LESSON PLAN IN ENGLISH 10

School Patria National High School Grade Level & Section 10

Teacher Shellah Rose F. Dujali Quarter 1

Learning Area English Teaching Dates & Duration

I. LEARNING OBJECTIVES

Content Standards 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.

Performance Standards The learner composes a comparative essay using a set of

criteria.

Learning Competencies/Code - 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

Objectives

● Knowledge - identify the criteria to be used in comparing

arguments and in critiquing a short story

● Skills - evaluate texts using a set of criteria

- compose a comparative essay using a set of

criteria;

● Attitude - appreciate the importance of giving fair judgments

using set of criteria

II. CONTENT Evaluating Range of Texts Using a Set of Criteria

III. LEARNING RESOURCES

A. References

1. Teacher’s Guide pages

2. Learner’s Materials pages

3. Textbook pages

SDO NegOr Self Learning Module for Quarter 1-Module 6

4. Additional Materials from Learning Resource (LR)
about Evaluating Range of Texts Using a Set of Criteria
portal
written by Jenny Rose Sumagaysay

B. Other Learning Resources

C. Supplies, Equipment, Tools, etc. Copies of the SLM, enlarged version of the illustrations if
necessary

IV. PROCEDURES

A. Review/Introductory - The teacher asks the students to evaluate the following list of known
Activity 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?

B. Activity/ Motivation - 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 19 th 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 Part A. Instruct the class record their own thought on the passages by using
Applications of Concepts the criteria provided in the description organizer to describe each household.
and Skills in Daily Living

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:

SHELLAH ROSE F. DUJALI

English Teacher