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Lesson Plan in English 10
QUARTER 2
Date: September 1, 2015 Tuesday Day 2I. Objective/s Assess the efectiveness o the ideas presented in the
material vieed, ta!in" into account its purpose #$%10&'
((a'1)*+
Sitch rom one listenin" strate"y to another to e-tract
meanin" rom the listenin" te-t #$%10./ ((a'11II. Sbject !atte" To#ics$
Assessin" the efectiveness o the ideas presented in thematerial vieedSitchin" rom one listenin" strate"y to another toe-tract meanin" rom the listenin" te-tS%ill$ &iein" and .istenin"!ate"ials$/opy o the activities, picturesRe&e"ence$. pa"es 11'11+ T3 pa"es 114'121
III. Lea"ning Tas%sTeachers Tas!s Students Tas!s
!otivation
1* 6or! ith a partner* 7bserve
the picture and list don in your
noteboo! the thin"s you see*
2* Anser 8our (nitial Tas!s Tas!
1
)* 9resent your observation and
discuss the picture in class*
'. 9rocess students ansers*
1st9resentation
1* 9resent the photo o odaline to
the class* Tell the class that
odaline is an (rish ;and and that
theyre "oin" to listen to their
popular son" hich is included in
(reland Sin"les Top 100*
2*6rite the title o the son"
* .et them e-plain their ideas or
concepts o /ommon 3round*
5* 9rocess students ansers*
2n(P"esentation
1* ;rin" 9) or /D o the son"
)o" Initial Tas%s
Task 1 WHAT YOU SEE IS WHAT YOU GET! *Pai" +o"%,7bserve the picture belo and identiy details that
symboli?e the thin"s to consider in resolvin" con@icts* Do
you thin! the persons in the picture are tryin" to ma!e
amends to resolve a con@ict Discuss ith a partner*
Task 2 PREDICT AND EXPECTA. You will listen to a song entitled Common Ground by
Kodaline.
Tas% 2-. *In(ivi(al Tas%,
Predict words or phrases that you expect to hear from the song
through its title. rite your answer in the box. !o this in your
noteboo".
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"roups*
2* (nstruct them to s!etch in the
bo- an obEect that they have
visuali?ed in the son"*
)* Bave them e-plain and discuss
their "roup or! in class*
>* 9rocess students ansers*
9repared by:
OSEIA P. OSTATIO
SST' (
%oted:
UA P. A-RERA
9rincipal
Date: September 2, 2015
6ednesday
Day )
I. Objective/s Transcode inormation rom linear to non'linear te-ts and vice
versa #$%10F/'((a'11II. Sbject !atte" To#ic$
Transcodin" inormation rom linear to non'linear te-ts andvice versa #$%10F/'((a'11
S%ill$ Feadin"!ate"ials$/opy o the activities, picturesRe&e"ence$. pa"es 11+' 121 T3 pa"e 122
III. Lea"ning Tas%sTeachers Tas!s Students Tas!s
Fevie:
Guestions
1* 6hat is the son" all about
2* Bo did you eel hile
listenin" to the son"
)* 6hat advice is "iven in the
son" Do you a"ree ith it
6hyC6hy not
>* 6ould you ollo the advice"iven 6hy or hy not
5* $-plain hat is emphasi?ed in
the son"*
9re'Feadin" Activities
!otivation
As! the students to anser the
Huestion in the introduction o
the selection* /all a volunteer to
Task 3A READ ME (Individa Task"&he family is the smallest unit of' society and it is e(erything. Yet theris no such thing as a perfect family.
Can you recall one unforgettable misunderstanding that happened iyour family) *ow did your family cope with the tension it caused)
+ead the text about the causes of conflicts in a family.
