LP English 10 Lesson Q1

PRESENTATION OF MARY SCHOOL OF CLARIN, INC
Poblacion Centro, Clarin, Bohol

pmscbohol2019@gmail.com
(038) 417-5608
Semi-Detailed Lesson Plan
Subject: English Grade Level: 10

Quarter: I Lesson: 1
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 markers in persuasive texts,
different forms of modals, reflexive and intensive pronouns.
Performance Standard: The learner composes a short but powerful persuasive text using a variety of
persuasive techniques and devices.
LEARNING COMPETENCIES:
EN10RC-Ia-2.15.2: Determine the effect of textual aids like advance organizers, titles, non-linear illustrations,
etc. on the understanding of a text
EN10RC-If-21: Compare new insights with previous learning
Objectives:
1. Relate personal experiences to the content/theme of the literary text
2. Defend that trials and challenges make us better persons
3. Make connections between things learned
4. Appreciate trials and challenges as spices of life
LEARNING CONTENT:
Lesson: Daedalus and Icarus by Nick Pontikis

Materials:
1. Laptop
2. TV
3. Chalkboard and other Instructional Materials
References:
1. K to 12 Curriculum Guide (May 2016)
2. Most Essential Learning Competencies (2020)
3. World Literature Learner ‘s English 10 Books
4. Online References
LEARNING TASKS
Opening Prayer
Checking of Attendance
Greetings
Introduction:
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“Our personal conflicts make us better persons.” Problems and challenges are part of our
humanity. There were times we felt we were lost, confused, troubled, belittled, forgotten, or
frustrated. But these problems are not enough reasons for us to give up on our lives. We have a lot
of blessings to count that can outnumber our problems. One of the blessings we have our friends
and our classmates who are ready to listen to us.
I. PRELIMINARY ACTIVITY:
Before the video clips are shown, the teacher will orient the students that while they are
watching they will have to consider a few questions which they will answer after watching the clips.
The questions are the following:
1. What do you see in the video? Describe.
2. Who are the characters and what are they doing? How do they look and what do they say?
3. Have you and your family or your friends ever experienced the problem or a similar problem?
4. What do you think are the causes of the problem/s shown in the clips?
5. What solutions to the problems were done? Were they done individually or collectively? Can
solutions to problems be achieved when everybody does his part? How?
The video clip from https://www.google.com.ph/?gfe_rd=cr&ei=Q7O3WI3iK6-

l8we9q6aoBQ#q=daedalus+and+icarus&tbm=vid&
Will be shown to the students. After the students have watched the clips, the teacher will
encourage the students to share orally their points of view and their positions about the
presentations.
The teacher will guide the students in understanding the story. The following guide questions
may be used: Facts and Details
1. Who hired Daedalus?
2. What did Daedalus design to hold the Minotaur?
3. What did Daedalus invent to help him and Icarus escape from the Labyrinth?
4. What did he warn Icarus not to do?
5. What happened to Icarus?
II. ANALYSIS:
The students will be grouped into five. Differentiated instructions will be given:
Group 1
Directions: Complete the following:
1. From the video clips and the activity You’ve Got a Friend, we learned that
_________________________________________________________________
________________
2. From these activities, we also realized that
_________________________________________________________________
_________________________________________________________________
(The activity will first be done individually by the members of the group. Then the leader will
consolidate the answers to be reported to the class.)
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Group 2
Directions: The text Daedalus and Icarus uses sensory images. Identify sentences that appeal to
the different senses. Use the following diagrams.
Group 3
Direction: Analyze the sentences used in Daedalus and Icarus. Find sentences that use reflexive
and intensive pronouns. Write as many sentences as you can.
Sentences that use Reflexive Pronouns Sentences that use Intensive Pronouns
1. 1.
2. 2.
3. 3.
4. 4.
5. 5.
Answer the following:

