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Lesson Plan in English 10

QUARTER 2
Date: September 1, 2015 Tuesday
I. Objective/s

II. Subject Matter

III. Learning Tasks


Teachers Tasks
Motivation
1. Work with a partner. Observe
the picture and list down in your
notebook the things you see.
2. Answer Your Initial Tasks Task
1
3. Present your observation and
discuss the picture in class.
4. Process students answers.
1st Presentation
1. Present the photo of Kodaline to
the class. Tell the class that
Kodaline is an Irish Band and that
theyre going to listen to their
popular song which is included in
Ireland Singles Top 100.
2.Write the title of the song
Common
Ground on the board.
3. Let them do the activity on Task
2A
4. Let them explain their ideas or
concepts of Common Ground.
5. Process students answers.
2nd Presentation
1. Bring MP3 or CD of the song

Day 2
Assess the effectiveness of the ideas presented in the
material viewed, taking into account its purpose (EN10VIIa-13.9)
Switch from one listening strategy to another to extract
meaning from the listening text (EN10LC IIa-11)
Topics:
Assessing the effectiveness of the ideas presented in the
material viewed
Switching from one listening strategy to another to
extract meaning from the listening text
Skill: Viewing and Listening
Materials: Copy of the activities, pictures
Reference: LM pages 116-119 TG pages 118-121

Students Tasks
Your Initial Tasks
Task 1 WHAT YOU SEE IS WHAT YOU GET! (Pair Work)
Observe the picture below and identify details that
symbolize the things to consider in resolving conflicts. Do
you think the persons in the picture are trying to make
amends to resolve a conflict? Discuss with a partner.

Task 2 PREDICT AND EXPECT


A. You will listen to a song entitled Common Ground by
Kodaline.
Task 2B. (Individual Task)
Predict words or phrases that you expect to hear from the song
through its title. Write your answer in the box. Do this in your
notebook.

Common Ground by Kodaline


2. Play the song Common
Ground by Kodaline then let the
students listen to the song.
3. While theyre listening to the
song, let them check the words or
phrases they listed if it appeared
in the song.
4. Process students answers.

Task 2B. (Whole Class)


B. Listen to the song, then check the words or phrases you listed.

COMMON GROUND

Discussion:
1. What is the song all about?
2. How did you feel while listening
to the song?
3. What advice is given in the
song? Do you agree with it?
Why/Why not?
4. Would you follow the advice
given? Why or why not?
5. Explain what is emphasized in
the song.
Application:
Task 2C. Pencil In
1. Have the students listen to the
song for the second time.
2. Have students form small

by Kodaline
It's easy to win,
It's harder to lose
To admit that you're wrong
When you've got something to prove.
You said it was easy
I tell you they are wrong.
So get busy learning,
are you already gone?
People will tell you
What you want to hear
But the people who know you well
Can make it all clear.
Life isnt easy,
You got to be strong.
So get busy learning,
Are you already gone?
And all will be forgotten
And we all fall apart,
Yeah all will be forgotten
But the common ground,
Its a good place to start.
Sure all will be forgotten,
Yeah we will all be forgotten, fall apart.
We will all be forgotten,
But common ground,
Is a good place to start.
Common ground is a good place to start.
C. Pencil In (Small Group)
While listening to the song for the second time, sketch in
the box an object you visualize in the song. Explain and
discuss with a partner afterwards.

groups.
2. Instruct them to sketch in the
box an object that they have
visualized in the song.
3. Have them explain and discuss
their group work in class.
4. Process students answers.

Prepared by:

Noted:

JOSENIA P. CONSTANTINO
SST- I

JUAN P. CABRERA
Principal

Date: September 2, 2015


Wednesday
I. Objective/s
II. Subject Matter

Day 3
Transcode information from linear to non-linear texts and viceversa (EN10RC-IIa-11)
Topic:
Transcoding information from linear to non-linear texts and
vice versa (EN10RC-IIa-11)
Skill: Reading
Materials: Copy of the activities, pictures
Reference: LM pages 119- 121 TG page 122

III. Learning Tasks


Teachers Tasks
Review:
Questions
1. What is the song all about?
2. How did you feel while
listening to the song?
3. What advice is given in the
song? Do you agree with it?
Why/Why not?
4. Would you follow the advice
given? Why or why not?
5. Explain what is emphasized in
the song.
Pre-Reading Activities
Motivation
Ask the students to answer the
question in the introduction of
the selection. Call a volunteer to

