TG (Third Quarter)

THIRD QUARTER
Haikus: Haiku
Content Standard LESSON OUTLINE
The learner demonstrates understanding of how world literature and other Introduction Introduction in romanticism and realism.
text types serve as sources of wisdom in expressing and resolving conflicts
among individuals, groups and nature; also how to use evaluative reading, Motivation Ask learners to give the type of verse that will be
discussed for today by solving a cryptogram. Ask them to
listening and viewing strategies, special speeches for occasion, pronouns
give xpanded definition of the terms. Provide a brief
and structures of modification.
biographical background of the author, Matsuo Basho.
Performance Standard
Instruction/
The learner skillfully delivers a speech for a special occasion through Practice Ask the learners to read Haikus by Matsuo Basho. Let
utilizing effective verbal and non-verbal strategies and ICT resources. them answer the comprehension questions orally. Discuss
what haiku is.
Learning Competency
Enrichment Ask learners to fill in a diagram with words from Basho’s
The learners will be able to (a) listen to simplify recognize, synthesize and haikus that stimulate each sense.
evaluate information to expand review, or update knowledge (b) explain how
the elements specific to a selection build its theme. Evaluation In groups of five, ask learners to research haikus in the
Specific Learning Outcomes library or on the Internet and choose five that appeal to
them. Make their own interpretation of their chosen
At the end of the lesson, the learners will be able to: haikus. Each number will deliver a dramatic reading while
the others interpret the haikus by acting out according to
 Give expanded definition of words
how they interpret the poems.
 Express appreciation for sensory images used
 Identify what haiku is Materials PowerPoint Presentation/Visual Aid; Copy of the poem;
 Deliver a dramatic reading of a chosen haiku worksheet
Resources English in Perspectives 10 pp. 254-260
October 18, 2017 (Wednesday) 60 mins.

THIRD QUARTER
Personal Pronouns
The learner demonstrates understanding of how world literature and other Introduction Review on haiku.
among individuals, groups and nature; also how to use evaluative reading, Motivation Diagnostics: Give learners an exercise to review their prior
knowledge on personal pronouns.
and structures of modification. Instruction/
Practice Facilitate the discussion on personal pronouns and the
three cases of personal pronouns. Give exercise to
The learner skillfully delivers a speech for a special occasion through learners where they have to analyze each sentence in a
utilizing effective verbal and non-verbal strategies and ICT resources. paragraph and underline the correct pronoun to be used to
complete it.
Learning Competency
Enrichment Ask learners to find out what is wrong with each
The learners will be able to use pronouns effectively. sentence. Ask them to correct each.
Specific Learning Outcomes
Evaluation Ask learners to write meaningful sentences using personal
At the end of the lesson, the learners will be able to: pronouns based on a guideline.
 Identify what personal pronouns are Materials PowerPoint Presentation/Visual Aid; Worksheet; Hand-
 Analyze passage and identify the most appropriate pronouns to be outs
used
 Rewrite sentences observing the correct use of personal pronouns
 Write meaningful sentences using personal pronouns
October 19, 2017 (Thursday) 60 mins.
THIRD QUARTER
Indefinite Pronouns
The learner demonstrates understanding of how world literature and other Introduction Review on personal pronouns.
text types serve as sources of wisdom in expressing and resolving conflicts Motivation Diagnostics: Give learners an exercise to review their prior
among individuals, groups and nature; also how to use evaluative reading, knowledge on indefinite pronouns.
Practice Facilitate the discussion on indefinite pronouns and the
Performance Standard two types of indefinite pronouns. Give exercise to learners
where they have to identify indefinite pronouns used in
The learner skillfully delivers a speech for a special occasion through
sentences and classify them as personal or nonpersonal
utilizing effective verbal and non-verbal strategies and ICT resources. and singular or plural.
Learning Competency
Enrichment Ask learners to complete a dialogue by supplying the
The learners will be able to use pronouns effectively. appropriate indefinite pronouns to be used.
Specific Learning Outcomes Evaluation Ask learners to work with a partner and create a four-lined
At the end of the lesson, the learners will be able to: two-stanza poem using indefinite pronouns given.
 Identify what indefinite pronouns are Materials PowerPoint Presentation/Visual Aid; Copy of the story;
Video clip
 Classify pronouns as singular or plural and personal or
nonpersonal Resources English in Perspectives 10 pp. 331-333
 Complete a dialogue by supplying the appropriate indefinite
pronouns to be used
 Create a four-lined two-stanza poem using indefinite pronouns November 2, 2017 (Thursday) 60 mins.
THIRD QUARTER
Relative Pronouns
The learner demonstrates understanding of how world literature and other Introduction Review on indefinite pronouns.
text types serve as sources of wisdom in expressing and resolving conflicts Motivation Diagnostics: Give learners an exercise to review their prior
among individuals, groups and nature; also how to use evaluative reading, knowledge on relative pronouns.
Practice Facilitate the discussion on relative pronouns and the
Performance Standard three cases of relative pronouns. Give exercise to learners
where they have to identify relative pronouns used in
sentences and circle the words these pronouns modify.
utilizing effective verbal and non-verbal strategies and ICT resources.
Learning Competency Enrichment Ask learners to analyze and rewrite sentences observing
the correct use of relative pronouns.
The learners will be able to use pronouns effectively.
Evaluation Facilitate a guessing game. Ask learners to form a group
Specific Learning Outcomes of five and have a guessing game using relative pronouns
At the end of the lesson, the learners will be able to: by asking and answering questions.
 Identify what relative pronouns are Materials PowerPoint Presentation/Visual Aid; Copy of the story;
 Identify which word each relative pronoun modifies Video clip
 Use relative pronouns effectively Resources English in Perspectives 10 pp. 334-337
November 6, 2017 (Monday) 60 mins.

