Republic of the Philippines

Department of Education
Regional Office No. VIII
Division of Northern Samar
MONDRAGON AGRO INDUSTRIAL HIGH SCHOOL
Mondragon, Northern Samar

QUARTER I
ENGLISH 10
BUDGET OF LESSON
S.Y. 2022-2023
WEE LEARNING COMPETENCY/ CODE LESSON EXEMPLAR/ ASSESSMENT
K LEARNING RESOURCES
AVAILABLE
1 Use information from news reports, speeches, PIVOT Self – Learning Learning Task 2: Identifying the
informative talks, panel discussions, etc. in Module Quarter I: Module 1 Classification of Sources of Information,
everyday life. page 6
Learning Task 6: Give examples of sources
of information based on the Classification of
Sources of Information., page 9
Transcode information from linear to non-linear PIVOT Self – Learning Learning Task 3: Transforming the
texts and vice-versa. Module Quarter I: Module 1 information presented into paragraph form.,
page 11

Explain illustrations from linear to non-linear texts PIVOT Self – Learning

 and vice versa Module Quarter I: Module 1
2 Determine the effect of textual aids like advance PIVOT Self – Learning
organizers, titles, non-linear illustrations, etc. on Module Quarter I: Module 1
the understanding of a text.
Determine how connected events contribute to the PIVOT Self – Learning
totality of a material viewed. Module Quarter I: Module 1
3 Appraise the unity of plot, setting and PIVOT Self – Learning Learning Task 2: Identify the correct
characterization in a material viewed to achieve the Module Quarter I: Module 1 Elements of a Short Story defined., page 15
writer’s purpose.
Express insights based on the ideas presented in PIVOT Self – Learning Learning Task 4, page 17
the material viewed. Module Quarter I: Module 1
4 Compare and contrast the contents of the PIVOT Self – Learning Learning Task 2, page 18
materials viewed with outside sources of Module Quarter I: Module 1
information in terms of accessibility and
effectiveness.
Determine the implicit and explicit signals, verbal, PIVOT Self – Learning
as well as non-verbal, used by the speaker to Module Quarter I: Module 1
highlight significant points.
Determine the roles of discourse markers (e.g. PIVOT Self – Learning
conjunctions, gambits, adverbs) signaling the Module Quarter I: Module 1
functions of statements made.
5 Employ analytical listening in problem solving. PIVOT Self – Learning Learning Task 4, page 27
Module Quarter I: Module 1
Explain how the elements specific to a selection PIVOT Self – Learning
 build its theme. Module Quarter I: Module 1
Explain how the elements specific to a genre PIVOT Self – Learning Learning Task 2, page 28
contribute to the theme of a particular literary Module Quarter I: Module 1
selection.
6 Evaluate text content, elements, features, and PIVOT Self – Learning Learning Task 3, page 30.
properties using a set of criteria. Module Quarter I: Module 1
7 Evaluate listening texts in terms of accuracy, PIVOT Self – Learning Learning Task 5, page 37
validity, adequacy, and relevance. Module Quarter I: Module 1

Prepared by: Checked:

KEITH P. PUJANTE ANGELICA A. LUCBAN
Subject Teacher MT-1/ Subject Coordinator

Noted:

ADRIAN G. ABELAR
Head, Languages Department