WLP Benitez Aug 28 Sept 1

Republic of the Philippines
Department of Education
REGION IV-A CALABARZON
Schools Division Office of Rizal
SOUTHVILLE 8C NATIONAL HIGH SCHOOL
DAILY SCHOOL: SOUTHVILLE TEACHER: REGINE T. BENITEZ TEACHING DATES: AUGUST 28-SEPT 1 2023
LESSON 8C NHS
LOG GRADE LEVEL: 10 QUARTER: FIRST LEARNING AREA: ENGLISH
SY 2023-2024 CLASS SCHEDULE: 1:00 – 1:50 PM (RIZAL) 2:55 – 3:45 PM (LAPU) 3:45 – 4:35 PM (MABINI) 5:25 – 6:15 PM (JACINTO)
I. OBJECTIVES DAY 1 DAY 2 DAY3 DAY 4 DAY5
CONTENT The learner demonstrates understanding of how Anglo-American literature and other text types serve as means of enhancing the self; also how to use
STANDARD processing, assessing, summarizing information, word derivation and formation strategies, appropriate word order, punctuation marks and interjections to
enable him/her to participate actively in a speech choir.
PERFORMANC The learner actively participates in a speech choir through using effective verbal and non-verbal strategies based on the following criteria: Focus, Voice,
E STANDARD Delivery, Facial Expressions, Body Movements/ Gestures and Audience Contact.
LEARNING
MELC 1: Use information MELC 1: Use information MELC 1: Use information
COMPETENCI
from news reports, speeches, from news reports, speeches, from news reports, speeches,
ES WITH NO CLASSES HOLIDAY
MELC CODE
MHPSS DAY informative talks, panel informative talks, panel informative talks, panel
discussions, etc. in everyday discussions, etc. in everyday discussions, etc. in everyday
life. life. life.
ENABLING 1. Identify the types of
COMPETENCY • Enable students to sources of information 2. Categorize whether the 2.Categorize whether the
acknowledge and express source of information is source of information is
their feelings primary, secondary or primary, secondary or
• Capacitate students to tertiary. tertiary.
regulate their emotions and to
find solutions to challenges
• Allow students
____________________________________________________________________________________________________________________________________________
Address: Block 12 Lot 36 Southville 8C San Isidro, Rodriguez, Rizal 1860
Telephone No.: 997 83 44 School ID: 308135
Email Address: southville8cnhs.308135@deped.gov.ph
“SULONG, BLUE RIZAL

develop relationships with
peers and aspire for brighter
future
II. CONTENT PSYCHOSOCIAL

(Content is what the lesson is SOURCES OF SOURCES OF SOURCES OF
all about . It pertains to the SUPPORT ACTIVITY
subject matter that the teacher INFORMATION INFORMATION INFORMATION
aims to teach.)
A.
REFERENCES
*TG's pages Page 120 Page 120
Page 120
(BOW, MELC)
*LM's pages Page 6-9 Page 6-9 Page 6-9
*Textbook pages
*Additional Psychosocial-Support-Activity- Image Image Image
Reference Pack-PSAP-FINAL_20211123.pdf https://time.com/3792700/a-vibrant- https://time.com/3792700/a- https://time.com/3792700/a-
past-colorizing-the-archives-of- vibrant-past-colorizing-the- vibrant-past-colorizing-the-
history/ archives-of-history/ archives-of-history/
B. LEARNING PPT, DLL, Pen and Paper, Drawing Pen and paper, PPT, WLP Pen and paper, PPT, WLP Pen and paper, PPT, WLP
MATERIALS Materials
IV. DAY 1 DAY 2 DAY 3 DAY 4 DAY 5

PROCEDURE
S:
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Preliminary Preliminary Activities/Daily Preliminary Activities/Daily Preliminary Preliminary
CLASSROO Activities/Daily Routine Routine Routine Activities/Daily Routine Activities/Daily Routine
M-BASED
ACTIVITIES
  Prayer  Prayer  Prayer

  Greetings: How is  Greetings: How is  Greetings: How is

everyone today? (Use everyone today? everyone today?

the emoticon chart) (Use the emoticon (Use the emoticon

chart) chart)

 Give the guidelines
 for the process  Give the guidelines  Give the guidelines
Prayer
for the process for the process
 Greetings: How is checking stress level using
everyone today? checking stress level using
the gauge in the pptx checking stress level using
(Use the emoticon
chart) the gauge in the pptx the gauge in the pptx
 Give the guidelines

for the process
checking stress level using

the gauge in the pptx
A. Recall A. Recall A. Recall A. Recall A. Recall
(Constructivist Approach- (Constructivist Approach- (Constructivist Approach- Constructivist Approach- (Constructivist Approach-
____________________________________________________________________________________________________________________________________________

