A DETAILED LESSON PLAN IN ENGLISH 10

Grade and Section: 10 Date: April 17, 2024

Topic: Giving Expanded Definitions of Words Time: 1:00-2:00 pm

I. OBJECTIVES

A. Content Standard

The learner demonstrates understanding of how world literature and other text types serve as sources
of wisdom in expressing and resolving conflicts among individuals, groups and nature; also how to use
evaluative reading, listening and viewing strategies, special speeches for occasion, pronouns and
structures of modification.

B. Performance Standard

The learner will be able to demonstrate their understanding on giving expanded definition of words
through the patterns of expanding definition.

C. Learning Competency

infer literary meaning from

literal language based on
usage
infer literary meaning from
literal language based on
usage
infer literary meaning from
literal language based on
usage
infer literary meaning from
literal language based on
usage
Give expanded definitions of words. (EN10V-IIIa-13.9)

D. Lesson Objectives
At the end of the lesson, students should be able to:
1. define expanded definition and its patterns;
2. create expanded definition of the given words using different patterns; and,
 3. appreciate the importance of giving expanded definition of words in conveying a clearer
message.

II. CONTENT

Learning Resources

A. References
DepEd Learning Module for English – Grade 10; Quarter 4 - Module 3: Expanded Definitions of
Words (2020)

B. Other Learning Resources

III.PROCEDURES
TEACHER’S ACTIVITY STUDENT’S ACTIVITY
PRELIMINARY ACTIVITIES

a. Prayer
Kindly stand up everyone for our short prayer so that we
will have the guidance of our Almighty God in today’s
lesson.
Marianne, please lead the prayer. Lord, as we begin this class, we seek your guidance
and wisdom. Grant us clear minds and open hearts
to absorb the knowledge before us. Bless us with
diligence and attentiveness in our studies. Amen
b. Greetings

Good morning class! Good morning, Ma’am!

c. Putting the Class in Order

Before you take your seats, kindly pick up the pieces of
litters around and ensure that your chairs are properly
aligned. (Students will organize the place.)
(The teacher will roam around to check the orderliness of
the classroom.)
Alright, you may now take your seats!

Every time we begin our class, may I request everyone to

remember my name, ALEX? Be ALEX:
Attentive.
Learn with your peers.
Enjoy our learning session.
eXpress yourselves as much as possible.
Understood, Grade 10?
Yes, Ma’am!
Very good.

d. Checking of Attendance

Is everybody present today?

Yes, Ma’am!
Excellent, it’s good to know that all of you are here, ready
to learn a new lesson.

e. Checking of Assignment

Last meeting, were you given an assignment? Yes/no, Ma’am.

Okay, who would like to share their outputs? (If any
assignments were given.)
(If none, the class will proceed.)

f. Motivation

Before we proceed with our discussion, let us have this
activity first. Please read the instructions, Kevin.
Are the instructions clear?
 Students will be grouped into five.
 The teacher will give each group a set of
scrambled words and set of definitions.
 Each group have three (3) minutes to
arrange the scrambled words and identify
their definitions based on the given
materials to them.
 The group who gets to say “Kimii!” first
and has the correct answer will be declared
as the winner.
Yes, Ma’am!

Alright, here are your materials. Your three minutes starts
now.
(The students will do their activity.)
Scrambled words and their correct definitions)
1. OOBMAB- Bamboo- a giant woody grass that
grows chiefly in the tropics.
2. YRCALST- Crystal- a glassy or patterned solid
made of atoms used in witchery.
3.EEDMORF-Freedom – the ability to think, feel,
say, or act however one chooses.

(After three minutes)

Okay. Congratulations, Group _____. You are the winner
of this activity. 1,2,3~1,2,3~ Kimii~
Give them the “Kimii Clap!

Alright. I’m glad you enjoyed our activity. What we have

done is somewhat related to our lesson for today. So,
please arrange your chairs but stay on your groups.
BEFORE THE LESSON

A. Reviewing previous lesson or presenting the new

lesson
As we move on to our new lesson, who among you could
share what they learned from the previous lesson?
(Students will raise hand.)
Yes, John Harold? I’ve learned about the operational definition of
words.
Thank you. Again, what do we mean by operational
definition?
Yes, Kenan?
(The student will define operational definition.)
And how do we give the operational definition of a word?
Yes, Maica?
(The student will give her insight.)
Very well said. Do you have questions regarding the past
lesson? None.