' ases o& 3ail4 on5ictby * .ee ;an!s
Iamily harmony provides a sense o belon"in"and a eelin" o security unli!e many other types orelationships* 6hen con@ict arises, it threatens thatsecurity* 6hether the disharmony initiates rom ithinthe amily unit or rom e-ternal sources, individualamily members and the amily as a hole cane-perience a ran"e o ne"ative emotions and
conseHuences* Jnresolved con@ict may irreparablydama"e a marria"e and the entire amily, i amilymembers do not see! help*
7ne maEor source o amily con@ict is ithin thearea o Knances'speciKcally, the lac! o enou"hmoney to pay bills, maintain the mort"a"e or rent,buy suLcient ood and other necessities and haveany remainin" money or recreation, Eob or careermay contribute to con@ict ithin a amily* ( a parents
Eob !eeps himCher aay rom home most o the time,the spouse at home ith the children oten eels
ne"lected or overhelmed* /onversely, i the parentbecomes unemployed, this causes its on orm o
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share his or her e-perience about
misunderstandin" in the amily*
6ocabla"4 7evelo#ent
The olloin" ords ere ta!en
rom the selection that you are
about to read* 3ive the meanin"
o the underlined ords* /hoose
your anser rom the list o
ords belo*
1* on5ictarises2* %e"ative emotions and
conse8ences)* i""e#a"abl4dama"e a
marria"e as Knances>* inevitablerivalry
Durin" Feadin":
7ral Feadin"
Ater Feadin"
9rocess the readin" te-t by
as!in" students the olloin"
Huestions:
a* 6hat is the maEor source o
amily con@ict
Fesult
9roblems
too bad to be corrected
or repaired
decrease
unavoidable
Another cause o amily con@ict is the inevitable rivalrythat occurs beteen siblin"s* /hildren typically see! theirparents attention and approval, even i this reHuires tattlin" on,or sometimes causin" harm to a siblin"* 6hether a childe-presses Eealousy o a siblin", competes ith himCher or teaseshimCher non'stop, it is destined to cause con@ict* $ach childdeserves an eHual amount o parental love and acceptance, yet
sometimes a parent may avor one child over another* Thismerely intensiKes the con@ict*
6hile mutual a"reement on the subEect o child disciplineis crucial, the lac! o consensus opens up another potential areaor amily con@ict* ( one parent acts as the
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b* 6hat causes amily con@ict
c* Describe the causes o amily
con@ict
Discuss ith the students the
diferent types o non'linear te-ts
such as line "raph, pie "raph,
chart "raph, and "raphic
or"ani?er*
Discuss hen and ho these non'
linear te-ts are used*
ene"ali9ation$
A##lication$
.et students Kll in the "raph
Transcode e ound in the .Ansers
Knances, siblin"s rivalry,
avoritism,
in'las
Bo does your !noled"e in
transcodin" linear to non'linear
te-t help you understand the
selection
Answer the ,uestions below.
-. rom the gi(en conflicts% which of these ha(e you experienced wityour family) hy)
///////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////0. hat did you do to resol(e the said conflict in your family)
//////////////////////////////////////////////////////////////////////////////////////////////////////////
OOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOO
E:ten(e( Lea"ning Activit4
Bave the students read another
article and transcode this linear
te-t to non'linear*
+hat;s the P"oble< The 3o" lassic
on5ict T4#es
/on@ict is vital to any story, but it isnt alays
beteen people* Some stories pit the hero a"ainst
society, or a natural disaster* 7thers have the
traditional hero vs villain setup* .ets loo! at the our
classic story con@ict types and ho they deKne thebasic con@ict structure*
This is probably the most common type* (ts a
character a"ainst another character, people vs
people, even i those people are non'human* Theyre
still a PcharacterP li!e any other* A i?ard ants to
!ill the hero and enslave the orld* A scientist needs
