Saint Vincent’s College Incorporated

Padre Ramon Street, Estaka, Dipolog City 7100

“Veritas Liberabit Vos”
SY: 2021-2022

Name: Mich M. Resuera Course: BSED- English III

School: Saint Vincent’s College Inc. Grade Level: 10

GRADE 10 Teacher: Mich M. Resuera Learning Area: English

DAILY LESSON
Teaching Dates and
Time: June 13-17 2022 Quarter: 2

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES Objectives must be met over the week and connected to the curriculum standards. To meet the objectives, necessary procedures must be
followed and if needed, additional lessons, exercises and remedial activities may be done for developing content knowledge and competencies.
These are using Formative Assessment strategies. Valuing objectives support the learning of content and competencies and enable children to
find significance and joy in learning the lessons. Weekly objectives shall be derived from the curriculum guides.

A. Content Standards: The learner demonstrates understanding of how world literature's and other text types serve as vehicles of expressing and resolving conflicts
among individuals or groups; also how to use strategies in critical reading, listening, and viewing, and affirmation and negation markers to
deliver impromptu and extemporaneous speeches.

B. Performance The learner proficiently delivers an argumentative speech emphasizing how to resolve conflicts among individuals or groups.
 Standards:

C. Learning EN10V-IIg13.9: Give EN10G-IIg-28: Use words EN10RC-IIg-13.1: Read EN10VC-IIg-27: Use EN10F-IIg-3.7:
Competencies/Objecti technical and operational and expressions that affirm closely to get explicitly previous experiences as Demonstrate confidence
ves: definitions or negate and implicitly stated scaffold to the message and ease of delivery
information conveyed by a material
Write the LC Code for each viewed

D. Specific Learning The student may be able The student may be able The student may be able The student may be able The student may be able
Objectives to: to: to: to: to:

a) Make their own e) Negate or affirm the h) Identify explicit and l) Recall the story and p) Perform a debate (2
technical and characters of the story implicit information message of Groups)
operational definitions through knowing the ‘Hunchback of Notre
in the unfamiliar f) Use adverbs of topic sentence and Dame.
words in the story , Negation or supporting details in
‘Hunchback of Notre affirmation in a the story Hunchback m) Perform various
Dame.’ through sentence of Notre Dame. activities assigned per
research and context group.
clues. i) Present two sentences
g) Give their views- that are implicit and n) Research on the topic
b) Identify the definitions affirmation or explicit and explain of diversity based on
of unfamiliar words negation on the them with citations. the biases experienced
through” The justice system of the by the character of
knowledge Tree in the story ‘Hunchback of j) Write down the Quasimodo in the
story ‘ Hunchback of Notre Dame” through arguments presented story Hunchback of
Notre Dame” an essay. in the selection Notre Dame.
enclosed in the box by
c) Reflect on the Pres. Ramon o) Prepare for a debate
passages of the story Magsaysay.
of Hunchback of
Notre Dame.’ in the k) Differentiate explicit
context of accepting and implicit
diversity and information from the
similarities text of John Temp on
 pg. 238
d) Respect each others
differences and
celebrate our
similarities to attain
peace in living.

Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach. In the CG, the content can be tackled in a
week or two.
II. CONTENT

HUNCHBACK OF NOTRE DAME

III. LEARNING Lists the materials to be used in different days. Varied sources of materials sustain children’s interest in the lesson and in learning. Ensure that
RESOURCES there is a mix of concrete and manipulative materials as well as paper-based materials. Hands-on learning promotes concept development.

E. References Grade 10- Textbook Grade 10- Textbook Grade 10- Textbook Grade 10- Textbook Grade 10- Textbook
Celebrating Celebrating Celebrating Celebrating Celebrating
Multiculturalism through Multiculturalism through Multiculturalism through Multiculturalism through Multiculturalism through
World Literature World Literature World Literature World Literature World Literature

https://www.slideshare.net/ https://www.slideshare.net/ https://www.slideshare.net/ https://www.slideshare.net/ https://www.slideshare.net

clarealcober/english-grade- clarealcober/english-grade- clarealcober/english-grade- clarealcober/english-grade- /clarealcober/english-
10-module 10-module 10-module 10-module grade-10-module

1. Teacher’s Guide P199-200 P201-202 P202-203 P205

Pages

2. Learner’s Materials P232-235 P236-238 P238-239 P243-246

Pages
 3. Textbook Pages P232-235 P236-238 P238-239 P243-246

4. Additional Materials
from Learning
Resource (LR) portal

F. Other Learning Copy of the text, Textbook Textbook Video clip of a sample
Resources debate, PowerPoint
Presentation

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by
IV. PROCEDURES demonstration of learning by the students which you can infer from formative assessment activities. Sustain learning systematically by
providing students with multiple ways to learn new things, practice their learning, question their learning processes, and draw conclusions
about what they learned in relation to their life experiences and previous knowledge. Indicate the time allotment for each step.