Students Tasks

4 Causes of Family Conflict


by K. Lee Banks
Task 3A READ
(Individual
Task) a sense of belonging
FamilyME
harmony
provides
The
family
is the smallest
unit of`unlike
societymany
and it other
is everything.
and
a feeling
of security
types Yet
of there
is no
such
thing
as
a
perfect
family.
relationships. When conflict arises, it threatens that
security. Whether the disharmony initiates from within
Can you recall one unforgettable misunderstanding that happened in
the family unit or from external sources, individual
your family? How did your family cope with the tension it caused?
family members and the family as a whole can
experience
a the
range
negative
and
Read
the text about
causesofof conflicts
in a emotions
family.
consequences. Unresolved conflict may irreparably
damage a marriage and the entire family, if family
members do not seek help.
One major source of family conflict is within the
area of finances-specifically, the lack of enough
money to pay bills, maintain the mortgage or rent,
buy sufficient food and other necessities and have
any remaining money for recreation, job or career
may contribute to conflict within a family. If a parents
job keeps him/her away from home most of the time,
the spouse at home with the children often feels
neglected or overwhelmed. Conversely, if the parent
becomes unemployed, this causes its own form of

share his or her experience about


misunderstanding in the family.

Vocabulary Development
The following words were taken
from the selection that you are
about to read. Give the meaning
of the underlined words. Choose
your answer from the list of
words below.
1. Conflict arises
2. Negative emotions and
consequences
3. irreparably damage a
marriage as finances
4. inevitable rivalry

Result
Problems
too bad to be corrected
or repaired
decrease
unavoidable

During Reading:
Oral Reading

After Reading
Process the reading text by
asking students the following
questions:
a. What is the major source of
family conflict?

Another cause of family conflict is the inevitable rivalry


that occurs between siblings. Children typically seek their
parents attention and approval, even if this requires tattling on,
or sometimes causing harm to a sibling. Whether a child
expresses jealousy of a sibling, competes with him/her or teases
him/her non-stop, it is destined to cause conflict. Each child
deserves an equal amount of parental love and acceptance, yet
sometimes a parent may favor one child over another. This
merely intensifies the conflict.
While mutual agreement on the subject of child discipline
is crucial, the lack of consensus opens up another potential area
for family conflict. If one parent acts as the disciplinarian, the
other parent typically becomes the consoler to whom the
children turn - this often pits one parent against the other.
Jokes and movies abound regarding conflict with in-laws
(especially mothers-in-law); however, when you actually become
involved in disagreements with your in-laws or extended family,
it is no laughing matter. While it is preferable to respect your
elders-parents and grandparents on both sides equally-this can
prove to be challenging. If relatives routinely interfere in your
familys decisions and lifestyle, conflict frequently results.

b. What causes family conflict?


c. Describe the causes of family
conflict?
Discuss with the students the
different types of non-linear texts
such as line graph, pie graph,
chart graph, and graphic
organizer.
Discuss when and how these nonlinear texts are used.
Generalization:

Application:
Let students fill in the graph
Transcode Me found in the LM
Answers
finances, siblings rivalry,
favoritism,
in-laws
How does your knowledge in
transcoding linear to non-linear
text help you understand the
selection?

Extended Learning Activity


Have the students read another
article and transcode this linear
text to non-linear.

Answer the questions below.


1. From the given conflicts, which of these have you experienced with
your family? Why?

______________________________________________________
______________________________________________________
______________________________________________________
2. What did you do to resolve the said conflict in your family?
______________________________________________________
______________________________________________________
______________________________________________________

What's the Problem? The Four Classic


Conflict Types
Conflict is vital to any story, but it isn't always
between people. Some stories pit the hero against
society, or a natural disaster. Others have the
traditional hero vs villain setup. Let's look at the four
classic story conflict types and how they define the
basic conflict structure.
This is probably the most common type. It's a
character against another character, people vs
people, even if those people are non-human. They're
still a "character" like any other. A wizard wants to
kill the hero and enslave the world. A scientist needs
to find the cure and stop the madman with the virus.
An orphan girl needs to save her sister from bad
men. The person standing in the way of your
protagonist is another person.
This is where the character is at odds
themselves and fighting something personal
internal. Overcoming a drug problem, dealing
betrayal, etc. The person standing in the way of
protagonist is them.

with
and
with
your

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

Prepared by:

Noted:

JOSENIA P. CONSTANTINO
SST- I

JUAN P. CABRERA
Principal

Date: September 3, 2015


Thursday
I. Objective/s

Day 4

II. Subject Matter

III. Learning Tasks


Teachers Tasks

Transcoding information from linear to non-linear texts and


vice versa (EN10RC-IIa-11)
Topic: Transcoding information from linear to non-linear
texts and vice versa
Skill: Reading
Materials: Copy of the activities, pictures
Reference: LM pages 119- 121 TG page 122

Students Tasks

Checking & Processing of


Students Assignment.
Have the students present their
assignment.
Process students responses.
Ask: How does your knowledge in
transcoding linear to non-linear
text help you understand the
selection?
Application (Cont.)
Task 4. FYI
A. A Survey to Convey
1. Have the class form a group
consisting of ten members.
2. Instruct them to do the activity
found in the LM.
3. Inform them that they may use
different graphs such as line
graph, bar graph or pie graph.
4. Ask a representative from each
group to present their output with
the rest of the class by explaining
the interpretation of the survey
conducted.

