Page 1 of 15

Learning Area English

Learning Delivery Modality Online Modality

School DEIHS Grade Level Grade 10

LESSON EXEMPLAR English
Teacher RIANNE S. ABIADOR Learning Area
Teaching Date MAY 30-JUNE 3, 2022 Quarter Fourth Quarter
Teaching Time 9:00 A.M. – 10:00 A.M. No. of Days 5 days
Synchronous meeting via
Zoom Cloud Meetings
1:30 P.M. – 4:30 P.M.
Asynchronous learning
(Learners are free to do the
activities in their most
convenient time. However,
deadlines are set and a
progress monitoring report
is available for them to
budget their time
properly.)

I. OBJECTIVES
A. Content Standards The learner demonstrates understanding of how world literature and other text
types serve as instruments to resolve social conflicts, also how to use the
language of research, campaigns, and advocacies.

B. Performance Standards The learner competently presents a research report on a relevant socio-cultural
issue.

C. Learning Competencies In this lesson, the learners are expected to:

or Objectives
a. recall the difference between the formal and informal definitions of
words;
b. identify the operational definition of a term;
c. write the operational definition of a term; and
d. express the importance of choosing the appropriate type of definition in
writing.
D. Most Essential EN10G-IIa-29: Observe correct grammar in making definitions.
Learning
Competencies
(MELCs)
E. Enabling Competencies
(If available, write the
attached enabling
competencies)
II. CONTENT Observing Grammar in Making Definitions: Formal, Informal, Dictionary, and
Operational Definitions
III. LEARNING RESOURCES
A. References
a. Teacher’s Guide Pages • Department of Education. English 10 Course Guide. Quarter 4, Week 3. pp.
23-33.
• Department of Education. English 10 Course Guide. Quarter 4, Week 4. pp.
34-39.
b. Learner’s Material
Pages
 Page 2 of 15

c. Textbook Pages

d. Additional Materials • Ambiguous. (n.d.). In Cambridge Dictionary. Retrieved from

from Learning https://dictionary.cambridge.org/dictionary/english/ambiguous
Resources • Ambiguous. (n.d.). In Merriam-Webster’s Dictionary. Retrieved from
https://www.merriam-webster.com/dictionary/ambiguous
• Germantownschools. (2021). Retrieved from www.germantownschools.org:
https://www.germantownschools.org/faculty/kkorek/Handouts/Methods_a
nd_Approa ches/MA-WS1%20-
%20Operational%20Definitions%20Worksheet%20Answers.pdf
• Kangal, S. (2021). iEduNote. Retrieved from iedunote.com:
https://www.iedunote.com/operational-definition

B. List of Learning • Department of Education. English 10 Course Guide. Quarter 4, Week 3. pp.
Resources for 23-33.
Development and • Department of Education. English 10 Course Guide. Quarter 4, Week 4. pp.
Engagement Activities 34-39.
• Spin The Wheel – Random Picker application
• Zoom Collaborative Whiteboard feature
• Microsoft PowerPoint presentation
• Zoom Cloud Meetings
IV. PROCEDURES
Teachers’ Activity Students’ Activity
A. Introduction Preliminary Activities

1. Prayer

“Let us all remember that we are in the (The students will pray)
most holy and loving presence of God.

In the name of the Father, the Son, and

the Holy Spirit. (+)

Amen.

Dear God, our heavenly Father, you

are the light of our lives. Thank you for
giving us another day to learn,
discover, and share the knowledge
that we have. We pray for Your loving
hands to guide us as we walk through
this journey. All that we have is Yours,
and all that we will do is for Your glory.

We commit this prayer to you in the

name of the Father, the Son, and the
Holy Spirit. (+)

Amen.”

2. Greetings

“Good morning class and welcome to “Good morning, Ma’am! We are

the 3rd week of the 4th Quarter! How are doing great.”
you today? I hope that you are all well,
healthy, and safe.”

3. Synchronous Class Reminders

“As we formally start our day, I would

like to disclose some gentle reminders
 Page 3 of 15

during our synchronous session:

a. Kindly keep your microphones on

mute to prevent unnecessary noises
which might cause distraction.
b. If you wish to speak, click the raise
hand function, and wait to be
recognized.
c. Keep your cameras open. If you fail
to do so, you will have up to 2
warnings and will be removed from
the meeting room on the 3rd
warning. You may send a message
here in the chat box to notify me if
you are having technical issues with
turning your camera on.
d. This synchronous meeting will be
recorded.
e. If you want to share something, feel
free to use the chat box function
but always be respectful and use
kind words all the time.
f. Enjoy learning.

