2021 JHS INSET Template for Modular/Online Learning

Subject ENGLISH Grade Level: 10

Unit Topic: THE RENAISSANCE: VOICES OF SHARED HUMANITY Quarter: SECOND

UNIT STANDARDS AND COMPETENCIES

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 LEARNING PLAN

EXPLORE

This unit is about Renaissance literature (e.g. sonnets, essays, excerpts), though
centuries old, conveys ideas and truths about human relationships, aspirations and
emotions that may foster understanding and resolve conflicts.

Consider this question:

How can an argumentative speech resolve conflicts among individuals and groups?

Map of Conceptual Change:

KWHL

LEARNING
COMPETENCY FIRM-UP (ACQUISITION)
LC1 Identify the parts Activity 1: Matching Type (Offline Exercise)
and features of
argumentative essays. Instructions:
Match the items in column A with those in column B.

Clickable Links : Printed Activity Sheet

Screenshot of Online Resource:

Activity 2: Matching Type (Online Exercise)

Instructions:
Match the description with the best answer.

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 Clickable Links :
https://nearpod.com/t/english-language-arts/10th/argumentative-writing-examples-
10-L84972118

Screenshot of Online Resource:

LC2 Use the correct Activity 3: Argumentative Writing Graphic Organizer: Solving Problems
sound of English and
employ appropriate Instructions:
pitch, stress, juncture, Use the graphic organizer below to plan an argumentative essay about who should
intonation, etc. when be solving the problems
delivering the speech facing society today. Be sure to include clear reasons and relevant evidence from
credible sources.

Clickable Links :
https://www.education.com/download/worksheet/175039/argument-writing-graphi
c-organizer-solving-problems.pdf

Screenshot of Online Resource:

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 Scaffold for TRANSFER 1
Activity 4: Ideation Chart (Online Exercise)

Instructions:
Fill out the ideation chart which can be accessed through
https://kami.app/v9m-bpv-nuG in order to organize your ideas about the use of
social media and social networking sites in your school community. Provide necessary
information from verifiable sources, instruction, explanation and narration. Once
done, submit your work to the teacher for feedback.

Clickable Links :
https://kami.app/v9m-bpv-nuG

Screenshot of Online Resource:

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 Activity 5: Ideation Chart (Offline Exercise)

Instructions:
Fill out the ideation chart in order to organize your ideas about the use of social
media and social networking sites in your community. Provide necessary information
from verifiable sources, instruction, explanation and narration. Once done, submit
your work to the teacher for feedback.

Clickable Links : Printed Activity Sheet

Screenshot of Online Resource:

Scaffold for TRANSFER 2

Activity 6: Speech Draft (Online - Offline Exercise)

Instructions:
Write a three - paragraph argumentative essay applying comprehension strategies,
affirmation and negation markers following the ideation chart. Proofread your work
through Grammarly that can be accessed via
https://app.grammarly.com/ddocs/1258096266 and submit it to the teacher for
feedback.

Clickable Links : https://app.grammarly.com/ddocs/1258096266

Screenshot of Online Resource:

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 Self-assessment:

Stoplight Self - assessment

Instructions:
Type in the chat box the color that corresponds to your level of understanding about
the topic.

K-W-L Chart (Offline)

Instructions:
Complete the chart to show what you already know about the topic, what you would
like to know, and what you have learned.

Interactive Quiz 1: Argumentative Essay

Instructions:
Multiple Choice. Choose the correct answer.

Link :
https://quizizz.com/admin/quiz/56c75fd508af0bea550f8527/argumentative-essay-
quiz

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 Screenshot:

Interactive Quiz2: Argumentative Essay: Definition, Format & Examples - Quiz &
Worksheet

Instructions:
Choose an answer and hit ‘next’. You will receive your score and answers at the end.