Scaffolding) Scaffolding) Thinking skills) Thinking skills) Thinking skills)
Note to teachers: Review the The teacher will ask the  What is the  What is the
guidelines for your PSS students about the activity that discussion yesterday discussion yesterday
session: be curious, be they did last Tuesday. all about? all about?
respectful, listen, take turns,
avoid judgment, everything
shared is confidential.
Activity 1: Emergency! (5
mins)
I AM able to acknowledge
and express my feelings.
(Safety, Self-awareness, Self-
expression) The students will
be given time to recall the
people that they could turn to
and drills done in the last
school year for emergency
situations.
Think of any emergency
situation that you feel your
safety is at risk.
 What will you do or
what are your
common responses?
then let the students do the
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following:
 Let the students feel
that they are safe
with you.
 Do breathing
exercise
 Who are you going to
contact? (List down
the names in the
board ex. Father,
mother, relatives,
friends teachers.
Then allow them to
think of their contact
details but do not
write the contact
details on the board.)
 Allow the students to
find solution in the
following situation:
Earth quake or fire,
what should they do
based from SDRRM
drills in school?
What would you do to call
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for help? In school, if a
classmate or someone is in
trouble, which would, you
contact or call?
B. Motivation B. Motivation B. Motivation B. Motivation B. Motivation
DO YOU HEAR ME NOTE: There will be no NOTE: There will be no
RIGHT? motivation because today motivation because today
INQUIRY BASED- is the continuation of the is the continuation of the
SIMULATION lesson yesterday. lesson yesterday.
The teacher will be needing 3
pairs of volunteers. Student A
will be given set of words and
Activity 2: Emotions! student B will be using ear
 Which of the pods while listening to a very
following emotions loud music. The challenge of
are normal and this activity is to let student B
regulated? say the exact same word as
 How can we regulate what student A would tell
our emotions? him/her using a normal
 Remember: It’s okay volume of voice.
to feel different
SET 1
feelings, what’s most
Diary
important is that you
Speeches
don’t hurt yourself or
Video recordings
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anyone or destroy
anything. SET 2
Biography
History books
Critiques
SET 3
Dictionaries
Encyclopedias
Almanacs
C. Activity C. Activity C. Activity C. Activity C. Activity (Presentation of

(Presentation of the lesson) (Presentation of the lesson) (Presentation of the lesson) (Presentation of the the lesson)
Note to teachers: Review the CONTRUCTIVISM- lesson) CONTRUCTIVISM-
guidelines for your PSS THINKING SKILLS CONTRUCTIVISM- THINKING SKILLS
session: be curious, be The students will identify the THINKING SKILLS The students will identify
respectful, listen, take turns, type of sources The students will identify the type of sources
avoid judgment, everything being described based on the the type of sources being described based on the
shared is confidential. ff. situations. being described based on the ff. situations.
ff. situations.
Activity 3: Bag of Feelings!
1. If your teacher asked
I HAVE the capacity to
you to research about 1. If your teacher asked 1. If your teacher asked
regulate my emotions and
the life of our national you to research you to research
find solutions to challenges.
hero, Dr. Jose P. Rizal, about the life of our about the life of our
(Self-Regulation, Problem what source would national hero, Dr. national hero, Dr.
____________________________________________________________________________________________________________________________________________

Solving) you use? Jose P. Rizal, what Jose P. Rizal, what
 Ask the students to 2. In order for you to source would you source would you
write their worries, find the meaning of a use? use?
problems or burdens difficult term, what 2. In order for you to 2. In order for you to
that they have on a source of information find the meaning of find the meaning of
piece of clean paper. would you use? a difficult term, a difficult term,
Then let the students What material would give you what source of what source of
share their problems the most accurate information information would information would
in class. (Allow them for the following? you use? you use?
to cry, and tell them What material would give What material would give
that you may not 3. Death of a person you the most accurate you the most accurate
exactly feel what a. Death certificate information for the information for the
their feelings are but b. Obituary in the news following? following?
you believe that they paper
will be able to 3. Death of a person 3. Death of a person
overcome it. And that 4. Life story of a notable a. Death certificate a. Death certificate
they show courage to person b. Obituary in the news b. Obituary in the news
stand in spite of their a. Biography paper paper
situation.) b. Autobiography
 Then the teacher will 4. Life story of a 4. Life story of a
put a box or container 5. Details from the State notable person notable person
wherein the students of the Nation Address a. Biography a. Biography
can throw all the a. Transcript of the b. Autobiography b. Autobiography
papers that they have speech
written and crumpled. b. Clippings from the 5. Details from the 5. Details from the
____________________________________________________________________________________________________________________________________________