THIRD QUARTER
Denotation and Connotation
Content Standard
The learner demonstrates understanding of how world literature and other LESSON PLAN
Introduction Review on relative pronouns.
among individuals, groups and nature; also how to use evaluative reading,
listening and viewing strategies, special speeches for occasion, pronouns Motivation Diagnostics: Ask the learners to answer the Ready part on
and structures of modification. page 251 of the worktext. This section will serve as
diagnostics in identifying their knowledge of the language
skill in focus.
Instruction/ Discuss comprehensively the language skill I focus-
denotation and connotation on pages 251-252 of the
Specific Learning Outcomes worktext. Add some more examples as needed.
At the end of the lesson, the learners will be able to: Enrichment Let the learners do exercise A under Go on page 252-254
of the worktext.
 Differentiate denotation from connotation and vice versa
 Explain how words are used in a sentence Evaluation Ask the learners to individually work on exercise B, C and
 Rewrite a paragraph by changing words to words having the same D under Go on pages 253-254 of the worktext.
denotation, but a different connotation to create a different mood in
Materials Textbook (Perspectives 10); PowerPoint
the paragraph
Presentation/Visual Aid
Resources Perspectives 10 pp. 251-254
November 7, 2017 (Tuesday) 60 mins.

THIRD QUARTER
Forum

The learner demonstrates understanding of how world literature and Introduction Review on connotation and denotation.
other text types serve as sources of wisdom in expressing and
Motivation Let the learners watch a short video clip of a forum.
resolving conflicts among individuals, groups and nature; also how to
Let them describe what is being done in the forum.
use evaluative reading, listening and viewing strategies, special
Tell them that a forum is another of public discussion
speeches for occasion, pronouns and structures of modification.
meeting.
Instruction/ Discuss with the learners the lesson contained on
The learner skillfully delivers a speech for a special occasion through page 246 of the worktext. Ask learners to differentiate
utilizing effective verbal and non-verbal strategies and ICT resources. a debate from a forum.
Specific Learning Outcomes Enrichment Ask learners to work on activities under Let’s Talk It
Out on page 246 of the worktext. Lead them to point
At the end of the lesson, the learners will be able to:
out the skills discussed in this part.
 Identify what forum is Evaluation Let learners simulate a short simple forum.
 Simulate a short simple forum
Resources Perspectives 10 p. 246
November 8, 2017 (Wednesday) 60 mins

THIRD QUARTER
Listening to an Oratorical Speech and Responding to its Stand

The learner demonstrates understanding of how world literature and other Introduction Review on forum.
Motivation Ask learners questions on finding one’s identity.
listening and viewing strategies, special speeches for occasion, pronouns Instruction/ Discuss the learners the lesson contained on page 256 of
and structures of modification. the worktext.
Performance Standard Enrichment Prepare the learners to listen to a short passage about
The learner skillfully delivers a speech for a special occasion through finding one’s own identity. Inform them that they can go
through the questions in the Check What You Heard part
on page 256 of the worktext as they listen to the short
Specific Learning Outcomes article.
At the end of the lesson, the learners will be able to: Evaluation Read the passage twice –once before you let the learners
answer the questions and another after they have
 Listen to an oratorical speech and respond to its stand answered them. This will allow them to check their own
comprehension level of their listening skill. Check the
learners’ answers against the following answers.
November 9, 2017 (Thursday) 60 mins.