1. In your own words how do you define a reflexive pronoun? How does it function in the
sentence?
2. In your own words how do you define a reflexive pronoun? How does it function in the
sentence?
III. ABSTRACTION:
The teacher will make the students realize that negative experiences can make us even better
persons, only if we are able to overcome them. The teacher will call on some students for them
to share what they do to overcome challenges. She will also mention about the main characters
of Daedalus and Icarus who themselves experienced trials and difficulties in their lives. Then, a
hanging question will be left: How do you relate your experiences with those of Daedalus and
Icarus. The students will have the same grouping for their abstraction. They will write what they
learned through a prayer.
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Sample prayer: Father in Heaven, we do admit we sometimes disobey our parents, and in doing
so, we do offend you, too. Help us be more docile to your promptings, and in doing so, we may
show our love for them, too. Amen. (Original prayer by LES)
IV. APPLICATION:
Each member of the group will make a card for their parents expressing their love and commitment
for them.
V. ASSESSMENT:
ROLE PLAYING
The following rubrics will be used in the application as an assessment of learning.
RUBRIC
Criteria Good (33 pts.) Fair (25pts) Poor (20pts)
Promises The student gives 3 The student gives 2 The student gives 1
promises to their parents; promises to their parents; promise to their parents;
Clear plans how to keep Clear plans how to keep Clear plans how to keep
their promises their promises their promises
Use of Vocabulary Appropriate word choice in Only a few words are Most words are
making promises or inappropriate inappropriate
expressing love
Spelling and Grammar The card expressing love The card expressing love The card expressing love
has a few spelling and has more than a few has many spelling and
grammatical errors spelling and grammatical grammatical errors
errors
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LEARNING COMPETENCY
EN10VC-Ie25: Express insights based on the ideas presented in the material viewed
EN10VC-Ib1.4/2.4: Determine how connected events contribute to the totality of a material viewed
Objectives:
1. Express insights based on the ideas presented in the material viewed
2. Write a persuasive letter
3. Realize the importance of challenges in one ‘s life
LEARNING CONTENT
Lesson: Republic Act No.10627 or the “Anti-bullying Act of 2013”
Materials:
1. PowerPoint
2. TV
3. Other Instructional Materials
References:
3. World Literature Learner ‘s English Books
LEARNING TASKS
Introduction:
Personal challenges help one become a better person. Recognizing these challenges would help one become
better prepared for life.
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Watch the music video of Gloc-9‘s song entitled Anting-anting. After watching, share your idea
regarding your understanding of its message.
https://youtu.be/W3_v7Jey-dE
II. ANALYSIS:
Read the following article.
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The text above is lifted from Republic Act No. 10627 or the Anti-Bullying Act of 2013. Study the text
carefully and to accomplish the chart below.
What the law says...
What is in my mind...
What is in my heart...
What does the text tell...
III. ABSTRACTION:
The teacher will make the students realize that negative experiences can make us even better persons,
only if we are able to overcome them. The teacher will call on some students for them to share what
they do to overcome challenges.
The following template may be used for the abstraction of the students:
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IV. APPILCATION:
What would you do to stop or at least minimize the cases of bullying if you would be any of the
following for a day?
Group 1: A Senator
Group 2: A School Janitor
Group 3: A Teacher
Group 4: A Parent
Group 5: A Priest/Nun
V. ASSESSMENT:
Write a letter addressed to yourself. Express your thoughts and feelings now. Include an
assurance to yourself that you will not lose hope despite problems.
(038) 417-5608

LEARNING COMPETENCY
EN10VC-IIIb-23: Determine the effect of textual aids on understanding a literary text
EN10VC-IIIg-10: Explain how the elements specific to a genre contribute to a theme of a particular
literary selection
Objectives:
1. Decipher the theme of the story
2. Use different kinds of graphic organizer in presenting details of the selection
3. Report orally the details of the story based on the graphic organizers they created
4. Determine the effect of textual aids on understanding a literary text
LEARNING CONTENT
Lesson: The Gorgon’s Head by Anne Terry White
Materials:
1. Laptop
2. TV
3. Other Instructional Materials
References:
3. World Literature Learner ‘s English 9 Books
Introduction:
Greek mythology is the body of myths and teachings that belong to the ancient Greeks, concerning
their gods and heroes, the nature of the world, and the origins and significance of their own cult and
ritual practices. It was a part of the religion in ancient Greece. Modern scholars refer to and study the
myths to shed light on the religious and political institutions of Ancient Greece and its civilization, and
to gain understanding of the nature of mythmaking itself.
(038) 417-5608
1. Before reading, mark the checklist with (/) if you agree or (x) if you disagree with the statement.
2. After reading, fill in the column with the page number of the text where you found the correct
answer for each statement.
3. Reflection: Are you correct? If not, what did you learn?
II. ANALYSIS:
Read the selection entitled ―The Gorgon ‘s Head by Anne Terry White.
Note down important details such as the names of the characters and important events.
Divide the class into five groups. Each group will pick one question, while the teacher will select which
member shall answer the question.
1. What is the ―dreadful oracle that was delivered to King Acrisius?
2. What adventure does Polydectes suggest that Perseus undertake?
3. List three perilous encounters that Perseus experienced during this adventure.
4. Explain how the oracle given to King Acrisius is fulfilled.
5. What is Polydectes‘true motive in sending Perseus to kill Medusa?
III. ABSTRACTION:
The teacher discusses the story of The Gordon’s Head
IV. APPLICATION:
Divide the class in to five groups. Ask them to assign two members who will present their output in
class.
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Group 1 – Create a timeline of events in the story. Include only 10 most 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.
Group 4 – Using the Gorgon ‘s head as a diagram, point out at least five utterances of Perseus that
strike your group the most. Make sure to explain each.
Group 5 – Create a diagram that shows the relationship of all the characters in the myth.
Cite the reasons for these relationships and include an image for every character. After the
presentation, answer the following questions.
1. Did you find diagramming difficult? Why or why not?
2. Are there notable similarities or differences among the diagrams? Explain.
3. How would these diagrams help you in understanding the text as a whole?
V. ASSESSMENT:
Let the students work in trio and find three themes from the selection. Make sure that each theme
is supported with lines from the text. You may use the graphic organizer below.

LP English 10 Lesson Q1

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PRESENTATION OF MARY SCHOOL OF CLARIN, INC

Poblacion Centro, Clarin, Bohol

Semi-Detailed Lesson Plan

Subject: English Grade Level: 10

Lesson: Daedalus and Icarus by Nick Pontikis

The video clip from https://www.google.com.ph/?gfe_rd=cr&ei=Q7O3WI3iK6-

Answer the following:

Semi-Detailed Lesson Plan

Subject: English Grade Level: 10

What the law says...

What does the text tell...

Semi-Detailed Lesson Plan

Subject: English Grade Level: 10

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