Link :
https://study.com/academy/practice/quiz-worksheet-format-of-an-argumentative-e
ssay.html

Screenshot:

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LC 3: Use patterns and READY TO GO LIVE?
techniques of
developing an Instructions:
argumentative claim Watch and critique an argumentative speech delivery which they will access
through Edpuzzle via
https://edpuzzle.com/assignments/612065116877874190d907ce/watch.
As you watch the video, several questions in relation to the patterns and
techniques of developing an argumentative claim will be raised.

Clickable link:
https://edpuzzle.com/assignments/612065116877874190d907ce/watch

Screenshot:

LEARNING DEEPEN (MAKE MEANING)

COMPETENCY
LC 4: Assess the Instructions:
effectiveness of the Below are the articles about social issues. Read the selections and answer the
ideas presented in the questions by providing the right claim, evidence, and reason.
material viewed and
listened taking into GUIDED GENERALIZATION TABLE
account its purpose Essential Text 1 Text 2 Text 3
Question “Argumentative “Emotional Distress “Effects of
Essay on Among LGBT Youth: Population Growth
Cyberbullying” The Influence of in the Philippines”
Perceived
Discrimination
Based on Sexual
Orientation”

LC 5: Formulate claims
of fact, policy, and
value

Answer: Answer: Answer:

How can an Cyberbullying Discrimination to Rapid population
argumentative threatens young people based on growth has an
people’s their sexual effect on the
speech resolve
well-being. orientation results economy,
conflicts among to emotional environment, and
individuals and distress among society.
groups? LGBT youth.

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 Supporting Texts: Supporting Texts: Supporting Texts:
“Despite the “Association “Rapid growth of
common between LGBT population in the
assumption that status and Philippines leads to
bullying is a normal emotional distress several
part of childhood was mediated by environmental
and encompasses perceptions of issues, social
minor testing and having been problems, and
harassment, treated badly or economy.”
researchers discriminated
increasingly find against because
that bullying is a others thought
problem that can they were gay or
be detrimental to lesbian. ”
young people’s
well-being.”
Reason: Reason: Reason:
People who are Mediation analyses The rapid
cyberbullied resort showed that population growth
to aggressive perceived increases waste
behaviour like discrimination materials thrown in
carrying weapons, accounted for the environment,
having fights, being increased results to crime,
fearful, and depressive suicide,
showing avoidance. symptomatology unemployment,
among LGBT males and economic
and females, and problem.
accounted for an
elevated risk of
self-harm and
suicidal ideation
among LGBT, and it
is a likely
contributor to
emotional distress
among LGBT youth.
Common Ideas in Reasons:
The three texts show the use of social media and social networking sites to resolve conflicts
among individuals and groups.
Enduring Understanding/Generalization:
The student will understand that conflicts among individuals and groups can be
resolved by applying comprehension strategies and by using affirmation and negation
markers in delivering an argumentative speech.

C-E-R Questions:
1. How does social media affect the lives of people in the texts?
2. What are the evidences that support your claim?
3. How does your evidence support your claim?

EQ:
How can an argumentative speech resolve conflicts among individuals and groups?

Prompt for Generalization:

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 1. People who are cyberbullied resort to aggressive behaviour like carrying
weapons, having fights, being fearful, and showing avoidance.

2. Mediation analyses showed that perceived discrimination accounted for

increased depressive symptomatology among LGBT males and females, and
accounted for an elevated risk of self-harm and suicidal ideation among LGBT,
and it is a likely contributor to emotional distress among LGBT youth.

3. The rapid population growth increases waste materials thrown in the

environment, results to crime, suicide, unemployment, and economic
problem.