I’m glad that you really understood our past lesson.

B. Establishing a purpose for the lesson

Alright, as we proceed, these are the lesson objectives that
we aim to achieve today.
At the end of the lesson, students should be able to:
1. define expanded definition and its
 patterns;
2. create expanded definition of the given
words using different patterns; and,
3. appreciate the importance of giving
expanded definition of words in conveying
a clearer message.

Can I expect that we can achieve them by the end of this

lesson? Yes, Ma’am.

Very good!

C. Presenting examples/instances of the new lesson

Now, let us have another activity. Please look at this

picture:

What can you see in the picture? Ma’am, I can see an outline of human figures, but
Yes, Mark Jhun? not what is really happening in the picture.

Okay. How about the others? Yes, Micca Ella? Ma’am, it’s a black and white picture of people
holding something.

Very Good.
Now, how about in this picture?

Yes, Kayxien?

Ma’am, I can now see that a man and his children

That’s right. Any other idea? Yes, Kristelle? are holding a placard as they ask for mercy.

Very good. Now, based on your analysis of the two Ma’am, the picture shows typhoon victims and the
pictures, can you please compare their effectiveness in debris of their properties at the back.
showing the message of the picture.
Yes, Kyate Ann?

Ma’am, in the first picture, I cannot tell its message

Okay. That is correct. The effectiveness of these pictures in
showing a more complete message is the same as the
purpose of our lesson for today.
DURING THE LESSON
because it is blurred and in black and white, while
the second picture is more effective in telling its
message because it is much clearer than the first
one.

A. Discussing New Concepts and Practicing New

Skills
So, class, in our previous activities, we were able to have a
glimpse of what expanded definition is.
To deepen our discussion, let us go back to the words that
we used in our first activity.
Can you please the first word and its definition, Kevin?

Thank you very much. How about the second one? Yes,
Kaye?
Thank you. And the last one, Rachel?
Okay. Thank you very much. With these definitions, can
you understand what these words means?
Of course, yes. But, say for example, your teacher asked
you look for examples of a crystal. Would the given
definition of crystal be enough for you to accomplish the
task?
Why do you think so? Yes, James Ivan?
Okay. Very nice idea. This definition of crystal, or all of
those words (bamboo, crystal and freedom) are just their
dictionary definition that is why we cannot get as much
information as we want.
Now, please read this given definition of the word crystal.
Yes, Paul.
Now, if I ask you to discuss what is crystal and give
examples, can you accomplish the task using this
definition? Why?
Yes, Ivan?
Correct! And that is exactly what an expanded definition is.
So, who can now give his/her own insight about expanded
definition?
Yes, Dereck?
Very good. When we say expanded definition. It means…
Kindly read, Sean.
Alright, when we say expanded definition, from the word
itself, it doesn’t just give a simple definition of words. But
is explains them in a deeper sense. And just like in our
example earlier, giving the expanded definition of a word
may include citing examples, or in some cases, it also gives
explain the history, identifying kinds or parts and so much
more.
1. Bamboo is a giant woody grass that grows chiefly
in the tropics.
2. Crystal is a glassy or patterned solid made of
atoms.
3. Freedom is the ability to think, feel, say, or act
however one chooses.
Yes, Ma’am.
No, Ma’am.
Ma’am, I think it’s because the given definition of
crystal is just short, and it doesn’t have that much
information given about crystal.
A crystal is any solid material in which the
component atoms are arranged in a definite pattern
and whose surface regularity reflects its internal
symmetry. In a crystal, all of the atoms (or ions) are
arranged in a regular grid pattern. For example, in
the case of table salt (NaCl), the crystals are made
up of cubes of sodium (Na) ions and chlorine (Cl)
ions. Each sodium ion is surrounded by six chlorine
ions. Each chlorine ion is surrounded by six sodium
ions. It's very repetitive, which is exactly what
makes it a crystal (Amsen, 2019 and Mahan, 2021).
Other examples of crystal include sugar,
snowflakes, rocks and metals.
Yes, Ma’am, because the definition given has the
complete information that I need to accomplish the
task. This definition gives a deeper discussion of
what a crystal is, and it also provide some examples.
For me, expanded definition is a more detailed
definition of a certain word.
Expanded definition is used to define technical
terms with a very detailed explanation, sometimes,
with the use of examples and visuals. It goes deeper
than a simple dictionary definition.
Yes, Ma’am
Is it clear?