Your Initial Tasks


Task 4 FYI (Pair Work)
A. Survey to Convey
Conflict situations arise among teenagers on a daily basis. Many
times, minor conflict and disagreements can result in violence.
Below are common conflict situations among teenagers:

Form a group consisting of 10 members.


Conduct a survey about the common conflict situations in your group.
Ask each member in the group who experienced the conflict. From
the responses, rank the conflict from the most number of persons to
the least who experienced it.
Graph the results of the survey you conducted in your group.

Write your interpretation of the graph in the box.

Evaluation
How can we prevent conflict?
Complete the organizer on ways
to prevent conflict. Analyze each
situation carefully.

B. Conflict Prevention
One must consider how to avoid conflicts. Complete the table
below by writing ways to prevent each common conflict
situation.

Remarks:
No. of learners within mastery level ______________________
No. of learners needing reinforcement/remediation_________
Assignment
Prepared by:

Research on the background of Dante Alighieri.


Noted:

JOSENIA P. CONSTANTINO
SST- I

JUAN P. CABRERA
Principal

Date: September 7, 2015 Monday

Day 5

I. Objective/s

Explain how the elements specific to a selection build its


theme (EN10LT-IIa-14.2)

II. Subject Matter

Topic:
Explaining how the elements specific to a selection build its
theme
Selection: INFERNO by Dante Alighieri translated by John
Ciardi
Skill: Literature
Materials: Copy of the activities, pictures
Reference: LM pages 123-129 TG pages 123-124

III. Learning Tasks


Teachers Tasks
Review: Recall the different types of
non-linear texts and their uses.
Pre -reading
Introduction:
Discuss with the class that they are
going to read and study a part of
one of the masterpieces of Dante
Alighieri
Divine Comedy which is Canto III of
The Inferno.

Vocabulary Development
Task 5. Think Through
1. Inform the students that they
would come across some unfamiliar
words in the selection.
Let them look for a partner and ask
them to answer Task 5.
Answers
1.) primordial
2.) forsaken
3.) omnipotence
4.) vestibule
5.) summon
6.) torment
Have students use the word in a
sentence for better understanding.
Background of the Author
Call voluntary to read his or
assignment on the background of
Dante Alighieri.

Students Tasks
Your Text (With a Partner)
Task 5. Think Through

A. In the box is a pool of words you will come across in


the text. Read each definition and then choose the
defined word from the pool. Write your answer in your
notebook.
forsaken
summon
torment

omnipotence
vestibule
primordial

1. existing from the beginning


2. abandoned or deserted.
3. an agency or force of unlimited power
4. typically refers to a small room next to the outer
door and
connecting it with the interior of the building.
5. authoritatively or urgently call on
6. something that causes extreme physical or mental
pain
B. Choose 3 words and use in meaningful sentences.
(Whole Class)

Read with the students the


Background of Divine Comedy and
Inferno
The Divine Comedy was the poetic
journey of a man struggling to
reconcile himself to a bitter political
exile through the triumph of love.
The Inferno is the first part of Dante
Alighieris
poem,
the
Divine
Comedy, which chronicles Dantes
journey to God, and is made up of
the
Inferno
(Hell),
Purgatorio
(Purgatory), and
Paradiso (Paradise).
The poems are quite short: they
would take about as long to read
the
whole Inferno as it would to read
the detailed canto summaries and
analysis, although they might be
helpful for understanding Dantes
difficult language.
Motive Question
1. Allow the students to answer the
motive question before the text.
Have you ever been to a house of
horrors? Have you seen a horror movie?
What are the things that shocked or
frightened you?
2. Encourage them to share their
experiences on this.
During Reading
1. Oral Reading
2. Highlight important points and
take note of the different senses
you discovered while reading the
text.
After Reading

Task 6 READ AND IMAGINE (Pair Work)


Have you ever been to a house of horrors? Have you seen a horror
movie? What are the things that shocked or frightened you?

