Lesson Plan in English 10

QUARTER 2

Date: September 1, 2015 Tuesday Day 2

I. Objective/s Assess the effectiveness of the ideas presented in the material
viewed, taking into account its purpose (EN10V-IIa-13.9)

Switch from one listening strategy to another to extract meaning

II. Subject Matter
III. Learning Tasks
Teacher’s Tasks
Motivation
1. Work with a partner. Observe the
picture and list down in your notebook
the things you see.
2. Answer Your Initial Tasks – Task 1
3. Present your observation and
discuss the picture in class.
4. Process students’ answers.
from the listening text (EN10LC –IIa-11)
Topics:
Assessing the effectiveness of the ideas presented in the material
viewed
Switching from one listening strategy to another to extract
meaning from the listening text
Skill: Viewing and Listening
Materials: Copy of the activities, pictures
Reference: LM pages 116-119 TG pages 118-121
Student’s Tasks
Your Initial Tasks
Task 1 WHAT YOU SEE IS WHAT YOU GET! (Pair Work)
Observe the picture below and identify details that symbolize the things
to consider in resolving conflicts. Do you think the persons in the
picture are trying to make amends to resolve a conflict? Discuss with a
partner.

1st Presentation
1. Present the photo of Kodaline to the
class. Tell the class that Kodaline is an
Irish Band and that they’re going to
listen to their popular song which is
included in Ireland Singles Top 100.
2.Write the title of the song “Common
Ground” on the board.
3. Let them do the activity on Task 2 A Task 2 PREDICT AND EXPECT
4. Let them explain their ideas or A. You will listen to a song entitled “Common Ground” by
concepts of Common Ground. Kodaline.
5. Process students’ answers. Task 2B. (Individual Task)
Predict words or phrases that you expect to hear from the song
through its title. Write your answer in the box. Do this in your
2nd Presentation notebook.
1. Bring MP3 or CD of the song
“Common Ground” by Kodaline
2. Play the song “Common Ground” by
Kodaline then let the students listen to
the song.
3. While they’re listening to the song,
let them check the words or phrases
they listed if it appeared in the song.
4. Process students’ answers.
 Task 2B. (Whole Class)
B. Listen to the song, then check the words or phrases you listed.

Discussion:
1. What is the song all about?
2. How did you feel while listening to
the song?
3. What advice is given in the song? Do
you agree with it?
Why/Why not?
4. Would you follow the advice given?
Why or why not?
5. Explain what is emphasized in the
song.
Application:
Task 2C. Pencil In
1. Have the students listen to the song
for the second time.
2. Have students form small groups.
2. Instruct them to sketch in the box an
object that they have visualized in the
song.
3. Have them explain and discuss their
group work in class.
4. Process students’ answers.
COMMON GROUND
by Kodaline
It's easy to win,
It's harder to lose
To admit that you're wrong
When you've got something to prove.
You said it was easy
I tell you they are wrong.
So get busy learning,
are you already gone?
People will tell you
What you want to hear
But the people who know you well
Can make it all clear.
Life isn’t easy,
You got to be strong.
So get busy learning,
Are you already gone?
And all will be forgotten
And we all fall apart,
Yeah all will be forgotten
But the common ground,
It’s a good place to start.
Sure all will be forgotten,
Yeah we will all be forgotten, fall apart.
We will all be forgotten,
But common ground,
Is a good place to start.
Common ground is a good place to start.
C. Pencil In (Small Group)
While listening to the song for the second time, sketch in the box
an object you visualize in the song. Explain and discuss with a
partner afterwards.

Prepared by: Noted:

JOSENIA P. CONSTANTINO JUAN P. CABRERA

SST- I Principal
Date: September 2, 2015 Wednesday
I. Objective/s
II. Subject Matter
III. Learning Tasks
Teacher’s Tasks
Review:
Questions
1. What is the song all about?
2. How did you feel while listening to
the song?
3. What advice is given in the song?
Do you agree with it?
Why/Why not?
4. Would you follow the advice given?
Why or why not?
5. Explain what is emphasized in the
song.
Pre-Reading Activities
Motivation
Ask the students to answer the
question in the introduction of the
selection. Call a volunteer to share his
or her experience about
misunderstanding in the family.
Vocabulary Development
The following words were taken from
the selection that you are about to
read. Give the meaning of the
underlined words. Choose your
answer from the list of words below.
1. Conflict arises
2. Negative emotions and
consequences
3. irreparably damage a
marriage as finances
4. inevitable rivalry
Day 3
Transcode information from linear to non-linear texts and vice-versa
(EN10RC-IIa-11)
Topic:
Transcoding information from linear to non-linear texts and vice versa
(EN10RC-IIa-11)
Skill: Reading
Materials: Copy of the activities, pictures
Reference: LM pages 119- 121 TG page 122
Student’s Tasks
Task 3A READ ME (Individual Task)
The family is the smallest unit of` society and it is everything. Yet there
is no such thing as a “perfect family.”
Can you recall one unforgettable misunderstanding that happened in
your family? How did your family cope with the tension it caused?
Read the text about the causes of conflicts in a family.
4 Causes of Family Conflict
by K. Lee Banks
Family harmony provides a sense of belonging and a
feeling of security unlike many other types of relationships.
When conflict arises, it threatens that security. Whether the
disharmony initiates from within the family unit or from
external sources, individual family members and the family as
a whole can experience a range of negative emotions and
consequences. Unresolved conflict may irreparably damage a
marriage and the entire family, if family members do not seek
help.
One major source of family conflict is within the area
of finances-specifically, the lack of enough money to pay bills,
maintain the mortgage or rent, buy sufficient food and other
necessities and have any remaining money for recreation, job
or career may contribute to conflict within a family. If a
parent’s job keeps him/her away from home most of the
time, the spouse at home with the children often feels
neglected or overwhelmed. Conversely, if the parent becomes
unemployed, this causes its own form of stress and conflict,
as finances dwindle and uncertainty sets in about the future.
 Result
Problems
too bad to be corrected or
repaired
decrease
unavoidable
During Reading:
Oral Reading
After Reading
Process the reading text by asking
students the following questions:
a. What is the major source of family
conflict?
b. What causes family conflict?
c. Describe the causes of family
conflict?
Discuss with the students the different
types of non-linear texts such as line
graph, pie graph, chart graph, and
graphic organizer.
Discuss when and how these non-
linear texts are used.
Generalization:
Application:
Let students fill in the graph
Transcode Me found in the LM
Answers
– finances, siblings rivalry, favoritism,
in-laws
How does your knowledge in
transcoding linear to non-linear text
help you understand the selection?
Another cause of family conflict is the inevitable rivalry that
occurs between siblings. Children typically seek their parents’ attention and
approval, even if this requires tattling on, or sometimes causing harm to a
sibling. Whether a child expresses jealousy of a sibling, competes with
him/her or teases him/her non-stop, it is destined to cause conflict. Each
child deserves an equal amount of parental love and acceptance, yet
sometimes a parent may favor one child over another. This merely
intensifies the conflict.
While mutual agreement on the subject of child discipline is
crucial, the lack of consensus opens up another potential area for family
conflict. If one parent acts as the “disciplinarian,” the other parent typically
becomes the “consoler” to whom the children turn - this often pits one
parent against the other.
Jokes and movies abound regarding conflict with in-laws
(especially mothers-in-law); however, when you actually become involved
in disagreements with your in-laws or extended family, it is no laughing
matter. While it is preferable to respect your elders-parents and
grandparents on both sides equally-this can prove to be challenging. If
relatives routinely interfere in your family’s decisions and lifestyle, conflict
frequently results.
Answer the questions below.
1. From the given conflicts, which of these have you experienced with
your family? Why?
______________________________________________________
______________________________________________________
______________________________________________________
2. What did you do to resolve the said conflict in your family?
______________________________________________________
______________________________________________________
______________________________________________________
Extended Learning Activity

Have the students read another article What's the Problem? The Four Classic Conflict
and transcode this linear text to non- Types
linear.
Conflict is vital to any story, but it isn't always between
people. Some stories pit the hero against society, or a natural
disaster. Others have the traditional hero vs villain setup. Let's
look at the four classic story conflict types and how they define
the basic conflict structure.

This is probably the most common type. It's a character

against another character, people vs people, even if those people
are non-human. They're still a "character" like any other. A wizard
wants to kill the hero and enslave the world. A scientist needs to
find the cure and stop the madman with the virus. An orphan girl
needs to save her sister from bad men. The person standing in
the way of your protagonist is another person.

This is where the character is at odds with themselves

and fighting something personal and internal. Overcoming a drug
problem, dealing with betrayal, etc. The person standing in the
way of your protagonist is them.

This is where a character has a problem with

something that is status quo in the world. It's not any one
person who is causing trouble, it's how things are being
done. A man tries to change an unfair law. A girl rebels
against a tyrannical society that forces kids to fight to the
death. A woman questions why she can't go to school like
her brother. Everyone is standing in the protagonist's
way, but not everyone is at fault.