to Knd the cure and stop the madman ith the virus*
An orphan "irl needs to save her sister rom bad
men* The person standin" in the ay o your
prota"onist is another person*
This is here the character is at odds ith
themselves and K"htin" somethin" personal and
internal* 7vercomin" a dru" problem, dealin" ith
betrayal, etc* The person standin" in the ay o your
prota"onist is them*
This is where a character has a problem with
something that is status quo in the world. It's not any one
person who is causing trouble, it's how things are being
done. A man tries to change an unfair law. A girl rebels
against a tyrannical society that forces kids to fight to the
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9repared by:
OSEIA P. OSTATIO
SST' (
%oted:
UA P. A-RERA
9rincipal
Date: September ), 2015
Thursday
Day >
I. Objective/s Transcodin" inormation rom linear to non'linear te-ts andvice versa #$%10F/'((a'11
II. Sbject !atte" To#ic$ Transcodin" inormation rom linear to non'linearte-ts and vice versaS%ill$ Feadin"!ate"ials$/opy o the activities, picturesRe&e"ence$. pa"es 11+' 121 T3 pa"e 122
III. Lea"ning Tas%sTeachers Tas!s Students Tas!s
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/hec!in" Q 9rocessin" o
Students Assi"nment*
Bave the students present their
assi"nment*
9rocess students responses*
As!: Bo does your !noled"e in
transcodin" linear to non'linear
te-t help you understand the
selection
Application #/ont*
Tas! >* I8(
A* A Survey to /onvey
1* Bave the class orm a "roup
consistin" o ten members*
2* (nstruct them to do the activity
ound in the .*
)* (norm them that they may use
diferent "raphs such as line"raph, bar "raph or pie "raph*
>* As! a representative rom each
"roup to present their output ith
the rest o the class by e-plainin"
the interpretation o the survey
conducted*
8our (nitial Tas!s
Task # $YI (Pai% W&%k"
A' S%v) *& C&nv)
Conflict situations arise among teenagers on a daily basis. 1antimes% minor conflict and disagreements can result in (iolence.
#elow are common conflict situations among teenagers2
orm a group consisting of -3 members.
4 Conduct a sur(ey about the common conflict situations in your group
4 As" each member in the group who experienced the conflict. rom
the responses% ran" the conflict from the most number of persons to
the least who experienced it.
4 Graph the results of the sur(ey you conducted in your group.
rite your interpretation of the graph in the box.
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Evalation
Bo can e prevent con@ict
/omplete the or"ani?er on ays
to prevent con@ict* Analy?e each
situation careully*
+' C&n,i-* P%vn*i&n
7ne must consider ho to avoid con@icts* /omplete the table
belo by ritin" ays to prevent each common con@ict
situation*
Femar!s:%o* o learners ithin mastery level OOOOOOOOOOOOOOOOOOOOOO%o* o learners needin" reinorcementCremediationOOOOOOOOO
Assignent Rsa%-. &n *. /a-k0%&nd &, Dan* Ai0.i%i'9repared by:
OSEIA P. OSTATIO
SST' (
%oted:
UA P. A-RERA
9rincipal
Date: September R, 2015 onday Day 5
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I. Objective/s $-plain ho the elements speciKc to a selection build its
theme #$%10.T'((a'1>*2
II. Sbject !atte" To#ic$$-plainin" ho the elements speciKc to a selection build itthemeSelection$ (%I$F%7 by Dante Ali"hieri translated by Mohn/iardi
S%ill$.iterature!ate"ials$/opy o the activities, picturesRe&e"ence$. pa"es 12)'12+ T3 pa"es 12)'12>
III. Lea"ning Tas%sTeachers Tas!s Students Tas!s
Fevie:Fecall the diferent types o
non'linear te-ts and their uses*
P"e ="ea(ing
Int"o(ction$
Discuss ith the class that they are
"oin" to read and study a part oone o the masterpieces o Dante
Ali"hieri
Divine /omedy hich is /anto ((( o
The (nerno*
6ocabla"4 7evelo#ent
Tas% >. Thin% Th"ogh
1* (norm the students that they
ould come across some unamiliar
ords in the selection*.et them loo! or a partner and as!
