3rd Quarter DLP

DLP NO.
53 TO 57 QUARTER 4
DETAILED LESSON PLAN LEARNING AREA ENGLISH DURATION 4 hours/section
GRADE LEVEL 10
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
JANUARY 22, 2018 JANUARY 23, 2018 JANUARY 24, 2018 JANUARY 25, 2018 JANUARY 26, 2018
EN10LC-IVa-16: Listen to simplify, EN10SS-IVa-1.5: Use locational

EN10WC-IVa14.1.1: Expand
EN10SS-IIIf1.6.3: Acknowledge reorganize, synthesize and evaluate skills to gather information from EN10V-IVb-30: Get familiar with
Learning Competencies sources by preparing a bibliography information to expand, review, or primary and secondary sources
ideas using principles of cohesion
technical terms used in research
and coherence
update knowledge of information
Key Concepts / PRIMARY AND SECONDARY PRINCIPLES OF COHESION AND SELECT AND LIMIT RESEARCH
BIBLIOGRAPHY
Understanding Developed SOURCES COHERENCE TOPIC
1. OBJECTIVES
*identify the proper way to give
*define and describe primary and
credit in the form of a proper *Understand the meaning and *Choose a reseach topic
*Share experiences and secondary sources
KNOWLEDGE citation to the author, illustrator,
observations about their travels *determine if a document is
importance of coherence and *Narrow down their topic by
photographer, or researcher from cohesion making it more specific
primary or secondary
whom they might use work.
*cite work used from many sources

including traditional materials such *explain why and when to use
*Create a concept map regarding a *Learn different ways to make
SKILLS as books and newspapers and
video watched
primary and secondary source
their writing more cohesive
additionally electronic and web- documents
based research sources
* learn the value of research and
using the work of others to
ATTITUDE complete their own projects
VALUES
2. CONTENT BEING WITH NATURE
Textbook, video clip, PowerPoint

3. LEARNING RESOURCETextbook, handout, worksheet Video Clip presentation on Primary and Textbook Textbook
Secondary sources
4. PROCEDURES
Recall lesson on cohesion and
Recall lesson on citing sources. Let
Showing of video clip coherence Direct Share with the class a
the students prepare a simple Show a video on primary and
4.1 Introductory Activity bibliography for the given
Sharing of observations on the
secondary sources
the class to the input given in the documentary that you’ve seen
video clip watched. LM on page 416 about coherence. recently.
references found on page 345.
Discuss the cohesive devices in
Sharing of observations on the video clip Tell the class that they are about
the LM and provide other
Let them differentiate a reference list and watched. Let the students Elicit observation from students to complete the first step in
4.2 Activity / Strategy a bibliography. share their experiences and discoveries of the video shown.
examples Ask
writing a research report which is
students to give some more
about the country from their travels. selecting and limiting a topic.
examples
Ask the students to read “How to

Let the students make a concept Present what are primary and select and limit a research topic”
Review the guidelines in preparing a Ask students to use cohesive
4.3 Analysis bibliography
map regarding the video clip secondary sources Give
devices in a sentence
on page 417-418. Discuss
watched. examples of each and discuss. with the students what they have
read.
Divide the class into six groups

Provide exercises on making Let the students give their own Provide teacher-made drills on the and present to them the graphic
4.4 Abstraction bibliography
Small group sharing
examples. use of cohesive devices organizer on page 418 and
explain to them what to do
Let the students answer the

exercises on Task 2 on page 409
Group the students and have them of the LM. Process Students complete the graphic
arrange a list of references to be Ask students the Processing the activity by asking the organizer with the information
Give instances when we can use
placed in a bibliography Why do Questions on LM page 409. following questions: required Go
4.5 Application we need to acknowledge sources? What makes you proud of the
cohesive devices Share
over the input and tell them to
How did you complete the task? the importance of cohesion.
What is the Philippines? What helped you classifying the answer the questions on each
purpose of Bibliography? materials part
Group activity will serve as Making of the Concept Map will Ask:
evaluation. serve as evaluation How important is the correctness Let a representative of the group
of information in research report their output to the class.
Complete the exercise on page
4.6 Assessment writing? Task 2 on
417 on cohesive devices.
Completion of the
page 409 of the LM will serve as graphic organizer serves as
the evaluation. evaluation.
Answer: Read in advance How to Select
Give students additional exercises Complete the Task 3 on page 409 Research in advance about the
4.7 Assignment on making a bibliography If given the chance to travel for of the LM
and Limit a Research Topic on
topic chosen
free, which destination will you visit page 417.
4.8 Wrap-up / Concluding first?
Activity
5. REMARKS
6. REFLECTION
Prepared By:
Name: ELLEN MAY ESCUADRO-ANDAN School RONDA NATIONAL HIGH SCHOOL
Position/Designation TEACHER 1 Division CEBU PROVINCE
Contact Number 9332759658 Email Address ellenordeucse@gmail.com
MA. LOURDES T. CABONILAS

