Lesson Plan in English for Grade 10

I. Objectives
At the end of one-hour period, the students will be able to:
a. participate in individual and group activities that showcase the two sources of
information, their definitions, characteristics and distinctions;
b. use locational skills to gather information from primary and secondary sources of
information (EN10SS-Iva-1.5); and
c. give the importance of the two sources of information on how they make life easier.

II. Subject Matter

Respecting Differences
References: Celebrating Diversity through World Literature by Liza R. Almonte et.
al. pp. 407 - 409.
Primary and Secondary sources of information. Retrieved on January 11, 2015,
http://www.lib.umd.edu/tl/guides/primary-sources.
Materials: Video presentation, visual aids, pictures and rubrics
III. Procedure
A. Motivation
1. Ask the students about the fantastic resources, landmarks, famous tourist destinations
and tribes in the Philippines they have known.
2. Present a video clip entitled “It’s More Fun in the Philippines’.
3. Let the students extract the key concepts and details from the video shown which will
be written on the sheet provided.
4. Ask the students randomly on what new information they have gathered from the
video presented.
B. Presentation
1. Ask the students on how and where they get information for some specified
purposes.
2. Present to the students the two sources of information one-at-a-time, together with
its definitions, characteristics, examples and their uses, and distinctions.
3. Classify the students’ given examples to either primary or secondary source of
information.
4. Ask the students on what it will look like if these three sources of information didn’t
exist.
 C. Activity
1. Play the game entitled “Guess Me”
2. After the game is finished, the teacher will announce the scores of each group.
D. Application
1. The teacher will group the students into four. Each group will be given materials such
as newspaper, dictionary, photographs and etc. and ask them to look for the required
information.
2. Ask the students on their strategies in locating information.
3. Give inputs on how to locate information in the materials given.
E. Generalization
1. The teacher will sum up everything by questioning and by supplying some additional
information.
2. The teacher will entertain questions from the students regarding the topic.
IV. Evaluation
Directions: Read the definitions carefully and choose the correct answer from the box. Write
your answer on the space provided after each number.

Primary Sources diaries encyclopedia painting

Secondary Sources biographical works newspaper textbooks

marriage certificate birth certificate photographs website

__________________ 1. These sources are less easily defined which also the accounts that are
written after the fact with the benefit of hindsight.
__________________ 2. These are original materials from the time period involved and have not
been filtered through interpretation or evaluation.
__________________ 3. These are books in which one keeps a daily record of events and
experiences.
__________________ 4. It is book or set of books giving information on many subjects or on
many aspects of one subject and typically arranged alphabetically.
__________________ 5. A location connected to the Internet that maintains one or more pages
on the World Wide Web.
__________________ 6. These are books used as a standard work for the study of a particular
subject.
__________________ 7. It is a printed publication (usually issued daily or weekly) consisting of
folded unstapled sheets and containing news, feature articles, advertisements, and
correspondence.
___________________ 8. It is an official document that states when and where somebody was
born and the parents' names.
___________________ 9. It is the art or work of applying paint to surfaces.
___________________10. These are accounts of someone's life written by someone else.
V. Assignment
Directions: Write a three-paragraph essay to which each paragraph must have at least five
sentences. Your essay must answer the question, “How do these sources of information help you
in your studies? How can you use it well to cater your educational needs?” Your output will be
graded according to the rubrics below:

Traits 4 3 2 1
There is one clear, There is one clear, There is one topic. The topic and main
well-focused topic. well-focused topic. Main ideas are ideas are not clear.
Focus & Main ideas are clear Main ideas are clear somewhat clear.
Details and are well but are not well
supported by supported by
detailed and accurate detailed
information. information.
The introduction is The introduction The introduction There is no clear
inviting, states the states the main states the main introduction,
main topic, and topic and provides topic. A conclusion structure, or
provides an overview an overview of the is included. conclusion.
of the paper. paper. A conclusion
Organization
Information is is included.
relevant and
presented in a logical
order. The conclusion
is strong.
All sentences are Most sentences are Most sentences are Sentences sound
well-constructed and well-constructed well constructed, awkward, are
have varied structure and have varied but they have a distractingly repetitive,
and length. The structure and similar structure or are difficult to
Sentence author makes no length. The author and/or length. The understand. The
Structure, errors in grammar, makes a few errors author makes author makes
Grammar, mechanics, and/or in grammar, several errors in numerous errors
Mechanics, & spelling. mechanics, and/or grammar, in grammar,
Spelling spelling, but they do mechanics, and/or mechanics, and/or
not interfere with spelling that spelling that interfere
understanding. interfere with with understanding.
understanding.
Teacher’s
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