Let us have another example. Please identify which among

these statements is the dictionary definition and which is
the expanded definition.
Read the statements, yes Tiffany?
So, which of the two statements is the dictionary definition
and which is the expanded definition? Yes, Andrey.
Statement A: An electronic design engineer is an
engineer who designs electronic circuits and
systems.
Statement B: Electronic design engineers make
electronic circuits and system designs that may be
original, a development or modified from the
existing ones and they can be used in biomedical,
communications and automation.
The first statement is the dictionary definition while
the second one is the expanded definition.

Correct, but how can you say so? Ma’am it is because in the first statement, it only
states what an electronic design engineer is, while in
the second statement, it provides examples of
designs made by the engineer and where they can be
Okay, very good. Which is statement made you understand applied.
what an electronic design engineer?
The second statement, Ma’am.
Alright. So that is the main purpose of giving expanded
definition. Again, it doesn’t just define the word but it also
explains it in a deeper way so that you can understand the
word better. And this can be used when you write your
research paper, especially in your introduction. You can
provide a clearer information about your topic if you use
expanded definition. Please read the example, yes Sheryl.

Teaching is a profession of those who give

Thank you very much. So, in this text, how does the word
teaching is defined? Yes, Ashely?
Very good. This text is actually a part of an introduction of
a research paper about teaching. And the researcher didn’t
simply discuss what is teaching but it also includes the
types of teaching used in schools.
Did you understand?
Do you have questions so far?
B. Discussing New Concepts and Practicing
New Skills #2
instruction in an elementary, secondary, or
university. It has two types namely traditional
teaching and blended teaching. Traditional
teaching relies on using of textbooks and the lesson
starts with the parts or to specific details then moves
on to the whole or the general details of the lesson.
In blended teaching, is an approach to education
that uses the combination of online educational
materials and opportunities for interaction online
with traditional placed-based classroom methods.
Ma’am, the text states what teaching is and it also
discuss the two types of teaching.
Yes, Ma’am.
None, Ma’am.

Alright, now, we have six patterns in expanding

definitions. But today, we are just going to discuss the first
three.
The first one is through giving an example. Please read,
everyone. Giving example is a pattern that provides a concrete
example of a term to make it easier to understand.
Thank you very much. We already did this earlier using the
word crystal. Anyone who can recall how we define crystal
by giving examples.
Alright. Actually, we can make this definition shorter, like
these; please read.
Just like that, just by giving examples of crystals, you
already expanded the dictionary definition of crystal. Is
that understood?
Alright. For the second pattern, this is how it can be used.
Please read, Leigh Ann.
How do you think the definition is expanded?
And what is the general term for that? Yes, Krisha?
Very good. The second pattern is the cause and effect
which analyzes “WHY” something happened and its
possible effect. Understand?
And for the third pattern, please read the example, Jeter.
So how does this expand the definition?
Yes, Van?
Okay. The third pattern is the compare and contrast in
which of course, describes the similarities and differences
of two ideas or concepts.
Is it clear?
Okay. As we critically read a text, our main goal is to
Do you have any questions, regarding the first three
patterns of expanding definitions?
A. Developing Mastery
If none, let us have this task. Please read the instructions,
Marian.
A crystal is any solid material in which the
component atoms are arranged in a definite pattern
and whose surface regularity reflects its internal
symmetry. In a crystal, all of the atoms (or ions) are
arranged in a regular grid pattern. For example, in
the case of table salt (NaCl), the crystals are made
up of cubes of sodium (Na) ions and chlorine (Cl)
ions. Each sodium ion is surrounded by six chlorine
ions. Each chlorine ion is surrounded by six sodium
ions. It's very repetitive, which is exactly what
makes it a crystal (Amsen, 2019 and Mahan, 2021).
Other examples of crystal include sugar,
snowflakes, rocks and metals.
- A crystal is a glassy or patterned solid made
of atoms. Its examples include salt, sugar,
snowflakes, rocks and metals.
- Salt, sugar, snowflakes, rocks and metals
are examples of crystal.
Yes, Ma’am.
Water pollution can result in the death of many
people because of the harmful chemicals on the
water. Throwing garbage on the sea and rivers can
cause water pollution.
It tells the result of water pollution and what causes
water pollution.
It’s cause and effect, Ma’am.
Yes, Ma’am.
Hard wheat and soft wheat are both flours. Hard
wheat is a kind of flour made from high-protein
wheat varieties. Soft wheat is a flour made from
low-protein wheat varieties.
It compares what hard wheat and soft wheat is.
Yes, Ma’am.
None.
.
 With the same group, create expanded
definitions of the words that will be given to
each group.
 Each group will receive a worksheet in
which the words that they need to define is
 written,
 The three patterns discussed should be
utilized in giving the expanded definition.
 You will be given 5 minutes to accomplish
the task.
 After five minutes, each group will present
their outputs to the class.
Are the instructions clear?
Yes, Ma’am.
Okay. Your five minutes starts now.