them to anser Tas! 5*
Ansers
1* primordial
2* orsa!en
)* omnipotence
>* vestibule
5* summon
* torment
Bave students use the ord in a
sentence or better understandin"*
;ac!"round o the Author
/all voluntary to read his or
assi"nment on the bac!"round o
Dante Ali"hieri*
)o" Te:t *+ith a Pa"tne",
Tas! 5* Thin% Th"ogh
A* (n the bo- is a pool o ords you ill come across in
the te-t* Fead each deKnition and then choose the
deKned ord rom the pool* 6rite your anser in your
noteboo!*
1* e-istin" rom the be"innin"2* abandoned or deserted*
)* an a"ency or orce o unlimited poer>* typically reers to a small room ne-t to the outer
door andconnectin" it ith the interior o the buildin"*
5* authoritatively or ur"ently call on * somethin" that causes e-treme physical or mentapain
;* /hoose ) ords and use in meanin"ul sentence#6hole /lass
orsa!en omnipotence
vestibule
summon primordial
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Fead ith the students the
Background of Divine Comedy and
Inferno
The Divine /omedy as the poetic
Eourney o a man stru""lin" to
reconcile himsel to a bitter political
e-ile throu"h the triumph o love*
The (nerno is the Krst part o Dante
Ali"hieris poem, the Divine
/omedy, hich chronicles Dantes
Eourney to 3od, and is made up o
the (nerno #Bell, 9ur"atorio#9ur"atory, and
9aradiso #9aradise*
The poems are Huite short: they
ould ta!e about as lon" to read
the
hole (nerno as it ould to read
the detailed canto summaries and
analysis, althou"h they mi"ht be
helpul or understandin" DantesdiLcult lan"ua"e*
!otive Qestion
1* Allo the students to anser the
motive Huestion beore the te-t*
*a(e you e(er been to a house of
horrors) *a(e you seen a horror mo(ie)
hat are the things that shoc"ed or
frightened you)
2* $ncoura"e them to share their
e-periences on this*
Durin" Feadin"
1* 7ral Feadin"
2* Bi"hli"ht important points and
ta!e note o the diferent senses
you discovered hile readin" the
te-t*
A&te" Rea(ing
Task READ AND IMAGINE *9air 6or!
*a(e you e(er been to a house of horrors) *a(e you seen a horror
mo(ie) hat are the things that shoc"ed or frightened you)
+ead the excerpt below from the !i(ine Comedy56nferno. 7ote the
frightening things !ante wrote to illustrate hell. 8hole Class9
8:ee attached :ummary of Canto 666 &he ;estibule of *ell9
/omprehension /hec! up
T.inkin0 a/&* *. T* (Individa"
-. hat is ;irgil
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Tas! READ AND IMAGINE
1* Tell the class to anser Thin!in"
about the te-t ound in the .*
2* Discuss the ansers to the class
Tas% ? A. 7i@e"entiate( Tas%s
#. Us )&% Snss (Sa G%&4"
orm > groups. Perform the tas" assigned in your group.
-. ?ye Group @ 1a"e a poster of what hell loo"s li"e based on the
text
0. ?ar Group @ +ecord sounds of hell based on the details from thetext or use your (oice and other materials a(ailable in producing
the sounds.
=. *and Group @ :how an interpretati(e dance to reflect the
mo(ements of tormented souls.
>. ?ye and hand group5 ma"e a collage that depicts what hell
loo"s li"e.