4. Checking of Attendance

“How many are we in the meeting “We are currently nineteen, Ma’am.”
room today, Juachim?”

“That’s a good number! You really are (The students will use the “clap” and
diligent and responsible learners. Give “heart” reactions)
yourselves a round of applause and/or
some heart reactions.”

5. Word of the Day

“To kickstart our class, of course we

cannot forget our routinary ‘Word of
the Day,’ and today’s featured word is
‘ambiguous.’”

“Briana, what does ‘ambiguous’ (The student will read the text flashed
mean?” on screen)

“Thank you, Briana. So, the word

‘ambiguous’ means having or
expressing more than one possible
meaning, sometimes intentionally and
capable of being understood in two or
more possible senses or ways.”

“Its synonyms are unclear, uncertain,

undefined, indirect, disguised,
indistinct, indefinite, inexact,
questionable, and confusing. On the
other hand, its antonyms are
comprehensible, understandable,
evident, self-explanatory, certain,
defined, exact, explicit, direct, and
straightforward.”
 Page 4 of 15

“It came from the Latin word

‘ambiguus’ from ambigō, ambigere ‘to
dispute, be undecided, call in question,
be in doubt’.”

“Mark Kian, please read the sentence.” (The student will read the text flashed
on screen)

“The ambiguous statement of the

news agency about the violations
committed by voters during the 2022
Philippine National Elections were not
pleasantly received by the public.”

“Thank you, Mark Kian.”

“Is there anyone who would like to

create his or her own sentence using
our featured word for today?”

“Let’s hear it from Danica.” (The student will provide his/her

sentence.)

“That’s a well-composed sentence,

Danica. Great job! Class, let us give
Danica heart reactions.”

6. Review

“Before we start with a new lesson, let

us take a short trip down the academic
memory lane first. What was our lesson
last Monday?”

“Yes, Michaela?” “We learned about Technical and

Operational definitions, Ma’am.”

“It really shows that you listened well

last Monday. You are right Michaela,
discussed about Technical and
Operational definitions.

Now, what is a technical definition and

when do we use it?”

“Would you like to answer, Mitchel?” “Yes Ma’am, technical definition is a

definition in technical communication
describing or explaining technical
terminology. Technical definitions are
used to introduce the vocabulary
which makes communication in a
particular field concise and
unambiguous.”

“Very good, Mitchel!”

“Let us now move to the second type

of definition we discussed, which is
Operational definition. What is it and
when do we use it?”
 Page 5 of 15

“I see you raising your hand, Juliana.”
“Operational Definition, Ma’am, is the
articulation of operationalization used
in defining the terms of a process
needed to determine the nature of
an item or phenomenon. An
operational definition is the specific
meaning of a word or phrase given to
it by the group of people who use the
word in their specific context.”

“Right on point, Juliana.”

“We use operational definitions to

contextualize or adapt the meaning of
a word based on how we are using it.”

“Now who can give me the types of

definitions we commonly use in
technical writing?”

“Yes, Laurence? How many do we “We have three, Ma’am, and these
have?” are Parenthetical definitions,
Sentence definitions, and Extended
definitions.”

“Excellent, Laurence! Kindly define “It is when we place the definition in a

parenthetical definitions,” parenthesis immediately following the
word being defined, Ma’am. They are
often one synonymous word only.”

“That is correct. Thank you, Laurence.”

“Let’s move now to sentence “Sentence definitions are an

definitions. What are they, Chloe?” explanation of a word using one
sentence.”

“Right on, Chloe! Class, take note that “Yes, Ma’am.”

sentence definitions are more formal
than parenthetical definitions, okay?”

“Of course, we have the last type

which are extended definitions.”

“What are extended definitions and

when do we use them?”

“You are raising your hand, Rhamuel.” “Extended definitions are the use of a
paragraph or more to expand on a
word that may be difficult to
comprehend.”

“Very good, Rhamuel. Keep in mind

that expanded definitions almost
always start with sentence definitions.”

“All in all, which among these types of

definition is the most formal?”

“Yes, Allysa?” “The Extended definitions, Ma’am.”

 Page 6 of 15

“That is correct. Which is the most

informal?”

“Yes, Yuya?” “It is the Parenthetical definitions,

Ma’am.”

“Very good, Yuya! And, of course,

sentence definitions fall in the middle of
Parenthetical and Extended definitions
in terms of formality.”