Read the excerpt below from the Divine Comedy-Inferno. Note the
frightening things Dante wrote to illustrate hell. (Whole Class)
(See attached Summary of Canto III The Vestibule of Hell)

Comprehension Check up
Thinking about the Text (Individual)
1. What is Virgils advice to Dante as spoken at the Gate of Hell?
2. Who are the souls tortured in this Canto?
3. What is Charons reaction to Dantes attempt to cross the river of
Acharon?
4. How does Virgil silence Charon?

Task 6 READ AND IMAGINE


1. Tell the class to answer Thinking
about the text found in the LM.
2. Discuss the answers to the class

Task 7 A. Differentiated Tasks


B. Use your Senses (Small Group)
Form 4 groups. Perform the task assigned in your group.
1. Eye Group Make a poster of what hell looks like based on the
text
2. Ear Group Record sounds of hell based on the details from the
text or use your voice and other materials available in producing
the sounds.
3. Hand Group Show an interpretative dance to reflect the
movements of tormented souls.
4. Eye and hand group- make a collage that depicts what hell
looks like.

Evaluation

Give the theme of Canto III. Explain how the elements


specific to a
selection build its theme.
Character
(Virgils Advice and Explanation of the inscriptions)

Character
(Charons statement)

Character: Dantes Reaction

Setting: Vestibule of Hell

Extended Learning Activity


Give the theme of Canto III. Explain
how the elements specific to a
selection build its theme.
Rubrics
5
Explanations are properly
presented and are related to
the theme.

Task 7 b SENSE CHART (Individual)


In Canto III, Dante begins his description of Hell, which becomes an
assault on the senses of the readers. As we read his harrowing
descriptions of the sounds, sights, and even smells of Hell, we come
to share in Dantes repugnance of the horrible experience the poet
encounters.

Explanations are properly


presented and are partially
related to the theme.

Prepared by:

Noted:

JOSENIA P. CONSTANTINO
SST- I

JUAN P. CABRERA
Principal

Indicators
Preparation

1
Did not prepare
for the
presentation

2
Some
preparations were
done.

3
A good amount
of preparation
was done.

Speaking
and
Audience
Contact

Did not look at


the audience
and did not
speak clearly.

Looked at the
audience some of
the time; spoke
clearly once in a

Looked at the
audience and
spoke clearly.

4
Student
prepared
beyond level of
assessment
Gave attention
to the audience
and spoke very
expressively.

Score

Overall
understandi
ng of the
topic

Group didnt
show sufficient
understanding
of the message
and conflict of
the story.

while.
Group showed
understanding of
the message of
the story and its
conflict.

Group show
good
understanding of
the entire story
and its conflict.

Group showed
complete
understanding
of whole story
and its conflict.

Date: September 9, 2015


Wednesday
I. Objective/s

Day 7

II. Subject Matter

Topics:
Explaining how the elements specific to a selection build its
theme
Selection: INFERNO by Dante Alighieri translated by John
Ciardi
Skill: Literature
Materials: Copy of the activities, pictures
Reference: LM pages 129-130 TG pages 123-124

III. Learning Tasks


Teachers Tasks
Review:
1. What is the name of the river
which circles the rim of Hell?
2. What was the name of the
ferryman?
3. Who were the cowards in Canto
III whom Dante describes??
4. The uncommitted had saved
their blood all their lives. What was
the ultimate result of this act?
5. What is Dantes initial reaction to
the many souls he sees in the
Vestibule of Hell?
6. What is Dantes reaction to the
sights and sounds of Hell at the end

Explain how the elements specific to a selection build its


theme (EN10LT-IIa-14.2)

Students Tasks
Task 7 A SENSE CHART
In Canto III, Dante begins his description of Hell, which
becomes an assault on the senses of the readers. As we
read his harrowing descriptions of the sounds, sights, and
even smells of Hell, we come to share in Dantes
repugnance of the horrible experience the poet encounters.

of Canto III?
7. What message the does story
want to convey to us reader?
Answers
1. The river was the Acheron.
2. The ferryman was named
Charon.
3. The cowards are those who were
afraid to make a decision or
choices. The cowards that Dante
describes are the people who were
not brave enough to make a
decision one way or the other.
4. They now find their blood spilled
by wasps and hornets and drunk by
worms.
5. Dante is surprised at their
numbers; he had no idea so many
had died or that so many had died
uncommitted.
6. Dante is frightened and falls into
a swoon.

B. Use your Senses (Small Group)


Form 4 groups. Perform the task assigned in your group.
3. Eye Group Make a poster of what hell looks like based on the
text
4. Ear Group Record sounds of hell based on the details from the
text or use your voice and other materials available in producing
the sounds.
3. Hand Group Show an interpretative dance to reflect the
movements of tormented souls.
4. Eye and hand group- make a collage that depicts what hell
looks like.

Process students extended


learning activity.
How does imagery help you better
understand the selection?

