DETAILED ENGLISH LESSON PLAN

GRADE
  LEVEL QUARTER/DOMAIN DATE PAGE NO.

  10 FIRST    

I. OBJECTIVES  
A. Content The students must demonstrate an understanding of sentence types based on
Standards usage.

The learners shall be able to:

B. Performance
Standards
Identify sentence types within a short story and complete a sentence
transformation worksheet
Define the four types of sentences based on their use.

C. Learning Cite textual evidence to support inferences made in the short story.
Competencies Within a short story, create sentences using various sentence types.
(Write LC code)
Perform the assigned tasks as a group by acting out the story.

II. CONTENT Types of Sentences According to use.

III. LEARNING
RESOURCES  
A. References  
1. Teacher's Guide
pages  
2. Learner’s Guide
pages
3. Textbook pages  
4. Additional
Materials from
Learning Resource
(LR) Portal PowerPoint Presentation, Printed Pictures, Laptop, LCD, Projector

Video: https://youtu.be/E-WphuUFrI4
https://www.time4writing.com/writing-resources/types-of-sentences-and-
punctuation/
B. Other Learning
Resources
IV.
PROCEDURES  
A. Reviewing ELICIT
previous
Before the start of the lesson, the teacher will post printed pictures of an
lesson Exclamation point, period, and question mark on the board and ask students
to observe their surrounding especially the weather and let them write their
 observation through making sentences using the given punctuation

ENGAGE
The teacher will also post a printed picture of the Sun, Rain, and Venus on
the board and draw students' attention by telling them that they will imagine
they have been living on Planet Venus since they were children and that their
life there is sunless and always raining.
Then consider the following questions: How do you think you would feel if it
rained all the time? Why is this so?

Do you believe you can live without seeing the sun and only experiencing
B. Establishing a rain?
purpose for the
lesson If so, why or why not?

What effect would rain have on your surroundings? Write your response in a
single paragraph, using the first person point of view and punctuation shown
above.

How would you feel if you knew you had only one classmate who had lived
on Earth with a sun? Create two exclamatory sentences to express your
feelings.

What questions would you ask that student about Sun? Generate a checklist of
your questions.
The teacher divides the students into pairs and allows them to share their
ideas and discuss the answer.
The teacher will allow students to observe a video presentation about the
science fiction short film All Summer in a Day. During the video presentation,
the teacher will instruct students to take notes on the conversation that is
taking place. Also, have students draw a sun and write the conversation
inside of it, as well as identify the types of sentences used in the short story
and answer the following questions:

Questions to Ponder:
C. Presenting How old are the children in the story?
examples/
How long do they stay on Venus?
instances of the
new How many hours does the sunshine on Venus?

lesson How long will it take for them to see the sun again?
How long does it take for the sun to rise again?
D. Discussing new EXPLORE
concepts and
practising new skills
#1 Following the video presentation, the teacher will divide the students into
five groups and give each group a copy of Ray Bradbury's short story All
E. Discussing new
Summer in a Day to read, analyze, and interpret. The students will discuss
concepts and
practising new skills their understanding with the group and will be instructed to: -cite textual
#2 evidence to support inferences within the short story
-circle the words and use them to make sentences using the four sentence
types.
 -Utilize a graphing story or a context map to summarize the answers.
F. Developing EXPLAIN
mastery (leads to The leader of each group will share a summary of their discussion and
formative answers with the class.
assessment)

ELABORATE
The students will remain in their groups, and each group will select
three representatives to role-play the assigned dialogue from the story All
Summer in a Day, and that they should apply emotion to every sentence
according to their punctuation.
. The rubrics will be given to the students;
Rubrics:

Points Indicators
G. Finding
practical
applications of
20-Always expresses emotion through voice, facial expression, and gesture
concepts and skills 15-Usually expresses emotion through voice, facial expression, and gesture
in daily living 10-Often expresses emotion through voice, facial expression, and gesture
05-Rarely expresses emotion through voice, facial expression, and gesture

Students are tasked with answering the following questions:

What are the four different types of sentences?
H. Making
What necessarily is a declarative sentence?
generalizations and
abstractions about What is an interrogative sentence?
the lesson
What is an imperative sentence?
What is an exclamatory sentence?
What kind of punctuation marks are used in each sentence of the story?
Did you use the correct punctuation marks for the sentences? How so?
I. Evaluating EVALUATE
Learning
Direction: Transform each sentence from one type to the type indicated
below. You can add, remove or re-arrange words. Be sure to pay attention to
punctuation.

Declarative to Exclamatory

1. "Oh, look, look," she said, trembling.

2. "Look, look; see for yourself."
3. “ It’s so scary.”
 Interrogative to Declarative
4.“Are we all here ?"
5. “ Why do my classmates love rain?”

Interrogative to Exclamatory
6."Oh, it’s better than the sun lamps, isn’t it ?"
7."Gosh, will it be seven more years ?"
8. “Look, look; can you see it ?"

Declarative to Imperative:
9."Go on." whispered the girl
10. “Hold On.” said the boy.

Test II. Answer the following.

1. Create 4 types of sentences to describe the symbols of rain and sun in
the story.
 Imperative Sentence
 Declarative Sentence
 Interrogative Sentence
 Exclamatory Sentence

2. Determine the type of sentence based on its use. Fill in the blanks
with your responses

1. I think the sun is a flower,that blooms for just one hour. _________
2. It had been raining for seven years; thousands upon thousands of days
compounded and filled from one end to the other with rain.__________
3."Look, look; see for yourself !"_____________
4."Oh, it’s better than the sun lamps, isn’t it?"________________
5.Well, don’t wait around here. _______________

J. Additional EXTEND
activities for
application or Assignment:
Write a short story using a first person point of view about your
remediation
summer vacation experiences.
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.
 

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 motivation
or localized
materials did I
use/discover which
I wish to share with
other teachers?
 

Prepared by:
Checked By:
JELORD B. ROSALITA Verified by:
JANEY A.
Teacher MARIA CARMELA E. PANTINOPLE
GALLARDO
Head Teacher IV -
Master Teacher II Science Dept