St.

Mary’s College of Catbalogan

Catbalogan City, Samar

UNIT PLAN

Subject : GRADE 10 ENGLISH School Year : 2017 - 2018

Unit Topic : Communication Arts: Unity amidst Complexity
Quarter : FOURTH
No. of Days : 25 Unit : ONE

STAGE 1: DESIRED RESULT

CONTENT STANDARDS
The learners fluently, creatively and confidently express themselves in substantial argument on
relevant issues to persuade individuals towards social responsibility and solidarity.
DAY 1: Sentence Transformations: Declarative to Interrogative (Information Questions)
DAY 2: Sentence Transformations: Declarative to Interrogative (Yes - No and Tag Questions)
DAY 3: Sentence Transformations: Declarative to Imperative and Exclamatory
DAY 4: Direct and Indirect Speech (Perfect Tenses)
DAY 5: Direct and Indirect Speech (Interrogative Sentence)
DAY 6: Verbals
DAY 7: Voices
DAY 8: Context Clues
DAY 9: Determining vocabulary jargon
DAY 10: Sensing difference between linear texts and nonlinear texts/print and non-
print
DAY 11: Using adverbs in narration
DAY 12: Composing forms of literary writing
DAY 13: understanding chamber theater
DAY 14: Performance Task
DAY 15: Performance Task

TRANSFER GOAL
The students in the long run and on their own will be able to uphold unity amidst diversity, using
oral and written discourse effectively and creatively.
ESSENTIAL UNDERSTANDING
The student will understand that…
Unity removes diversity.
KNOWLEDGE
The student will know…
1. the rules in transforming declarative to
interrogative sentences (information
questions)
2. the manner of altering declarative to
interrogative sentences (yes - no and
tag questions)
3. the practice of transmuting sentences
from declarative to imperative and
exclamatory sentences
4. the method of converting direct from
ESSENTIAL QUESTION(S)
The student will keep considering the
following…?
1. How does unity remove diversity?
2. How can we eliminate diversity?
SKILLS
The student will be able to…
1. deduce the significance of
information questions in both oral
and written discourse
2. scrutinize the function of yes - no
and tag questions in casual
conversation.
3. infer the purpose of imperative and
exclamatory sentences in daily
conversation.
4. distinguish direct from indirect
 indirect speech speech
5. the steps in changing direct from indirect 5. propose the use of direct and
speech (interrogative sentence) indirect speech as an effective way
6. importance of verbals of giving information accurately
7. the ways of transposing active to passive (interrogative sentence)
base form of the verbs
8. the process of unlocking unfamiliar 6. analyze the essence using verbals in
words using context clues interview
7. differentiate active to passive base
form of the verbs
8. suppose using context clues as an
effective study habit to comprehend
texts
STAGE 2 ASSESSMENT EVIDENCE
PERFORMANCE TASKS (WITH RUBRICS)
Although it is observable in many aspects of living, diversity can be eliminated through
promoting unity. In relation with this context, the students will express the language to
determine the appropriate stress, intonation, phrasing, and pacing tone while organizing and
performing a musical play which encourages unity.
G – Manifest creativity, and language skills
while organizing and performing a Musical
Play.
R – Event Coordinators, Theatre Performers,
and Director
A – Viewers, classmates and
teacher
S – Organizing and performing a Musical Play
P – Extemporaneous Speech
S – (see rubric)
OTHER EVIDENCES:
a. Individual and small group dynamics
b. Classroom discussions and presentations
c. Oral drills
d. Written activates and quizzes
e. Other written outputs
f. Personal reflection /Journal
g. Performance rubric
h. Unit Test
STAGE 3 LEARNING PLAN
DAY 1:
1. Posting of EQ and discussing the performance task.
2. Activating prior knowledge on Sentence Transformations: Declarative to
Interrogative (Information Questions)
3. Transforming Declarative to Interrogative (Information Questions)

DAY 2:
1. Activating prior knowledge on Sentence Transformations: Declarative to
Interrogative (Yes - No and Tag Questions)
2. Transforming Declarative to Interrogative (Yes - No and Tag Questions)