Task 8. Applying what you read


1. Let the class read aloud the
highlighted question found in this
activity.
2. Instruct them to explain their
answer on the space provided after
the question.
3. Allow the students to share their
explanation with the rest of the
class.

Task 8 APPLYING WHAT YOU READ (Individual)


In Canto III of Inferno by Dante, Charon tells the souls to Bury
here and forever all hope of Paradise.

Explain your answer:


______________________________________________________
______________________________________________________

Evaluation: Give the theme of


Canto III. Explain how the elements
specific to a selection build its
theme.
Rubrics
5
Explanations are properly
presented and are related to
the theme.

Give the theme of Canto III. Explain how the elements


specific to a
selection build its theme.
Character
(Virgils Advice and Explanation of the inscriptions)

Explanations are properly


presented and are partially
Character
related to
the theme.

(Charons statement)

Character: Dantes Reaction

Remarks:
No. of learners within mastery level
______________________

Setting: Vestibule of Hell

No. of learners needing


reinforcement/remediation_________

Prepared by:

Noted:

JOSENIA P. CONSTANTINO
SST- I

JUAN P. CABRERA
Principal

Date: September 10, 2015


Thursday
I. Objective/s
II. Subject Matter

III. Learning Tasks


Teachers Tasks

Day 9
Give technical definitions (EN10V-IIa-13.9)
Define technical and operational definitions)
Topic: Giving technical definitions
Skill: Vocabulary
Materials: Copy of the activities, pictures
Reference: LM pages 130-131 TG pages 124-125

Students Tasks
Task 9 MAKING DEFINITIONS (Whole Class)

Introduction:
Ask the students how they define
terms. (How do you usually
define terms or unfamiliar words)

Definitions are a core part of any dictionary. Writing basic


definitions requires skill, practice, and sometimes help.

Discussion:
1. Discuss with the students the
two ways of defining words:
technical
and
operational
definitions.
2. Clarify the difference between
technical
definition
and
operational definition.
A technical definition is a
definition
in
technical
communication
describing
or
explaining technical terminology.
Technical definitions are used to
introduce the vocabulary which
makes
communication
in
a
particular field concise and clearcut.
(For example, the illiac crest from
medical terminology is the top
ridge of the hip bone.)
There are three main types of
technical definitions:
1) Parenthetical definitions;
2) Sentence definitions;
3) Extended definitions
An operational definition is a
demonstration of a process
such as a variable, term, or
object in terms of the specific
process or set of validation tests
used to determine its presence
and quantity.
3. Discuss the guidelines
writing a technical definition.
Generalization
Application
Have the students do Task 9.

in

Define Me (Small Group)


Alphabetize the words.
With your group, go over the other unfamiliar words in your
main text.
Make definitions of these unfamiliar words by following the
guidelines.

Word

Definition

Extended Learning Task

A. Give the definitions of the following words (either


parenthetical or sentence definition)
1. Novice
2. Cowardice
3. Pandemonium
4. Despicable
5. Retrograde
Use in your own meaningful sentences.
B. Research on argumentative essay.

Prepared by:

Noted:

JOSENIA P. CONSTANTINO
SST- I

JUAN P. CABRERA
Principal

Date: September 14, 2015

Day 10

Monday
I. Objective/s
II. Subject Matter

III. Learning Tasks


Teachers Tasks
Checking of assignment
Review
Pre-reading
Introduction:
Ask the class to give their idea on
argumentative essay. (What is an
argumentative essay?
Motive Question:
Have them answer the motive
question: Have you ever taken a
ride in a public transportation
with an aggressive driver?
How did you feel? What did you
do? Did you argue with the
driver?
Call a student to share his/her
answer to the motive question
with the rest of the class.
Vocabulary Development
Below are some words taken from
the argumentative essay
Aggressive Driving Should Be
Avoided that you are about to
read. Unlock the meaning of the
underlined words. Choose your
answer from the list in the box.
1. Aggressive driving is a
phenomenon.
2. tailgaiting, careless driving
3. Aggressive driving is a
phenomenon.
4. Aggressive driving also causes
fatalities.
a. practice of driving on a road too
close to a frontward vehicle
b. an occurrence of death by
accident
c. ready or likely to attack or
confront
d. a fact or situation that is
observed to exist or happen,
especially one whose cause or

Identify parts and features of argumentative essays (EN10LTIIa-14.2)


Topic: Identifying parts and features of argumentative
essays
Selection: Aggressive Driving Should Be Avoided
Skill: Writing and Composition
Materials: Copy of the activities, pictures
Reference: LM pages 132-134 TG pages 125-126