Checked By: Principal
DLP NO. 48 to 52 QUARTER 3
GRADE LEVEL 10
EN10SS-IIId1.6: Show respect
EN10LC-IIId-3.2: Raise questions EN10LT-IIId14.2: Explain how the
for intellectual property rights by
and seek clarifications on issues elements specific to a selection
acknowledging citations made in
discussed in the text listened to. build its theme
Learning Competencies EN10LC-IIId-3.18: EN10VC-IIId-28:
the critique
EN10SS-IIId1.6.6: Use
Get different viewpoints on various Disclose the personal significance
quotation marks or hanging
local or global issues of a material viewed
indentations for direct quotes
Key Concepts / Understanding
Developed
1. OBJECTIVES
Raise questions and seek
Explain how the elements Use quotation marks or
clarifications on issues
KNOWLEDGE specific to a selection build hanging indentations for
discussed in the text listened
its theme direct quotes
to. Disclose the personal
Get different viewpoints on
SKILLS significance of a material
various local or global issues
viewed Show respect for intellectual
property rights by
ATTITUDE acknowledging citations
made in the critique
VALUES
2. CONTENT EXPERIENCING THE POWER OF NATURE
Sample news articles,
3. LEARNING RESOURCEPictures, textbook, video clip Copy of text, picture
clippings
4. PROCEDURES
Show pictures of alternative
sources of energy like wind
power, hydro-electric power, Show the picture in the LM and
Sharing of output of the
4.1 Introductory Activity fossil fuels, geothermal power, let the students describe what
additional activity given.
tidal power, etc. Let the they see.
students identify these sources
and give more examples
Ask the following questions:
What do you think will happen if Let the students compare the
some of these energy sources were Ask students to present social
environmental and social
4.2 Activity / Strategy not available? conditions in our society at present
issues in the past and the
What would you do and how would e.g. poverty, social injustice, etc.
you deal with the problem? present
Let the students watch the Divide the class to come up
video of Man-Evolution and with their own concept of Let the students predict what
4.3 Analysis Pollution . Divide the class into Naturalism and Realism using might happen in the future
two and share their views about these social conditions given such conditions
what was viewed.
Have interactive discussion on Stress out reality and survival

how could students bring about as the main concepts and have Present points of writing news
4.4 Abstraction change in this present the groups share to the class article
condition. their respective concepts.
Write a news article

Divide the class into 4 small comparing the environmental
groups and explain to them to social conditions of the
Let students arrive to the prepare a plot analysis of the country in the past and in the
4.5 Application solutions like Reduce, Reuse, story they are about to read. present.
Recycle. The plot analysis will be based
on the diagram as shown on
page 341.
Presentation of views on the

topic:
Humans are solely responsible Writing the comparative news
Plot analysis on page 341 will
4.6 Assessment for the destruction of the Earth article will serve as
serve as evaluation.
and there is nothing we could evaluation
do to solve the problem. It is
irreversible.
Evaluation if not completed,
Research about realism and Do Task 8 on page 343 of the
4.7 Assignment may become an extended
naturalism in history, LM
activity.
particularly in American
4.8 Wrap-up / Concluding Literature and read in advance
Activity Your Text on pages 338-341.
5. REMARKS ACCOMPLISHED ACCOMPLISHED ACCOMPLISHED 3RD QUARTERLY ASSESSMENT

6. REFLECTION
Prepared By:

Checked By: Principal
GRADE LEVEL 10
EN10SS-IIIc1.6.4: Use writing EN10SS-IIIc1.6.4: Use writing

EN10G-IIIc-31: Use EN10G-IIIc-31: Use pronouns EN10G-IIIc-31: Use pronouns
Learning Competencies conventions to acknowledge conventions to acknowledge
pronouns appropriately appropriately appropriately
sources sources
Key Concepts /
USE OF QUOTATION MARKS PRONOUN - ANTECEDENT AGREEMENTS
Understanding Developed
1. OBJECTIVES
*Identify the theme of the poem
* Observe correct usage of qoutation marks. *Identify the referent and the antecedent in a sentence.
KNOWLEDGE
*Discuss the differerent rules in in using *Differentiate the two and how they should agree with each other.
quotation marks.
*Discuss the different rules for the agreement of the pronoun referent and the
SKILLS *Create a collage depicting the natures limits
antecedents through a group activity.
ATTITUDE
VALUES
2. CONTENT WORKING WITH NATURE'S LIMITS
Strips of paper containing Strips of paper containing
students’ perceived nature’s students’ perceived nature’s Handout and PowerPoint Handout and PowerPoint Handout and PowerPoint on
3. LEARNING RESOURCElimits and positive responses limits and positive responses on the Pronoun- on the Pronoun-Antecedent the Pronoun-Antecedent
to be used on the collage, to be used on the collage, Antecedent rules rules rules
4. PROCEDURES textbook textbook
Give a diagnostic test to
Discuss the over-all theme of Discuss the over-all theme evaluate if the students
Check and discuss the Check and discuss the
the poem, Song of Autumn of the poem, Song of understood correct use of
4.1 Introductory Activity answers. answers.
and relate their answers to Autumn and relate their pronouns, in particular, in
the theme of life answers to the theme of life making pronouns agree
with its antecedents.
Let the students do the shape Let the students do the shape Review on the rules of
collage having in mind that it collage having in mind that it Provide more exercises Provide more exercises and
4.2 Activity / Strategy discussed pronoun-
should show how they perceive should show how they perceive and drills. drills.
antecedent rules.
nature’s limits and respond to it nature’s limits and respond to it
positively. positively.
Group work Group work
Divide the class into 7 Divide the class into 7
Discuss remaining rules
groups and give each group groups and give each group Let students defend their Let students defend their
4.3 Analysis which are not tackled in
a rule on using quotation a rule on using quotation answers answers
the previous lesson
marks marks
Have each group discuss the Have each group discuss the
rule assigned to them. rule assigned to them. Do teacher-made
Let them observe the Let them observe the Summarize the rules as Summarize the rules as drills.Check answers and
4.4 Abstraction
correct use of quotation correct use of quotation seen in the examples. seen in the examples. let students defend their
marks in the story found on marks in the story found on answers.
page 322 page 322
Let them highlight the Let them highlight the
sentences containing sentences containing Complete a teacher-made
4.5 Application quotation marks and identify quotation marks and identify dialog drill on pronoun-
the different rules shown the different rules shown antecedent rules.
therein. therein.
When do we use quotation When do we use quotation
marks? marks?
Conduct a summative test on
4.6 Assessment Why do we need to know the Why do we need to know Do Task 10 on page 329 Do Task 10 on page 329
pronoun-antecedent rules
rules of using quotation the rules of using quotation
marks? marks?
Do Task 11 found on page Do Task 11 found on page
4.7 Assignment Present a report on the rules Present a report on the rules
330 330
of quotation mark assigned of quotation mark assigned
4.8 Wrap-up / Concluding with examples from the story with examples from the Do the Task 12 on page
Activity read. story read. 331
5. REMARKS ACCOMPLISHED NOT ACCOMPLISHED ACCOMPLISHED
6. REFLECTION
Prepared By:

Checked By:
Principal
GRADE LEVEL 10
EN10V-IIIc13.9: Give EN10V-IIIc13.9: Give expanded EN10LT-IIIc2.2.3: Determine
expanded definitions of words definitions of words tone, mood, technique, and
EN10VC-IIIc-10: Evaluate EN10VC-IIIc-10: Evaluate the purpose of the author
Learning Competencies
the information contained in the information contained in the EN10V-IIIc13.9:
material viewed in terms of material viewed in terms of Give expanded definitions of
accuracy and effectiveness accuracy and effectiveness words
Key Concepts /
Mother Nature Mother Nature Mother Nature
1. OBJECTIVES
*Determine the ton, mode,
*Enumerate feminine *Enumerate feminine technique and purpose of
KNOWLEDGE
qualities of nature qualities of nature the author
*Share experiences *Share experiences *Understand the
SKILLS pertaining to mothers pertaining to mothers meanings through context
qualities qualities clues
ATTITUDE
VALUES
2. CONTENT WORKING WITH NATURE'S LIMITS
Pictures of nature that are Pictures of nature that are
Copy of the text, textbook,
3. LEARNING RESOURCES similar to what is found in similar to what is found in
video
the book (p314) the book (p314)
4. PROCEDURES
Post the pictures on the Post the pictures on the How do Filipinos view
board and ask the board and ask the students nature’s condition at
4.1 Introductory Activity
students what idea the what idea the pictures present based on the video
pictures
After suggest.
eliciting the correct suggest.
After eliciting the correct shown yesterday?
answer, deepen the answer, deepen the
Let students share their
concept by asking: concept by asking:
insights about the
Why is it called Mother Why is it called Mother
4.2 Activity / Strategy importance of nature as
Earth? Earth?
depicted in the music
What makes earth a What makes earth a
video.
mother? mother?
Let the students Let the students Give out the words for
enumerate other feminine enumerate other feminine study. Let the students
4.3 Analysis
qualities that the Earth qualities that the Earth read the poem twice and
Let someone read the
have. Let someone read the
have. highlight the words.
excerpt from the Preamble excerpt from the Preamble
of the Proposal for of the Proposal for
Let the students
Universal Declaration of Universal Declaration of
4.4 Abstraction understand the meaning
the Rights of Mother Earth the Rights of Mother Earth
through context clues
as the whole class listens as the whole class listens
and take notes different and take notes different Pair work:
rights. rights. Use the dictionary to find
Share some pertinent Share some pertinent the meanings of the word
4.5 Application experience/s when you experience/s when you found in Task 4 on page
realized that nature is like realized that nature is like 318 of the LM.
a mother to you. a mother to you.
Play the music video Play the music video
Paraiso by Smokey Paraiso by Smokey
Pair work on Task 4 will serve
4.6 Assessment Mountain and express Mountain and express their
as evaluation.
their insights of the song insights of the song on the
on the freedom board. freedom board.
Group work:
4.7 Assignment Do Task 5 on page 318-
Output of the evaluating Output of the evaluating 319.
4.8 Wrap-up / Concluding
learning can be an learning can be an
Activity
extended activity extended activity
5. REMARKS NEW YEARS DAY HOLIDAY NOT FINISHED ACCOMPLISHED ACCOMPLISHED
6. REFLECTION
Prepared By:

Checked By:
Principal
GRADE LEVEL 10
DECEMBER 18, 2017 DECEMBER 19, 2017 DECEMBER 20, 2017 DECEMBER 21, 2017 DECEMBER 22, 2017
Learning Competencies Use pronouns effectively Use pronouns effectively
Key Concepts /
Types of Pronouns
1. OBJECTIVES
*Identify the 4 types of pronoun namely: Demonstrative,
Interrogative, Relative, and Indefinite.
KNOWLEDGE
*Differentiate Relative Pronouns and Interogative
Pronouns
*Cite some examples and Use the pronouns in a
SKILLS
sentences.
ATTITUDE
VALUES
Demonstrative, Interrogative, Relative, and Indefinite
2. CONTENT
Pronouns
Textbook; activity notebook, chalk, manila Paper for the
3. LEARNING RESOURCE
quiz
4. PROCEDURES
4.1 Introductory Activity Conduct a diagnostic test to check prior knwledge.
Check the diagnostic test and start with the pronouns

4.2 Activity / Strategy
which the students are least familiar with
Using the sentences in the diagnostic test, introduce the

