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
1. What did you write in the boxes around the circle?
2. How did you come up with those phrases or answers?
3. What can you say about textual aids based from your answers?
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 an essay describing how discovering personal
challenge can help in understanding oneself better.
- Determine the effect of textual aids like advance organizers,
titles, non-linear illustrations, etc. on the understanding of a
text. (EN10RC-Ia-2.15.2)
- explain the uses of graphic organizers as textual aids
- identify various textual aids from the given materials
- organize ideas from a given materials using textual aids
- appreciate the importance of discovering personal
challenges through reflection activity.
Textual Aids
SDO NegOr Self Learning Module for Quarter 1-Module 2 about Textual
Aids written by Jenny Rose Sumagaysay
“Daedalus and Icarus – Primary Texts”. Understanding Myths and
Legends. Accessed June 30, 2020.
https://www.primarytexts.co.uk/free_resources/Myths17-21.pdf.
Copies of the SLM, enlarged version of the textual aids,
- The teacher asks the students to write the topic textual aids in the center
circle and write phrases/words that they know about the topic inside the
boxes. They can draw this prior knowledge map graphic organizer in their
notebook.
Textual
Aids
- The teacher may say the following questions:
- The teacher asks the class to recall what they have learned in their Science
class about wax material.
- Then, the students will be asked to write the answers to the questions inside
the corresponding boxes.
C. Analysis/Presenting - The teacher asks the following questions:
examples of the new
lesson where the concepts - How did you find the activity?
are clarified
- What do you call the visual displays used in the previous activities?

- Did it help you in organizing your answers and giving emphasis on

what should be focused on? Why or why not?

- What other tools do you know that may help you in understanding the
given text better?

- The teacher then shows a picture to the class and asks them to describe what
they see in the picture.
D. Abstraction - The teacher presents the story of Daedalus and Icarus using the textbook or
the module.
- The students are instructed to look closely at the text and examine various
textual aids used.
- Lead the class into the discussion of the story and relate it to how textual aids
are used as tools in understanding the text better.
- Introduce the following concepts:

Textual aids are tools/elements or materials that provide support and

facilitate understanding of texts (whether fiction or nonfiction). These aids are most
of the time, graphical outlines or images that gives a general idea of a certain topic.
Aids in the form of pictures or graphs give the reader additional information to
support that found in the text. Text aids are also useful for previewing text.

Textual aids help students like you understand and comprehend any story,
subject, or topic. They give emphasis on what should be focused on.

Moreover, don’t forget that basic examples of textual aids are those words
being highlighted, bolded, italicized, and added with charts, graphs, diagrams, maps,
tables, pictures, etc. for better understanding of the text.

Our focus in this lesson is the use of graphic organizers as an example of

textual aids.
Graphic organizers are visual displays of key content information designed
to benefit learners who have difficulty organizing information (Fisher & Schumaker,
1995). Graphic organizers are meant to help students clearly visualize how ideas are
organized within a text or surrounding a concept. Graphic organizers provide students
with a structure for abstract ideas.
Graphic organizers can be categorized in many ways according to the way
they arrange information: hierarchical, conceptual, sequential, or cyclical (Bromley,
IrwinDeVitis, & Modlo, 1995). Some graphic organizers focus on one particular
content area. For example, a vast number of graphic organizers have been created
solely around reading and pre-reading strategies (Merkley & Jeffries, 2000).
Different types of graphic organizers and their uses with corresponding
examples are illustrated below:
E. Valuing: Finding
Practical Applications of Part A. Instruct the class to give the answers to the following questions by
Concepts and Skills in completing the concept map below.
Daily Living

Part B. Tell the class to identify specific graphic organizers and other textual
aids shown in the images below.

Part C. Ask the class to apply what they have learned by composing a three-
paragraph essay describing how discovering personal challenges has helped them
in understanding themselves better. The rubric is presented below.
F. Generalization - The teacher instructs the students to make a journal on the lessons about
TEXTUAL AIDS and the value of discovering personal challenges from the
story of Daedalus and Icarus. 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 gives the following instructions:

Illustrate your answers to the questions below using the prescribed

graphic organizer.

1. In a short paragraph, describe how Daedalus planned to escape from the

island prison of Crete. (Use Flow Diagram/Sequence Chart)

2. Which events in the myth could have happened in real life?

(Use Concept Map)

3. Compare and contrast the personal challenges experienced by Daedalus

and Icarus in the story and your personal
experiences/challenges. (Use Venn Diagram)

4. If you had access to building resources and materials, how would you
design a flying machine to help you escape from the island prison of Crete?
(Use Main Idea and Details Chart)

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