Prepared by: Noted:

JOSENIA P. CONSTANTINO JUAN P. CABRERA

SST- I This is just what it sounds like. A character is up against nature,
Principal
and that's what's keeping them from their goal. A guy is trapped
in a blizzard and has to survive. Kids lost in the forest need to find
their way home. There is no person standing in your protagonist's
way, it's the world itself.
Date: September 3, 2015 Thursday Day 4
I. Objective/s Transcoding information from linear to non-linear texts and vice versa
(EN10RC-IIa-11)

II. Subject Matter Topic: Transcoding information from linear to non-linear texts and
vice versa
Skill: Reading
Materials: Copy of the activities, pictures
Reference: LM pages 119- 121 TG page 122
III. Learning Tasks
Teacher’s Tasks Student’s Tasks
Checking & Processing of Students’
Assignment.
Have the students present their
assignment.
Process students’ responses.
Ask: How does your knowledge in
transcoding linear to non-linear text
help you understand the selection?

Application (Cont.) Your Initial Tasks

Task 4. FYI Task 4 FYI (Pair Work)
A. A Survey to Convey A. Survey to Convey
1. Have the class form a group
consisting of ten members. Conflict situations arise among teenagers on a daily basis. Many
2. Instruct them to do the activity times, minor conflict and disagreements can result in violence.
found in the LM.
Below are common conflict situations among teenagers:
3. Inform them that they may use
different graphs such as line graph,
bar graph or pie graph.
4. Ask a representative from each
group to present their output with the
rest of the class by explaining the
interpretation of the survey
conducted.

Form a group consisting of 10 members.

• Conduct a survey about the common conflict situations in your group.
• Ask each member in the group who experienced the conflict. From
the responses, rank the conflict from the most number of persons to
the least who experienced it.
• Graph the results of the survey you conducted in your group.
 Write your interpretation of the graph in the box.

Evaluation B. Conflict Prevention

How can we prevent conflict?
One must consider how to avoid conflicts. Complete the table below
Complete the organizer on ways to
by writing ways to prevent each common conflict situation.
prevent conflict. Analyze each
situation carefully.

Remarks:
No. of learners within mastery level ______________________
No. of learners needing reinforcement/remediation_________

Assignment Research on the background of Dante Alighieri.

Prepared by: Noted:

JOSENIA P. CONSTANTINO JUAN P. CABRERA

SST- I Principal
Date: September 7, 2015 Monday Day 5
I. Objective/s Explain how the elements specific to a selection build its theme
(EN10LT-IIa-14.2)

II. Subject Matter Topic:

Explaining how the elements specific to a selection build its theme
Selection: INFERNO by Dante Alighieri translated by John Ciardi
Skill: Literature
Materials: Copy of the activities, pictures
Reference: LM pages 123-129 TG pages 123-124
III. Learning Tasks
Teacher’s Tasks Student’s Tasks
Review: Recall the different types of
non-linear texts and their uses. Your Text (With a Partner)
Task 5. Think Through
Pre -reading A. In the box is a pool of words you will come across in the
Introduction: text. Read each definition and then choose the defined word
Discuss with the class that they are
from the pool. Write your answer in your notebook.
going to read and study a part of one of
the masterpieces of Dante Alighieri
Divine Comedy which is Canto III of The forsaken omnipotence vestibule
Inferno.
summon primordial torment
Vocabulary Development
Task 5. Think Through
1. Inform the students that they would 1. existing from the beginning
come across some unfamiliar words in 2. abandoned or deserted.
the selection. 3. an agency or force of unlimited power
Let them look for a partner and ask 4. typically refers to a small room next to the outer door and
them to answer Task 5. connecting it with the interior of the building.
• Answers 5. authoritatively or urgently call on
1.) primordial 6. something that causes extreme physical or mental pain
2.) forsaken
3.) omnipotence B. Choose 3 words and use in meaningful sentences. (Whole
4.) vestibule Class)
5.) summon
6.) torment

Have students use the word in a

sentence for better understanding.

Background of the Author

Call voluntary to read his or assignment
on the background of Dante Alighieri.
Read with the students the Background
of Divine Comedy and Inferno

The Divine Comedy was the poetic

journey of a man struggling to reconcile
himself to a bitter political exile through
the triumph of love.
The Inferno is the first part of Dante
Alighieri’s poem, the Divine Comedy,
which chronicles Dante’s journey to God,
and is made up of the Inferno (Hell),
Purgatorio (Purgatory), and
Paradiso (Paradise).

The poems are quite short: they would

take about as long to read the
whole Inferno as it would to read the
Task 6 READ AND IMAGINE (Pair Work)
detailed canto summaries and analysis,
although they might be helpful for Have you ever been to a house of horrors? Have you seen a horror
understanding Dante’s movie? What are the things that shocked or frightened you?
difficult language.