A. Reviewing Previous Lesson
or Presenting the New
Lesson
React:
We as human beings will
never, never survive
unless we recognize and
celebrate our differences
as well as our
similarities.
Present the table on
expressions that affirm or
negate on page 236 of
your LM
Present two pictures and Show a video clip sample Show a video clip about
let them complete the of a debate what to do during a
sentences. These are debate and mechanics.
sentences that are implicit
and explicit

B. Prayer (Before and After)

C. Motivation Think, Pair, Share
strategy and present it in
class,the teacher will ask
the observers to guess the
new lesson.
What’s Your Reaction?
Activity
They will have to look at
pictures with an
argumentative scenario,
Give sentences that have Sequencing Activity Give a message of
explicit and implicit Show three pictures encouragement for the
meaning and then explain relating to debate and say final performance.
the difference. something about it.. Video of introduction
about debate. 2 min.

D.Establishing a Purpose for
the Lesson
E. Presenting
Examples/Instances of the
Lesson
F. Discussing New Concepts
and Practicing New Skills #1
Get a pairs of students they will have to agree or
and the rest are observers disagree to the picture
The students will talk
about themselves in
knowing ones difference
and similarities.
Guide questions, tell me
about yourself…
What are your Hobbies?
What attitude attracts you
the most?
What is your motto?
Ask: How does one affirm or Have the students Tell the students to read After the presentation, the
negate properly? differentiate the two the goals of debate. teacher give explanations
What does it mean to live sentences. and relationship of real
in a world of variety? life debate in a senate or
any meetings for future
use.
Unlocking difficulties: Have students present the Discuss implicit and Lead the students to read Let them remember
sample sentences they explicit information and the helpful tips to help instances of debate
Do Task 5 on page 232 of had in their assignments. provide examples. them participate situations.
your LM competently in a class
debate.
(Preparation)
Pose the questions on Do Task 9 nos. 1-3 on Ask the students to read Instruct them to study the
page 232 prior to the pages 236-237 of your the selection enclosed in Oxford – Oregon Debate Give tips on how they
reading of the text. LM and discuss the flow the box by Pres. Ramon Format. should behave before,

IV. PROCEDURES
G. Discussing New Concepts
and Practicing New Skills #2
H.Developing Mastery
(Leads to Formative
Assessment 3)
with your students. Magsaysay on page 238 after and during the
of your LM. debate.
Read The Hunchback of
Notre Dame on pages Perform the Dry Run with
233-234 of your LM the guidance of the
teacher Oxford – Oregon
Debate Format.
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by
demonstration of learning by the students which you can infer from formative assessment activities. Sustain learning systematically by
providing students with multiple ways to learn new things, practice their learning, question their learning processes, and draw conclusions
about what they learned in relation to their life experiences and previous knowledge. Indicate the time allotment for each step.
Do Task 6 on page 234 – Do Task 9 nos. 4-5 on Explain what information Enable them to develop What have you learned in
235 of your LM pages 237 of your LM is conveyed by the confidence and ease as the conduct of the debate?
and discuss the flow with underlined statements in they carry on with the
your students. the selection task through a truth or What are your back lags
dare way of discussion an how will you change it?
oral activity.
Group Activity: Group activity: Instructs students to read Group Activity: Final Performance:
the selection about John Debate on resolving
Do Task 7 on page 235 of Do Task 10 on page 237 Kemp and identify the Debate exercise injustices of Quasimodo.
your LM of the LM (Different explicit and the implicit
 Group) Random information that can be (Students are to be
Group 1. The characters found in the text. And provided with a copy of Do you agree on the
in the story, “The then present it in class. the rubrics to guide them punishment of Quasi
Hunchback of Notre ( By 5 Groups ) in the activity) modo , What are the facts
Dame,” face problems that could lead you to
when others opposed or Group A. The Citation • affirm or negate the
strive against them. Conduct a school survey decision, you can use the
Explain how a particular interview, write the current laws you know in
character suffered the interviews as additions to defending?
effects of discrimination. your formal research
Then, suggest how the using in text citations.
character could overcome Research in books or any The teacher will make a
this prejudice. formal resources and group base on the ability
reflect on “How do you of the students. The
Group 2. Choose two deal with differences?” teacher will make sure
characters from the story Use APA citations Speak that each talents will be
who made hasty clearly about the findings divided and active.
judgments about other of the group and their
people. What would each stand about it. At least
of these characters have 200 words in 2
to learn in order to be paragraphs.
more understanding?
Group B. The Net •
Group 3. Which Gather
characters face challenges pictures/photographs
bravely? Name two showing different people.
characters for their Talk about variations in
bravery in difficult living conditions, culture,
situations and justify your norms, and traditions that
answer. account for some of the
differences among the
Group 4. Using what you world’s population. You
know about the culture may show your output in
during the Middle Ages, a PowerPoint
describe its similarities to presentation. Assign a
the plot of the story. Then member to speak about
try to relate its the stand of the group.
significance to the story.
Group C. The Search •
Group 5. How does Search for a person who
history influence the has fostered
development of the plot understanding among
of the story? Present your different groups of
answer in a timeline. people. Ask him/her what
helps him/her sustain
(Pass their written work his/her advocacy,
and present it in class.) guidance councilors and
etc. • Present your
research in class. Assign
a member to talk about
the findings of the group.

