AGUINALDO J.

SANTOS NATIONAL HIGH

School Grade Level 10
SCHOOL
Teacher ELSIE F. CRUZ Learning Area English
Date Quarter 3
Time Grade & Section 10-Faith
I. OBJECTIVES
A. Content Standards The learner demonstrates understanding of : world
literature as source of wisdom in expressing and 7. Plan, manage and
resolving conflicts between individuals implement developmentally
or groups and nature; strategies in evaluative reading, sequenced teaching and
writing, listening, and viewing; special speeches for learning processes to meet
occasions; and effective use of curriculum requirements
structures of modification and pronouns. through various teaching
The learner transfers learning by composing an contexts.
independent critique of a chosen selection and by
B. Performance Standards delivering special speeches that observe
the proper use and acknowledgment of sources and
appropriate prosodic features, stance, and behavior.
1. identify the elements of the Story of Keesh;
2. determine tone, mood, technique, and purpose
C. Learning
Competencies / Objectives
of the author
3. answer the questions raised from the story
listened to.
EN10LT-IIIa-2.2
Write the LC Code for each
EN10LT-IIIc-2.2.3
objective
EN10RC-IIIa-22.1
Topic: The Story of Keesh by Jack London
II. CONTENT
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guides/Pages
2. Learner’s Materials
SLM Q3 Module 4, pp. 4-6
Pages
3. Textbook Pages pp. 299 – 306
4. Additional Materials
from Learning Resources
(LR) portal
B. Other Learning
Resources
IV. PROCEDURES 1. Apply knowledge of content
A. Reviewing previous The students will give a recap about the previous within and across curriculum
lesson or presenting the lesson.
new lesson teaching areas.
Questions to be asked: - I selected interdisciplinary
- What is the absolute value of a number? content to be integrated into
- How can we represent the absolute value of a that of the current lesson. In
number? What notation can we use? this case, I used a concept
- Why the absolute value of a number is never from Science (Elements).
negative? Give an example that will support your
answer.
ACTIVITY 1: The “MATTER” on Labels
Directions: Identify the different elements found in the
given nutrition facts and understand the given set of
numbers.
B. Establishing a purpose Questions to be asked:
for the lesson 1. What food product does this nutrition fact represent
2. What is a nutrition fact?
3. What are the different elements that are listed in the
given Nutrition Facts?
4. What are the different numbers found in the given
nutrition fact? Identify the sets of number.
C. Presenting ACTIVITY 2: LOOK and THINK!
 Direction: The teacher will present examples of real
numbers. Determine what numbers/set of numbers
will represent the following situations:
____ 1. Finding out how many cows there are in a barn.
____ 2. Corresponds to no more apples inside the
examples/instances of the
basket.
new lesson
____ 3. Describing the temperature in the North Pole.
____ 4. Representing the amount of money each
member gets when “P200 prize is divided among 3
members.
____ 5. Finding the ratio of the circumference to the
diameter of a circle, denoted π (read “pi). 2. Use a range of teaching
D. Discussing new Consider the activities done earlier and recall the strategies that enhance
concepts and practicing different terms you encountered including the set of learner achievement in literacy
new skills #1 real numbers and together let us determine the various and numeracy skills.
subsets. Let us go back to the first time we used flashcards and working
encountered the numbers... together to develop the
Let's talk about the various subsets of real numbers. learners’ literacy skills
Early Years... - I used flashcards and chart to
1. What subset of real numbers do children learn at an develop the learners’ literacy
early stage when they were just starting to talk? Give and numeracy skills.
examples.
In School at an Early Phase...
2. What do you call the subset of real numbers that
includes zero (the number that represents nothing) and
is combined with the subset of real numbers learned in
the early years? Give examples.
In School at Middle Phase...
3. What do you call the subset of real numbers that
includes negative numbers (that came from the
concept of “opposites” and specifically used in
describing debt or below zero temperature) and is
united with the whole numbers? Give examples.
Still in School at Middle Period... 6. Use differentiated,
4. What do you call the subset of real numbers that developmentally appropriate
includes integers and non-integers and are useful in learning experiences to
representing concepts like “half a gallon of milk”? Give address learners’ gender,
examples. needs, strengths, interests and
5. What do you call the subset of real numbers that is experiences.
not a rational number but are physically represented - I groups the learners into
like “the diagonal of a square four. This grouping is based on
E. Discussing new concepts Performance Task: the strengths and the interests
and practicing new skills Directions: Present the different subsets of real of the learners.
#2 numbers using different performance tasks below.
Choose one which you can definitely prepare.

MathModel (Let’s model it)

MathDrama (Let’s act it out)

4. Manage classroom structure
MathJingle (Let’s sing it) to engage learners,
individually or in groups, in
MathDrawing (Let’s draw it) meaningful exploration,
discovery and hands-on
After, each will look for classmates who choose the activities within a range of
same task and form a group. physical learning
F. Developing mastery Recitation: environments.
(Leads to formative Direction: Let the students play the game “The Boat is
assessment) ( 5 mins) Sinking” to differentiate the concept of rational and
irrational numbers.

3. Apply a range of teaching

strategies to develop critical
Rational Numbers Irrational Numbers
and creative thinking, as well
G. Finding as other higher-order thinking
practical/applications of How can you apply the subsets of real numbers in your skills.
concepts and skills in daily daily lives?
living
Questions to be asked:
a. Are all real numbers rational numbers? Prove your
answer.
H. Making generalizations −1 −2
b. Are and negative integers? Prove your
and abstractions about the 4 5
lesson answer.
(5 MINS) c. How is a rational number different from an irrational
number?
d. How do natural numbers differ from whole
numbers?
Quiz: Determine the subset of real numbers to which
each number belongs. Use a tick mark (√) to answer.
Whole Rational Irrational
Number Integer
Number Number Number
1. -86
2. 34.74
4
I. Evaluating Learning 3.
7
(10 MINS)
4. 64
√
5. √ 11
6. -0.125
7. −√ 81
8. π
9. -45.37
10. 0.444…
J. Additional activities for Assignment: What is significant digits and scientific
application or remediation notation?
V. REMARKS
VI. REFLECTION
A. No. of learners who
earned 80% of the
formative assessment
B. No. of learners who
require additional
activities to remediation
C. Did the remedial lessons
work? No. of learners who
have caught up.
D. No. of learners who
continue to require
remediation
E. Which of my teaching
strategies worked well?
Why did these works?
F. What difficulties did I
encounter which my
principal or supervisor
can help me solve?
 G. What innovation or
localized material did I
use/discover which I wish
to share with other
teachers?
Note: Manage learner behavior constructively by applying positive and non-violent discipline to ensure learning focused
environments.

 Checking the attendance.

 Call learners’ names in a polite manner.
 Ask them if they have questions about the lesson.

Prepared by: Checked by: Noted by:

________________________________
Teacher I