$valuation 3ive the theme o /anto (((* $-plain ho the elementsspeciKc to a
selection build its theme*
/haracter#&ir"ils Advice and $-planation o the inscriptions
/haracter#/harons statement
/haracter: Dantes Feaction
Settin": &estibule o Bell
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E:ten(e( Lea"ning Activit4
3ive the theme o /anto (((* $-plainho the elements speciKc to a
selection build its theme*
Fubrics
5$-planations are properly
presented and are related to
the theme*
$-planations are properly
presented and are partially
related to the theme*
Task 5 / SENSE CHART (Individa"
6n Canto 666% !ante begins his description of *ell% which becomes aassault on the senses of the readers. As we read his harrowingdescriptions of the sounds% sights% and e(en smells of *ell% we comto share in !ante
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hile*7verall
understandi
n" o the
topic
3roup didnt
sho suLcient
understandin"
o the messa"e
and con@ict o
the story*
3roup shoed
understandin" o
the messa"e o
the story and its
con@ict*
3roup sho
"ood
understandin" o
the entire story
and its con@ict*
3roup shoed
complete
understandin"
o hole story
and its con@ict*
Date: September +, 2015
6ednesday
Day R
I. Objective/s $-plain ho the elements speciKc to a selection build its
theme #$%10.T'((a'1>*2
II. Sbject !atte" To#ics$$-plainin" ho the elements speciKc to a selection build it
themeSelection$ (%I$F%7 by Dante Ali"hieri translated by Mohn/iardiS%ill$.iterature!ate"ials$/opy o the activities, picturesRe&e"ence$. pa"es 12+'1)0 T3 pa"es 12)'12>
III. Lea"ning Tas%sTeachers Tas!s Students Tas!s
Fevie:
1* 6hat is the name o the riverhich circles the rim o Bell2* 6hat as the name o theerryman)* 6ho ere thecowardsin /anto((( hom Dante describes>* The uncommitted had savedtheir blood all their lives* 6hat asthe ultimate result o this act5* 6hat is Dantes initial reaction tothe many souls he sees in the&estibule o Bell* 6hat is Dantes reaction to thesi"hts and sounds o Bell at the end
Task 5 A SENSE CHART
(n /anto (((, Dante be"ins his description o Bell, hicbecomes an assault on the senses o the readers* As
read his harroin" descriptions o the sounds, si"hts, aneven smells o Bell, e come to share in Danterepu"nance o the horrible e-perience the poet encounters
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o /anto (((R* 6hat messa"e the does storyant to convey to us reader
Anse"s1* The river as the Acheron*2* The erryman as named/haron*)* Thecowardsare those ho erearaid to ma!e a decision orchoices* The coards that Dantedescribes are the people ho erenot brave enou"h to ma!e adecision one ay or the other*>* They no Knd their blood spilledby asps and hornets and drun! byorms*5* Dante is surprised at theirnumbersN he had no idea so manyhad died or that so many had dieduncommitted** Dante is ri"htened and alls intoa soon*
9rocess students e-tended
learnin" activity*
Bo does ima"ery help you better
understand the selection
Tas% B. A##l4ing hat 4o "ea(1* .et the class read aloud the
hi"hli"hted Huestion ound in this
activity*
2* (nstruct them to e-plain their
anser on the space provided ater
the Huestion*
)* Allo the students to share their
e-planation ith the rest o the
class*
#. Us )&% Snss (Sa G%&4"
orm > groups. Perform the tas" assigned in your group.
=. ?ye Group @ 1a"e a poster of what hell loo"s li"e based on the
text
>. ?ar Group @ +ecord sounds of hell based on the details from the
text or use your (oice and other materials a(ailable in producing
the sounds.
=. *and Group @ :how an interpretati(e dance to reflect the
mo(ements of tormented souls.
>. ?ye and hand group5 ma"e a collage that depicts what hell
loo"s li"e.
Task 6 APP7YING WHAT YOU READ (Individa"
6n Canto 666 of 6nferno by !ante% Charon tells the souls to #ury
here and fore(er all hope of Paradise.
