LESSON PLAN IN ENGLISH 10
School
Teacher
Learning Area English
I. LEARNING OBJECTIVES
Content Standards
Performance Standards
Learning Competencies/Code
Objectives
 Knowledge
 Skills
 Attitude
II. CONTENT
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Materials pages
3. Textbook pages
4. Additional Materials from Learning
Resource (LR) portal
B. Other Learning Resources
C. Supplies, Equipment, Tools, etc.
IV. PROCEDURES
A. Review/Introductory
Activity
B. Activity/ Motivation
Grade Level & Section 10
Quarter 1
Teaching Dates & Duration Up to 4 days
The learner demonstrates understanding of how world literature and
other text types serve as ways of expressing and resolving personal
conflicts and how to use strategies in linking textual information.
The learner composes a comparative essay using a set of criteria.
- Evaluate and make judgments about a range of texts using a
set of criteria e.g. comparing arguments on the same topic,
critiquing a short story
- identify the criteria to be used in comparing arguments and
in critiquing a short story
- evaluate texts using a set of criteria
- compose a comparative essay using a set of criteria;
- appreciate the importance of giving fair judgments using set
of criteria
Evaluating Range of Texts Using a Set of Criteria
SDO NegOr Self Learning Module for Quarter 1-Module 6 about
Evaluating Range of Texts Using a Set of Criteria written by Jenny Rose
Sumagaysay
Copies of the SLM, enlarged version of the illustrations if necessary
- The teacher asks the students to evaluate the following list of known
stories and book titles and put them in order from simple (1) to most complex
(6).
____The Tortoise and the Hare (Ang Pagong at ang Kuneho)
____Florante at Laura
____Jack and the Beanstalk
____ The Holy Bible
____Romeo and Juliet
____Harry Potter and the Sorcerer's Stone
- The teacher asks the following questions to process the activity:
1. What criteria did you use in your rankings?
2. Did you think about the content and how accessible it might be to readers
like you?
3. Did you consider the kind of vocabulary used in these texts and their
general language style?
4. Did you consider the length of the text overall such as the number of
syllables in the longest words, the length of the sentences, and number of
concepts found within each sentence?
5. Did you look at the authors' thematic purposes?
- The teacher may say the following:
You are given the opportunity to travel back to history and read the passages
written from centuries ago. The first passage is a 17th century father’s diary
and the second passage is a song made from 19th century. As you visit these
homes, pay close attention to the following criteria by taking down notes: the
father's role, the daughter's role, the nature of the world, and the nature of
the home.
C. Analysis/Presenting - The teacher asks the following questions:
examples of the new
lesson where the concepts
are clarified
1. Did you notice how much easier it was to evaluate materials having already
a set of criteria? Why or why not?
2. Did the previous activity encourage you to use details and evidence based
on a set of criteria from the readings to support your comparisons and critique?
Why or why not?

- Encourage the students to share their answers by doing Think-Pair-Share.

Then, invite three pairs to share their answers in front of the class.
- Lead the class to the lesson focus of the day by asking what they think is the
topic they will about to learn.

D. Abstraction - The teacher may say the following introductory lines:

Whether you are writing an essay for a school requirement or making a

life decision, the skill of evaluating or making judgments is essential. At
the heart of this skill is the ability to logically consider a set of criteria at
once in order to make an interesting view about the texts’ similarities,
differences, attributes, features, and/or relationships. Using set of criteria
will also guide you to evaluate range of texts fairly, consistently, and
defensibly.

- The teacher presents the following concepts:

 Comparing arguments on the same topic means explaining ways in
which two (or occasionally more) subjects are similar and different. For
comparing arguments on the same topic, making a Venn diagram or a
chart can help you quickly and efficiently evaluate things or ideas. To
make a chart, figure out what criteria you want to focus on in comparing.
Along the left side of the page, list each of the criteria. Across the top, list
the names of the arguments or stories you want to compare/evaluate. You
should then have a box per item for each criterion; you can fill the boxes
in and then survey what you’ve discovered.

As you generate set of criteria, consider the purpose and content of the
arguments/ text and the focus of the discussion. What do you think your
teacher wants you to learn by doing this evaluation of arguments/texts? How
does it fit with what you have been studying so far and with the other
arguments/texts in the lesson? Are there any clues about what to focus on in
the text itself?

On the other hand, when you critique a text, you are pinning a story
against your own experience. You are examining the structure and flow of
the text to determine if it was effectively written. You compare the text with
others of the same genre, and by the same author. When you make your
critique on a particular story, you also use a set of criteria the same way like
how you make comparisons. You have to be familiar of the focus questions
for each criterion when critiquing a short story.

