are a lot of good books in
which you can find history, novels, tragedies, comedies and a variety of other
themes. You can see that people who read more often frequently have a bigger
knowledge of life and also a bigger perspective of their environment. I think that fact
gives them an advantage over all others who do not read frequently.
The second reason to read more often is that through books you can have fun
and even travel in your imagination. Children have not yet lost the ability of getting
into their dreams, and because of this, in their first years the parents read a lot of
tales in which they use their imagination. Adults should try to keep this ability, so we
do not forget the importance of the use of the imagination. The imagination also
represents a tool that could help you to develop your professional career in a creative
way.
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Finally, the third and the most important feature that reading offers you is that
it does not matter the age that you have, you always could expand your vocabulary
and the ways to express your ideas to the others in a simple and correct form. By the
time you can improve the kind of books that you read, there are a lot of categories, so
you will never stop learning from the pleasure of reading. People who know how to
choose a book generally have the capability of choosing a formal book in which they
can find formal grammatical structures and obviously a formal vocabulary. All these
things allow them to gain greater fluency in their communication.
In conclusion, I recommend that you enjoy reading more often. There are
excellent reasons for doing it; you just have to want to expand your knowledge and
your culture, to improve your imagination and also your vocabulary. I know that we
should evolve with the technology; that is, it is good to know how to navigate in the
internet, but we must also not forget the books. Try to choose good books at the
beginning, and then I ensure you that you never will stop reading.
Appendix P.6
Why People Should Exercise
In the past, I have never been inclined to participate in sports. Honestly, I

didn’t like it, but many persons whom I lived with kept telling me everyday how good it
was. Since the peer pressure was growing, I decided to go to the gym. It wasn’t until
then that I could really understand people when they said exercise really helped a
person get organized and keep yourself in a healthy physically and mentally.
For starters, when you are a lazy person, it is difficult to take the first step, but
it is all a matter of committing yourself to something that will provide you a lot of
positive feedback. Once you start doing exercise and observing positive results, you
actually enjoy it. It takes a lot of effort and strong will, but it's worth it. The principal
thing to do is to participate in an activity you like. If you do you’ll start organizing your
day in a way that enables you to do everything you have to, including exercising. You
will no longer be a person stressed-out without time to carry on with all your activities.
Second, it is obvious that once you exercise you will have a better condition.
You will be healthier in a physical way. It is probable that you will lose weight and
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your muscles will get stronger and stronger. Your body will feel good, full of energy
and it will respond immediately to any action you want to do, any activity that has to
be done with high spirits.
The third reason why exercising is good is that it affects you positively in a
mental and psychological way. Doing exercise helps you set specific goals which
along with strong will can be achieved. When you do that, you are aware of your
abilities, accept your weaknesses, and your self-esteem goes up. Any sport distracts
you because it helps you not to think about school, friends, problems, among other
things. It brings you time to think about yourself and no one else. It helps you keep
your mind busy and to avoid dangerous habits like drugs.
Doing exercise is very important to any person of any age. The positive
effects of exercising, which I’ve already mentioned, are like a chain. Once you do a
sports activity that you like, you get organized; therefore, you start doing things the
right way and get enormous benefits which make you feel good as a whole human
being. You start living your life happily
Appendix P.7
Why You Should Communicate Effectively
Establishing and developing effective communication is important in order to

be heard and change your environment according to your own thoughts. No one will
guess what you want or what you think if you don’t tell them, and nothing is going to
change if you do not propose a change. The purpose of this essay is to discuss four
important skills that will help you communicate effectively. Such skills are not to be
afraid of speaking, always defend what you want to say, express exactly what you
mean to say, and listen while you are not speaking.
The first aspect to communicate effectively is not to be afraid of speaking.