Motive Question
1. Allow the students to answer the
motive question before the text.
Have you ever been to a house of
horrors? Have you seen a horror movie?
What are the things that shocked or
frightened you?
2. Encourage them to share their
experiences on this.
During Reading
1. Oral Reading
2. Highlight important points and take
note of the different senses you
discovered while reading the text.
Read the excerpt below from the Divine Comedy-Inferno. Note the
frightening things Dante wrote to illustrate hell. (Whole Class)
(See attached Summary of Canto III The Vestibule of Hell)
Comprehension Check up
Thinking about the Text (Individual)
1. What is Virgil’s advice to Dante as spoken at the Gate of
Hell?
2. Who are the souls tortured in this Canto?
3. What is Charon’s reaction to Dante’s attempt to cross the
river of Acharon?
4. How does Virgil silence Charon?

After Reading
Task 6 READ AND IMAGINE
1. Tell the class to answer Thinking
about the text found in the LM.
2. Discuss the answers to the class

Task 7 A. Differentiated Tasks

 B. Use your Senses (Small Group)
Form 4 groups. Perform the task assigned in your group.
1. Eye Group – Make a poster of what hell looks like based on
the text
2. Ear Group – Record sounds of hell based on the details from
the text or use your voice and other materials available in
producing the sounds.
3. Hand Group – Show an interpretative dance to reflect the
movements of tormented souls.
4. Eye and hand group- make a collage that depicts what hell
looks like.

Evaluation Give the theme of Canto III. Explain how the elements specific to a
selection build its theme.

Character
(Virgil’s Advice and Explanation of the inscriptions)

Character
(Charon’s statement)

Character: Dante’s Reaction

Setting: Vestibule of Hell

Extended Learning Activity Task 7 b SENSE CHART (Individual)
Give the theme of Canto III. Explain
how the elements specific to a selection In Canto III, Dante begins his description of Hell, which becomes an
assault on the senses of the readers. As we read his harrowing
build its theme.
descriptions of the sounds, sights, and even smells of Hell, we come
to share in Dante’s repugnance of the horrible experience the poet
Rubrics
encounters.
5 3 1
Explanations Explanations Explanations
are properly are properly are no so
presented presented related to
and are and are the theme.
related to partially
the theme. related to
the theme.

Prepared by: Noted:

JOSENIA P. CONSTANTINO JUAN P. CABRERA

SST- I Principal

Indicators 1 2 3 4 Score
Preparation Did not prepare Some preparations A good amount of Student prepared
for the were done. preparation was beyond level of
presentation done. assessment
Speaking and Did not look at the Looked at the Looked at the Gave attention to
Audience audience and did audience some of audience and the audience and
Contact not speak clearly. the time; spoke spoke clearly. spoke very
clearly once in a expressively.
while.
Overall Group didn’t show Group showed Group show good Group showed
understanding sufficient understanding of understanding of complete
of the topic understanding of the message of the the entire story and understanding of
the message and story and its its conflict. whole story and
conflict of the conflict. its conflict.
story.
Date: September 9, 2015 Wednesday Day 7
I. Objective/s Explain how the elements specific to a selection build its theme
(EN10LT-IIa-14.2)

II. Subject Matter Topics:

Explaining how the elements specific to a selection build its theme
Selection: INFERNO by Dante Alighieri translated by John Ciardi
Skill: Literature
Materials: Copy of the activities, pictures
Reference: LM pages 129-130 TG pages 123-124
III. Learning Tasks
Teacher’s Tasks Student’s Tasks
Review: Task 7 A SENSE CHART
1. What is the name of the river which
circles the rim of Hell? In Canto III, Dante begins his description of Hell, which becomes an
2. What was the name of the ferryman? assault on the senses of the readers. As we read his harrowing
3. Who were the cowards in Canto III descriptions of the sounds, sights, and even smells of Hell, we come
whom Dante describes?? to share in Dante’s repugnance of the horrible experience the poet
4. The uncommitted had saved their encounters.
blood all their lives. What was the
ultimate result of this act?
5. What is Dante’s initial reaction to the
many souls he sees in the Vestibule of
Hell?
6. What is Dante’s reaction to the sights
and sounds of Hell at the end of Canto
III?
7. What message the does story want to
convey to us reader?