?xplain your answer2
//////////////////////////////////////////////////////
//////////////////////////////////////////////////////
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$valuation: 3ive the theme o
/anto (((* $-plain ho the elements
speciKc to a selection build its
theme*
Fubrics
5$-planations are properly
presented and are related to
the theme*
$-planations are properly
presented and are partially
related to the theme*
3ive the theme o /anto (((* $-plain ho the elementsspeciKc to a
selection build its theme*
Femar!s:%o* o learners ithin mastery level
OOOOOOOOOOOOOOOOOOOOOO
%o* o learners needin"
reinorcementCremediationOOOOOOOOO
9repared by:
OSEIA P. OSTATIOSST' (
%oted:
UA P. A-RERA9rincipal
Date: September 10, 2015Thursday
Day +
I. Objective/s 3ive technical deKnitions #$%10&'((a'1)*+
DeKne technical and operational deKnitionsII. Sbject !atte" To#ic$3ivin" technical deKnitions
S%ill$ &ocabulary!ate"ials$/opy o the activities, picturesRe&e"ence$. pa"es 1)0'1)1 T3 pa"es 12>'125
III. Lea"ning Tas%sTeachers Tas!s Students Tas!s
Tas% C !ADI 7E3IITIOS *+hole lass,
/haracter#&ir"ils Advice and $-planation o the inscriptions
/haracter#/harons statement
/haracter: Dantes Feaction
Settin": &estibule o Bell
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Int"o(ction$
As! the students ho they deKne
terms* #Bo do you usually
deKne terms or unamiliar ords
7iscssion$
1* Discuss ith the students the
to ays o deKnin" ords:
technical and operational
deKnitions*
2* /lariy the diference beteen
technical deKnition and
operational deKnition*
A technical deKnition is a
deKnition in technical
communication describin" or
e-plainin" technical terminolo"y*
Technical deKnitions are used tointroduce the vocabulary hich
ma!es communication in a
particular Keld concise and clear'
cut*
#Ior e-ample, the illiac crest rom
medical terminolo"y is the top
rid"e o the hip bone*
There are three main types otechnical deKnitions:
1 9arenthetical deKnitionsN
2 Sentence deKnitionsN
) $-tended deKnitions
An operational deKnition is a
demonstration o a process
such as a variable, term, or
obEect in terms o the speciKc
process or set o validation tests
used to determine its presence
and Huantity*
)* Discuss the "uidelines in
ritin" a technical deKnition*
3enerali?ation
Application
Bave the students do Tas! +*
DeKnitions are a core part o any dictionary* 6ritin" basic
deKnitions reHuires s!ill, practice, and sometimes help*
7ene !e *Sall "o#,Alphabeti?e the ords*6ith your "roup, "o over the other unamiliar ords in yourmain te-t*a!e deKnitions o these unamiliar ords by olloin" the"uidelines*
+o"( 7enition
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$-tended .earnin" Tas! A* 3ive the deKnitions o the olloin" ords #eitherparenthetical or sentence deKnition
1. %ovice2. /oardiceF. 9andemonium'. Despicable>. Fetro"rade
Jse in your on meanin"ul sentences*
;* Fesearch on ar"umentative essay*
9repared by:
OSEIA P. OSTATIO
SST' (
%oted:
UA P. A-RERA
9rincipal
Date: September 1>, 2015 Day 10
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ondayI. Objective/s (dentiy parts and eatures o ar"umentative essays #$%10.T'
((a'1>*2II. Sbject !atte" To#ic$(dentiyin" parts and eatures o ar"umentative
essaysSelection$A""ressive Drivin" Should ;e AvoidedS%ill$ 6ritin" and /omposition!ate"ials$/opy o the activities, pictures
Re&e"ence$. pa"es 1)2'1)> T3 pa"es 125'12III. Lea"ning Tas%sTeachers Tas!s Students Tas!s
/hec!in" o assi"nment
Fevie
P"e="ea(ing
(ntroduction:
As! the class to "ive their idea on
ar"umentative essay* #6hat is an
ar"umentative essay
otive Guestion:
Bave them anser the motiveHuestion: Bave you ever ta!en a
ride in a public transportation
ith an a""ressive driver
Bo did you eel 6hat did you
do Did you ar"ue ith the
driver
/all a student to share hisCher
anser to the motive Huestion
ith the rest o the class*
&ocabulary Development;elo are some ords ta!en rom
the ar"umentative essay
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7"ing Rea(ing
Fead the model ar"umentative
essay*
9ost Feadin"
Tas! 10 A
A* Reason Ot
Iind a partner and or! on the
activity ound 8our Discovery Tas!
10 A*
Ansers:
1* (t causes crashes*
2* (t causes inEuries*
)* (t causes atalities*
Tas! 10 ;*
Discuss ith class hat anar"umentative essay is and its
characteristics*
Tas! 10 AA' Ras&n O*! (Pai% 8&%k"
6nside the box pro(ided below% gi(e three reasons why aggressi(edri(ing should be a(oided. rite your explanation opposite the box.
An a%0n*a*iv ssa) tries to change the reader
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Tas% 11. I(enti&4 an( lassi&4
1* (norm the class to "o over on
the model ar"umentative essay*
2* .et them do the tas!*
statements which exactly summariBe the arguments and support the
main premise.