Anytime you need to say something, go ahead and do it. Most of the times people are
335
: Week 9, Day 4
afraid of speaking because they are not sure if it is the right thing to say and/or the
right moment to say it. Be sure, say what you want to say, and do not regret it. If you
speak you will be heard and taken into account. You are important so you need to be
heard.
There is one thing you should not do somehow: Do not say something that will
hurt somebody’s feelings. Unless that something has to be said inevitably, say it, but
as softly and gently as you can. Never hurt anyone intentionally. Always think twice
before saying something. You choose what to say, just be sure to say the right thing
at the right time. If you do that, you won’t regret a thing.
Second, if you want to communicate effectively, defend what you say. Once
you have said something you can never go backward; you must back it up. The worst
thing that you can do when speaking is to hesitate. Hesitance means self-insecurity
and this means weakness. The strength of your words will surely determine their
effect on the listener. The way that you speak and the content of your speech tell a lot
about yourself and your personality. A conversation allows speakers and listeners to
get to know each other better. Besides, people will only know what you say; they
cannot go any further if you do not let them. It is only by means of intelligence,
strength, and security that you will be able to change the world around you. And, it is
also by means of intelligence, strength, and security that you will be heard and taken
into account.
The third main aspect of effective communication is to express exactly what

you mean to say. Pick up the words that will express exactly what you are thinking of.
Do not forget that one half of a word belongs to the listener and the other to the
speaker. The listener gets his or her own version of what is said. However your job is
to express yourself clearly, so that you can avoid misunderstandings. Although,
avoiding misunderstandings is a hard task (not impossible), when it is achieved you
will be expressing yourself effectively. Everybody will be able to identify exactly what
you say, what you think, and what you want. Words are double edged weapons
which can be used either to defend or to attack. If you make a good use of them, you
will be able to do almost everything.
The fourth main point to effective communication, and probably the most
important of all, is the listening part. Listen and do not interrupt when it is no longer
your turn to speak. You will surely learn new things from listening to others. If a
person is speaking, it’s because she or he wants to be heard. Effective
communication is based on both listening and speaking. If communication were
based only on speaking, it would be an absolute tyranny. Nevertheless,
communication is the means through which you express yourself in order to be heard
and change your environment according to your
336
own version of reality. Thus, it would be impossible to change anything if there were no one
to listen, learn, and accept new ideas. Listening is a gift, and good listeners are always very
appreciated because there are only a few.
Effective communication will help you to express yourself better, allow you to let other
people express themselves, and help you to change your environment toward your own
thoughts and beliefs. Words inspire no fear. Speak them. Words make you strong. Support
them. Words show what you are and what you think. Do not let yourself be misunderstood.
Words are valuable. Listen to them!
References:
• https//www.englishgrammar.org/modal-auxiliary-verbs-
exercise6/https://www.futurelearn.com/courses/climate-
smartagriculture/0/steps/26565
• https://www.youtube.com/ watch?v=b_N_dYRb4_4
• https://magneticspeaking.com/the-top-9-characteristics-of-effective-publicspeakers/
• https://youtube.com/watch?v=A8_OmntvWAY
• https://www.gingersoftware.com/content/grammar-rules
337
• https://youtube.com/watch?v=A8_OmntvWAY
• https://www.gingersoftware.com/content/grammar-rules
• http://www.youtube.com/watch?v=GWooGBya_nk
• https://www.enotes.com/topics/adventures-of-huckleberry-finn
• https://www.fluentu.com/blog/educator-english/esl-tefl-ell-vocabulary-games/
• http://www.youtube.com/watch?v=iEKLFS-aKcw.Published
• https://www.youtube.com/watch?v=drnBMAEA3AM
• www.thomas.k12.ga.us
• https://youtu.be/kZIXWp6vFdE
• https://youtu.be/kZIXWp6vFdE
• https://www.helpteaching .com
• http://depedbohol.org/v2/wp-content/uploads/2015/11/1stquarter.final-English-
10.pdf
• https://www.storynory.com/thors-hammer/
• https://www.powershow.com/viewht/79a187-
YWFkY/Norse_20Mythology_powerpoint_ppt_presentation
• https://www.storynory.com/thors-hammer/
• https://formatically.com/how-t0-write-assertions
• https://www.time4writng.com
• https://brainly.ph/question/206068
• https://brainly.ph.question/302652
• https://www.youtube.com/watch?v=GJupxviLMEA
• https://www.youtube.com/watch?v=IP8psM4LWXk
• https://www.futurelearn.com/courses/climate-smart-agriculture/0/steps/26565
• https//www.englishgrammar.org/modals-worksheet/I
• https://vividmethod.com/great-movie-speeches-2-minutes-9-examples/
• http://clipart-library.com/clipart/6iyk4kMin.htm
• https://vividmethod.com/great-movie-speeches-2-minutes-9-examples/ 
http://clipart-library.com/clipart/6iyk4kMin.htm
• https://www.inc.com/sims-wyeth/how-to-capture-and-hold-audience-attention
• http://depedbohol.org/v2/wp-content/uploads/2015/11/1stquarter.final-English-
10.pdf
• http://www.google.com/amp/s/m.wikihow.com/Conduct-a-paneldiscussion%3famp=1
• https://www.toastmasters.org
• https://flippedtips.com>crit3
• https://youtu.e/7Tev43VNRIc
• https://youtu.be/UTrb6i7gJAk
• https://youtu.be/AdzXYZWg5lI4
•
•
•
 https: ?V=BughmPxFaY •
 https: www.youtube.com.watch ?V=BughmPxFaY •
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 http://webs.um.es>lib>exe.fetch.writing_persuasive_article_samples_2pdf
 •
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DETAILED