Students Tasks
YOUR DISCOVERY TASK
Task 10 READ TO WRITE!
Read an example of an argumentative essay below.
Have you ever taken a ride in a public transportation with an
aggressive driver? How did you feel? What did you do? Did
you argue with the driver?
Aggressive Driving Should Be Avoided
Aggressive driving is a phenomenon, which has only recently
got the public worried. The National Highway Traffic Safety Council
(NHTSC) defines aggressive driving as the operation of a motor
vehicle in a manner that endangers or is likely to endanger persons
or property. Actions such as running red lights, improper passing,
overtaking on the left, improper lane change, failing to yield,
improper turns, running stop signs, tailgaiting, careless driving, and
speeding are examples of aggressive driving. Such actions are
dangerous to other road users. Aggressive driving should be
avoided because it causes crashes, injuries and fatalities.
The first reason why aggressive driving should be avoided is it
causes crashes. According to NHTSC, between 78 percent
(excessive speed) and 100 percent (improper passing) of the cases
of aggressive driving resulted in traffic crashes and 96 percent of
the drivers cited for following too closely or tailgaiting caused
crashes as a result of their aggressive driving. Moreover, running
red light, improper passing, and overtaking on the left topped
other categories of aggressive driving in contributing to traffic
crashes.
Another reason why aggressive driving should be avoided is it
causes injuries. NHTSC states that the percentages of the injuries
caused by aggressive driving are, in almost all categories of
aggressive driving, above 100 percent.
Aggressive driving also causes fatalities. Overtaking on the
left appears to be the most important contributing factor in traffic
fatalities as it relates to aggressive driving. Improper lane change,
running stop sign, and running red light rank second through
four in terms of their contribution to traffic fatalities.
The above evidence shows that aggressive driving causes
crash injuries and fatalities. Hence, aggressive driving should be
avoided. Since the opening on the North-South Highway, the
number of kilometers of roads in the country has increased by one
percent while the number of vehicle miles driven has increased by
35 percent. More cars and more drivers are also on the road leading
to more aggressive drivers.
http://learnenglishessay.blogspot.com/2011/12/argumentativeessay.html

During Reading
Read the model argumentative
essay.

Task 10 A
A. Reason Out! (Pair work)
Inside the box provided below, give three reasons why aggressive
driving should be avoided. Write your explanation opposite the box.

Post Reading
Task 10 A
A. Reason Out
Find a partner and work on the
activity found Your Discovery Task
10 A.
Answers:
1. It causes crashes.
2. It causes injuries.
3. It causes fatalities.
An argumentative essay tries to change the readers mind by
convincing the reader to agree with the writers point of view.
Features of an Argumentative Essay
An argumentative essay attempts to be highly persuasive and
logical. It usually assumes that the reader disagrees with the writer, but
it should be noted that the reader is no less intelligent than the writer.
Hence, an argumentative essay should be written objectively and
logically.
Task 10 B.
Discuss with class what an
argumentative essay is and its
characteristics.

An argumentative essay has the following characteristics:


1
2
3

presents and explains the issue or case


gives reasons and supports these reasons to prove its point
refutes (proves wrong) opposing arguments.

Parts
1. Introduction
First is the introductory paragraph. It introduces the
problem and gives the background information needed
for the argument and the thesis statement.
1. Body
The body of the essay contains the reasons. Each
paragraph talks about one reason. The reason is
included in the topic sentence and is supported by
details or materials. These supporting materials can be
examples, statistics, personal experiences, or
quotations.
1. Conclusion
The conclusion restates the main claim and gives one or two general

statements which exactly summarize the arguments and support the


main premise.

Task 11 IDENTIFY AND CLASSIFY! (Whole Class)


From the model argumentative essay, identify its parts by
rewriting the essential statements in the box.
Aggressive Driving Should Be Avoided

Task 11. Identify and Classify


1. Inform the class to go over on
the model argumentative essay.
2. Let them do the task.

Evaluation (See attached rubrics)

Read the argumentative essay below.


Identify its parts. (15 points)

Remarks:
No. of learners within mastery
level ______________________
No. of learners needing
reinforcement/remediation_______
__

Extended Learning Tasks

A. Write an argumentative essay on any of the following


topics. Be sure to observe/consider the features of the

A. Ask the students to write an


argumentative essay.
B. Have them so Task 11 B. I
Saw the Sign

an argumentative essay. Be guided by its parts also.


1. Is global climate change man-made?
2 Is our election process fair?
3. Do curfews keep teens out of trouble?
4. Is cheating out of control?
5. Are we too dependent on computers?
6. Are parents clueless about child predators on the Internet?
7. Should cigarette smoking be banned?
8. Are cell phones dangerous?
9. Is child behavior better or worse than it was years ago?
10. When should parents let teens make their own decisions?
11. Does boredom lead to trouble?
12. Does participation in sports keep teens out of trouble?