Group D.

The Display • Organize a

mini classroom exhibit
with the theme,
“Accepting Individual
Differences.” Make use
of charts, maps, graphs,
and photographs to show
the differences and
similarities of the
students in the class.
Invite visitors to see your
display. Assign a member
of the group to talk about
the variety of talents of
the students to enable the
visitors to understand the
uniqueness of every
student.

Group E. The Song •

Compose a song about
“How to deal with
differences…” Give a
catchy introduction. Then

I. Finding Practical
Applications of Concepts and
Skills in Daily Living
IV. PROCEDURES
J. Making Generalizations and
Abstractions about the
Lesson
sing the song
accompanied by a beat
box or any instrument.
Answer: Give instances where you When do we use implicit When do we make use of
negate and affirm in real information? Explicit the essentials of a debate?
How do you deal with life. information.
differences?
Prepare materials for
tomorrows’ task.
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by
demonstration of learning by the students which you can infer from formative assessment activities. Sustain learning systematically by
providing students with multiple ways to learn new things, practice their learning, question their learning processes, and draw conclusions
about what they learned in relation to their life experiences and previous knowledge. Indicate the time allotment for each step.
Ask: Why is it important to Why is it important to Engage the students to (Performance Task)
negate and affirm distinguish explicit and summarize and reflection
What common bonds appropriately? implicit information the essential parts of the Debate is something we
should you find to hurdle lesson by answering the can rely on in gaining
differences? questions in the LM justice and that is what
we see in any lawsuits
and meetings that talks
about a problem or any
proposals, it is to make
things the right way in
which is based on facts
and research, logical, and
social approaches to
ensure that the decision is
for the greater good of
everybody.
K.Evaluating Learning
L. Additional Activities for
Application or Remediation
(Assignments)
V. REMARKS
VI. REFLECTION
A. No. of learners who
earned 80% in the
evaluation
B. No. of learners who
require additional
activities for remediation
Group Activity Presentation of the group Identify the explicit and Class Debate based on the (Performance task will be
presentation will serve as activity will be rated the implicit information rubric will be the basis of the score)
evaluation through the rubric on that can be found in the the evaluation
page 202 of your TG. John Kemp text found on
page 238 of your LM. (Class Debate may
continue the next day)
Read the expressions on Identify explicit and Study the Oxford – Allow the students to Watch video on an
Task 8 and use them in a implicit information Oregon Debate Format on think about the lesson and argumentative speech.
sentence. Write them in pages 244 -245 of your keep a record of their
your notebooks. LM. responses in a journal.
Tell them that they may
post/blog/tweet their
responses in their FB
account.
Reflect on your teaching and assess yourself as a teacher. Think about your student’s progress this week. 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.
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?

