School Camarin High School Grade Level Grade 10

Teacher Learning Area English

Teaching Time M T W TH F Quarter 2nd Quarter
Dates and 6:00-7:00 Archimedes Archimedes Archimedes Archimedes
Time 7:00-8:00 Oersted Oersted Oersted Oersted
DAILY 10:20-11:20 Avogadro Avogadro Avogadro Avogadro
LESSON 11:20-12:20 Reading De Coulomb De Coulomb De Coulomb De Coulomb
LOG 12:30-1:30 Excellence Excellence Reading Reading Reading

I.OBJECTIVE 1. Write the essential parts of the introduction 1. Write an outline of the body of an
1. Identify and describe the parts of an 1. Identify and describe the introduction of an of the essay in discrete items. argumentative essay.
essay: the introduction, the body, the argumentative essay 2. Use appropriate expressions for agreeing or
conclusion disagreeing when reacting to someone’s
opinion
A. Content Standards A. Content Standards: The learner demonstrates understanding of how the 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.

B. Performance standard B. Performance Standard: The learner composes a short but powerful persuasive text using a variety of persuasive techniques and devices.

C. Learning Competencies/
Objective Write the LC code for
each
EN10VC-IIa-3.8: Assess the effectiveness of the
ideas presented in the material viewed taking into
account its purpose
EN10RC-IIa-11: Transcode information from linear
to non-linear texts and vice-versa
EN10LT-IIa14.2: Explain how the elements specific
to a selection build its theme
EN10RC-IIh-2.22: Evaluate text content, elements,
features, and properties using a set of criteria
EN10WC-IIa13.1: Identify parts and features of
argumentative essay
EN10LT-IIa14.2: Explain how the elements specific to a
selection build its theme
EN10RC-IIh-2.22: Evaluate text content, elements,
features, and properties using a set of criteria
EN10WC-IIa13.1: Identify parts and features of
argumentative essays
EN10LT-IIa14.2: Explain how the elements specific
to a selection build its theme
EN10RC-IIg-13.1: Read closely to get explicitly and
implicitly stated information
EN10G-IIi-28: Use words and expressions that
affirm or negate
EN10LT-IIa14.2: Explain how the elements specific to a
selection build its theme
EN10WC-IIa13.1: Identify parts and features of
argumentative essays
EN10RC-IIa-11: Transcode information from linear to
non-linear texts and vice-versa
EN10VC-IIb-3.8: Assess the effectiveness of the ideas
presented in the material viewed taking into account
its purpose

EN10RC-IId-1.5.2: Scan for needed information

D. Strategy and KRAs

II. CONTENT Argumentative Essay Argumentative Essay Argumentative Essay Argumentative Essay
Overview The Introduction The Introduction The Body
Introduction Hook, background information, and thesis statement Hook, background information, and thesis statement Supporting evidences
Body Topic sentences
Conclusion
III. LEARNING
RESOURCES
A. Reference
1. Teacher’s Guide Page
2. Learner’s Materials Page P55-58
3.Textbook pages P55-58
4. Additional Material from
Learning Resources (LR) portal
B. Other Learning Resources
IV. PROCEDURES
A. Reviewing previous lesson or
presenting the new lesson
B. Establishing a purpose for the
lesson
C. Presenting examples/ instance
of the new lesson
D. Discussing new concepts and
practicing new skills # 1
Ask the students to describe the kind of conflict
shown in the pictures.
1. International conflict
2. National Conflict
3. Community Conflict
Task 1: Picture the bridge
Tell the students to imagine the bridge as a tool for
resolving conflict. Ask them how should opposing
parties resolve a conflict?
Task 2: Show the guide questions before viewing a
song. (BECAUSE OF YOU by Kelly Clarkson) Let
the students answer and discuss afterwards.
a. What type of conflict is shown in the
song?
b. How was the conflict resolved?
c. Relate the idea of a bridge in the solution
of this particular conflict.
Tell the class that there are types of conflict in a
family other than the one shown in the song. Ask the
students if they can give some. Instruct the students
to read an essay and see if what they have given can
be confirmed in the text.
Task 3: Read Me
Essay Text 1:
Four Types of Family Conflict
Task 4: Transcode Me
Ask a few volunteers to report about the result of their
survey.
Ask students about the possible consequence if a family is
not able to deal with a conflict.
-dysfunctional family
-broken family
-legal separation of the parents
-annulment of marriage
Make an informal survey who among the students are in
favor or not in favor of the Divorce Bill becoming a law.
Tell the class that the essay they are about to read may
change the stand of some about the issue.
Task 6: Read Me
Show the guide questions before reading the essay. Let
the students answer and discuss after reading the text.
1. What is the text all about?
2. What is the purpose of the author in writing
the text?
3. Do you agree with the author’s stand about
the issue? Why or why not?
Essay Text 3:
The time for legalizing divorce has come
BY ANTONIO CONTRERAS
Ask a volunteer to enumerate the required details of
an introduction to an essay.
Head or Tail?
Ask the class to make a guess which side of the coin
will be up. Ask a volunteer to flip a coin. Tell the
class that a debatable issue has two sides as well.
But the choosing of which side to stan on is not as
easy as flipping a coin. There is a need for well
informed balanced decision through sufficient
relevant and reliable information about the issue.
Task 9: Read Me
Show the guide questions before reading the essay.
Let the students answer and discuss after reading the
text. Put an emphasis on correct expression of
agreeing or disagreeing.
1. What is the text all about?
2. What is the purpose of the author in
writing the text?
3. Do you agree with the author’s stand
about the issue? Why or why not?
Essay Text 4:
Divorce in the Philippines - Say No to it!
BY VINCE OLAER
Do a rollcall of which groups are in favor or against
legalizing divorce?
Explain that in this lesson, they will be required to give
evidences to support their stand about an issue, and
those evidences should prove ‘sturdy’ or secured and
well built. It can be done if they undergo some tests.
Task 14: Present several titles of argumentative essays.
Ask the class which is the appropriate test for each.
a. Flexibility Test
b. Importance or Value Test
c. Truth test
Task 15: Give each member of the group a checklist
so that he/she can categorize the detail in the
assigned essay as having claim of fact, value, or
policy. After accomplishing the worksheet, each
member is to share the information to the other
group members.
Claim of Fact:
Essay Text 5:
Communist recruitment a threat to our youth
Claim of Value:
Essay Text 6:
If Koreanovelas can, why can't our teleseryes?
Claim of Policy:
Essay Text 7
The time for legalizing divorce has come