THIRD QUARTER
If, Lord, Thy Love for Me is Strong: Rhyme Scheme
The learner demonstrates understanding of how world literature and other Introduction Review on forum.
among individuals, groups and nature; also how to use evaluative reading, Motivation Give a vocabulary enrichment and a biographical
background of the author, Saint Teresa of Avila.
Practice Ask the learners to read the devotional poem written by
Saint Teresa of Avila and find out how great and
The learner skillfully delivers a speech for a special occasion through overflowing her love for God was and why. Let them
utilizing effective verbal and non-verbal strategies and ICT resources. answer questions about the poem read. Facilitate the
discussion on the types of rhyme scheme.
Learning Competency
Enrichment Ask learners to study the rhyme scheme of Saint Teresa’s
The learners will be able to (a) give expanded definition of words; and (b) poem and explain the type of rhyme scheme she used.
explain the literary devices used. Tell them to write their answers on a sheet of paper; then,
compare their answers with a partner.
At the end of the lesson, the learners will be able to: Evaluation Divide the class into five groups, ask learners to compose
a tune for Saint Teresa’s poem. They may use different
 Give expanded definition of words by defining words musical instruments for their composition. Let them
 Identify the different kinds of rhyme present their song to the class. Evaluate their
 Analyze Saint Teresa’s poem by identifying what rhyme scheme is performance.
employ
 Compose a tune for Saint Teresa’s poem Materials PowerPoint Presentation/Visual Aid; Copy of the poem
Resources English in Perspectives 10 pp.

THIRD QUARTER
Symposium

The learner demonstrates understanding of how world literature and other Introduction Review on the different kinds of rhyme.
among individuals, groups and nature; also how to use evaluative reading, Motivation Present a glass of wine. Ask the learners about how they
think it is connected to the lesson. Tell them a brief
and structures of modification. historical background of symposium.
Instruction/ Discuss with the learners the lesson contained on page
257 of the worktext.
Enrichment Ask learners to work on activities under Let’s Talk It Out
on page 257 of the worktext. Lead them to point out the
Specific Learning Outcomes skills discussed in this part.
At the end of the lesson, the learners will be able to: Evaluation Ask the learners to perform a short symposium.
 Identify what symposium is Materials Textbook (Perspectives 10); PowerPoint

 Differentiate symposium from forum Presentation/Visual Aid
 Perform a symposium

THIRD QUARTER
Listening to a Sample Text and Analyzing the Point of Accuracy

The learner demonstrates understanding of how world literature and other Introduction Review on symposium.
Motivation Ask learners questions about technology.
technology. Inform them that they can go through the
questions in the Check What You Heard part on page 268
of the worktext as they listen to the short article
Evaluation Read the passage twice –once before you let the learners
At the end of the lesson, the learners will be able to: answer the questions and another after they have
answered them. This will allow them to check their own
 Analyze the point of accuracy in a sample text listened to. comprehension level of their listening skill. Check the
November 20, 2017 (Monday) 60 mins

THIRD QUARTER
Excerpt from Pygmalion: Literary Techniques
The learner demonstrates understanding of how world literature and other Introduction Review on listening to a sample text and analyzing the
text types serve as sources of wisdom in expressing and resolving conflicts point of accuracy.
Motivation Ask learners to guess the name of a Greek mythological
character by identifying the terms being asked. Ask them
to get the first letter and combine all of the letters to know
Performance Standard the mythological character. Give a short biographical
background of the author, George Bernard Shaw.
utilizing effective verbal and non-verbal strategies and ICT resources. Instruction/
Practice Ask the learners to read the excerpt from Pygmalion. Tell
Learning Competency them to have comprehension check-up as an oral activity.
The learners will be able to (a) evaluate the information contained in the Discuss with the learners the different literary techniques.
material viewed in terms of appropriateness and effectiveness; and (b) Give
Enrichment Ask learners to fill in a chart providing details for each
expanded definition of word. literary device used in the story-allusion, foreshadowing,
Specific Learning Outcomes idiom, irony and theme. Tell them also to identify author’s
purpose using guide questions.
Evaluation In groups of three, ask learners to look for a short story in
 Recognize the manners the social classes of English society in the the library which used any literary device. Tell them to
1920’s write an analysis about the story read through the use of
 Discus how the literary techniques used by the author reveal the guide questions.
purpose of the play
 Write an analysis of the literature read Materials PowerPoint Presentation/Visual Aid; Copy of the story