Answers
1. The river was the Acheron.
2. The ferryman was named Charon. B. Use your Senses (Small Group)
3. The cowards are those who were
afraid to make a decision or choices. The Form 4 groups. Perform the task assigned in your group.
cowards that Dante describes are the
3. Eye Group – Make a poster of what hell looks like based on
people who were not brave enough to
the text
make a decision one way or the other.
4. Ear Group – Record sounds of hell based on the details from
4. They now find their blood spilled by the text or use your voice and other materials available in
wasps and hornets and drunk by worms. producing the sounds.
5. Dante is surprised at their numbers; 3. Hand Group – Show an interpretative dance to reflect the
he had no idea so many had died or that movements of tormented souls.
so many had died uncommitted. 4. Eye and hand group- make a collage that depicts what hell
6. Dante is frightened and falls into a looks like.
swoon.

Process students’ extended learning

activity.
How does imagery help you better
understand the selection?
Task 8. Applying what you read Task 8 APPLYING WHAT YOU READ (Individual)
1. Let the class read aloud the
highlighted question found in this In “Canto III” of “Inferno” by Dante, Charon tells the souls to “Bury
activity. here and forever all hope of Paradise.”
2. Instruct them to explain their answer
on the space provided after the question.
3. Allow the students to share their
explanation with the rest of the class.

Explain your answer:

______________________________________________________
______________________________________________________

Evaluation: Give the theme of Canto III. Give the theme of Canto III. Explain how the elements specific to a
Explain how the elements specific to a selection build its theme.
selection build its theme.
Character
Rubrics (Virgil’s Advice and Explanation of the inscriptions)
5 3 1
Explanations Explanations Explanations
are properly are properly are no so
presented presented related to
and are and are the theme. Character
related to partially (Charon’s statement)
the theme. related to
the theme.

Character: Dante’s Reaction

Remarks:
No. of learners within mastery level
Setting: Vestibule of Hell
______________________

No. of learners needing

reinforcement/remediation_________

Prepared by: Noted:

JOSENIA P. CONSTANTINO JUAN P. CABRERA

SST- I Principal
Date: September 10, 2015 Thursday Day 9
I. Objective/s Give technical definitions (EN10V-IIa-13.9)
Define technical and operational definitions)
II. Subject Matter Topic: Giving technical definitions
Skill: Vocabulary
Materials: Copy of the activities, pictures
Reference: LM pages 130-131 TG pages 124-125
III. Learning Tasks
Teacher’s Tasks Student’s Tasks
Task 9 MAKING DEFINITIONS (Whole Class)
Introduction: Definitions are a core part of any dictionary. Writing basic definitions
Ask the students how they define requires skill, practice, and sometimes help.
terms. (How do you usually define
terms or unfamiliar words)

Discussion:
1. Discuss with the students the two
ways of defining words: technical and
operational definitions.

2. Clarify the difference between

technical definition and operational
definition.
A technical definition is a definition in
technical communication describing or
explaining technical terminology.
Technical definitions are used to
introduce the vocabulary which makes
communication in a particular field
concise and clear-cut.

(For example, the illiac crest from

medical terminology is the top ridge of
the hip bone.)

There are three main types of

technical definitions:
1) Parenthetical definitions;
2) Sentence definitions; Define Me (Small Group)
3) Extended definitions Alphabetize the words.
With your group, go over the other unfamiliar words in your main text.
An operational definition is a Make definitions of these unfamiliar words by following the guidelines.
demonstration of a process – such as
a variable, term, or object – in terms Word Definition
of the specific process or set of
validation tests used to determine its
presence and quantity.

3. Discuss the guidelines in writing a

technical definition.
Generalization
Application
Have the students do Task 9.

Extended Learning Task A. Give the definitions of the following words (either parenthetical or
sentence definition)
1. Novice
2. Cowardice
3. Pandemonium
4. Despicable
5. Retrograde

Use in your own meaningful sentences.

B. Research on argumentative essay.

Prepared by: Noted:

JOSENIA P. CONSTANTINO JUAN P. CABRERA

SST- I Principal
Date: September 14, 2015 Monday
I. Objective/s
II. Subject Matter
III. Learning Tasks
Teacher’s Tasks
Checking of assignment
Review
Pre-reading
Introduction:
Ask the class to give their idea on
argumentative essay. (What is an
argumentative essay?
Motive Question:
Have them answer the motive
question: Have you ever taken a ride
in a public transportation with an
aggressive driver?
How did you feel? What did you do?
Did you argue with the driver?
Call a student to share his/her answer
to the motive question with the rest of
the class.
Vocabulary Development
Below are some words taken from the
argumentative essay “Aggressive
Driving Should Be Avoided” that you
are about to read. Unlock the meaning
of the underlined words. Choose your
answer from the list in the box.
1. Aggressive driving is a phenomenon.
2. tailgaiting, careless driving
3. Aggressive driving is a phenomenon.
4. Aggressive driving also causes
fatalities.
a. practice of driving on a road too
close to a frontward vehicle
b. an occurrence of death by accident
c. ready or likely to attack or confront
d. a fact or situation that is observed
to exist or happen, especially one
whose cause or explanation is in
question
During Reading
Read the model argumentative essay.
Day 10
Identify parts and features of argumentative essays (EN10LT-IIa-14.2)
Topic: Identifying parts and features of argumentative essays
Selection: Aggressive Driving Should Be Avoided
Skill: Writing and Composition
Materials: Copy of the activities, pictures
Reference: LM pages 132-134 TG pages 125-126
Student’s Tasks
YOUR DISCOVERY TASK
Task 10 READ TO WRITE!
Read an example of an argumentative essay below.
Have you ever taken a ride in a public transportation with an
aggressive driver? How did you feel? What did you do? Did you argue
with the driver?
Aggressive Driving Should Be Avoided
Aggressive driving is a phenomenon, which has only recently got the
public worried. The National Highway Traffic Safety Council (NHTSC) defines
aggressive driving as the “operation of a motor vehicle in a manner that
endangers or is likely to endanger persons or property.” Actions such as
running red lights, improper passing, overtaking on the left, improper lane
change, failing to yield, improper turns, running stop signs, tailgaiting,
careless driving, and speeding are examples of aggressive driving. Such
actions are dangerous to other road users. Aggressive driving should be
avoided because it causes crashes, injuries and fatalities.
The first reason why aggressive driving should be avoided is it causes
crashes. According to NHTSC, between 78 percent (excessive speed) and 100
percent (improper passing) of the cases of aggressive driving resulted in
traffic crashes and 96 percent of the drivers cited for “following too closely”
or tailgaiting caused crashes as a result of their aggressive driving. Moreover,
“running red light,” “improper passing,” and “overtaking on the left” topped
other categories of aggressive driving in contributing to traffic crashes.
Another reason why aggressive driving should be avoided is it causes
injuries. NHTSC states that the percentages of the injuries caused by
aggressive driving are, in almost all categories of aggressive driving, above
100 percent.
Aggressive driving also causes fatalities. “Overtaking on the left”
appears to be the most important contributing factor in traffic fatalities as it
relates to aggressive driving. “Improper lane change,” “running stop sign,”
and “running red light” rank second through four in terms of their
contribution to traffic fatalities.
The above evidence shows that aggressive driving causes crash injuries
and fatalities. Hence, aggressive driving should be avoided. Since the opening
on the North-South Highway, the number of kilometers of roads in the
country has increased by one percent while the number of vehicle miles
driven has increased by 35 percent. More cars and more drivers are also on
the road leading to more aggressive drivers.
http://learnenglishessay.blogspot.com/2011/12/argumentative-essay.html
Post Reading Task 10 A
Task 10 A A. Reason Out! (Pair work)
A. Reason Out
Find a partner and work on the Inside the box provided below, give three reasons why aggressive
activity found Your Discovery Task 10 driving should be avoided. Write your explanation opposite the box.
A.
Answers:
1. It causes crashes.
2. It causes injuries.
3. It causes fatalities.

Task 10 B.
Discuss with class what an An argumentative essay tries to change the reader’s mind by
argumentative essay is and its convincing the reader to agree with the writer’s point of view.
characteristics. Features of an Argumentative Essay
An argumentative essay attempts to be highly persuasive and
logical. It usually assumes that the reader disagrees with the writer,
but it should be noted that the reader is no less intelligent than the
writer. Hence, an argumentative essay should be written objectively
and logically.
An argumentative essay has the following characteristics:
presents and explains the issue or case
gives reasons and supports these reasons to prove its point
refutes (proves wrong) opposing arguments.

Parts
1. Introduction

First is the introductory paragraph. It introduces the

problem and gives the background information needed
for the argument and the thesis statement.
1. Body

The body of the essay contains the reasons. Each

paragraph talks about one reason. The reason is
included in the topic sentence and is supported by
details or materials. These supporting materials can be
examples, statistics, personal experiences, or
quotations.
1. Conclusion

The conclusion restates the main claim and gives one or two general
statements which exactly summarize the arguments and support the
main premise.
Task 11. Identify and Classify
1. Inform the class to go over on the Task 11 IDENTIFY AND CLASSIFY! (Whole Class)
model argumentative essay. From the model argumentative essay, identify its parts by rewriting
2. Let them do the task. the essential statements in the box.

Aggressive Driving Should Be Avoided

Evaluation (See attached rubrics) Read the argumentative essay below.

Identify its parts. (15 points)

Remarks:
No. of learners within mastery level
______________________

No. of learners needing

reinforcement/remediation_________

Extended Learning Tasks A. Write an argumentative essay on any of the following topics.
A. Ask the students to write an Be sure to observe/consider the features of the an
argumentative essay. argumentative essay. Be guided by its parts also.