4.3 Analysis
usage of the type of pronoun.
4.4 Abstraction Let the students identify the type of pronoun.
4.5 Application Call volunteers to go to the board.
4.6 Assessment Conduct a quiz in the the different types of pronouns.
4.7 Assignment
Cut out articles and underline the pronouns. Label the
4.8 Wrap-up / Concluding underlined words with the type of pronoun.
Activity
STUDENTS' CHRISTMAS
TEACHER'S CHRISTMAS START OF CHRISTMAS
5. REMARKS ACCOMPLISHED PARTY / CHECKING OF
PARTY VACATION
FORM 9
6. REFLECTION
Prepared By:

Checked By:
Principal
GRADE LEVEL 10
EN10VC:IIIB-23: Share viewpoints based on the ideas presented
EN10V-IIIB-13.9: Give expanded definitionsof words.
in the materials view.
Learning Competencies EN10LT-IIIB-2.2: Explain how the elements specific to a
EN10LC-IIIB-16.1: Distinguish the importnt points from
genre contribu to the theme of a particular selection.
less imrtant ones in a text listened to.
Key Concepts /
1. OBJECTIVES
*Solve a problem by answering questions about an
*Activate prior knowledge. assigned reading.
KNOWLEDGE
*Analyze videoclip shown by th teacher. *Make vocabulary map using word from the
story.
*Extract the important points and less importnt points *Identify elements that contribute to the
SKILLS
from the documentary watched understanding of the theme of the story.
ATTITUDE
VALUES
2. CONTENT THE STORY OF KEESH THE STORY OF KEESH
3. LEARNING RESOURCEvideoclip; textbook vocabulary map sample; textbook
4. PROCEDURES
Tell the students that they are going to watch short Group Activity: (1 word per group) Do Task 4 on page
documentary film entitled, :Save our planet". 299 in 5 minutes.
Instruct students to distinguish important points from the

Read the intrduction about the author. Present to the
4.2 Activity / Strategy less important ones by completing the Task 1 chart on
students the motive questions found on page 299.
page 298 of the LM.
Allow ample time for the students to read and understand Think-Pair-Share:Get a partner ; Do Task 5 on page
4.3 Analysis what they are going to do. Ask students to give reasons 305 while reading the story , The Story of Keesh on
wy it is important or less important. page 299-304.
Share the class their output after 15 minutes. Let the Discuss with the class theipossible answers for Task5.
students begin watching the video clip on Natural Hazads Discuss further by using the questions founon Task 6 .
4.4 Abstraction
on Human. Inform them to complete the Task 2 and Task 3 How did the characters face the conflicts through the
on page 289 og their LM. words they said, actions and motives?
Identify the three main points, two debatable ideas and Based on your analysis whois more effective in
4.5 Application
one question they have about the documentary viewed. responding to the people's needs?
What have you realized after watching the video clip?
4.6 Assessment Do Task 7 on page 306.
Task 2 and task 3 will serve as evaluation.
4.7 Assignment Write down 3 ways to Save our Planet. Do Task 8 on page 307 with the same group members.

Write down 3 ways to Save our Planet.
Activity
ACCOMPLISHED by Aguinaldo and Rizal but Not
CLASSES SUSPENDED DUE
5. REMARKS ACCOMPLISHED Accomplished by Bonifacio due to suspension of
TO TYPHOON URDUJA
classes because of Typhoon Urduja
6. REFLECTION
Prepared By:

Checked By:
Principal
GRADE LEVEL 10
EN10VC:IIIB-23: Share viewpoints based on the ideas
EN10V-IIIB-13.9: Give expanded definitionsof words.
presented in the materials view.
Learning Competencies Learn writing an Essay EN10LT-IIIB-2.2: Explain how the elements specific to a
EN10LC-IIIB-16.1: Distinguish the
genre contribu to the theme of a particular selection.
importnt points from less imrtant ones in a text listened to.
Key Concepts /
Writing Remediation
1. OBJECTIVES
*Solve a problem by answering questions about an
Explain the basic structure of *Activate prior knowledge. assigned reading.
KNOWLEDGE
essay *Analyze videoclip shown by th teacher. *Make vocabulary map using word from the
story.
*Extract the important points and less importnt points *Identify elements that contribute to the
SKILLS Plan and outline the essay.
from the documentary watched understanding of the theme of the story.
ATTITUDE
VALUES
2. CONTENT Basic Strture on an Essay THE STORY OF KEESH THE STORY OF KEESH
Chart paper and marker;

3. LEARNING RESOURCE videoclip; textbook vocabulary map sample; textbook
writing paper and pencils
Pose the question to
4. PROCEDURES
students: Who is the most
influential pop star of the
Tell the students that they are going to watch short Group Activity: (1 word per group) Do Task 4 on page
4.1 Introductory Activity last decade? Allow
documentary film entitled, :Save our planet". 299 in 5 minutes.
students to brainstorm
answers,
Make athen discuss
diagram on
their ideas with a partner.
your chart paper of
Instruct students to distinguish important points from
boxes-one of the Read the intrduction about the author. Present to the
4.2 Activity / Strategy the less important ones by completing the Task 1 chart
opening, 2 for the body students the motive questions found on page 299.
on page 298 of the LM.
paragraphs, and 1 for
concluding
Allow ample time for the students to read and Think-Pair-Share:Get a partner ; Do Task 5 on page 305
Demonstrate how to think of a
4.3 Analysis understand what they are going to do. Ask students to while reading the story , The Story of Keesh on page
thesis statement.
give reasons wy it is important or less important. 299-304.
Share the class their output after 15 minutes. Let the Discuss with the class theipossible answers for Task5.
students begin watching the video clip on Natural Discuss further by using the questions founon Task 6 .
4.4 Abstraction Write the
Hazads on Human. Inform them to complete the Task 2 How did the characters face the conflicts through the
and Task 3 on page 289 og their LM. words they said, actions and motives?
Identify the three main points, two debatable ideas and Based on your analysis whois more effective in
4.5 Application
one question they have about the documentary viewed. responding to the people's needs?
What have you realized after watching the video clip?