Tas% 11 I7ETI3) A7 LASSI3)G *+hole lass,
Irom the model ar"umentative essay, identiy its parts by
reritin" the essential statements in the bo-*
A""ressive Drivin" Should ;e Avoided
$valuation #See attached rubrics Fead the ar"umentative essay belo*
I(enti&4 its #a"ts. *1> #oints,
Femar!s:
%o* o learners ithin masterylevel OOOOOOOOOOOOOOOOOOOOOO
%o* o learners needin"
reinorcementCremediationOOOOOOO
OO
$-tended .earnin" Tas!s A* 6rite an ar"umentative essay on any o the ollointopics* ;e sure to observeCconsider the eatures o th
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A* As! the students to rite an
ar"umentative essay*
-. Have the so Tas% 11 -. I
Sa the Sign
an ar"umentative essay* ;e "uided by its parts also*
1* (s "lobal climate chan"e man'made2 (s our electionprocess air)* Do cures !eep teens out o trouble>* (s cheatin"out o control5* Are e too dependent on computers* Are parents clueless about child predators on the (nternet
R* Should ci"arette smo!in" be banned4* Are cell phones dan"erous+* (s child behaviorbetter or orse than it as years a"o10* 6hen should parents let teens ma!e their on decisions11* Does boredom lead to trouble12* Does participation in sports !eep teens out o trouble
;* Tas! 11 ;* ( Sa the Si"n
6rite common si"na"e you see alon" the road* 6rite it on
clean bond paper*
Advance Assi"nment
. Fesearch on Ar"umentative speech about resolvin
con@ict* The olloin" topics may "uide in ma!in" you
research* 3et ready or your Knal perormance.1* Fesolvin" /on@icts2* Jnity in Diversity)* Barmoni?in" Felationship ith 7thers>* ;rid"in" the 3ap>. Feco"ni?in" (nterpersonal /over"ence
9repared by:
OSEIA P. OSTATIO
SST' (
%oted:
UA P. A-RERA
9rincipal
Fubrics or the Assessment o the Ar"umentative $ssay
5 ) 1 0A.
Int"o(ction
6ell'developed
introductory
para"raph containsdetailed
bac!"round , a clear
e-planation or
deKnition o the
problem
(ntroductory
para"raph
containssome
bac!"round
inormation
and states
the
problem,
but does
not e-plain
usin"
(ntroduction
states the
thesis butdoes not
adeHuately
e-plain the
bac!"round o
the problem*
The
problem is
stated, but
lac!s detail*
problem is
va"ue or
unclear*;ac!"round
details are a
seemin"ly
random
collection o
inormation,
unclear, or
not related
to the topic*
http://homeworktips.about.com/od/politicalscience/a/Mock-Election-Ideas.htmhttp://homeworktips.about.com/od/homeworktopics/a/cheating.htmhttp://learningdisabilities.about.com/od/ac/g/Child-Behavior-Checklist-What-Is-The-Child-Behavior-Checklist.htmhttp://homeworktips.about.com/od/homeworktopics/a/cheating.htmhttp://learningdisabilities.about.com/od/ac/g/Child-Behavior-Checklist-What-Is-The-Child-Behavior-Checklist.htmhttp://homeworktips.about.com/od/politicalscience/a/Mock-Election-Ideas.htm7/23/2019 Lesson Plan in English 10 Second Quarter
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details*-. !ain
Points
-o(4
Pa"ag"a#hs
Re&tation
Three or more main
points are ell
developed ith
supportin" details*
Feutation
para"raph#s
ac!noled"es the
opposin" vie and
summari?es their main
points
Three or
more main
points are
present
but may
lac! detail
and
developmen
t in one or
to*
Feutation
para"raph#s
ac!noled"
es the
opposin"
vie but
doesntsummari?e
points*
Three or more
main points,
but all lac!
development*
Feutation
para"raph#s
missin" andCor
va"ue
.ess than
three main
points,
ith poor
development
o
ideas*
Feutation
missin" or
va"ue*
. onclsion /onclusion
summari?es the main
topics ithout
repeatin" previous
sentencesN riters
opinions and
su""estions or
chan"e are lo"ical
and ell thou"ht out*
/onclusion
summari?es
main topics*
Some
su""estions
or chan"e
are
evident*
/onclusion
summari?es
main topics,
but is
repetitive* %o
su""estions
or
chan"e andCor
opinions are
included*
/onclusion
does not
adeHuately
summari?e
the main
points* %o
su""estions
or chan"e or
opinions are
included*
7.