THIRD QUARTER
Achieving Variety in One’s Expression
Content Standard
Introduction Review on literary techniques.
skill in focus.
achieving variety in one’s expression on pages 272-273 of
Specific Learning Outcomes the worktext. Add some more examples as needed.
At the end of the lesson, the learners will be able to: Enrichment Let the learners do exercise A under Go on page 273 of
the worktext.
 Identify ways to achieve variety in one’s expression
 Create a variety in their expressions Evaluation Ask the learners to individually work on exercise B, C, and
D under Go on pages 274-275 of the worktext.
November 22, 2017 (Wednesday) 60 mins.

THIRD QUARTER
Round Table

The learner demonstrates understanding of how world literature and Introduction Review on achieving variety in one’s expression.
other text types serve as sources of wisdom in expressing and
Motivation Ask learners about what they think about round table
resolving conflicts among individuals, groups and nature; also how to
discussion.
use evaluative reading, listening and viewing strategies, special
speeches for occasion, pronouns and structures of modification. Instruction/ Discuss with the learners the lesson contained on
page 269 of the worktext. Let learners differentiate
panel discussion from round table discussion
Enrichment Ask learners to work on activities under Let’s Talk It
Out on page 269 of the worktext. Lead them to point
Specific Learning Outcomes out the skills discussed in this part.
At the end of the lesson, the learners will be able to: Evaluation Ask the learners to perform a short round table
discussion.
 Identify what round table is
 Perform a round table discussion Materials Textbook (Perspectives 10); PowerPoint

THIRD QUARTER
Listening to a Sample Text to Validate the Claims Stated

The learner demonstrates understanding of how world literature and other Introduction Review on round table discussion.
Motivation Ask learners questions about taking short-answer tests.
taking short-answer tests. Inform them that they can go
through the questions in the Check What You Heard part
on page 287 of the worktext as they listen to the short
Specific Learning Outcomes article
At the end of the lesson, the learners will be able to: Evaluation Read the passage twice –once before you let the learners
 Analyze the point of accuracy in a sample text listened to. answered them. This will allow them to check their own

THIRD QUARTER
Excerpt from Les Miserables: Historical Novel
The learner demonstrates understanding of how world literature and other Introduction Review on listening to a sample text to validate the claims
text types serve as sources of wisdom in expressing and resolving conflicts stated.
Motivation Semantic Web: Ask learners of words they associate with
the word miserable. Expound learners’ answers. Give a
short biographical background of Victor Hugo.
Instruction/
The learner skillfully delivers a speech for a special occasion through Practice Ask the learners to read the excerpt from Les Miserables.
utilizing effective verbal and non-verbal strategies and ICT resources. Let them answer questions about the excerpt read.
Facilitate the discussion on historical novel.
Learning Competency
Enrichment Ask learners to provide some details or elements from the
The learners will be able to (a) give expanded definition of words; (b) explain excerpt that illustrates Les Miserables as a novel from
how the elements specific to a selection build its theme; and (c) understand France in a particular period of time. Ask them to write
what the novel as about the country, which is used as the setting. their answers in a chart.
Evaluation With a partner, ask learners to research about the
At the end of the lesson, the learners will be able to: historical elements found in the novel Les Miserables. Ask
them to create a timeline based on their research by citing
 Give expanded definition of words those historical events by year.
 Explain how the elements specific to a selection build its theme
 Understand how a literary work is influenced by different factors Materials PowerPoint Presentation/Visual Aid; Copy of the story;
based on the environment, the writer’s experiences and the Worksheet
historicity of the selection Resources English in Perspectives 10 pp. 281-288
 Visualize the events happening in the historical time prescribed in
the story
 Create a timeline of the historical elements found in Les Miserables
THIRD QUARTER
Achieving Coherence in One’s Expression
Content Standard
Introduction Review on historical novel.
skill in focus.
achieving coherence in one’s expression on pages 283-
Specific Learning Outcomes 284 of the worktext. Add some more examples as needed.
At the end of the lesson, the learners will be able to: Enrichment Let the learners do exercise A under Go on pages 284-
 Identify ways to achieve coherence in one’s expression
 Create coherence in their expressions Evaluation Ask the learners to individually work on exercise B under
 Rewrite paragraph by supplying the most appropriate transitional Go on page 285 of the worktext.
devices to be used Materials Textbook (Perspectives 10); PowerPoint
 Write a short paragraph that discuss their goals they have set Presentation/Visual Aid
November 29, 2017 (Wednesday) 60 mins