4.6 Assessment Do Task 7 on page 306.
Task 2 and task 3 will serve as evaluation.
4.7 Assignment Write down 3 ways to Save our Planet. Do Task 8 on page 307 with the same group members.

Write down 3 ways to Save our Planet.
Activity
5. REMARKS NOT ACCOMPLISHED DUE TO THE PREPARATION AND CHECKING OF GRADE 10 FORM 9
6. REFLECTION
Prepared By:

Checked By:
Principal
GRADE LEVEL 10
NOVEMBER 27, 2017 NOVEMBER 28, 2017 NOVEMBER 29, 2017 NOVEMBER 30, 2017 DECEMBER 1, 2017
EN10WC-IIIB-12.1.2: Use
EN10WC-IIIB-12.1.2: Use variety
EN10WC-IIIB-12.1.2: Use variety of informative, persuasive, variety of informative,
Learning Competencies of informative, persuasive,
argumentative speeches. persuasive, argumentative
argumentative speeches.
speeches.
Key Concepts /
Speech Writing Writing Remediation Writing Remediation
1. OBJECTIVES
Differentiate informative, Identify grammar mistakes
Identify grammar mistakes used from the previous
KNOWLEDGE persuasive, and used from the previous
speech writing activity.
argumentative speeches. speech writing activity.
Choose one among the three Organize ideas to
SKILLS Organize ideas to formulate paragraphs.
types and write an example. formulate paragraphs
ATTITUDE
VALUES
Informative, Persuasive,
2. CONTENT Argumentative Speech Basic writing techniques
Basic Writing techniques
Writing
Learning Material, Teachers Learning Material, Teachers
3. LEARNING RESOURCE Learning Material, Teachers Guide, Activity notebooks
Guide, Activity notebooks Guide, Activity notebooks
4. PROCEDURES
Ask students to form 3 Review basic sentence structures,patterns, and

groups. connections of sentences by the use of conjunction.
Instruct them to write a short

Show commonly misused words. Solicit simple
speech applying their
4.2 Activity / Strategy sentences and let them connect several sentences into
understanding of cohesion
one sentence.
and coherence.
Have them draw lots on the

Analyze the function of the conjunctions used in the
4.3 Analysis kind of speech are going to
combined sentences.
write.
Discuss the guidelines in
After combining several sentences, explain how ideas
making Informative,
4.4 Abstraction are organized. Let them choose a topic they like and
persuasive, and
create sub-topics.
argumetnative speeches.
Let them use the given steps Formulate sentences out of the sub-topics given . Select
4.5 Application on the module as their one topic as an example and solicit responses from the
guide. students.
Using their own topic. Do the same as shown by the

4.6 Assessment Let them start writing.
teacher.
Research on the different

4.7 Assignment conjunctions and it's
function.

Activity
5. REMARKS ACCOMPLISHED ACCOMPLISHED HOLIDAY / BONIFACIO DAY
6. REFLECTION
Prepared By:

Checked By:
Principal
GRADE LEVEL 10
NOVEMBER 20, 2017 NOVEMBER 21, 2017 NOVEMBER 22, 2017 NOVEMBER 23, 2017 NOVEMBER 24, 2017
EN10WC-IIIA-14.1.1: Expand EN10WC-IIIA-14.1.1: Expand
EN10G-IIIa-31: Use the cases of EN10G-IIIa-31: Use the cases of EN10G-IIIa-31: Use the cases
Learning Competencies pronouns corectly pronouns corectly of pronouns corectly
ideas using cohesion and ideas using cohesion and
coherence coherence
Key Concepts /
Pronouns Pronouns Pronouns Cohesion and Coherence Cohesion and Coherence
1. OBJECTIVES
Differentiate subjective, Differentiate cohesion and Differentiate cohesion and
KNOWLEDGE possessive, and objective coherence. coherence.
cases of pronouns.
Use the cohesive devices Use the cohesive devices
Categorize given pronouns in sentences. in sentences.
into subjective, possessive, Create logical links Create logical links
or objective case. between various points by between various points by
SKILLS
Use appropriate case of writing dialogues from the writing dialogues from the
pronoun correctly in an 4 pivtures found on page 4 pivtures found on page
activity given. 291. 291.
ATTITUDE Value the importance of Value the importance of

cohesion and coherence. cohesion and coherence.
VALUES
2. CONTENT Cases of Pronouns Remediation Retest
Cohesion and Coherence Cohesion and Coherence
Learning Material,
Learning Material, Teachers Learning Material, Teachers
3. LEARNING RESOURCE Teachers Guide, Activity
Guide, Activity notebooks Guide, Activity notebooks
notebooks
4. PROCEDURES
Ask the students with this Ask the students with this
Check the assignment from question: How do we question: How do we
the previous day. make connections? (solicit make connections? (solicit
responses) responses)
Let the students read an