These require silence. news papers State of the Nation State of the Nation
 When everybody has Address Address
thrown their paper, a. Transcript of the a. Transcript of the
thank them for speech speech
sharing their b. Clippings from the b. Clippings from the
problems to news papers news papers
everyone. (If the
student does not want
to share do not force
them to do so. Tell
them that you respect
their choice and it is
ok.)
D. Analysis D. Analysis D. Analysis D. Analysis D. Analysis
Inquiry Based Approach CONSTRUCTIVISM- CONSTRUCTIVISM- CONSTRUCTIVISM-
THINKING SKILLS THINKING SKILLS THINKING SKILLS
Guide Questions:
• What was it like to 1. How do you find the 1. How do you find the 1. How do you find the
hear about your classmates’ activity? activity? activity?
problems? 2. What are the differences 2. What are the differences 2. What are the differences
• What can you do to between the given materials? between the given materials? between the given materials?
support each other now that 3. How do you think that one 3. How do you think that one 3. How do you think that one
you know what your material is more accurate over material is more accurate material is more accurate
classmates are going through? the other? over the other? over the other?
• How do you feel 4. Is using the different 4. Is using the different 4. Is using the different
____________________________________________________________________________________________________________________________________________

knowing what your sources of information sources of information sources of information
classmates are going through? important in gathering important in gathering important in gathering
• If you were to create information? Why? Why not? information? Why? Why information? Why? Why
a slogan for the class after 5. Why is it important to not? not?
what you’ve heard, what choose and identify the best 5. Why is it important to 5. Why is it important to
would it be? source type for your research? choose and identify the best choose and identify the best
• Gather suggestions source type for your source type for your
then decide on one. research? research?
WRAP UP DISCUSSION :
Stand in a large circle. Then
do the butterfly hug and guide
the class to thank their selves
for being brave enough to
share their problem. End with
each learner giving the
feelings clap (waving to each
classmate in the circle with
their wiggly fingers).
E. Abstraction/Generalization E. Abstraction/Generalization E. Abstraction/Generalization E. Abstraction/Generalization E. Abstraction/Generalization

CONTEXTUALIZATION/ CONSTRUCTIVISM- CONSTRUCTIVISM- CONSTRUCTIVISM-
Generalization OUTPUT BASED OUTPUT BASED OUTPUT BASED
As a student in Southville 8C
____________________________________________________________________________________________________________________________________________

National High School how will you
able to show the 7 S in your day to INTEGRATIVE-CONTENT INTEGRATIVE-CONTENT INTEGRATIVE-CONTENT
day classes?
BASED INSTRUCTION BASED INSTRUCTION BASED INSTRUCTION
The 7 S' of Psychosocial
support: REFLECTIVE APPROACH REFLECTIVE APPROACH REFLECTIVE APPROACH
1.Safety The students will read Bliss The students will read Bliss The students will read Bliss
2.Self-awareness Abraham Lincoln’s “The Abraham Lincoln’s “The Abraham Lincoln’s “The
3.Self-expression Gettysburg Address” then will Gettysburg Address” then will Gettysburg Address” then will
answer the following questions answer the following questions answer the following questions
4. Self-regulation
but before the teacher presents the but before the teacher presents but before the teacher presents
5. Problem Solving speech, she will first introduce the speech, she will first the speech, she will first
6. Self-confidence who Abraham Lincoln was and introduce who Abraham introduce who Abraham
7. Self-compassion what lead him to deliver the Lincoln was and what lead him Lincoln was and what lead him
CONSTRUCTIVIST speech. to deliver the speech. to deliver the speech.
APPROACH-Thinking Skills
Explain the verse:
1. Is the information
A person who is patient is better
than a brave soldier. If you can
control your anger, you can win
any battle. Proverbs 16:32
1. Is
the
information primary,
1. Is the information secondary or tertiary?
primary, secondary or Explain. primary, secondary or
tertiary? Explain. 2. How many years do tertiary? Explain.
four score and seven
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2. How many years do four years mean? 2. How many years do
score and seven years 3. What greatest concern four score and seven
mean? or emergency was years mean?
3. What greatest concern or mentioned by Lincoln 3. What greatest concern
emergency was in the speech? or emergency was
mentioned by Lincoln in 4. Explain Lincoln’s mentioned by Lincoln
the speech? message when he said in the speech?
4. Explain Lincoln’s that government is of 4. Explain Lincoln’s
message when he said the people, by the message when he said
that government is of the people and for the that government is of
people, by the people people. the people, by the
and for the people. What do you think people and for the
What do you think 5. was the occasion being people.
5. was the occasion being celebrated? What do you think
celebrated? 5. was the occasion being
celebrated?
F. Application F. Application F. Application F. Application F. Application
Using the dictionary entry Using the dictionary entry Using the dictionary entry
below, the students will below, the students will below, the students will
discuss what information it can discuss what information it discuss what information it
provide to readers can provide to readers can provide to readers.
Positive Self Talk!