25-23
Content An abundance of material
clearly related to thesis; points relates to thesis; many good
are clearly made and all
evidence supports thesis;
varied use of materials
Balanced use of multimedia
Material
materials; properly used to
develop thesis; use of media
is varied and appropriate
Speaking Poised, clear articulation;
proper volume; steady rate; polished
Skills
good posture and eye contact;
enthusiasm; confidence
Audience Involved the audience in the
Response presentation; points made in
creative way; held the
audience's attention
throughout
RUBRICS
Day 1: Group Presentation
22-20
Sufficient information that
points made but there is an
uneven balance and little
variation
Use of multimedia not as
varied and not as well
connected to thesis
Clear articulation but not as
Presented facts with some
interesting "twists"; held
the audience's attention
most of the time
19-16
There is a great deal of
information that is not clearly
connected to the thesis
Choppy use of multimedia
materials; lacks smooth
transition from one medium to
another; multimedia not clearly
connected to thesis
Some mumbling; little eye
contact; uneven rate; little or no
expression
Some related facts but went off
topic and lost the audience;
mostly presented facts with
little or no imagination
15 below
Thesis not clear; information
included that does not support
thesis in any way
Little or no multimedia used or
ineffective use of multimedia;
imbalance in use of materials-
too much of one, not enough of
another
Inaudible or too loud; no eye
contact; rate too slow/fast;
speaker seemed uninterested
and used monotone
Incoherent; audience lost
interest and could not
determine the point of the
presentation
 Day 2: Group Oral Presentation Rubric
20-18
An abundance of material clearly
related to thesis; points are clearly
made and all evidence supports
thesis; varied use of materials
Content
Balanced use of multimedia
materials; properly used to develop
thesis; use of media is varied and
appropriate
Material
Poised, clear articulation; proper
volume; steady rate; good posture
and eye contact; enthusiasm;
Speaking confidence
Skills
Involved the audience in the
presentation; points made in creative
way; held the audience's attention
Audience throughout
Response
Length of Within two minutes of allotted
Presentation time +/-
17-15 14-10 9 below
Sufficient information that
relates to thesis; many good There is a great deal of Thesis not clear; information
points made but there is an information that is not clearly included that does not support
uneven balance and little connected to the thesis thesis in any way
variation
Use of multimedia not as Choppy use of multimedia Little or no multimedia used or
materials; lacks smooth ineffective use of multimedia;
varied and not as well
connected to thesis transition from one medium to imbalance in use of materials-
another; multimedia not clearly too much of one, not enough of
connected to thesis another
Clear articulation but not as Some mumbling; little eye Inaudible or too loud; no eye
polished contact; rate too slow/fast;
contact; uneven rate; little or no
speaker seemed uninterested
expression
and used monotone
Some related facts but went off
Presented facts with topic and lost the audience; Incoherent; audience lost
some interesting "twists"; mostly presented facts with interest and could not
held the audience's little or no imagination determine the point of the
attention most of the time presentation
Too long or too short; ten or
Within four minutes of Within six minutes of allotted more minutes above or below
allotted time +/- time +/- the allotted time

25-23
Content An abundance of material
clearly related to thesis; points relates to thesis; many good
are clearly made and all
evidence supports thesis;
varied use of materials
Balanced use of multimedia
Material
materials; properly used to
develop thesis; use of media
is varied and appropriate
Speaking Poised, clear articulation;
proper volume; steady rate; polished
Skills
good posture and eye contact;
enthusiasm; confidence
Audience Involved the audience in the
Response presentation; points made in
creative way; held the
audience's attention
throughout
Day 3- Group Presentation
22-20
Sufficient information that
points made but there is an
uneven balance and little
variation
Use of multimedia not as
varied and not as well
connected to thesis
Clear articulation but not as
Presented facts with some
interesting "twists"; held
the audience's attention
most of the time
19-16
There is a great deal of
information that is not clearly
connected to the thesis
Choppy use of multimedia
materials; lacks smooth
transition from one medium to
another; multimedia not clearly
connected to thesis
Some mumbling; little eye
contact; uneven rate; little or no
expression
Some related facts but went off
topic and lost the audience;
mostly presented facts with
little or no imagination
15 below
Thesis not clear; information
included that does not support
thesis in any way
Little or no multimedia used or
ineffective use of multimedia;
imbalance in use of materials-
too much of one, not enough of
another
Inaudible or too loud; no eye
contact; rate too slow/fast;
speaker seemed uninterested
and used monotone
Incoherent; audience lost
interest and could not
determine the point of the
presentation
 Day 4- Rubrics