DAY 3:
1. Activating prior knowledge on Sentence Transformations: Declarative to Imperative
and Exclamatory
 2. Transforming Declarative to Imperative and Exclamatory

DAY 4:
1. Activating prior knowledge Direct and Indirect Speech (Perfect Tenses)
2. Changing Direct and Indirect Speech (Perfect Tenses)
3. News Casting

DAY 5:
1. Reposting of EQ and activating prior knowledge on Direct and Indirect Speech
(Interrogative Sentence)
2. Changing Direct and Indirect Speech (Interrogative Sentence)
3. Interview
DAY 6:
4. Posting of EQ and discussing the performance task.
5. Activating prior knowledge on verbals
6. Categorizing verbals
7. Revising unparallel sentences

DAY 7:
3. Activating prior knowledge on voices of the verb
4. Accomplishing Venn Diagram on voices of the verb
5. Sorting activity on voices of the verb
6. Transposing active to passive voice of the verb

DAY 8:
1. Activating prior knowledge on context clues
2. Unlocking unfamiliar words using context clues
3. Constructing Sentences using unfamiliar words

DAY 9: Performance Task – Viewing Groups 1

DAY 10: Performance Task – Viewing Groups 2

REFERENCE AND INSTRUCTIONAL MATERIALS

English Across Continents. Makati City: Diwa Learning Systems Inc., 2013.
McPeek, Wright. Handbook of English.

Multi – media material

News articles
Audio-visual room
Projector
Game kit

Prepared By: Checked by: Approved By:

ROMMEL VELASCO MABULAC
___________________________
Designation:
S.MA. JESUSITA L. BERNATE,
MRS. VILMA T. CABUENAS RVM
Academic Coordinator – Principal – Date
Date
 St. Mary’s College of Catbalogan
Catbalogan City, Samar

RUBRIC FOR MUSICAL PLAY

Evaluation Criteria Level 1 Level 2 Level 3 Level 4
A1. Creative -limited -some demonstration -considerable -thorough demonstration
Process: (K/U) demonstration of of understanding the demonstration of of understanding the lyric
Understanding understanding the lyric through the story understanding the through the story
intentionality of lyrics lyric through the story -some preparation lyric through the story -thorough preparation
through the -limited preparation (flow)- inconsistent -considerable (flow), unique performance
storytelling, (flow) preparation (flow)
Preparation
Collaborative
Assessment
10 Marks 5 5.5 6 6.5 7 7.5 8 9 10
A2.Elements & -limited knowledge of -some knowledge of -considerable -staging demonstrates high
Conventions:(A) staging (blocking) staging (blocking) knowledge of staging degree of effectiveness
Use of Stage, Setting, -limited -some understanding (blocking) -thorough understanding of
Concentration, understanding of set of set design, use of -considerable set design, use of props,
Character design, use of props, props, costumes understanding of set costumes
Development costumes -some attention to design, use of props, -thorough attention to
Individual Assessment -limited attention to character development costumes character development,
character (inconsistent) -considerable makes interesting,
development -some attention to attention to character provocative choices
-limited attention to concentration development -thorough attention to
concentration (inconsistent -considerable concentration (believability
(believability in role) believability in role) attention to in role)
concentration
(believability in role)
20 Marks 10 11 12 13 14 15 16 17 18 19 20
A3. Presentation -considerable use of -considerable use of -considerable use of -highly effective use of
Technique: (Comm) body language, body language, body language, body language, movement
Use of Body movement patterns to movement patterns to movement patterns to patterns to convey a
(Movement), Use of convey a convey a story/attitude convey a story/attitude
Voice, Musicality story/attitude -considerable use of story/attitude -highly effective use of
Individual Assessment -considerable use of voice (projection, -considerable use of voice (projection,
voice (projection, intonation, use of voice (projection, intonation, use of pause)
intonation, use of pause) intonation, use of -consistent understanding
pause) -considerable pause) of musicality of the piece
-considerable understanding of -considerable (attention to tempo and
understanding of musicality of the piece understanding of rhythm)
musicality of the piece (attention to tempo and musicality of the piece
(attention to tempo rhythm) (attention to tempo
and rhythm) and rhythm)
20 Marks 10 11 12 13 14 15 16 17 18 19 20