THIRD QUARTER
Lecture

The learner demonstrates understanding of how world literature and other Introduction Review on achieving coherence in one’s expression.
Motivation Solicit insights from the learners about the word Lecture.
Let them put their ideas to a semantic web. Lead them to
the discussion of the lecture using the ideas taken from
them.
The learner skillfully delivers a speech for a special occasion through 279 of the worktext. Let learners differentiate panel
utilizing effective verbal and non-verbal strategies and ICT resources. discussion from round table discussion
Specific Learning Outcomes Enrichment Ask learners to work on activities under Let’s Talk It Out
on page 279 of the worktext. Lead them to point out the
skills discussed in this part.
 Identify what lecture is Evaluation Ask the learners to perform a short lecture discussion.
 Perform a short lecture discussion

THIRD QUARTER
Employing Critical Listening to Express an Opinion to a Social Studies Report

The learner demonstrates understanding of how world literature and other Introduction Review on lecture.
Motivation Ask learners questions about government and its exercise
of power.
and structures of modification. Instruction/ Discuss the learners the lesson contained on page 307 of
the worktext.
The learner skillfully delivers a speech for a special occasion through Enrichment Prepare the learners to listen to a short passage about the
true government and its exercise of power. Inform them
that they can go through the questions in the Check What
Specific Learning Outcomes You Heard part on page 307 of the worktext as they listen
to the short article.
Evaluation Read the passage twice –once before you let the learners
 Employ critical listening to express an opinion to a social studies answer the questions and another after they have
report answered them. This will allow them to check their own
December 4, 2017 (Monday) 60 mins.

THIRD QUARTER
The Orator: Black Humor
The learner demonstrates understanding of how world literature and other Introduction Review on employing critical listening to express an
text types serve as sources of wisdom in expressing and resolving conflicts opinion to a social studies report.
Motivation Give learners fun facts about Russia through an activity.
Ask them also if they know something about Russia which
they find interesting and worth-sharing. Present a
Performance Standard biographical background of Anton Chekhov and give a
vocabulary enrichment.
utilizing effective verbal and non-verbal strategies and ICT resources. Instruction/
Practice Ask learners to read the story, The Orator, and answer
Learning Competency comprehension questions afterwards. Facilitate the
The learners will be able to (a) personal significance of the selection to the discussion on black humor.
reader (reader-response); (b) give expanded definition of words; and (c)
Enrichment Ask the learners to complete a diagram by supplying
explain how a literary article may be influenced by the culture, history, each element found in the story and explain how these
environment, or other factors. elements contribute to its theme.
Evaluation Ask learners to fill in the Venn diagram showing the comic
At the end of the lesson, the learners will be able to: and depressing elements in the story and how Anton
Chekhov combine them.
 Read and visualize the events happening in the historical time
described I the story Materials PowerPoint Presentation/Visual Aid; Copy of the story;
 Give expanded definition of words Video clip
 Acquaint oneself with black humor or black comedy and their
limitations
 Discuss how the elements of a story help built its theme
 Analyze the story by looking at its comic and depressing elements
December 5, 2017 (Tuesday) 60 mins.
THIRD QUARTER
Achieving Unity in Sentences and Paragraphs
Content Standard LESSON PLAN
The learner demonstrates understanding of how world literature and other Introduction Review on black humor.
Motivation Diagnostics: Ask the learners to answer the Ready part on
page 293 of the worktext. This section will serve as
skill in focus.
Instruction/ Discuss comprehensively the language skill in focus-
The learner skillfully delivers a speech for a special occasion through achieving unity in sentences and paragraphs on pages
utilizing effective verbal and non-verbal strategies and ICT resources. 293-294 of the worktext. Add some more examples as
needed.
Enrichment Let the learners do exercise A under Go on pages 294-
At the end of the lesson, the learners will be able to: 296 of the worktext.
 Identify ways on achieving unity in sentences and paragraphs Evaluation Ask the learners to individually work on exercise B and C
 Create coherence in their expressions under Go on page 296 of the worktext.
December 6, 2017 (Wednesday) 60 mins.