“It seems that you really listened well (The students will use the “clap” and
during our last meeting. Give yourselves “heart” reactions)
some love or a round of virtual
applause!”

7. Motivation

“Now, we will play a game called (The students will click the raise hand
‘Pinoy Henyo: English Version’ May I see function)
a raise of hands from those who are
familiar with the game?”

“It’s good to know that all of you are

familiar with the game.”

“I have here with me a spinning wheel

with the names of those who are here
today. I will choose one student who
will guess the word that I will be flashing
on screen. But before doing that, I will
transfer whoever was chosen to a
breakout room first so that he/she will
not see what the word is. More so, the
chosen student will have two (2)
minutes to guess the word correctly.”

“Everyone who is left here in the main

meeting room will be one team and
are expected to answer ‘Yes, No, or
Maybe’ and keep their microphones
unmuted once the timer starts.”

“Do you understand the mechanics of “Yes, Ma’am”

our game?”

“Do you have any questions?” “None, Ma’am”

“Alright, let’s begin.”

(The teacher will spin the wheel)

(The motivation shall commence)

Word to be guessed: Module

“Alright everyone, please settle down. “Yes, Ma’am!”

Did you enjoy the activity?”

“Give yourselves a round of applause (The students will use the “clap” and
and/or heart reactions for a job well “heart” reactions)
 Page 7 of 15

done!”

“Now, I would like to ask how you felt

during, the activity.”

“How did you feel, Gerrica, as you were
the one chosen to guess the word?”
“I was very nervous and pressured by
the time, Ma’am, but I enjoyed
forming questions and thinking of
synonymous words to guess the word
correctly.”

“That’s good to know, Gerrica. How

about those who were answering
Gerrica’s questions? How did you
feel?”

“Let’s hear it from Danilo.” “Ma’am, I was very relaxed but also
pressured by the time. But it was fun
for us to help Gerrica guess the
correct word. I really felt like the class
acted as one team.”

“That is very well-said, Danilo! Thank you

for sharing your insights.”

8. Goal Orientation

“All of you did very well in our activity

and I am glad to hear that you enjoyed
it. As you might have noticed, Gerrica
was able to guess the correct word
because she asked questions by
describing the features of what she
thinks the word is.”

“Timothy, please read the objectives for (The student will read the text flashed
this week.” on screen)

During this week you are expected to:
a. recall the difference between the
formal and informal definitions of
words;
b. identify the operational definition
of a term;
c. write the operational definition of
a term; and
d. express the importance of
choosing the appropriate type of
definition in writing.
“During this week you are expected
to:
a. recall the difference between
the formal and informal
definitions of words;
b. identify the operational definition
of a term;
c. write the operational definition of
a term; and
d. express the importance of
choosing the appropriate type
of definition in writing.”

9. Presentation of the lesson

“Our discussion today will prepare you

in writing your research through
observing grammar in making
definitions. Specifically, we will be
talking about Formal and Informal
Definitions, as well as Dictionary and
Operational Definitions.”
 Page 8 of 15

(The teacher will reveal the topic

through a PowerPoint presentation
slide)

B. Development Development of the Skill

“The first set of definitions we will be

talking about is more of a recall for you;
it is the Formal and Informal definitions.”

“What do you think is the distinguishing

feature between the two? How are
they different?”

“Let’s hear it from Tamara.” “I think, Ma’am, that informal

definitions are those we can make all
by ourselves, while formal definitions
are more technical, and they have a
pattern.”

“Great answer, Tamara!”

“An informal definition does not follow

a structure and the definition itself can
be implied. This type of definition uses
informal words and is used in non-
scientific writing.”

“Is the meaning of Informal definition “Yes, Ma’am.”

clear?”

“Next, we have the formal definition. (The student will read the text flashed
Wilson, kindly read the slide.” on screen)

“Formal definitions are more technical

and they have a pattern (word +
category + unique characteristics) or
(A = B + C) and go into the specific
details. This kind of definition is used in
academic and scientific writing (e.g.
research report).”

“Thank you, Wilson.”

“In the equation, A represents the word

we are defining, B is for the category or
class, and C is for the unique
characteristic or distinguishing feature.”

“Let’s take the following sentences as

examples so that you may understand
formal definitions better.”

“Howard, kindly read our first example.” (The student will read the text flashed
on screen)
 Page 9 of 15

“An earthquake is a violent shaking of

the ground caused by the sudden
shifting of deep rocks.”