ASYNCHRONOUS ONLINE LEARNING MATERIALS

(examples: newsela.com, insertlearning, kami, wizer.me)
Text 1: “Cyberbullying: Youth Violence that Threatens Young People’s well-being”
Link: https://kami.app/PJT-cye-4Xv

Text 2: “Emotional Distress Among LGBT Youth: The Influence of Perceived Discrimination
Based on Sexual Orientation”
Link: https://kami.app/6Qp-gkN-Fgw

Text 3:
Link: (Online Application/WEB 2.0 for Text Annotation)

Instructions:

Holistic Rubric for Guided Generalization:

Scaffold for Transfer 3: Speech Delivery Rehearsal (Online)

Instructions:
Practice delivering your self-composed argumentative speech.
Your task is to rehearse your argumentative speech observing clear articulation and
support of your topic and thesis, strong verbal and nonverbal delivery, and accurate,

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 effective, and appropriate use of language. Then record your speech using the Inshot
app through this link https://inshot.com/ and submit it to your teacher for feedback.
Scaffold for Transfer 3: Critiquing Argumentative Speech (Offline)

Map of Conceptual Change (same in Explore but with specific instruction)

Instruction: Fill in this KWHL chart regarding your knowledge of argumentative

speech. In the first column, write what you already know about the topic. In the
second column, write what you want to know about the topic. In the third column,
write how you will learn the information. After you have completed your text or
research, write what you learned in the fourth column

Learning Competency TRANSFER

PERFORMANCE Transfer Goal:
STANDARD:
The learner proficiently Performance Task: Argumentative Speech
delivers an
argumentative speech 1. One Product
emphasizing how to
solve conflicts among G – To present arguments for or against the used of social media and social
individuals or groups. networking sites

R – You are batch representative

A – All members of your school community

S – There is ongoing debate regarding the use of social media and social
networking sites that aims to

P – Argumentative speech

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 S – content, use of appropriate pitch, stress, juncture, and intonation, application
of patterns and techniques of developing an argumentative claim, utilization of
the correct and suitable multimedia when orally giving

Amid pandemic crisis, the educational community has made concerted efforts to
maintain learning continuity. Students and teachers have had to rely more on
Information and Communication Technologies (ICTs) which made it a subject of
many debates. At present, there is still an ongoing debate regarding the use of
social media and social networking sites in education. As a batch representative,
you want to convince the members of your school community to utilize these
digital tools as valuable access to educational support. To make this possible, your
class adviser invited you as a guest speaker in a virtual orientation program. You
were asked to deliver an argumentative speech on your advocacy. To effectively
deliver your speech, you must have the content, the use of appropriate pitch,
stress, juncture, and intonation, application of patterns and techniques of
developing an argumentative claim, utilization of the correct and suitable
multimedia when orally giving information.

2. Differentiated Products

The Department of Education (DepEd) has been encouraging students to continue

their learning online using various digital platforms which caused an ongoing
debate regarding the use of social media and social networking sites in education.
The student council organized a seminar on the key advantages of digital media in
education to take a positive stance towards this issue. Students from different
school organizations want to contribute to the event. There is a writer from
creative writing club, a batch representative from student council, and a video
editor from film club, whose task is to write an argumentative essay, deliver an
argumentative speech, and make an explainer video relevant to the seminar
topic. Their final outputs will be presented to the seminar for the members of the
school community. To ensure effective delivery of the message, one must have
the content, the use of appropriate pitch, stress, juncture, and intonation,
application of patterns and techniques of developing an argumentative claim,
utilization of the correct and suitable multimedia when orally giving information.

Note:

MODULAR DISTANCE LEARNING

= video editor ( person)/

explainer video( product)

ONLINE DISTANCE LEARNING

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 = writer ( person)/ argumentative
essay ( product)

BLENDED LEARNING

= batch rep ( person)/

argumentative speech(
product)

3. Modality-based Products

The Department of Education (DepEd) has been encouraging students to continue

their learning online using various digital platforms which caused an ongoing
debate regarding the use of social media and social networking sites in education.
The student council organized a seminar on the key advantages of digital media in
education to take a positive stance towards this issue. Students from different
school organizations want to contribute to the event. There is a writer from
creative writing club, a batch representative from student council, and a video
editor from film club, whose task is to write an argumentative essay, deliver an
argumentative speech, and make an explainer video relevant to the seminar
topic. Their final outputs will be presented to the seminar for the members of the
school community. To ensure effective delivery of the message, one must have
the content, the use of appropriate pitch, stress, juncture, and intonation,
application of patterns and techniques of developing an argumentative claim,
utilization of the correct and suitable multimedia when orally giving information.