Let them read the text Let them read the text
excerpt from the story, "A
4.2 Activity / Strategy inside the boxes inTask 9 inside the boxes inTask 9
Day in The Country" and list
on page 291. on page 291.
down the pronouns found.
Explain to the class the Explain to the class the
Introduce to the students the
4.3 Analysis difference between difference between
3 cases of pronouns
cohesion and coherence. cohesion and coherence.
Let them guess or solicit
Give the students more Give the students more
their prior knowledge about
examples of Cohesive examples of Cohesive
4.4 Abstraction these cases and categorize
words
Ask thefound opage
students 240-
to pick words
Ask thefound opage
students 240-
to pick
the words taken from the
241 of the TG.
some cohesive words and 241 of the TG.
some cohesive words and
excerpt.
Explain futher the cases of use them in a sentence. use them in a sentence.
pronouns giving more Ask these questions: Ask these questions: When
4.5 Application examples. Ask students their When can we make use of can we make use of
examples and use it in a cohesion and coherence? cohesion and coherence?
sentence. What is the importance of What is the importance of
these?
Ask the students to choose these?
Ask the students to choose
Conduct a written quiz a partner & study the a partner & study the
regarding the topic wherein pictures on page 291 and pictures on page 291 and
4.6 Assessment
they have to supply the write a dialogue about the write a dialogue about the
correct pronoun. pictures. pictures.
Write a speech with
Write a speech with
appropriate cohesion and
Write a paragraph about a appropriate cohesion and
coherence based on the
4.7 Assignment selected topic and use the coherence based on the list
list of speech topics you
different cases of pronoun. of speech topics you are to
are to choose from on
choose from on page 293.
page 293.
Activity
5. REMARKS ACCOMPLISHED ACCOMPLISHED ACCOMPLISHED NOT FINISHED ACCOMPLISHED
6. REFLECTION
Prepared By:

Checked By:
Principal
GRADE LEVEL 10
EN10LT-IIIa-2.2.1: Express
EN10LT-IIIa-2.2: Explain how the
appreciation for sensory
EN10V-IIIa-13.9: Give expanded elements specific to a genre EN10LT-IIIb-2.2.2: Explain the EN10G-IIIa-31: Use the cases
Learning Competencies images used.
definitions of words. contribute to the theme of a literary devices. of pronouns corectly
EN10LT-IIIb-2.2.2: Explain the
particular literary selection.
literary devices.
Key Concepts / Sensory Images/Literary Literary Device / Elements
Vocabulary Elements in the story Pronouns
Understanding Developed Devices of the story
1. OBJECTIVES
Express understanding of Identify sensory images in
Explain the importance of
the theme of the reading the story. Analyze th short story by Differentiate subjective,
KNOWLEDGE vocabulary words in
matereial by answering Ws Analyze th short story by identifying it's elements. possessive, and objective
comprehension.
& H questions. identifying it's elements. cases of pronouns.
Display/Present outputs of
understanding/views of the Draw, act, or produce Categorize given pronouns
selection by choosing from sound to emphasize the into subjective, possessive,
the following activities: Examine the literary
Construct own meaning or imagery of the text. or objective case.
SKILLS devices used in the
understanding of the words. talkshow, sttoryboard, Examine the Use appropriate case of
comparison & contrast, selection.
literary devices used in pronoun correctly in an
diagram sketch, slideshow the selection. activity given.
presentation.
ATTITUDE
VALUES
A Day in The Country by A Day in The Country by A Day in The Country by
2. CONTENT Expanded Vocabulary Cases of Pronouns
Anton Checkov Anton Checkov Anton Checkov
strips of cartolina for the Learners' material, Learning Material, Teachers
3. LEARNING RESOURCEVocabulary Rock and Roll Activity Notebooks Activity Notebooks
chalkboard, markers Guide, Activity notebooks
4. PROCEDURES Let the students stay with
the same groups. As
Each group has prepared 3 Review the sensory images
instructed, every has Ask students to find words
unfamiliar words tken from by checking the activity Check the assignment from
4.1 Introductory Activity prepared the activity from the story that has
the story "A Day in the during the previous the previous day.
appropriate for the topic sensory images.
Country" meeting
they are assigned to.
The words are written in Let the students read an
Let them identify the
strips of paper and placed Give the students five (5) excerpt from the story, "A
senses first and give Ask students the elements
4.2 Activity / Strategy inside a box. Another Strips minutes to prepare for their Day in The Country" and
examples of sensory of a story
of Paper has the "what to do" presentation. images.
list down the pronouns
which are placed ther box. found.
Students are to present the Call selected students to
Let them identify the Introduce to the students
4.3 Analysis answer of their questions share their answers. Check
elements and explain. the 3 cases of pronouns
regarding the story. their answers .
From the students' Let them guess or solicit
Representative of the groups their prior knowledge
Let the m explain their views answers, explain the Explain each element of
4.4 Abstraction take turns to pick one word importance of the sensory about these cases and
about the topic. the story.
and one "what to do" strip. images in understanding categorize the words taken
the story. from the excerpt.
Other than sensory Explain futher the cases of
images, another way of pronouns giving more
4.5 Application analysing a selection is examples. Ask students
through identifying its their examples and use it
elements. in a sentence.
Explain the different
The score is based on a Let them analyze the story Conduct a written quiz
elements and let them
Groups who do the task criteria: Content- 30 pts. ; and identify the elements regarding the topic wherein
4.6 Assessment Identify the elements
correctly gain points. Presentation - 10 pts ; using the table found in they have to supply the
using the table found in
Mastery-10 pts. = 50 pts. their learners material. correct pronoun.
their learners' material.
Each group has to prepare
Write a paragraph about a
ways in presenting their
4.7 Assignment selected topic and use the
answers in Activity 3. They
different cases of pronoun.
are given choices: talkshow,
4.8 Wrap-up / Concluding storyboard, comparison &
Activity contrast, diagram sketch,
slideshow presentation.
NOT FINISHED/ TO BE
5. REMARKS ACCOMPLISHED ACCOMPLSHED CONTINUED NEXT FINISHED NOT ACCOMPLISHED
MEETING
Due to time constraints,
6. REFLECTION the assessment became
an assignment.
Prepared By:
Checked By:
Principal
GRADE LEVEL 10