THIRD QUARTER
Panel Discussion

The learner demonstrates understanding of how world literature and other Introduction Review on achieving unity in sentences and paragraphs.
Motivation Let learners watch a short video clip showing a sample
panel discussion. Ask them of their observation while
watching the video clip.
288 of the worktext. Differentiate panel discussion from a
The learner skillfully delivers a speech for a special occasion through symposium.
Specific Learning Outcomes on page 288 of the worktext. Lead them to point out the
skills discussed in this part.
Evaluation Ask the learners to perform a short panel discussion
 Identify what a panel discussion is
 Perform a short panel discussion Materials Textbook (Perspectives 10); PowerPoint
Presentation/Visual Aid; Video Clip
December 7, 2017 (Thursday) 60 mins.

THIRD QUARTER
Listening to Appreciate a Song

The learner demonstrates understanding of how world literature and other Introduction Review on panel discussion.
Motivation Ask learners of their favorite song and how do they relate
to this song.
and structures of modification. Instruction/ Discuss with the learners the lesson contained on page
The learner skillfully delivers a speech for a special occasion through Enrichment Prepare the learners to listen to a song. Inform them that
they can go through the questions in the Check What You
Heard part on page 315 of the worktext as they listen to
Specific Learning Outcomes the short article.
At the end of the lesson, the learners will be able to: Evaluation Play the song twice –once before you let the learners
 Listen to appreciate a song answered them. This will allow them to check their own
comprehension level of their listening skill.
December 11, 2017 (Monday) 60 mins

THIRD QUARTER
Waiting for a Genius: Directional Statements in Essays
The learner demonstrates understanding of how world literature and other Introduction Review on listening to appreciate a song.
among individuals, groups and nature; also how to use evaluative reading, Motivation Ask learners to solve mind boggling puzzles and let them
find out if they are as genius as they think they are.
Present a brief biographical background of Lu Xun and
give a vocabulary enrichment afterwards.
Instruction/
The learner skillfully delivers a speech for a special occasion through Practice Ask the learners to read the essay from China titled,
utilizing effective verbal and non-verbal strategies and ICT resources. “Waiting for a Genius”. Let them answer questions about
the essay read. Facilitate the discussion on directional
Learning Competency statements in essays.
The learners will be able to (a) relevance of the selection to the historical Enrichment Ask learners to examine the essay read and provide the
context during it was produced (historical); (b) evaluate literature as a source details on the elements of an essay through a table.
of wisdom in expressing and resolving conflicts between individuals or
groups and nature; and (c) give expanded definition Evaluation With a partner, ask learners to discuss the directional
statements of the essay. Ask them how these relate to the
theme and the thesis statement.
Materials PowerPoint Presentation/Visual Aid; Copy of the story;
 Appreciate the worth of essay as a literary genre that may be used Video clip
as a motivational speech
 Identify how directional statement indicate the main points of an
essay
 Give more than one meaning or definition to some of the
vocabulary words found in the essay December 12, 2017 (Tuesday) 60 mins.
 Examine how element of an essay can prove to be powerful tools
for showing author’s purpose
THIRD QUARTER
Using Transitional Devices
Content Standard
Introduction Review on directional statements in essay.
skill in focus.
transitional devices on pages 304-305 of the worktext.
Specific Learning Outcomes Add some more examples as needed.
At the end of the lesson, the learners will be able to: Enrichment Let the learners do exercise A under Go on page 305 of
the worktext.
 Identify what transitional devices are
 Use transitional devices in their sentences Evaluation Ask the learners to individually work on exercise B under
 Write directions through the use of transitional devices Go on page 306 of the worktext.
December 13, 2017 (Wednesday) 60 mins.

THIRD QUARTER
Shaping Your Paragraphs
Content Standard LESSON PLAN
The learner demonstrates understanding of how world literature and other Introduction Review on transitional devices.
Motivation Diagnostics: Ask the learners to answer the Ready part on
page 311 of the worktext. This section will serve as
skill in focus.
The learner skillfully delivers a speech for a special occasion through shaping your paragraphs on pages 311-312 of the
utilizing effective verbal and non-verbal strategies and ICT resources. worktext. Add some more examples as needed.
Specific Learning Outcomes Enrichment Let the learners do exercise A under Go on page 312 of
the worktext.
Evaluation Ask the learners to individually work on exercise B and C
 Arrange sentences to form a well-coherent and well-shaped under Go on page 313 of the worktext.
paragraph
 Write a short meaningful paragraph Materials Textbook (Perspectives 10); PowerPoint
Resources Perspectives 10 pp. 311 and 313
December 14, 2017 (Thursday) 60 mins.