(After five minutes, the teacher will let the students (The students will present their outputs.)
perform.)
.
(The teacher will then announce the scores and feedback
for each group.)

Congratulations, class. Give yourselves the Kimii Clap!

B. Finding Practical Applications of Concepts &

Skills in Daily Living

Now, to really test if you understand the lesson, I prepared

here a KWL chart that you need to fill-out.

Yes, Ma’am.
You only have 2 minutes to accomplish it. Understood?

Please start doing your activity.

(After the given time, the teacher will call 2-3 students to
share their answers.
AFTER THE LESSON
C. Making generalizations & abstractions about
the lesson

Directions:
1. Make a short but creative hashtag about the lesson.
2. Write a short explanation about your hashtag below it.
Consider your reflections, reactions, and learnings. (Students will do so.)
Do you have any questions? None, Ma’am.
D. Evaluating Learning
If none, let’s evaluate your learning.

Direction: Choose the letter of the correct answer.

Directions: Read and analyze each item carefully. Write

the letter of 1. B
your answer in your notebook. 2. B
1. Which of the following best defines “expanded 3. D
definitions”? 4. C
a. It is the process of combining words. 5. A
b. It defines and explains deeper the meaning of words.
c. It is the grammatical correctness of the definitions.
d. It is the definition of a word taken from the dictionary.
2. Which of the following patterns of expanding definitions
of words analyzes “why” something happened?
a. Example c. Negation
b. Cause/Effect d. Etymology

3. If “cause and effect” analyzes “why” something

happened , what about “example”?
a. shows how a word has been defined throughout history.
b. analyzes “WHY” something happened.
c. describes the similarities and differences of two ideas or
concepts
d. provides a concrete example of a term to make it easier
to understand.

4. “Compare and Contrast” is one of the patterns of

expanding definitions that ____________________.
a. describes what is NOT about the concept.
b. analyzes “WHY” something happened.
c. describes the similarities and differences of two idea or
concept.
d. provides concrete example of a term to make it easier to
understand.

5. “Plants like squash, gumamela, bitter gourd, sunflower,

and others are really helpful in maintaining the
surroundings free from air pollution.” This statement is an
example of ___.
a. Example c. Negation
b. Cause/Effect d. Historical References

E. Additional activities for application or remedial

Are there still any questions, clarifications or concerns you

would like to raise?

If there is none, let’s call it a day.

None at all.
Goodbye class!
A day!

Goodbye, Ma’am!

IV. REMARKS
V. REFLECTION
A. No. of learners who earned 80% in the evaluation: ________
B. No. of learners who require additional activities for remediation who score below 80%: ________
C. Did the remedial lesson work? No. of learners who caught up with the lesson: ______
D. No. of learners who continue to require remediation: ________
E. Which of my teaching strategies worked well? Why did this work?
 a. ________________________________________________________________________
________________________________________________________________________
______________________
F. What difficulties did I encounter which my principal or supervisor can help me solve?
a. ________________________________________________________________________
________________________________________________________________________
G. What innovation or localized materials did I use/ discover which I wish to share with other
teachers?
a. ________________________________________________________________________
________________________________________________________________________

Prepared: Checked:

ALEXIES JANE OLA BABYGEN D. BERMOY

Pre-Service Teacher Cooperating Teacher

Noted:

ROGER G. ABANTE
Principal II