E. Discussing new concepts and
practicing new skills #2
F. Developing mastery
(Leads to Formative Assessment
3)
Task 5: Ask the students to describe the parts of an
essay with the help of a checklist.
-A checklist for Introduction
-A checklist for the Body
-A checklist for the Conclusion
Essay text 1:
Four Types of Family Conflict
Conflict in a Community
Task 5: Ask the students to identify and assess the
effectiveness of the parts of an essay with the help
of a checklist.
Task 7: Assessment of Text by Parts.
-A checklist for Detailed Introduction
Students are to identify the introduction and assess its
effectivity by identifying its:
a. Hook
b. Background information
c. Thesis statement
Task 8: Having decided that the thesis statement lacks
conviction, have the students rewrite the introduction of
the essay by editing its thesis statement.
Pre-writing collaborative activities:
Ask the students to accomplish the following tasks:
Responding through Text:
Task 10: Having read 2 argumentative essays that
are for the legalization of divorce and against it,
brainstorm and decide on which side of the issue
you will be. Also decide on a working title for your
argumentative essay. Be mindful of your use of
expressions for agreeing and disagreeing.
Task 11: Pre-writing collaborative activities:
Now that you have selected the side of the issue,
among the group’s collection of quotes about family Ask the students to accomplish the following tasks:
or divorce, decide which you are going to use as a

G. Finding practical application
of concept and skills in daily
living
H. Making generalizations and
abstractions about the lesson
I. Evaluating learning
J. Additional activities for
application or remediation
V. REMARKS
VI. REFLECTION
A. No. of learners who earned
80% in the evaluation.
B. No. of learners who require
additional activities for
remediation who scored below 80
%
C. Did the remedial lessons
work? No. of learners who have
caught up with the lesson.
D. No. of learners who continue
to require remediation
-A checklist for Introduction
-A checklist for the Body
-A checklist for the Conclusion
Essay Text 2:
Aggressive Driving Should be Avoided
Ask a student this question:
What is the purpose of writing an essay?
Tell the students to enumerate the parts of an essay.
Tell the students to conduct an informal survey in
class about the most commonly experienced family
conflict by teen-agers.
Reflect on your teaching assess yourself as a teacher. Think about your students’ progress this week. What works? What else needs to be done to help the students learn? What help your instructional supervisors can
provide for you so when you meet them, you can ask them relevant question.
Ask a student this question:
What is needed to catch the attention of your reader?
Remind the students to remember this acronym.
A-Attention getter/hook
B-Bridge/background information
C-Claim/Thesis
Research, read and print news and opinion articles,
statistics or research articles about annulment, legal
separation and divorce in the Philippines.
Collect quotes about family that you can relate to conflict
solution and divorce.
hook. You may also compose a rhetorical question, Task 16: Strategize how you are going to lay-out your
or cite an example or anecdote. claim/s. First collect more information from your
newspaper/opinion/research clippings and categorize
Task 12: them into support for claims of fact, value or policy.
Read closely your articles and statistics and decide Copy the bit of information in a sticky note and place
which to use as general background information. them in the columns of the table labeled accordingly as
Construct a sociogram in a board through article fact, value, and policy.
clippings to organize your ideas and information. Be
mindful of your use of expression on agreeing and
disagreeing.
Ask a student this question:
How do you show politeness even when you have to
express disagreement?
Task 13: Task 17:
Based on your sociogram board, fill the worksheet: Construct an outline for the type of claim that stood out
Hook: in the table based on the number of evidences lined up
Background information in its column.
Thesis Statement
.
Read the following essays.
Essay Text 5:
Communist recruitment a threat to our youth
Essay Text 6:
If Koreanovelas can, why can't our teleseryes?
Essay Text 7
The time for legalizing divorce has come
E. Which of my teaching
strategies worked well? Why did
these work?

F. What difficulties did I

encounter which my principal or
supervisor can help me solve?
G. What innovational or
localized materials did I use/
discover which I wish to share
with other teachers?

Checked by: ______________________________ _______________________________ ______________________________ __________________________ ______________________________