B. Task 11 B. I Saw the Sign


Write common signage you see along the road. Write it on a
clean bond paper.

Prepared by:

Advance Assignment
C. Research on Argumentative speech about resolving
conflict. The following topics may guide in making your
research. Get ready for your final performance.
1. Resolving Conflicts
2. Unity in Diversity
3. Harmonizing Relationship with Others
4. Bridging the Gap
5. Recognizing Interpersonal Covergence
Noted:

JOSENIA P. CONSTANTINO
SST- I

JUAN P. CABRERA
Principal

Rubrics for the Assessment of the Argumentative Essay


A.
Introduction

5
Well-developed
introductory
paragraph contains
detailed
background , a clear
explanation or
definition of the
problem

3
Introductory
paragraph
contains
some
background
information
and states
the
problem,
but does
not explain
using

1
Introduction
states the
thesis but
does not
adequately
explain the
background of
the problem.
The
problem is
stated, but
lacks detail.

0
problem is
vague or
unclear.
Background
details are a
seemingly
random
collection of
information,
unclear, or
not related
to the topic.

B. Main
Points
Body
Paragraphs
Refutation

Three or more main


points are well
developed with
supporting details.
Refutation
paragraph(s)
acknowledges the
opposing view and
summarizes their main
points

C. Conclusion

Conclusion
summarizes the main
topics without
repeating previous
sentences; writers
opinions and
suggestions for
change are logical
and well thought out.

D.
Organization

Logical, compelling
progression of
ideas in essay;clear
structure which
enhances
and showcases the
central idea or
theme and moves the
reader through
the text. Organization
flows so
smoothly the reader

details.
Three or
more main
points are
present
but may
lack detail
and
developmen
t in one or
two.
Refutation
paragraph(s
)
acknowledg
es the
opposing
view but
doesnt
summarize
points.

Three or more
main points,
but all lack
development.
Refutation
paragraph(s)
missing and/or
vague

Less than
three main
points,
with poor
development
of
ideas.
Refutation
missing or
vague.

Conclusion
summarizes
main topics.
Some
suggestions
for change
are
evident.

Conclusion
summarizes
main topics,
but is
repetitive. No
suggestions
for
change and/or
opinions are
included.

Conclusion
does not
adequately
summarize
the main
points. No
suggestions
for change or
opinions are
included.

Overall, the
paper is
logically
developed.
Progression
of ideas in
essay
makes
sense and
moves the
reader
easily

Progression of
ideas in essay
is awkward,
yet moves the
reader
through the
text without
too much
confusion. The
writer
sometimes
lunges ahead

Arrangement
of essay is
unclear
and illogical.
The writing
lacks a
clear sense of
direction.
Ideas,
details or
events seem
strung

hardly thinks about it.


Effective, mature,
graceful transitions
exist throughout the
essay.

through the
text.
Strong
transitions
exist
throughout
and add to
the essays
coherence

too quickly or
spends
too much time
on details that
do not
matter.
Transitions
appear
irregularly, but
not equally
throughout
the essay.

together in a
loose or
random
fashion; there
is no
identifiable
internal
structure and
readers
have trouble
following the
writers
line of
thought. Few,
forced
transitions in
the essay or
no
transitions
are present.

Evaluation
HEALTH AND HEALING AT YOUR FINGERTIPS
Throw out the bottles and boxes of drugs in your house. A new theory suggests that
medicine could be bad for your health, which should at least come as good news to people who
cannot afford to buy expensive medicine. However, it is a blow to the medicine industry, and an
even bigger blow to our confidence in the progress of science. This new theory argues that
healing is at our fingertips: we can be healthy by doing Reiki on a regular basis.