Note:

MODULAR DISTANCE LEARNING

= video editor ( person)/

explainer video( product)

ONLINE DISTANCE LEARNING

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 = writer ( person)/ argumentative
essay ( product)

BLENDED LEARNING

= batch rep ( person)/

argumentative speech(
product)

4. Integrated Subjects (REG only)

Amid pandemic crisis, the educational community has made concerted efforts to
maintain learning continuity. Students and teachers have had to rely more on
Information and Communication Technologies (ICTs) which made it a subject of many
debates. At present, there is still an ongoing debate regarding the use of social media
and social networking sites in education. As a batch representative, you want to
convince the members of your school community to utilize these digital tools as
valuable access to educational support. To make this possible, your class adviser
invited you as a guest speaker in a virtual orientation program. You were asked to
deliver an argumentative speech that covers the following topics which are relevant
to your advocacy:

(1) effective and responsible use of ICT in learning; and

ARTS

(2) use of media-based art and design in enhancing creativity among learners

Use of Web 2.0 App for Output (Ex. InShot, etc)

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 Analytic Rubric:

CRITERIA Outstanding Satisfactory Developing Beginning

(4) (3) (2) (1)

Appeal to The speaker taps The speech is The speech is The speech lacks
Audience on the emotions impactful. The partially impact.
and experiences speaker impactful. The
of the audience in consistently speaker
the entire speech elicits reactions occasionally
from the audience elicits reactions
on the message of from the audience
the speech on the message of
the speech

Appropriate The speaker The speaker The speaker The speaker does
stance and proficiently delivers the delivers the not deliver the
behaviour delivers the speech with ease speech with speech with ease
speech with ease and confidence partial ease and and confidence
and confidence confidence

Use of speech The use of The use of The use of The use of
Techniques spoken strategies spoken strategies spoken strategies spoken strategies
such as such as such as such as
intonation, stress, intonation, stress, intonation, stress, intonation, stress,
and juncture are and juncture is and juncture is and juncture is
compelling and effective. partially ineffective.
well thought of. effective.

Performance Gesture and Gesture and Gesture and

/Gestures movement are movement of the Gesture and movement does
movement well manifest and monologue movement is not enhance the
invites the enhance the seen in the performance.
audience performance.
speech.
attention in the
entire speech.

Self-Assessment: Mentimeter

https://www.menti.com/ia5px85hwt

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 Value Integration: Unity, performance

CALENDAR OF ACTIVITIES
WEEK 1
MON TUE WED THU FRI

WEEK 2
MON TUE WED THU FRI

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 WEEK 3
MON TUE WED THU FRI

WEEK 4
MON TUE WED THU FRI

UNIT ASSESSMENT SAMPLES

1. FORMATIVE ASSESSMENT: KNOW-SHOW

LEARNING COMPETENCY:

KNOW SHOW
Direction: Direction:

FORMATIVE CONSTRUCTED RESPONSE TYPE CHECKLIST ITEMS

KNOW-SHOW 1. The learning target or competency is stated.
“Students are able to…”
2. A table with 2 columns is provided with the
left for KNOW and the right for SHOW.
3. Instructions are given to students in each
column on how to answer KNOW and
SHOW. KNOW: Here is what I know about
the competency. (The KNOW column may be
answered or left blank.)
SHOW: I can show what I know about the
competency by…

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 4. A minimum number of answers under each
column is stated.

2. SELECTED RESPONSE TEST ITEMS:

LEARNING COMPETENCY (A) TEST ITEM

3. CLAIM-EVIDENCE-REASONING TABLE:

LEARNING COMPETENCY: (M)

INSTRUCTIONS: Read the given article. Then answer the questions that follow:

ARTICLE/PROBLEM: “Argumentative Essay on Cyberbullying”

QUESTION: How does social media affect the lives of people in the texts?

