SEMI-DETAILED LESSON PLAN Grade Level 10-FALCON

Teacher JOHN PEDDY C. DURAN Learning Area ENGLISH

Teaching
FEBRUARY 05, 2020 (WEDNESDAY) Quarter FOURTH
Date
I. LEARNING OBJECTIVES
The learner demonstrates understanding of how world literature and other text types serve as
A. Content Standard instruments to resolve social conflicts, how to use the language of research, campaigns and
advocacies.
B. Performance Standard The learner proficiently presents a research report on a relevant socio-cultural issue.
Explain how the elements specific to a genre contribute to the theme of a particular literary selection
C. Learning Competency/ies (EN10LT-IVb-2.2)
Unlock pictographs through a game; (Activity)
Decipher images/objects found and appeared in the poem; ( Abstraction and Application)
D. Learning Objectives
Identify correct lines from the poem where images are found; (Application)
Realize the importance of bridging gaps and connecting to other people. (Motivation)
II. SUBJECT MATTER
A. Topic Literary Text: A MARTIAN SENDS A POSTCARD HOME
B. References
Teacher’s Guide Pp.380-393
Learner’s Materials Grade 10 English Pages 422-437
C. Learning Materials Visual Aid, Writing Materials (Manila Paper, Marker), LED TV
D. Other Learning
Resources from LR
E. Value Integration BRIDGING GAPS
III. TEACHING PROCEDURES
Classroom Management:
-Lets the students arrange the chairs properly and picks some pieces of papers on the floor
Prayer:
-Asks someone to lead the prayer
Greetings:
A. Preparatory Activities
Checking of Attendance:
-Writes on the board the number of present and absent of the day
Giving of House Rules:
-Passing in and out of classroom/order and discipline in the classroom /collecting, distributing and
collecting paper
Drill and Exercises:
-gives some drills to remember which can be incorporated along the discussion
Reviewing of the Past Lesson:
-calls someone to recall the last topic discussed
B. Developmental
Unlocking of Difficulties: (From the POEM to be discussed)
Activities
MARTIAN (n.)- of or relating to the planet Mars or its hypothetical inhabitants
CAXTONS (n.)-in reference to William Caxton who developed the printing press
PERCH (n.)- a bar or peg on which something is hung
MIST (n.)- water in the form of particles floating or falling in the atmosphere
C. Motivation -Lets the students realize the importance of bridging gaps and connecting to other people by doing the
(Stimulates) following:
1. Show a short video of San Juanico Bridge and ask students to share some information about it;
2. Tell them that San Juanico Bridge stretches from Samar to Leyte and it is the longest bridge in the
Philippines with a total length of 2.16 kilometers;
3. Invite them to read the quotation by T.D. Jakes,
“I like to see myself as a bridge builder that is me building bridges between people, between
races, between cultures, between politics, trying to find common ground.”
4. Do the MEMORY PASSAGE by asking students to reread the passage and supply the missing
 words;
5. Points will be given to group who can answer correctly.
D. Lesson Proper
ACTIVITY
(activate prior knowledge or PICTOGRAPH GAME
activate prerequisite skill) 1. Instructs students to unlock the pictograph by working within the group;
2. The teacher shows an image that connotes to the correct meaning/answers;
3. The rest of the members will be guessing the pictures by writing their answers on the board they will
be provided;
4. Scores will be recorded per group.

ANALYSIS -uses simple question based on the activity given then lead the students using HOTS:
(making connections from 1. How did you find the short activity?
information gathered/use 2. Were you challenged when you were solving the pictograph?
the answers generated from 3. What helped you in answering them?
the activity to present or to
prepare them for the new 4. Do you think the images in the pictograph connect to the answer?
lesson/Use HOTS 5. What do you think is the connection of “images” in our lesson for today?
questions) -processes student’s responses
ABSTRACTION
(formulate new concept -presents the literary text to be discussed: A MARTIAN SENDS A POSTCARD HOME
from the information -shares the information about the poem and the author
gathered from activity and -reminds the learners: watch and listen to the short video clip about the poem
analysis) -lets each group analyze the lines of the poem
-per group asks questions to check their understanding:
What is the first object that the Martian is able to describe? BOOKS
What two forms of weather are mentioned in the poem? MIST AND RAIN
How does the Martian describe the forms of weather? THE MIST IS WHEN THE SKY IS TIRED OF
FLIGHT AND RESTS ON GROUND. THE RAIN MAKES THE COLORS DARKER.
What other objects are described by the Martian? CAR, WATCH, TELEPHONE, TOILET,
SLEEP/BEDROOM
-gives exemplifications to further deepen your topic
-lets the learners generalize the topic by giving the gist of it.

APPLICATION
( Applies to real-life -uses SMALL GROUP DIFFERENTIATED ACTIVITIES (SGDA) to further enhance the creativity,
situations) collaboration, critical thinking and communication of learners:
Group 1: THE IMAGE MAKERS
-create 2 tableaus from the lines of the poem
Group 2: THE ELABORATORS
-how the story connects to our sub-theme of the lesson (bridging gaps)? Cite a line and explain
Group 3: THE ARTISTS
-draw a general image as a summary of the poem and explain the drawing
Group 4: THE ANALYSTS
-make a short statement that conveys bridging gaps and encourages connection. Relate the message
that had currently happening in our society right now.
-Gives RUBRICS for rating the task of each group.

IV. EVALUATION
Identify correct line/s from the poem on the images provided. Makes sure to analyze the poem in
order to provide the correct lines depicting the images given.
1. BOOKS -lines 1-6
2. MIST -lines 7-10
3. RAIN -lines 11-12
4. CAR -lines 13-16
5. CLOCK/WATCH -lines 17-18
6. TELEPHONE -lines 19-24
7. BATHROOM/COMFORT ROOM -lines 25-30
 8. A SLEEPING COUPLE -lines 31-34
V. ASSIGNMENT
In a ½ sheet of paper, write down in 3-5 sentences the moral lesson you have gained from the poem.
VI. REMARKS

VII. REFLECTION

A. No. of learners who

earned 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 works?
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:
JOHN PEDDY C. DURAN
Teacher I