Fill in the stars with the
positive traits or character
that you have which makes
____________________________________________________________________________________________________________________________________________

you a great person.
Note to teachers: Ask the
learners how often they think
about their positive qualities
(things they are good at,
people who love them, etc.).
Ask them how they felt about
themselves and their positive
qualities. You may also ask
them how their positive
qualities/strengths help them
overcome challenges in life
or in school. Ask the learners
how they felt about the
activity and hearing from
their classmates. Remind
them that while we make
space for hard feelings in our
lives, it’s good to also
remember that there are
many things to be proud of in
our lives as well. Thank the
learners for their hard work.
G. Assessment G. Assessment G. Assessment G. Assessment G. Assessment
____________________________________________________________________________________________________________________________________________

The students will categorize
The students will categorize whether the following The students will categorize
whether the following sources sources of information are whether the following
of information are primary, primary, secondary or sources of information are
secondary or tertiary. Write P tertiary. Write P for primary, primary, secondary or
for primary, S for secondary S for secondary and T for tertiary. Write P for primary,
Ask the students to rank and T for tertiary. Write your tertiary. Write your answers S for secondary and T for
their overall experience in answers before the number. before the number. tertiary. Write your answers
their Psychosocial Support before the number.
Activity. 1. Photographs 1. Photographs
2. Almanacs 2. Almanacs 1. Photographs
3. Dictionaries 3. Dictionaries 2. Almanacs
4. Speeches 4. Speeches 3. Dictionaries
5. Critiques 5. Critiques 4. Speeches
6. History books 6. History books 5. Critiques
7. Video recordings 7. Video recordings 6. History books
8. Bibliographies 8. Bibliographies 7. Video recordings
9. Diary 9. Diary 8. Bibliographies
10. Commentaries 10. Commentaries 9. Diary
10. Commentaries
I. Index of Mastery I. Index of Mastery I. Index of Mastery I. Index of Mastery I. Index of Mastery
Instead of index of mastery 5 4 3 2 1 T 5 4 3 2 1 T 5 4 3 2 1 T
use the Index of feelings. RIZAL RIZAL RIZAL
0 LAPU LAPU LAPU
1 MABINI MABINI MABINI
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2 JACINTO JACINTO JACINTO
3
4
5
6
7
8
9
10
Remarks Remarks Remarks Remarks Remarks
HOME-
BASED
ACTIVITIES
REFLECTION DAY 1 DAY 2 DAY 3 DAY 4 DAY 5

for
TEACHERS
1. Which of my
teaching
strategies
____________________________________________________________________________________________________________________________________________

worked well?
2. What
difficulties I
encounter this
week which my
principal/chairm
an/colleague can
help me solve?
3. Other
Concern
Prepared by: Checked by Noted by:
REGINE T. BENITEZ SHYR B. LAURIAN CAREN S. CATUIRAN

Grade 10-Teacher Chairman, English Department Principal I
____________________________________________________________________________________________________________________________________________

WLP Benitez Aug 28 Sept 1

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Republic of the Philippines

“SULONG, BLUE RIZAL

II. CONTENT PSYCHOSOCIAL

IV. DAY 1 DAY 2 DAY 3 DAY 4 DAY 5

“SULONG, BLUE RIZAL

  Prayer  Prayer  Prayer

 Give the guidelines

checking stress level using

“SULONG, BLUE RIZAL

“SULONG, BLUE RIZAL

“SULONG, BLUE RIZAL

“SULONG, BLUE RIZAL

C. Activity C. Activity C. Activity C. Activity C. Activity (Presentation of

“SULONG, BLUE RIZAL

“SULONG, BLUE RIZAL

“SULONG, BLUE RIZAL

E. Abstraction/Generalization E. Abstraction/Generalization E. Abstraction/Generalization E. Abstraction/Generalization E. Abstraction/Generalization

“SULONG, BLUE RIZAL

“SULONG, BLUE RIZAL

Positive Self Talk!

“SULONG, BLUE RIZAL

“SULONG, BLUE RIZAL

“SULONG, BLUE RIZAL

REFLECTION DAY 1 DAY 2 DAY 3 DAY 4 DAY 5

“SULONG, BLUE RIZAL

Prepared by: Checked by Noted by:

REGINE T. BENITEZ SHYR B. LAURIAN CAREN S. CATUIRAN

“SULONG, BLUE RIZAL

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