*Raise questions to clarify
*Draw conclusion on how *Draw conclusion on how
issues covered in the material
effective is the treatmentof effective is the treatmentof
*Raise questions to clarify viewed. *Share viewpoints
the underlying or overarching the underlying or overarching
issues covered in the material based on the ideas presented in
issue concerning human issue concerning human *Use expanded definitions of
Learning Competencies viewed. *Share viewpoints the materials viewed.
experience. *Appreciate the experience. *Appreciate the words
based on the ideas presented in *Listen to simplify,
overall artistic value of the overall artistic value of the
the materials viewed. reorganize, synthesize, and
structure and elements of the structure and elements of the
evaluate information to expand,
selection. selection.
review, or update knowledge.
Key Concepts / Understanding
Developed
Walk with Nature Walk with Nature Vocabulary from the Selection
1. OBJECTIVES
Explain the issues concerning Explain the issues concerning
Identify starter phrases in Identify starter phrases in List down words which are
KNOWLEDGE expressing their viewpoints. expressing their viewpoints.
human experience that can human experience that can
difficult to understand.
be found in the song. be found in the song.
Expand vocabulary knowledge

SKILLS Generate questions based on Generate questions based on by doing the "vocabulary rock
the material viewed the material viewed and roll"
Display appreciation of the
overall value of the structure Display appreciation of the
ATTITUDE and elements of the overall value of the structure
selection. and elements of the selection.
Justify ways in taking care for Justify ways in taking care for
VALUES the environment. the environment.
2. CONTENT What a Wonderful World ; What a Wonderful World ; Expressing Viewpoints Expressing Viewpoints Expanded Vocabulary
Expressing Point of View Expressing Point of View
MP3 file of the song "What a MP3 file of the song "What a copies of the lyrics of the copies of the lyrics of the strips of cartolina for the
3. LEARNING RESOURCEWonderful World", speakers, Wonderful World", speakers, song song Vocabulary Rock and Roll
strips of questions strips of questions
4. PROCEDURES
Let the students go outside the Let the students go outside the Make sure students have Make sure students have Instruct the students to form
4.1 Introductory Activity classroom for 3 minutes and classroom for 3 minutes and done the assignment. done the assignment. five groups.
find out nature's gifts to us. find out nature's gifts to u
Give the students some Give the students some Ask them to go over the text
statement starters to help them statement starters to help them "A Day in the Country" by
Call representatives of each Call representatives of each
4.2 Activity / Strategy state their point of view. state their point of view.
group to explain their work. group to explain their work.
Anton Checkov. Tell them to
Together with a partner, let Together with a partner, let look for at least 3 unfamiliar
them exchange views . them exchange views . words.
Explain the importance of Explain the importance of Let them connect and/or Let them connect and/or
knowing how to express their knowing how to express their extract from the image drawn
extract from the image drawn After few minutes, let the
4.3 Analysis the overall issue concerning
the overall issue concerning students present the words by
thoughts of viewpoints in thoughts of viewpoints in
English language. English language. human experience. human experience. group.
Let them connect and/or Let them connect and/or
View pictures and let them say View pictures and let them say extract from the image drawn extract from the image drawn Write the words in strips of
4.4 Abstraction something about it. Call something about it. Call the overall issue concerning the overall issue concerning paper and place it inside the
volunteers to share volunteers to share human experience. human experience. box
Let them listen to a familiar Let them listen to a familiar Let them choose a color that
song entitled "What a wonderful song entitled "What a wonderful Give clarifications.
4.5 Application Give clarifications. will represent their group
world".Ask them to complete world".Ask them to complete activity.
the graphic organizer. the graphic organizer.
Form 6 groups and let them Form 6 groups and let them
think of the meaning of the think of the meaning of the Do the activity by group as
Let them complete the table Let them complete the table
4.6 Assessment song by discussing the given song by discussing the given on Task 3.2. on Task 3.2.
indicated in the learners'
questions. questions. material on page 278-279.
Let them listen to the song
Let them listen to the song once Let them read the story "A Let them read the story "A
once again and do the activities
4.7 Assignment again and do the activities listed
listed on Task 3.1 found on
Day in the Country" by Anton Day in the Country" by Anton
on Task 3.1 found on page 277. Chekhov. Chekhov.
page 277.
Let them explain their work Let them explain their work
4.8 Wrap-up / Concluding Explain the importance of Explain the importance of and give clarifications if and give clarifications if
Activity Nature Nature needed. needed.
Not Accomplished . The teacher NOT ACCOMPLISHED Due to
gives 2nd grading Grades to delayed checking of NOT FINISHED /TO BE
5. REMARKS students. Lesson transferred to ACCOMPLISHED
assignment. (lesson
ACCOMPLISHED
CONTINUED NEXT MEETING
the next day. transferred to the next day)
6. REFLECTION
Prepared By:

Checked By:
Principal
DLP NO. 1&2 QUARTER 3
DETAILED LESSON PLAN LEARNING AREA ENGLISH DURATION 1 hour & 36 mins./section
GRADE LEVEL 10