YOUR CLAIM: Cyberbullying threatens young people’s well-being.

Cite from the article two evidences that support your claim:

EVIDENCE 1: “Despite the common assumption that bullying is a normal part of childhood and encompasses minor te
researchers increasingly find that bullying is a problem that can be detrimental to young people’s well-being.”
EVIDENCE 2:

Explain how your evidences support your claim.

REASONING: People who are cyberbullied resort to aggressive behaviour like carrying weapons, having fights,
being fearful, and showing avoidance.

CONSTRUCTED RESPONSE TYPE CHECKLIST ITEMS

CLAIM-EVIDENCE-REASONING TABLE 1. An article or problem is given to the student to
read and analyze.
2. Question(s) related to the Make Meaning
competency are given for students to answer.
3. A format for the student’s answer is provided.
The format contains a part for the Claim, another
for Evidence and a final part for Reasoning. Each
part may have prompts that student can use to
begin his or her answer.

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4. OPEN BOOKS TEST ITEM:

LEARNING COMPETENCY: (M)

NAME______________ GRADE __________ SUBJECT: ENGLISH 10

DIRECTIONS: Below are articles about the use of social media and social networking sites. Read the selections
and select which is the best….After the third article, write your answer in the given table.
You are allowed to refer to your module or available references (e.g. textbook) and the Internet. You are NOT
allowed to ask help from your classmates, parents, guardians, relatives or any other adult. Before submitting,
make sure you have followed the instructions on how to answer.

ARTICLE 1: “Argumentative Essay on Cyberbullying”

ARTICLE 2: “Emotional Distress Among LGBT Youth: The Influence of Perceived Discrimination Based on
Sexual Orientation”
ARTICLE 3: “Effects of Population Growth in the Philippines”

DIRECTIONS: After reading the three articles, decide which of the three best show the effect of social media in a
person’s life. Discuss your choice and support your answer with quotations or statements from the chosen article.
ANSWER:
Article no. ______ about the _________________ is the best because…

CONSTRUCTED RESPONSE TYPE CHECKLIST ITEMS

OPEN BOOKS 1. The Make Meaning competency is stated.
2. Three selections related to the Make Meaning
competency are given to the student to read and
analyze.
3. Directions ask the student to determine which
selection is the best in line with the Make
Meaning-type of learning competency. Student is
also asked to support answer by citing important
parts of the selection.
4. Directions also contain permission to the student
to use references and the Internet. Directions also
clearly state persons or materials the student is
not allowed to consult.
5. The length and readability of the selections are
developmentally appropriate. As much as
possible, the selections are contextualized in the
Philippine setting.
6. A table is given for students to discuss their
choice. A prompt on how to begin the answer
may or may not be found.
7. Students have to do C-E-R in their answer. They
make a claim on which is the best. They have to
give Evidence citing texts and Reason to justify
their choice.

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 5A. PERFORMANCE TASK (1 PRODUCT)

PERFORMANCE STANDARD:

SITUATION: Amid pandemic crisis, the educational community has made concerted efforts to maintain
learning continuity. Students and teachers have had to rely more on Information and Communication
Technologies (ICTs) which made it a subject of many debates. At present, there is an ongoing debate
regarding the use of social media and social networking sites.
GOAL: The goal is to present arguments for or against the use of social media and social networking sites.

ROLE: You will act as an intelligent, efficient, and competent Batch Representative.

PRODUCT: Compose and deliver an argumentative speech on your advocacy on the use of social media and
social networking sites.
AUDIENCE:The members of the community.

STANDARDS:Students will be graded according to the following standards: content of the appropriate pitch,
stress, juncture, and intonation, application of patterns and techniques of developing an argumentative claim,
utilization of the correct and suitable multimedia when orally giving information.