“Thank you, Howard.”

Example 1:

An earthquake is a violent shaking of

the ground caused by the sudden
shifting of deep rocks.

“So here we have the first part of the

structure which is the Term or the Word
that is ‘An earthquake’. Next, we have
the Verb ‘is’, followed by the Class or
Category ‘a violent shaking’, and lastly,
the Unique Characteristic or
Distinguishing Feature ‘of the ground
caused by the sudden shifting of deep
rocks.’.”

A B
Term Verb Class
An earthquake is a violent shaking

C
Distinguishing Feature
of the ground caused by the sudden
shifting of deep rocks.

“Is our Example 1 clear to you?” “Yes, Ma’am.”

“Good. Now let us proceed to our next
sentence. Kindly read Example 2,
Precious.”
(The student will read the text flashed
on screen)
“The place on the surface directly
above the focus is called the
epicenter.”

“Thank you, Precious.”

(The teacher will use the Collaborative

Whiteboard feature and type the
sentence)

“For this example, we will use a

Whiteboard to break down the
structure of the sentence. Who would
like to encircle the Term we are
defining in this sentence using a yellow
pen?”

“Yes, Alector.” (The student will use the whiteboard

feature)

“Ma’am, I think it’s ‘the epicenter’.”

“You are very keen, Alector. Right on!"

“The Term we are defining is ‘the

 Page 10 of 15

epicenter’. Now, where is the Verb in

the sentence? Underline it using the
blue pen.”

“Let’s hear it from, Judy Ann.” (The student will use the whiteboard
feature)

“Very good, Judy Ann!” “It’s ‘is called’, Ma’am.”

“The verb is ‘is called’. How about the

Class? Draw a red box around it.”

“You are acknowledged, Sidray.” (The student will use the whiteboard
feature)

“Ma’am, it’s ‘the place’.”

“Good job, Sidray! You are right.”

“And lastly, where is the Distinguishing

Feature in the sentence? Underline it
using the purple pen.”

“Yes, Isabel.” (The student will use the whiteboard

feature)

“The distinguishing feature is ‘on the

surface directly above the focus’,
Ma’am.”

“Excellent, Isabel!”

Example 2:

B C
Class Distinguishing Feature
The place on the surface directly
above the focus

A
Verb Term
is called the epicenter.

“Class, before we proceed to the next “None, Ma’am.”

set of definitions, do you have any
questions or clarifications? Anything
you wish to share?”

“Alright, next we have the Dictionary

and Operational Definitions.”

“Marvel, read the slide please.” (The student will read the text flashed
on screen)

On a dictionary definition, key terms,

and phrases that we find in a
dictionary exist to explain, describe,
and express shared thoughts, which
we refer to as concepts. The definition
is universal, meaning it is understood
by many people. Dictionary
 Page 11 of 15

definitions define key terms which are

abstract and general in nature.

“Thank you, Marvel.”

“Who among you have experienced (The students will click the raise hand
looking up an unfamiliar word using an function)
online dictionary?”

“How about those who have (The students will click the raise hand
experienced looking up an unfamiliar function)
word using a physical or an actual
dictionary?”

“How about those who have (The students will click the raise hand
experienced doing both?” function)

“Alright, you may now lower your

hands. On a dictionary definition, key
terms, and phrases that we find in a
dictionary exist to explain, describe,
and express shared thoughts, which we
refer to as concepts. The definition is
universal, meaning it is understood by
many people. Dictionary definitions
define key terms which are abstract
and general in nature.”

“Any questions so far, class?” “None, Ma’am.”

“Let’s now proceed to the Operational (The student will read the text flashed
Definition. Kindly read the slide, Trisha.” on screen)

“An operational definition ensures a

concise description of concepts and
terms as applied to a specific situation.
It gives a precise definition of a key
term. Operational definition ensures
comprehensive knowledge of the
idea by specifying how it is measured
and applied within a particular set of
circumstances.”

“Thank you, Trisha. An operational

definition ensures a concise description
of concepts and terms as applied to a
specific situation. It gives a precise
definition of a key term. Moreover,
operational definition ensures
comprehensive knowledge of the idea
by specifying how it is measured and
applied within a particular set of
circumstances.”

“Here we have a diagram to

differentiate Dictionary from
Operational Definitions.”
 Page 12 of 15

“Are the differences between the two (The students will use the “heart”
clear to you? Give me a heart reaction reaction)
if it’s a yes.”