Mini Exhibit and the Net Gather Rubrics

ADVANCED
UNSATISFACTORY PROFICIENT (Demonstrates Exceptional
CRITERIA WEIGHT (Below Performance Standards) (Minimal Criteria) Performance)
Structure and 15%  The country’s role in the war was  The country’s role in the war
Organization  Presentation was unorganized adequately illustrated by the evidence was clearly illustrated by the
Presentation of  Too much lag time  Presentation was sufficiently evidence
Exhibit  Your war “aspect” was not organized  Presentation was well-organized
clearly presented  Very little lag time  No lag time
 Your war “aspect” was clear  Your war “aspect” was crystal
clear
Vocal Expression 15%  Speaker was hard to hear or  Speaker was easy to hear and  Speaker was enjoyable to hear;
(ind.) understand understand used expression and emphasis
 Excessive use of verbal fillers  Tone was generally conversational,  Tone was conversational, but
Rate and Volume of with purpose
Speech  Speech was read but with purpose
Pitch, Articulation and
Pronunciation
Creativity 20%  Artifacts do not clearly define  Artifacts clearly define country or  Well-made artifacts clearly
an “aspect” “aspect” define country or aspect
 Table is unclear or irrelevant  Effective use of table  Superior use of table
 Overall display is plain  The overall display has unique  Very unique overall display
 There are no added features features  Added features make the group
 There are a few added features go above and beyond
expectations
Content 15%  Doesn’t have the desired  Colorful  Flourishing Color
content in highlighting the
 Neat  Exceedingly Neat
variety of students.
 Overall appearance is organized  Overall appearance is excellently
organized
 Oral Presentation Rubric and Citation Group Activity Rubric

Total Points
Category Scoring Criteria Score
The type of presentation is appropriate for the topic and 5
audience.
Organization
Information is presented in a logical sequence. 5
(15 points)
Presentation appropriately cites requisite number of references. 5
Introduction is attention-getting, lays out the problem well, and 5
establishes a framework for the rest of the presentation.
Technical terms are well-defined in language appropriate for 5
the target audience.
Content
Presentation contains accurate information. 10
(45 points)
Material included is relevant to the overall message/purpose. 10
Appropriate amount of material is prepared, and points made 10
reflect well their relative importance.
There is an obvious conclusion summarizing the presentation. 5
Speaker maintains good eye contact with the audience and is 5
appropriately animated (e.g., gestures, moving around, etc.).
Speaker uses a clear, audible voice. 5

Presentation Delivery is poised, controlled, and smooth. 5

(40 points) Good language skills and pronunciation are used. 5

Visual aids are well prepared, informative, effective, and not 5
distracting.
Length of presentation is within the assigned time limits. 5
Information was well communicated. 10
Score Total Points 100

Advanced
(25-23)
Lyrics are extremely catchy,
describe the product well and
are simple.
Lyrics
Contains three or more
qualities of an effective
jingle: short, catchy, simple
or repetitive.
Melody
Excellent creativity; very well
thought out.
Presentation
Extremely cohesive; all parts
Overall Effectiveness interrelate very well.
Song presentation Rubric
Competent
(22-20)
Lyrics are catchy, describe the
product and are simple.
Contains
two qualities of an effective
jingle: short, catchy, simple or
repetitive.
Some creativity; most parts
appeared to have been thought
out.
Cohesive; all parts interrelate
well.
Apprentice
(19-15)
Lyrics are somewhat catchy and
simple, but lack some product
description.
Contains one quality of an
effective jingle: short, catchy,
simple or repetitive.
Little creativity; a few parts
appeared to have been thought
out.
Somewhat cohesive; parts
interrelate somewhat.
Novice
(14 Below)
Lyrics are not catchy, lack
product description and are
not simple.
Lacks the qualities of an
effective jingle: short, catchy,
simple or repetitive.
Lacks creativity; not very
thought out.
Lacks cohesion; parts do not
interrelate.
 CLASSROOM LAYOUT
I Shaped Classroom Seating Arrangement for Daily Homeroom
Classes
Teacher
Day 1-4

Group 3
Group 1
Group 5

Group 2 Group 4