B. Have them so Task 11 B. I Saw 1. Is global climate change man-made?

the Sign 2 Is our election process fair?
3. Do curfews keep teens out of trouble?
4. Is cheating out of control?
5. Are we too dependent on computers?
6. Are parents clueless about child predators on the Internet?
7. Should cigarette smoking be banned?
8. Are cell phones dangerous?
9. Is child behavior better or worse than it was years ago?
10. When should parents let teens make their own decisions?
11. Does boredom lead to trouble?
12. Does participation in sports keep teens out of trouble?
 B. Task 11 B. I Saw the Sign
Write common signage you see along the road. Write it on a clean
bond paper.

Advance Assignment
C. Research on Argumentative speech about resolving conflict. The
following topics may guide in making your research. Get ready for
your final performance.
1. Resolving Conflicts
2. Unity in Diversity
3. Harmonizing Relationship with Others
4. Bridging the Gap
5. Recognizing Interpersonal Covergence
Prepared by: Noted:

JOSENIA P. CONSTANTINO JUAN P. CABRERA

SST- I Principal

Rubrics for the Assessment of the Argumentative Essay

5 3 1 0
A. Introduction Well-developed Introductory Introduction problem is
introductory paragraph paragraph states the thesis vague or
contains detailed contains but unclear.
background , a clear some does not Background
explanation or background adequately details are a
definition of the problem information explain the seemingly
and states background of random
the the problem. collection of
problem, but The information,
does not problem is unclear, or not
explain using stated, but lacks related
details. detail. to the topic.
B. Main Points Three or more main Three or Three or more Less than three
Body points are well more main main points, but main points,
Paragraphs developed with points are all lack with poor
Refutation supporting details. present development. development of
Refutation paragraph(s) but may lack Refutation ideas.
acknowledges the detail and paragraph(s) Refutation
opposing view and development missing and/or missing or
summarizes their main in one or two. vague vague.
points Refutation
paragraph(s)
acknowledges
the opposing
view but
doesn’t
summarize
points.
C. Conclusion Conclusion summarizes Conclusion Conclusion Conclusion does
the main summarizes summarizes not adequately
topics without repeating main topics. main topics, summarize the
previous Some but is repetitive. main points. No
sentences; writer’s suggestions No suggestions suggestions for
opinions and for change for change or
suggestions for change are change and/or opinions are
are logical evident. opinions are included.
and well thought out. included.
D. Organization Logical, compelling Overall, the Progression of Arrangement of
progression of paper is ideas in essay essay is unclear
ideas in essay;clear logically is awkward, yet and illogical.
structure which developed. moves the The writing
enhances Progression reader lacks a
and showcases the of ideas in through the text clear sense of
central idea or essay makes without too direction. Ideas,
theme and moves the sense and much details or
reader through moves the confusion. The events seem
the text. Organization reader easily writer strung
flows so through the sometimes together in a
smoothly the reader text. lunges ahead loose or random
hardly thinks about it. Strong too quickly or fashion; there is
Effective, mature, transitions spends no identifiable
graceful transitions exist too much time internal
exist throughout the throughout on details that structure and
essay. and add to do not readers
the essay’s matter. have trouble
coherence Transitions following the
appear writer’s
irregularly, but line of thought.
not equally Few, forced
throughout the transitions in
essay. the essay or no
transitions are
present.
 Evaluation

HEALTH AND HEALING AT YOUR FINGERTIPS

Throw out the bottles and boxes of drugs in your house. A new theory suggests that medicine could be
bad for your health, which should at least come as good news to people who cannot afford to buy expensive
medicine. However, it is a blow to the medicine industry, and an even bigger blow to our confidence in the
progress of science. This new theory argues that healing is at our fingertips: we can be healthy by doing Reiki
on a regular basis.

Supporters of medical treatment argue that medicine should be trusted since it is effective and
scientifically proven. They say that there is no need for spiritual methods such as Reiki, Yoga, Tai Chi. These
waste our time, something which is quite precious in our material world. There is medicine that can kill our
pain, x-rays that show us our fractured bones or MRI that scans our brain for tumors. We must admit that
these methods are very effective in the examples that they provide. However, there are some “every day
complaints” such as back pains, headaches, insomnia, which are treated currently with medicine. When you
have a headache, you take an Aspirin, or Vermidon, when you cannot sleep, you take Xanax without thinking of
the side effects of these. When you use these pills for a long period, you become addicted to them; you cannot
sleep without them. We pay huge amounts of money and become addicted instead of getting better.