“Let us now analyze the following table:”

“Is everything clear? I want you to type (The students will open the chat box
in our chat box the level of percentage function and send their responses)
of your understanding– with 100% being
the highest, and 10% the lowest, how
much did you understand our lesson for
today?”

“It’s good to see that most of you “None, Ma’am.”

typed in high percentages. Okay, is
there anything you would like to share?
Do you have any questions or
clarifications before we proceed with
today’s group activity?”

“Hearing none, here’s what you will

do.”
C. Engagement “I will divide the class into four groups
and assign each student to a breakout
room. Together with your groupmates,
complete the table presented and
give the operational definition of the
terms in the first column. Afterwards,
choose one representative and be
ready to briefly share what you have
accomplished to the class.”

“You may choose to download the

template that I will send through our
chat box and type your answers in it or
create your own table. You can be as
creative as you wish!”

Directions: Using the presented

 Page 13 of 15

template, give the operational

definition of the underlined term in the
following statement.

“Any questions? “None, Ma’am.”

“Is everything understood?” “Yes, Ma’am.”

“You have 10 minutes to brainstorm

with your group and accomplish your
task. The breakout room will
automatically close after 10 minutes.”

(The teacher will assign each student to

a breakout room)

“Settle down, class. Let’s see your works

in order, so Group 1 will present their
activity first, to be followed by Group 2,
Group 3, and Group 4. If your group will
be using the share screen function, you
may do so.”

(The students will present their activity) (The students will present their activity)

“Very good, class! Give yourselves (The students will use the “clap” and
some love and a round of virtual “heart” reactions)
applause for a job well done.”
D. Assimilation “Again, what were the first two types of
definitions we discussed?”

“You are acknowledged, Mark Aron.” “The first two types of definition we
tackled are Formal and Informal
Definitions, Ma’am.”

“That’s right, and what are the main “An informal definition does not follow
differences between the two?” a structure while a formal definition
has a structure.”

“Correct. What is the structure that

formal definitions commonly follow?”
 Page 14 of 15

“Let’s hear what Erin has to say.” “Ma’am, the structure is (Term + Class
+ Distinguishing Features) or (Word +
Category + Unique Characteristics).”

“Right on point, Erin!”

“Now, what were the last two types of

definitions we discussed?”

“Yes, Daven.” “We also discussed about the

Dictionary and Operational Definitions,
Ma’am.”

“Precisely. And what are the main
differences between the two?”
“The dictionary definition is universal,
meaning it is understood by many
people and they define key terms
which are abstract and general in
nature. On the other hand, an
operational definition ensures a
concise description of concepts and
terms as applied to a specific
situation.”

“Excellent, Daven!”
V. REFLECTION “Lastly, now that you know these four
types of definitions, how can your
learnings today be an advantage
once you start writing your research
and other kinds of narrative in the near
future?”

“I can see you raising your hand, Zyra.” “Ma’am, I will apply my learnings by
choosing the appropriate type of
definition in my writings depending on
the type if narrative I am composing.”

“Very good, Zyra.”

“You have all provided such great and

critical answers to my questions. I see
that you learned a lot in today’s
discussion.”

“Class, give yourselves a round of (The students will use the “clap” and
applause and some heart reactions for “heart” reactions)
being very productive today. You all
did a great job!”

“These are your learning tasks for the

week:

Learning Task 3.1: Formal or Informal

Definition?
Learning Task 4.1: Mind Spark
Learning Task 4.2: Dictionary or
Operational Definition
Learning Task 4.3: Think it Through!
Learning Task 4.4: Think Different

I want you to reflect on this quotation

from American author William Howard
 Page 15 of 15

Gass:

‘The true alchemists do not change

lead into gold; they change the world
into words.’”

“If you have questions or clarifications “Yes, Ma’am.”

about them, feel free to send a
message in our group chat or send me
a personal message, alright?”

“Before you go, let us take a class (The students will smile for a picture)
picture first. This will serve as the proof
of your attendance for today.”

“Always stay healthy and safe, class. “Thank you, Ma’am.”

God bless you!”

*Date and Time of Final Demonstration Teaching: May 23, 2022| 9:00 A.M. – 10:00 A.M.

Prepared by: Approved by:

RIANNE S. ABIADOR VIRGINIA B. BAUTISTA

Practice Teacher Head Teacher III, English

Noted by:

JEDDALYN F. GACES CRISTINA E. SAYOTO, Ph.D.

Cooperating Teacher, English Teaching Internship Professor