O"gani9ation
.o"ical, compellin"
pro"ression o
ideas in essayNclearstructure hich
enhances
and shocases the
central idea or
theme and moves the
reader throu"h
the te-t* 7r"ani?ation
@os so
smoothly the reader
7verall, the
paper is
lo"icallydeveloped*
9ro"ression
o ideas in
essay
ma!es
sense and
moves the
reader
easily
9ro"ression o
ideas in essay
is a!ard,yet moves the
reader
throu"h the
te-t ithout
too much
conusion* The
riter
sometimes
lun"es ahead
Arran"ement
o essay is
unclearand illo"ical*
The ritin"
lac!s a
clear sense o
direction*
(deas,
details or
events seem
strun"
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hardly thin!s about it*
$fective, mature,
"raceul transitions
e-ist throu"hout the
essay*
throu"h the
te-t*
Stron"
transitions
e-ist
throu"hout
and add to
the essays
coherence
too Huic!ly or
spends
too much time
on details that
do not
matter*
Transitions
appear
irre"ularly, but
not eHually
throu"hout
the essay*
to"ether in a
loose or
random
ashionN there
is no
identiKable
internal
structure and
readers
have trouble
olloin" the
riters
line o
thou"ht* Ie,
orced
transitions in
the essay or
no
transitionsare present*
Evalation
HEALTH A7 HEALI AT )OUR 3IERTIPS
Thro out the bottles and bo-es o dru"s in your house* A ne theory su""ests thamedicine could be bad or your health, hich should at least come as "ood nes to people hcannot aford to buy e-pensive medicine* Boever, it is a blo to the medicine industry, and aeven bi""er blo to our conKdence in the pro"ress o science* This ne theory ar"ues thahealin" is at our Kn"ertips: e can be healthy by doin" Fei!i on a re"ular basis*
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Supporters o medical treatment ar"ue that medicine should be trusted since it is efectivand scientiKcally proven* They say that there is no need or spiritual methods such as Fei!i, 8o"a
Tai /hi* These aste our time, somethin" hich is Huite precious in our material orld* There medicine that can !ill our pain, -'rays that sho us our ractured bones or F( that scans oubrain or tumors* 6e must admit that these methods are very efective in the e-amples that theprovide* Boever, there are some
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!ate"ials$/opy o the activities, picturesRe&e"ence$. pa"es 1)'1)4 T3 pa"es 1)0
III. Lea"ning Tas%sTeachers Tas!s Students Tas!s
/hec!in" o assi"nment
otivation:
6hat are the Hualities o
a "ood spea!er Do you !no
that intonation afects the
meanin" o a sentence
9resentation:
(ntonation afects the meanin" o
a sentence* Listen to the
tele#hone conve"sation.
Analysis:6hat do you notice ith
the conversations Bo does theintonation afect the
conversation
Discussion:
In*&na*i&n @ the sound changesproduced by the rise and fall of the(oice when spea"ing% especially whenthis has an effect on the meaning ofwhat is said.
9n-*% @ the manner in whichwords come together and aconnection is made.
S*%ss @ accent% the relati(eprominence of a syllable or musicalnote
Pi*-.@ the property of sound with
(ariation in fre,uency of (ibration
%ote: $-amples are provided
throu"h video presentation*
Application
Tas% 1F E:#"ess )o"sel&G
Tas% 1F. E:#"ess )o"sel&G *Sall "o#,
;elo are the commonly used e-pressions* These arnecessary ords to be respected and accepted*
A* Iorm a "roup and perorm the intonation activities or oral@uency*
"o# 1Say hen you "ive a command
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"o# >Say