KRISTALEEN JOIE BACALLA GRADE X – EDUCATORS SEPTEMBER.

24,2021
QUARTER 1

ENGLISH
“USING INFORMATION IN EVERYDAY CONVERSATION”
SLAS 1
 ELICIT
- Cartoon - Column
- Sport - Obituary
- Healine - News Article
- Editorial - Lifestyle
- Reporter - Stroke

 ENGAGE
 Part 1  Part 2
1. F 6. C
2. T 7. C
3. T 8. D
4. F 9. B
5. T 10. B
Questions:
1. He suffered from a heart attack
2. A security guard
3. No one stopped to help/ to bring him to a hospital
4. They’re heartless and selfish.
5. I would help Manong Carcillar call a cab or a taxi

 ELABORATE
 Activity 1:
Sight 1. A student notice that he was slumped on his pedicab.
Sound 2. I also heard some pedicab drivers shouted but it was already his second troke.
Sight 3. One security guard was taking care of him.
Touch 4. Liro said that he was in a hurry to get a cab because he could feel his uncle’s pulse.
Sight 5. A Pasay Police car passed by, but didn’t offer a ride.

 Activity 2:
1. Disagree, he suffered from a heart attack.
2. Disagree, a student saw Carcillar slumped in his pedicab.
3. Disagree, the Police car never stop to help.
4. Disagree, They never help.
5. Agree, Carcillar lay on the sidewalk for some time before the help arrived.

 Activity 3:
1. NF
2. NF
3. F
4. F
5. F
  EVALUATE
 Activity 1:
1. Yes. She risked her life just to save the two children
2. She saved her wards from the burning building
3. Gold chain, gold pendant and $500, P10,000 form OWWA, US $10,000 and collage scholarship from
the Philippines National Bank.
4. To inform the people
5. Brave and concerned women
6. I agree, because being a hero isn't about being strong or having a lot of muscles but it's all about
being kind to others and knowing how to be nice and helpful.

 Activity 2:
SIGHT TOUCH SMELL TASTE SOUND
th
Lim’s 16 floor She held 1-year-old Panicking residents
apartment was Jeramine in her began shouting
engulfed with arms. “fire”
smoke
I shouted for help,
but nobody could
help because
everyone was
trying to save
themselves”

 EXTEND
Zenaida Ricarte is a good role model and her actions show it, and because of her goodness and courage
that she displayed brought to her to success. Success that have a good start. She is a REAL HERO.

 REFLECTIONS
1. I am happy to note what I have learned about sensory imagery
and these are SIGHT, SOUND, TATSE, TOUCH, AND SMELL.
2. The parts/ activities I enjoyed most are reading the articles and giving my understanding about it.
3. The lesson is meaningful because you can use it in everyday conversation.
KRISTALEEN JOIE BACALLA GRADE X – EDUCATORS SEPTEMBER.
24,2021
QUARTER 1

ENGLISH
“USING TEXTUAL AIDS IN UNDERSTANDING A TEXT”
SLAS 2

 ELICIT
A.
Yea I’ve watched the SONA, I’m just scared
Oi, have you watch the SONA ? because maybe we’ll turn into a zombie
I heard that Mr. Duterte plea to HAHAHHSHSHAHA
President Xi Jinping about the Vaccine .

 ENGAGE
1. Pie Graph Guide Questions:
2. Concept Map 1. Yes
3. Venn Diagram 2. Examples of Textual aids
4. Table
5. Flow Chart

 EXPLORE

1.Modular Learning
Modality

4.Sat at home NEW NORMAL 2.Online Learning

Learning EDUCATION Modality

3.No Face-to-face
Classes

Self Check:
1. Yes
2. The different NEW NORMAL EDUCATION today.
ELABORATE
1. Fish Bone F. 2. Flow Chart B.
3. Venn Diagram A.
4. Pie Graph C.
5. Concept Map E.
 EVALUATE
 Activity 1:
1. D
2. A
3. C
4. D
5. D
6. C
7. A
8. A
9. A
10. B
11. D
12. B
13. D
14. A
15. B
 o Assessment 1:
Importance of Texual Aids…
-Textual aids are tools or materials that provide support and facilitate understanding of texts.
-These aids are, most of the time, graphical outlines or images that gives a general idea of a certain topic
-Text aids can also be called text features.
- the different type of textual aids are Concept Map, Graphic Organizer,  Flow Diagram, Venn Diagram, and
Cause-and-Effect Diagram.
-Textual aids refers to written texts, prints and some other way of writing for an important word, graphs,
or even pictures to stand out from the other.