OCTOBER 30, 2017 OCTOBER 31, 2017 NOVEMBER 1, 2017 NOVEMBER 2, 2017 NOVEMBER 3, 2017
Learning Competencies Viewing Comprehension Reading Comprehension
Key Concepts /
Walk with Nature
Draw conclusion on how
1. OBJECTIVES effective is the treatmentof
the underlying or
Raise questions to clarify
overarching issue
KNOWLEDGE issues covered in the
concerning human
material viewed.
experience.
Share viewpoints based on
SKILLS the ideas presented in the
materials viewed.
Appreciate the overall
artistic value of the
ATTITUDE structure and elements of
the selection.
VALUES Makakalikasan
What a Wonderful World ;
2. CONTENT Expressing Viewpoints
Expressing
MP3 Point
file of the of View
song "What
a Wonderful World",
copies of the lyrics of the
3. LEARNING RESOURCES speakers, strips of
song
questions
4. PROCEDURES Let the students go outside
the classroom for 3 Make sure students have
4.1 Introductory Activity minutes and find out done the assignment.
nature's
Give the gifts to us.some
students
statement starters to help
them state their point of Call representatives of
4.2 Activity / Strategy view. Together with a each group to explain their
partner, let them exchange work.
views .
Explain the importance of
Let them connect and/or
knowing how to express
extract from the image
their thoughts of
4.3 Analysis drawn the overall issue
viewpoints in English
concerning human
language.
experience.
View pictures and let them Let them connect and/or
say something about it. extract from the image
4.4 Abstraction
Call volunteers to share drawn the overall issue
concerning human
Let them listen to a experience.
familiar song entitled
"What a wonderful
4.5 Application world".Ask them to Give clarifications.
complete the graphic
organizer.
Form 6 groups and let
4.6 Assessment them think of the meaning Let them complete the
of the song by discussing table on Task 3.2.
the given questions.
Let them listen to the song Let them read the story "A
4.7 Assignment once again and do the Day in the Country" by
activities listed on Task 3.1 Anton Chekhov.
found on page 277.
Let them explain their work
4.8 Wrap-up / Concluding Explain the importance of and give clarifications if
Activity Nature needed.
Instructional Materials (IM) All Saints Day (Special

Not Accomplished Not Accomplished
5. REMARKS Additional Special Holiday because students did not because students did not
Preparation Non-Working Holiday)
show up in school. show up in school.
6. REFLECTION
Prepared By:
Name: ELLEN MAY L. ESCUADRO School RONDA NATIONAL HIGH SCHOOL

Checked By:
Principal
DLP NO. QUARTER
DETAILED LESSON PLAN LEARNING AREA DURATION
GRADE LEVEL
Learning Competencies
Key Concepts /
1. OBJECTIVES
KNOWLEDGE
SKILLS
ATTITUDE
VALUES
2. CONTENT
3. LEARNING RESOURCES
4. PROCEDURES
4.2 Activity / Strategy
4.3 Analysis
4.4 Abstraction
4.5 Application
4.6 Assessment
4.7 Assignment

Activity
5. REMARKS
6. REFLECTION
Prepared By:
Name: School RONDA NATIONAL HIGH SCHOOL

Position/Designation Division CEBU PROVINCE
Contact Number Email Address

3rd Quarter DLP

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DLP NO.

EN10LC-IVa-16: Listen to simplify, EN10SS-IVa-1.5: Use locational

*cite work used from many sources

Textbook, video clip, PowerPoint

Ask the students to read “How to

Divide the class into six groups

Let the students answer the

MA. LOURDES T. CABONILAS

Have interactive discussion on Stress out reality and survival

Write a news article

Presentation of views on the

5. REMARKS ACCOMPLISHED ACCOMPLISHED ACCOMPLISHED 3RD QUARTERLY ASSESSMENT

MA. LOURDES T. CABONILAS

EN10SS-IIIc1.6.4: Use writing EN10SS-IIIc1.6.4: Use writing

5. REMARKS ACCOMPLISHED NOT ACCOMPLISHED ACCOMPLISHED

MA. LOURDES T. CABONILAS

5. REMARKS NEW YEARS DAY HOLIDAY NOT FINISHED ACCOMPLISHED ACCOMPLISHED

MA. LOURDES T. CABONILAS

Learning Competencies Use pronouns effectively Use pronouns effectively

4.1 Introductory Activity Conduct a diagnostic test to check prior knwledge.

Check the diagnostic test and start with the pronouns

Using the sentences in the diagnostic test, introduce the

4.5 Application Call volunteers to go to the board.

4.6 Assessment Conduct a quiz in the the different types of pronouns.

MA. LOURDES T. CABONILAS

3. LEARNING RESOURCEvideoclip; textbook vocabulary map sample; textbook

Instruct students to distinguish important points from the

4.8 Wrap-up / Concluding

MA. LOURDES T. CABONILAS

Chart paper and marker;

What have you realized after watching the video clip?

4.8 Wrap-up / Concluding

MA. LOURDES T. CABONILAS

Ask students to form 3 Review basic sentence structures,patterns, and

Instruct them to write a short

Have them draw lots on the

Using their own topic. Do the same as shown by the

Research on the different

4.8 Wrap-up / Concluding

5. REMARKS ACCOMPLISHED ACCOMPLISHED HOLIDAY / BONIFACIO DAY

MA. LOURDES T. CABONILAS

ATTITUDE Value the importance of Value the importance of

Let the students read an

5. REMARKS ACCOMPLISHED ACCOMPLISHED ACCOMPLISHED NOT FINISHED ACCOMPLISHED

MA. LOURDES T. CABONILAS

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

Expand vocabulary knowledge

MA. LOURDES T. CABONILAS

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

Instructional Materials (IM) All Saints Day (Special

MA. LOURDES T. CABONILAS

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

4.1 Introductory Activity

4.2 Activity / Strategy

4.8 Wrap-up / Concluding

Name: School RONDA NATIONAL HIGH SCHOOL

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