The following list of criteria and focus questions may be useful for
reading the text and for preparing your critical review on short stories.
 Furthermore, here are some general questions about different types
of things you might have to evaluate. These are by no means complete or
definitive lists; they’re just here to give you some ideas—you can
generate your own questions for these. You may want to begin by using
the questions reporters traditionally ask: Who?What? Where? When?
Why? How? If you’re talking about objects, you might also consider
general properties like size, shape, color, sound, weight, taste, texture,
smell, number, duration, and location.

To sum it up, you can use the following steps in evaluating your texts:
1. Read/View the text/material one time without interruption.
2. Summarize the text/material
3. Identify the criteria to be used in listing the details.
4. Compare and contrast the text/material to other existing texts/material with
similar characteristics, if needed or applicable. Ask: How is it reminiscent,
similar, or different to the other texts/materials?
5. Discuss your overall interpretation/feelings about the text/material.
6. Comment on how the text is superior/inferior/better/worse compared to
other texts/materials in the same genre (or which are similar)

E. Valuing: Finding
Practical Applications of Part A. Instruct the class record their own thought on the passages by using
Concepts and Skills in the criteria provided in the description organizer to describe each
Daily Living
 household.

Part B. Let the students read the text below and answer the questions that
follow. The teacher may employ any strategies for this activity.

Source: Hardeman, Caitlin. "Finding Similarities and Differences."

1. How is Elias different from Anita?

____________________________________________________________________
____________________________________________________________________
2. How is Elias’s problem similar to Anita’s problem?
____________________________________________________________________
____________________________________________________________________

3. Part A: What lesson does Anita learn in Text 2?

____________________________________________________________________
____________________________________________________________________
Part B: How is this the same as the lesson Elias learned in Text 1?
____________________________________________________________________
____________________________________________________________________
4. How are the settings in Text 1 and Text 2 the same?
____________________________________________________________________
____________________________________________________________________

F. Generalization - The teacher instructs the students to make a journal on the lessons about
evaluating range of texts using a set of criteria. Then, they will be asked to
write their reflection in their notebook by completing the statements below.
I have learned that ___________________________________________________
___________________________________________________________________

I have realized that ____________________________________________________

____________________________________________________________________

I will apply ___________________________________________________________

____________________________________________________________________
____
G. Assessment - The teacher administers the test below.

A. Directions: Read the question properly and choose the correct answer
from the given choices. Write your answers in your notebook.

1. In evaluating or making judgments on range of texts, it is essential to use

__________________ to treat text fairly, consistently, and defensibly.
a. set of rules
b. set of criteria
c. examples
d. stories
2. What criterion in critiquing a short story has the following focus question,
 “Can you picture the scene early enough in the story or have you already
imagined your own?”?
a. setting
b. characters
c. problem/conflict
d. events
3. What criterion in critiquing a short story has the focus question, “Does it raise
interesting questions about life and provide profound insights?”?_ _
a. setting
b. solution
c. theme
d. events
4. Why do you need to evaluate range of texts properly using criteria?
a. to entertain readers
b. to give readers biased judgment
c. to make summary of the texts
d. to make an. Interesting view about the texts’ similarities, differences,
attributes, features, and/or relationships
5. What serves as a tool in making comparisons quickly and efficiently?
a. charts
b. Venn diagram
c. Top Hat organizer
d. All of the above

B. Instructions: Practice your ability to compare things using a set of

criteria. Choose one of the writing prompts below. Write a
comparative essay that answers the prompt. Write as much as you
can.

A. Your parents are giving you a very special birthday gift― a day out in any
city that you choose. After much thought, you have narrowed your choice
down to two cities. Write about the similarities and differences of the two.

B. Think of a story that you have seen presented in multiple mediums: it could be a
book that was made into a film; a play that was turned into a film; a video game that
was novelized, etc. Write about the similarities and differences of the two.

The rubric on how you will be rated in your essay is presented.

 Source: “Rubric Gallery.” RCampus. Accessed June30, 2020 from https://www.rcampus.com/rubricshowc.cfm?sp=yes.

V. REMARKS
VI. REFLECTIONS
A. No.of learners who
learned 80% on the
formative assessment
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 innovation or
localized materials did I
use/discover which I wish
to share with other
teachers?

Prepared by:

JENNY ROSE SUMAGAYSAY-BALDADO ,Ed.D

English Teacher