 Activity 2:
Identifying Textual Aids…
1. Venn Diagram
2. Concept Map
3. Flow Chart
4. Venn Diagram
5. Pie Graph

o Assessment 2:
1. Not Effective
2. Effective
3. Effective
4. Effective
5. Not Effective
  EXTEND
To most people, alligators and crocodiles look similar. They are also both a reptile and carnivorous animal.
While they do share many of the same features, they have different characteristics, such as Crocodiles
came from the family of Crocodilia while Alligators came from the family of Alligatoridae. Crocodiles prefer
to live in salt water while Alligators prefer to line in a freshwater like rivers and lakes. They also have
different shaped of snouts, Crocodiles have long pointed V-shaped snouts while Alligators have rounded U-
shaped snouts. Typically, crocodiles are more aggressive than alligators, which makes crocodiles more
dangerous than alligators. Alligators are opportunistic feeders, meaning that they’re not likely to chase you
down unless they’re provoked. However, that certainly doesn’t mean that you should swim with them.
Caution and common sense should be exercised at all times near and around both alligators and
crocodiles.

 REFLECTIONS
Three things that I learned from the lesson…
1. Types of textual aid and their usage.
2. Distinguish the importance of textual aids
3. Determine the appropriate textual aids for certain text

Two things that I liked from the lesson…

1. Discovering the types of textual aids
2. And learning how to use it

One question I still want to ask…

1. No question ma’am, cause it’s quite fun learning about Graphic Organizers and I really understand
how important it is to visualize the ideas in an organized manner.

KRISTALEEN JOIE BACALLA GRADE X – EDUCATORS SEPTEMBER.

24,2021
QUARTER 1

ENGLISH
“APPRAISING THE UNITY OF PLOT, SETTING, AND CHARACTERIZATION IN”
MATERIALS VIEWED TO ACHIEVE WRITER’S PURPOSE
SLAS 3

 ELICIT
 Activity 1:
1. Graphic Organizers
2. Timeline
3. Cause & Effect diagram
4. Flow chart
5. Venn diagram
6. Concept Map
7. Non-liner Illustration
8. Italicized
9. Titles
10. Textual aids

 ENGAGE
 Activity 1: ___ Resolution
5 1
___ Exposition
4 Falling Action
___
3 Climax
___
___
2 Rising Action

Guide Questions:
1. Yes
2. Sequence structures help
students of varying
abilities organize
information and ideas
efficiently. 
  EXPLORE
 Activity 1:
DISAGREE AGREE STATEMENTS WERE YOU RIGHT?
/ Daedalus is a famous architect and Yes, he was a famous architect
inventor. and inventor
/ Daedalus created a maze for King Yes, only Daedalus knows how to
Minos so complex that nobody could escape the maze.
escape from it.
/ To keep Daedalus from revealing the Yes, he was imprisoned with his
secrets of the maze, Minos son but manage to get out, after
imprisoned him and his son, Icarus. all, he had built it and knew his
way around
/ Icarus flew too close to the sun. No, Icarus flew too close to the
sun that’s why the wax wings
melted from the heat.
/ Icarus drowned in the sea. Yes, He drowned in the sea after
falling.

Daedalus’ action:
Daedalus created wings for him
 Activity 3: and his son to escape in the
labyrinth
What it tells about him:
creative.

Daedalus’ dialogue:
When instructing Icarus on how to use
the wings he constructed he provided
warnings and instructions.
Daedalus’ thoughts:
What it tells about him:
How would they escape?
We can see a loving father in this story. 
Then he made wings for him and his son.
What it tells about him:
He is surly a creative and a genius person

 EVALUATE
 Activity 1:

Title: ORPHEUS

Author: Alice Low

Characters: Orpheus, Eurydice, Jason, Medea, Pythia, Melanthius and Hades

Plot: Orpheus, a Memphis rock star, must travel to the Underworld to bring back his dead love, Eurydice.