School SULU-AN INTEGRATED SCHOOL
Teacher MYLENE D. ATREGENIO-CASPE
Teaching Dates July 10, 2019
and Time (8:45 – 9:45)
I. OBJECTIVES
A. Content Standards
B. Performance
Standards
C. Learning
Competencies/Objectives
Write the LC code for each
II. CONTENT
( Subject Matter)
I. LEARNING
RESOURCES
A .(References)
1. Teacher’s Guide
pages
2. Learner’s Material
pages
B.Other Learning Resources
III. PROCEDURES
A. ELICIT. (Reviewing previous
lesson or presenting the new
lesson)
B. ENGAGE. (Establishing a
purpose for the lesson)
C. EXPLORE. (Presenting
examples/instances of the new
lesson)
D. EXPLAIN. (Discussing new
concepts and practicing new
skills #1)
E. ELABORATE. (Discussing new
concepts and practicing new
skills #2)
F.Developing mastery
(Leads to Formative
Assessment 3)
G. EVALUATE. (Finding
practical applications of
concepts and skills in daily
living)
Grade Level 10
Learning Areas ENGLISH
Quarter First
The learner demonstrates understanding of how world literature and other text
types serve as ways of expressing and resolving personal conflicts, also how to
use strategies in linking textual information, repairing, enhancing
communication public speaking, emphasis markers in persuasive texts,
different forms of modals, reflexive and intensive pronouns.
The learner composes a short but powerful persuasive text using a variety of
persuasive techniques and devices.
EN10LT-Ic-2.2: Explain how the elements specific to a genre contribute to the
theme of a particular literary selection
EN10LT-Ic2.2.2: Explain the literary devices used
Module 1: Overcoming Challenges
Lesson3: Capitalizing on Strengths and Weaknesses
Literary Elements/Theme in the Selection, Orpheus; and Literary Devices Used
Teachers guide
Learners material
pp.
pp. 54-60
Have the students read the text about myths in a box on page 55 of the LM,
then deliberate its key thought/s
Have the students mull over the following motive question: “To what extent
would you use your strength to save the person you love?”
Interactive Reading of the Selection entitled, Orpheus
Have the students answer the processing questions on page 57. Optional: Pass
the Dice Activity in designating questions to students
Discuss shortly what is exposition, falling action, climax, rising action, and
resolution, then facilitate students’ responses on Task 6 Element-Array on page
58 of the LM
Discuss shortly what is exposition, falling action, climax, rising action, and
resolution, then facilitate students’ responses on Task 6 Element-Array on page
58 of the LM
Cite instances where people risk so much for the sake of their loved ones
 H. EXTEND. (Making Have the students answer the following:
generalizations and
abstractions about the lesson) “Why should you capitalize on strengths and recognize your weaknesses?”

I. Evaluating learning Accomplish Task 7 Alice Low on page 58 of the LM

J. Additional activities for

application or remediation
IV. REMARKS
V. REFLECTION
A. No. of learners who earned
80% and above in the
evaluation
B.No. of learners who require
additional activities for
remediation who scored below
80%
C. Did the remedial lessons ___Yes ___No
work? No. of learners who of Learners who caught up the lesson
have caught up with the lesson
D.No. of learners who continue _____ of Learners who continue to require remediation
to require remediation
E.Which of my teaching  Strategies used that work well:
strategies worked well? Why  Group collaboration
did these work?  Games
 Answering preliminary
 activities/exercises
 Discussion
 Think-Pair-Share (TPS)
 Differentiated Instruction
 Lecture Method
Why?
 Complete IMs
 Pupils’ eagerness to learn
 Group member’s Cooperation in doing their tasks
F.What difficulties did I  Unavailable Technology
encounter which my principal  Equipment (AVR/LCD)
or supervisor can help me
solve?
G.What innovation or localized Planned Innovations:
materials did I use/discover  Fashcards
which I wish to share with  Pictures
other teachers?

Noted by:

RONQUILLO B. SALVEDIA
School Head