Opponents of alternative healing methods also claim that serious illnesses like cancer cannot be treated
without drugs. They think so because these patients spend the rest of their lives in the hospital taking
medicine. How can Reiki make these people healthy again? It is very unfortunate that these patients have to
live in the hospital losing their hair because of chemotherapy, losing weight because of the side effects of the
medicine they take. Actually, it is common knowledge that except for when the cancer is diagnosed at an early
stage, drugs also cannot treat AIDS or cancer. Most of the medicine these patients use are to ease their pain
and their sufferings because of the medical treatment they undergo. Instead of drugs which are expensive and
have many side effects, you can use your energy to overcome the hardships of life, find an emotional balance,
leave the stress of everyday life and let go of the everyday worries. Most of the chronic conditions such as
eczema or migraine are known to have causes such as poor diet and stress. Deep-rooted anger or other strong
emotions can contribute to viral infections as well. Since balancing our emotions and controlling our thoughts
are very important for our well-being, we should definitely start learning Reiki and avoid illnesses before it is
too late.

Some people may still maintain that in our material world, everything depends on time. It is even
“lacking time” that causes much of the stress that leads to the illnesses we mentioned. How would it be
possible to find time to do Reiki to ourselves and the people around us when we cannot even find time to go to
the theater? This is one good thing about Reiki; it does not require more than 15 minutes of our time. There is
no need for changing clothes or special equipment. It is a wonderfully simple healing art, an effective method
of relaxation and stress-relief. Most important of all, it is less time consuming than medicine if we think of all
the time we spend taking medicine for some complaints and taking some more for the side effects as well.

Having said these, resistance to Reiki would be quite illogical. Reiki is natural and drug-free. What is
more, it is easy to learn by anyone, regardless of age and experience. It can be used anywhere, anytime. It
also enhances physical, mental, emotional and spiritual well-being and the benefits last a lifetime. It is definitely
high time to get away from the drug boxes we store in our drug cabinet!
Date: September 15, 2015 Tuesday Day 11
I. Objective/s Employ appropriate pitch, stress, juncture, intonation, etc. (EN10OL-
IIa5)
II. Subject Matter Topic:
Selection:
Skill: Oral Language and Fluency
Materials: Copy of the activities, pictures
Reference: LM pages 136-138 TG pages 130
III. Learning Tasks
Teacher’s Tasks Student’s Tasks
Checking of assignment Task 13. Express Yourself! (Small Group)
Below are the commonly used expressions. These are necessary words
Motivation: to be respected and accepted.
What are the qualities of
a good speaker? Do you know that A. Form a group and perform the intonation activities for oral fluency.
intonation affects the meaning of a
sentence? Group 1
Say “Hello” in the following situations:
Presentation: to a friend
Intonation affects the meaning of a to a friend you haven’t seen for a year
sentence. Listen to the telephone to your teacher
conversation. to a six-month old baby
to someone you found doing something they shouldn’t
Analysis: What do you notice with the to someone you’re not sure is still on the other end of the phone
conversations? How does the
intonation affect the conversation? Group 2
Say “How are you?” in the following situations:
Discussion:
Intonation – the sound changes to someone you meet for the first time
produced by the rise and fall of the to someone you haven’t seen for 3 years
voice when speaking, especially when to someone who just recovered from sickness
this has an effect on the meaning of to someone who has recently lost a member of the family
what is said.
Juncture – the manner in which Group 3
words come together and a Say “Thank you” to the following people:
connection is made.
someone who helped you carry your bag
Stress – accent, the relative someone who gave you a present
prominence of a syllable or musical someone who opened the door for you
note your boss for allowing you to take a leave

Pitch – the property of sound with Group 4

variation in frequency of vibration Say “Please” in the following situations:

Note: Examples are provided through when you’re requesting for something
video presentation. when you make an order
 when you are offering something
when you give a command

Application Group 5
Task 13 Express Yourself! Say “Excuse me” in the following situations:

when you want to interrupt in a conversation

when you want to clarify something
when you are correcting someone
when you want to get a person’s name
when you’re asking for directions

Performance Evaluation: It’s your turn!

This time say the following statements correctly and determine if you
are going to use a rising or a falling intonation.

1. It’s unbelievable!
2. That’s great!
3. Oh, sure I will.
Remarks: 4. You must be kidding!
No. of learners within mastery level 5. Really? That’s good!
______________________ 6. Don’t worry, I understand.
7. You shouldn’t have.
8. I think I will.
No. of learners needing 9. Keep it up!
10. It’s okay
reinforcement/remediation_________

Prepared by: Noted:

JOSENIA P. CONSTANTINO JUAN P. CABRERA

SST- I Principal