Supporters of medical treatment argue that medicine should be trusted since it is effective
and scientifically proven. They say that there is no need for spiritual methods such as Reiki, Yoga,
Tai Chi. These waste our time, something which is quite precious in our material world. There is
medicine that can kill our pain, x-rays that show us our fractured bones or MRI that scans our
brain for tumors. We must admit that these methods are very effective in the examples that they
provide. However, there are some every day complaints such as back pains, headaches,
insomnia, which are treated currently with medicine. When you have a headache, you take an
Aspirin, or Vermidon, when you cannot sleep, you take Xanax without thinking of the side effects
of these. When you use these pills for a long period, you become addicted to them; you cannot
sleep without them. We pay huge amounts of money and become addicted instead of getting
better.
Opponents of alternative healing methods also claim that serious illnesses like cancer
cannot be treated without drugs. They think so because these patients spend the rest of their
lives in the hospital taking medicine. How can Reiki make these people healthy again? It is very
unfortunate that these patients have to live in the hospital losing their hair because of
chemotherapy, losing weight because of the side effects of the medicine they take. Actually, it is
common knowledge that except for when the cancer is diagnosed at an early stage, drugs also
cannot treat AIDS or cancer. Most of the medicine these patients use are to ease their pain and
their sufferings because of the medical treatment they undergo. Instead of drugs which are
expensive and have many side effects, you can use your energy to overcome the hardships of life,
find an emotional balance, leave the stress of everyday life and let go of the everyday worries.
Most of the chronic conditions such as eczema or migraine are known to have causes such as
poor diet and stress. Deep-rooted anger or other strong emotions can contribute to viral infections
as well. Since balancing our emotions and controlling our thoughts are very important for our
well-being, we should definitely start learning Reiki and avoid illnesses before it is too late.
Some people may still maintain that in our material world, everything depends on time. It is
even lacking time that causes much of the stress that leads to the illnesses we mentioned. How
would it be possible to find time to do Reiki to ourselves and the people around us when we
cannot even find time to go to the theater? This is one good thing about Reiki; it does not require
more than 15 minutes of our time. There is no need for changing clothes or special equipment. It
is a wonderfully simple healing art, an effective method of relaxation and stress-relief. Most
important of all, it is less time consuming than medicine if we think of all the time we spend
taking medicine for some complaints and taking some more for the side effects as well.
Having said these, resistance to Reiki would be quite illogical. Reiki is natural and drug-free.
What is more, it is easy to learn by anyone, regardless of age and experience. It can be used
anywhere, anytime. It also enhances physical, mental, emotional and spiritual well-being and the
benefits last a lifetime. It is definitely high time to get away from the drug boxes we store in our
drug cabinet!

Date: September 15, 2015


Tuesday
I. Objective/s
II. Subject Matter

Day 11
Employ appropriate pitch, stress, juncture, intonation, etc.
(EN10OL-IIa5)
Topic:
Selection:
Skill: Oral Language and Fluency

Materials: Copy of the activities, pictures


Reference: LM pages 136-138 TG pages 130

III. Learning Tasks


Teachers Tasks
Checking of assignment
Motivation:
What are the qualities of
a good speaker? Do you know
that intonation affects the
meaning of a sentence?
Presentation:
Intonation affects the meaning of
a sentence. Listen to the
telephone conversation.
Analysis: What do you notice with
the conversations? How does the
intonation affect the
conversation?
Discussion:
Intonation the sound changes
produced by the rise and fall of the
voice when speaking, especially when
this has an effect on the meaning of
what is said.
Juncture the manner in which
words
come
together
and
a
connection is made.
Stress accent, the relative
prominence of a syllable or musical
note
Pitch the property of sound with
variation in frequency of vibration
Note: Examples are provided
through video presentation.

Application
Task 13 Express Yourself!

Students Tasks
Task 13. Express Yourself! (Small Group)
Below are the commonly used expressions. These are
necessary words to be respected and accepted.
A. Form a group and perform the intonation activities for oral
fluency.
Group 1
Say Hello in the following situations:
1
2
3
4
5
6

to a friend
to a friend you havent seen for a year
to your teacher
to a six-month old baby
to someone you found doing something they shouldnt
to someone youre not sure is still on the other end of
the phone

Group 2
Say How are you? in the following situations:
1
2
3
4

to someone
to someone
to someone
to someone
family

you meet for the first time


you havent seen for 3 years
who just recovered from sickness
who has recently lost a member of the

Group 3
Say Thank you to the following people:
1
2
3
4

someone who helped you carry your bag


someone who gave you a present
someone who opened the door for you
your boss for allowing you to take a leave

Group 4
Say Please in the following situations:
1
2
3
4

when
when
when
when

youre requesting for something


you make an order
you are offering something
you give a command

Group 5
Say Excuse me in the following situations:
1
2
3
4
5

Performance Evaluation:

when
when
when
when
when

you want to interrupt in a conversation


you want to clarify something
you are correcting someone
you want to get a persons name
youre asking for directions

Its your turn!


This time say the following statements correctly and determine if you
are going to use a rising or a falling intonation.

__

1. Its unbelievable!
2. Thats great!
3. Oh, sure I will.
4. You must be kidding!
5. Really? Thats good!
6. Dont worry, I understand.
7. You shouldnt have.
8. I think I will.
9. Keep it up!
10. Its okay

Prepared by:

Noted:

JOSENIA P. CONSTANTINO
SST- I

JUAN P. CABRERA
Principal

Remarks:
No. of learners within mastery
level ______________________
No. of learners needing
reinforcement/remediation_______