PERFORMANCE TASK GRASPS CHECKLIST (1 PRODUCT)

1.The unit Performance Standard is stated. The Performance Task is aligned with this Performance Standard.
2. A real life problem SITUATION is presented.
3. The Situation indicates the need or GOAL that has to be addressed. The GOAL states the purpose of the
product (it is not the product itself).
4. The Situation tells the student his or her ROLE in answering the need or goal or solving the problem.
5. The student is asked to make an output or a PRODUCT that answers the need or goal or solution. The
PRODUCT is aligned with the Performance Standard.
6. The Situation informs the student the AUDIENCE or group of people that will be using or benefiting from
the product.
7. To assess the quality of the product, a set of STANDARDS are given. (These standards become the rubric
criteria). The STANDARDS are consistent with the Unit Performance Standard.

5B. PERFORMANCE TASK (DIFFERENTIATED PRODUCTS):

PERFORMANCE STANDARD:

SITUATION: The Department of Education (DepEd) has been encouraging students to continue their learning
online using various digital platforms which caused an ongoing debate regarding the use of social media and
social networking sites.
GOAL:
ROLE: You will act as a writer, batch representative from student council, and video editor.
PRODUCT CHOICES:

AUDIENCE:

STANDARDS:

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PERFORMANCE TASK GRASPS CHECKLIST (DIFFERENTIATED PRODUCTS)
1.The unit Performance Standard is stated. The Performance Task is aligned with this Performance Standard.
2. A real life problem SITUATION is presented.
3. The Situation indicates the need or GOAL that has to be addressed. The GOAL states the purpose of the
product (it is not the product itself).
4. The Situation tells the student his or her possible ROLES in answering the need or goal or solving the
problem. The student may choose 1 of the given roles.
5. The student is asked to select in line with his or her role the output or PRODUCT from those that are
mentioned. The student will work on the chosen PRODUCT. The PRODUCT is aligned with the Performance
Standard.
6. The Situation informs the student the AUDIENCE or group of people that will be using or benefiting from
the product.
7. To assess the quality of the product, a set of STANDARDS are given. (These standards become the rubric
criteria). The STANDARDS are applicable to the different products. The STANDARDS are consistent with
the Unit Performance Standard.

5C: PERFORMANCE TASK (MODALITY-BASED PRODUCTS):

PERFORMANCE STANDARD:

SITUATION:
GOAL:
ROLE:
PRODUCT CHOICES:

AUDIENCE:

STANDARDS:

PERFORMANCE TASK GRASPS CHECKLIST (MODALITY-BASED PRODUCTS)

1.The unit Performance Standard is stated. The Performance Task is aligned with this Performance Standard.
2. A real life problem SITUATION is presented.
3. The Situation indicates the need or GOAL that has to be addressed. The GOAL states the purpose of the
product (it is not the product itself).
4. The Situation tells the student his or her possible ROLES in answering the need or goal or solving the
problem. The student may choose 1 of the given roles.
5. The student is asked to select in line with his or her role the output or PRODUCT that is in line with his or
her modality. The PRODUCT is aligned with the Performance Standard.
Choices of PRODUCTS are given also in terms of modality (e.g., 1 for modular, 1 for modular with online,
and 1 for purely online).
6. The Situation informs the student the AUDIENCE or group of people that will be using or benefiting from
the product.
7. To assess the quality of the product, a set of STANDARDS are given. (These standards become the rubric
criteria). The STANDARDS are applicable to the different products. The STANDARDS are consistent with
the Unit Performance Standard.

6. PERFORMANCE TASK ANALYTIC RUBRIC: (applies to nos. 5A-C)

CRITERIA1 4 3 2 1 0 RATING
1
Criteria in column 1 should be the same as the Standards mentioned in tables in nos. 5A-C.
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 OUTSTANDING SATISFACTORY DEVELOPING BEGINNING MISSING

TOTAL:

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