MAI ANNE D. RONDOLA

FIRST QUARTER ENGLISH 10 DAILY LESSON PLANS

APPENDIX A: Week 1, Day 1………………………………………………………..193

• Determining connected events to determine the

C. Other Learning Resources

Learner’s Material, Internet

A. Reviewing Previous Lesson or Presenting

Instructions before viewing

Questions for Discussion:

E. Discussing Instruct the students to listen to a News Report:

J. Additional 1. Take pictures of Information Stickers that you usually

• Explaining elements to a selection

G. Finding Do Task 10: Digging Deeper Ask:

• Using reflexive and intensive pronoun.

Celebrating Diversity Through World Literature, pp -18

Public speaking can be terrifying, but when you care

Public speaking is how you can share your ideas with a

H. Making What is reflexive pronoun?

I. Evaluating Write a short paragraph about public speaking and be

VII. What innovations or

School: Grade Level: 10

Celebrating Diversity Through World Literature pages 31 -35

Be reminded that your expected output in this lesson is a

(Source: Celebrating Diversity Through World Literature p31

(Source: Celebrating Diversity Through World

E. Discussing You must have known people who have successfully

(Source: Celebrating Diversity Through World Literature p33

F. Supply the spaces below with a particular event from the

Across the Curriculum

(Source: Celebrating Diversity Through World Literature p34

VII. What innovations

B. Performance The learner composes a short but powerful persuasive

C. Learning Determine the effect of textual aids like advanced

Express appreciation for sensory images used.

3. Textbook Pages Celebrating Diversity Through World Literature pages

delivered to King 10 minutes to discuss their

Group 2: Create a Venn diagram that compares the

Group 3: Create a diagram that shows the challenges

Group 4: Using the Gorgon’s head as a diagram, point

Group 5: Create a diagram that shows the relationship

3. Skill Development (AVERAGE)

1. Danae lulled her son with a song.

3. Medusa’s scales are hard as metal.

5. Hermes gave Perseus a magnificent curved sword.

4. Across the Curriculum

Perseus National Hero

What is the importance of sensory images in understanding a text/selection?

SENSES SENSORY IMAGES

I. No. of learners who earned 80% in the

IV. No. of learners who continue to require remediation

V. Which of my teaching strategies work well?

Celebrating Diversity Through World Literature pages45-46

2. Textbook Pages Celebrating Diversity Through World Literature pages 45-46

Allow responses and discussion. If students are unable to identify

I made myself a pancake.

E. Developing Guided Practice Let the students to this task in

F. Finding Across the Curriculum

VI. What difficulties

School: Grade Level: 10

2. Learner’s Celebrating Diversity Through World Literature pages

1. What is the cartoon all about?

(Source: Celebrating Diversity Through World

A. Share and compare your list with a partner.