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Daily School: ZNHS West Grade Level: 10

Lesson Teacher: RUTH A. BARUC Learning Area: English


Plan Teaching Date: September 2,2019(Monday) Quarter 2

I. OBJECTIVES
A. Content Standards: The learner demonstrates understanding of how world
literature and other text types serve as instruments to
resolve social conflicts, also how to use the language of
research, campaigns and advocacies.
B. Performance Standards: The learner proficiently delivers an argumentative speech
emphasizing how to resolve conflicts among individuals or
groups.
C. Learning Competencies/ EN10RC-IIa-11: Transcode information from linear to non-
Objectives: linear texts and vice-versa
* Interpret significant information through graphs/charts.
* Give the correct formula in data interpretation
II. CONTENT
Finding Common Ground (Causes of Family Conflict)
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide Pages P122
2. Learner’s Materials Pages P119-121
3. Textbook Pages P119-121
4. Additional Materials
from Learning Resource Online Resources
(LR) portal
B. Other Resources Copy of the reading text
C. Strategies Graphic Organizer, groupings
* Graph/Chart
* Table
* Role play
D. Integration Math/EsP
IV. PROCEDURES
A. Review: Short recall of the previous lesson.
B. Motivation: Determine the confict that is shown in the picture.
B. Activity: • Form 3 groups
• Read the text about causes of conflict in the family..
• Fill in the diagram with causes of family conflicts with
short description

Family
Conflict

• Presentation of group task.

Process the activity:


From the given conflicts, which have you experienced
with your family? Why?
What do you think could be done to resolve this conflict
in your family?
C. Analysis: Survey to Convey
Conflict situations arise among teenagers on a daily
basis. Many times,minor conflict and disagreemeents can
result in violence.
Given are common conflict situations among teenagers:
* Gossips
*Fighting
*Parent-Child conflict
* Cyberbullying

1. Using the same group.


2. Conduct survey about the common conflict situations
in your group.
3. From the responses, rank the conflict from the most
number of persons to the least that experienced it.
4. Graph the results of the survey you conducted in your
group..
(each group represensative will pick one rolled paper for the
assigned type of graph: Pie graph, Bar graph or Line graph.)
*In their respective groups, students discuss the interpretation
of their graph results.
5. Write the interpretation of the graph in the box

Interpretation:
D. Abstraction: Ask a representative of the group to present their output
Questions:
1. What are the kinds of graphs used in the survey?
2. When /what are the uses or functions of these?
3. How did you come up with the result/What formula/
computation did you use?
E. Application: Conflict Prevention
One must consideer how to avoid conflicts. Complete
the table by writing ways to prevent conflict situation.
(Individual Task - Notebook)
Conflict Situation Prevention
1. Gossip
2. Fighting
3. Parent-child conflict
4. Cyberbullying
*big group discussion
V. Evaluation Perform as a group a role play of any family conflict situation.

VI. Assignment Complete the phrase:


I can prevent conflict by….
Checked by:
Can you recall one unforgettable misunderstanding that
happened in your family?
nagers:

etation
uation.
Rubrics
HOW TO CHOOSE
Criteria Weight Exceptional Admirable WHICH TYPE OF
¨ Factual information is accurate ¨ Factual information is
Understanding of 40% ¨ Indicates a clear understanding is mostly accurate
GRAPH TO USE?
When to Use . . .
the topic
of topic ¨ Good understanding of topic
Line graphs are used to
¨ Accepts ideas of others; ¨ Accepts most ideas without
30% able to compromise negative comments; track
. . . a changes over
Line graph.
¨ All members contribute able to compromise short and long periods
of time. When smaller
Cooperation changes exist, line
graphs are better to
use than bar graphs.
Line graphs can also be
¨ Some members contribute used to compare
¨ Shows confidence
¨ Informative
¨ Shows some confidence
¨ Presents some information
.changes
Pie. .charts
a Pie
over are best
the same
period
to useofwhen
time foryou
more
¨ Entertaining; engages audience ¨ Engages audience
Chart.
than one group.
Presentation 30%
are trying to
compare parts of
¨ Speaks loudly and clearly ¨ Can be heard a whole. They do
¨ Appropriate use of body language ¨ Some use of body language
not show changes
. . . a Bar Graph.
Criteria Weight Acceptable Attempted
over time.
Bar graphs are used to compare
things between different groups or
to track changes over time.
Understanding of However, when trying to measure
40% change over time, bar graphs are
the topic
best when the changes are larger.
¨ Factual information is ¨Information is inaccurate
somewhat accurate ¨Presentation is off topic
¨ Fair understanding of the topic . . . an Area Graph.
¨ Unwilling to compromise ¨Group does not work together

Area graphs are very similar to line


graphs. They can be used to track
changes over time for one or more
Cooperation 30% groups. Area graphs are good to use
when you are tracking the changes
in two or more related groups that
make up one whole category (for
example public and private groups).
¨ Few members contribute ¨One person does all the work
¨ Unsure of responsibility ¨Portrayal stalls
¨ Somewhat informative ¨Lacks information . . . an X-Y Plot.
¨ Engages audience intermittently ¨Audience bored X-Y plots are used to determine
relationships between the two
different things. The x-axis is used
to measure one event (or variable)
and the y-axis is used to measure
the other. If both variables increase
at the same time, they have a
positive relationship. If one variable
decreases while the other increases,
Presentation 30%
they have a negative relationship.
Sometimes the variables don't
¨ Hard to hear ¨Mumbles follow any pattern and have no
relationship.
Presentation 30%

¨ Some movement ¨Body language is lacking;


inappropriate
Exceptional ¨ Factual information is accurate

¨ Indicates a clear understanding


of topic have different pictures here in front and

¨ Accepts ideas of others;


able to compromise
¨ All members contribute
pictures here in front and I want you to determine the conflict that was present in the picture. Write it o
t in the picture. Write it on your assessment notebook.Teacher’s ActivityStudent ActivityReview
t ActivityReviewWhat is our lesson yesterday? Yes Student 1.Very Good! What is Common Ground aga
is Common Ground again, based on what we discussed yesterday?

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