THIRD QUARTER
Oral Presentation

The learner demonstrates understanding of how world literature and other Introduction Review on shaping your paragraph.
Motivation Ask learners about how they feel about oral presentation.
Tell them that oftentimes, oral presentation is the most
feared part of students’ life where their communication
skills are essential in delivering effective presentation.
Instruction/ Discuss with the learners the lesson contained on pages
The learner skillfully delivers a speech for a special occasion through 299 and 308 of the worktext.
Specific Learning Outcomes on page 299 of the worktext. Have thm describe how they
would feel each given situation. Have them orally answer
the questions under Let’s Talk It Out on page 308 of the
 Identify what an oral presentation is worktext.
 Perform an oral presentation Evaluation Give leaners a certain topic and ask them to present an
oral presentation out of it.
Presentation/Visual Aid; Video Clip
January 3-4, 2018 (Wednesday and Thursday) 60 mins.

THIRD QUARTER
Eulogy

The learner demonstrates understanding of how world literature and other Introduction Review on oral presentation.
Motivation Ask learners to get the eulogy they found in the
newspaper, magazine or on the Internet and read it
silently.
Instruction Facilitate discussion on what eulogy is.
Enrichment Ask learners to form a group of five. Let them talk about a
person whom they admire the most who recently died.
Evaluation Research on his/her life and write a eulogy about him/her.
Learning Competency
Materials PowerPoint Presentation/Visual Aid; worksheet
The learner will be able to pay a tribute to someone in eulogy.
Resources English in Perspectives 10 pp. 330
January 8, 2018 (Monday) 60 mins.
 Identify what eulogy is
 Write a eulogy *ORAL PRESENTATION-January 9-10, 2018

TG (Third Quarter)

Caricato da

Informazioni sul documento

Titolo originale

Copyright

Formati disponibili

Condividi questo documento

Condividi o incorpora il documento

Opzioni di condivisione

Hai trovato utile questo documento?

Questo contenuto è inappropriato?

Copyright:

Formati disponibili

TG (Third Quarter)

Caricato da

Copyright:

Formati disponibili

THIRD QUARTER

October 18, 2017 (Wednesday) 60 mins.

Content Standard LESSON OUTLINE

Content Standard LESSON OUTLINE

November 6, 2017 (Monday) 60 mins.

November 7, 2017 (Tuesday) 60 mins.

Content Standard LESSON OUTLINE

November 8, 2017 (Wednesday) 60 mins

Content Standard LESSON OUTLINE

November 9, 2017 (Thursday) 60 mins.

November 13, 2017 (Monday) 60 mins.

Content Standard LESSON OUTLINE

 Identify what symposium is Materials Textbook (Perspectives 10); PowerPoint

November 14, 2017 (Tuesday) 60 mins.

Content Standard LESSON OUTLINE

November 20, 2017 (Monday) 60 mins

November 21, 2017 (Tuesday) 60 mins.

November 22, 2017 (Wednesday) 60 mins.

Content Standard LESSON OUTLINE

November 23, 2017 (Thursday) 60 mins.

Listening to a Sample Text to Validate the Claims Stated

Content Standard LESSON OUTLINE

November 27, 2017 (Monday) 60 mins.

November 29, 2017 (Wednesday) 60 mins

Content Standard LESSON OUTLINE

November 30, 2017 (Thursday) 60 mins.

Content Standard LESSON OUTLINE

December 4, 2017 (Monday) 60 mins.

Content Standard LESSON PLAN

December 6, 2017 (Wednesday) 60 mins.

Content Standard LESSON OUTLINE

December 7, 2017 (Thursday) 60 mins.

Content Standard LESSON OUTLINE

December 11, 2017 (Monday) 60 mins

December 13, 2017 (Wednesday) 60 mins.

Content Standard LESSON PLAN

December 14, 2017 (Thursday) 60 mins.

Content Standard LESSON OUTLINE

January 3-4, 2018 (Wednesday and Thursday) 60 mins.

Content Standard LESSON OUTLINE

Potrebbero piacerti anche