School: Learning Area: English

GRADES 10 Teacher: CHERRY ROSE P. CREENCIA Quarter: 4TH

DAILY LESSON PLAN Teaching Dates and
Time: January 22, 2020 Week/Day: 3/3

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.
CONTENT STANDARDS ANNOTATIONS
PERFORMANCE STANDARDS The learner competently presents a research report on a relevant socio-cultural issue.

LEARNING COMPETENCIES/ EN10LC-IVa-16: Listen to simplify, reorganize, synthesize and evaluate information to expand,
review, or update knowledge
OBJECTIVES
EN10LT-IVa2.2: Explain how the elements specific to a genre contribute to the theme
of a particular literary selection
EN10LT-IVa2.2: Explain how the elements specific to a genre contribute to the theme
of a particular literary selection
CONTENT MODULE 4: Lesson 1: APPROACHING DIFFERENCES
Selection/Text: The Little Prince by St. Exupery
LEARNING RESOURCES Copy of the text, video clip, power point presentation, laptop KRA 3, OBJ. # 9
-Selects, develops, organizes and uses appropriate teaching and
learning resources, including ICT, to address learning goals.
MOV---The difficult words and their meanings, pictures, video and
selections are presented clearly through power point presentation.
MOV---Realia and printed materials like activity cards are given
on clear sheets of cartolina and meta cards for the pupils to see
and read clearly.
PROCEDURE
A. Reviewing Previous Lessons or *Giving of Classroom Rules ( tacked on the board) KRA 2, OBJ. # 5
* The 5 P’s: MT I-IV RUBRIC, INDICATOR 4
Presenting new lesson 1. Be Positive -Manages learner behaviour constructively by applying positive
2. Be Productive and non-violent discipline to ensure learning-focused
3. Be Polite environment.
4. Be Prepared MOV---To avoid and prevent misbehaviour, house rules/
5. Be ResPectful standards/guidelines are set before the class starts or before
doing an activity.
1. Be on time at the beginning of the day and after lunch or recess breaks.
2. Come prepared with supplies and completed assignments.
3. Be kind, polite and courteous to others.
4. Keep your hands and feet to yourself.
5. Be respectful of classmates, teachers and property.
6. Listen to the teacher and classmates, and follow directions.

B. Establishing a Purpose for the lesson
C. Presenting Examples/Instances of the
Lesson
7. Work hard and always do your best.
8. Be safe.
9. Raise your hand when you would like to speak in class or if you need to leave the
classroom for any reason.
*Review:
-Show through power point presentation.
1. What is a questionnaire?
2. How can you create a questionnaire?
3. Why questionnaire is important?
 Unlocking of Difficulties
Direction: Match the words in Column A with the definitions in Column B.
Column A MT I-IV RUBRIC, INDICATOR 2
1. Tame KRA 1 OBJECTIVE # 1
2. Neglect -Applies a range of teaching strategies that enhance learner
3. Sigh achievement in literacy and numeracy skills.
4. Burrow MOV---Literacy in giving and understanding the meaning of words
5. Rite is shown during the Unlocking of Difficulties.
6. Essential
Column B
- Breathe long and loud
- No longer wild
- To fail to give the proper care or attention
- A ceremonial act
- Necessary; important
- A hole dug as a living space by small animals
- A pointless star
Ask: Do you have a special or best friend? How do you define a friend?
Watch a video from youtube.com “What is a Friend?”
Processing questions:
1. What is the video about?
2. What does it say about a friend?
Acrostically Defined! KRA 2, OBJ. # 5
Directions: Give the meaning of friendship in your own words using its acronym . MT I-IV RUBRIC, INDICATOR 4
-Manages learner behaviour constructively by applying positive
F = ___________________________________ and non-violent discipline to ensure learning-focused environment
MOVs
R = _____________________________________ -- Provides motivation
- praises learners giving positive feedback
- setting house rules
I = _____________________________________ -ensures learners’ active participation

D. Discussing New Concepts and
Practicing New Skills
E. Developing Mastery
(Leads to Formative Assessment 3)
-encourages learners to ask questions
-give equal opportunities to learners
E = ______________________________________
N =______________________________________
D = _____________________________________
S = __________________________________
H = ___________________________________
I = ______________________________________
P =_______________________________________
Giving a brief background information about the author of the text.
Background Anticipation Guide
Directions: Answer the anticipation guide to preview the text that you are about to read. After
reading, note the page number where you found the answer to each statement. In the Reflection
column, tell whether you are correct. If not, tell what you learned from reading.
Statements Agree/Disagree Page Reflection
The Fox immediately becomes a friend of The
Little Prince.
The Little Prince is willing to tame the fox.
The Fox instructed The Little Prince about the
“rite” that he must do
The fox cried when The Little Prince left.
Once a person, tames something, it becomes
special.
Reading of the Text
Processing Questions: Classroom Activity
A. The novel The Little Prince is an allegory—a story that has a literal meaning as well
as a symbolic one. The novel contains many allegorical characters that represent
universal concepts and ideas, such as love. Events in allegorical novels can also take
on a deeper meaning. Fill out the chart below by assessing what characters and
 events represent which concepts. Don’t forget to provide a description of the character
from the text.

Character Description from the text What character represents

The Little Prince

The Fox

The rose

B. Answer the following questions:

1. What does the Little Prince’s rose symbolize?
2. What does this phrase mean: “What is essential is invisible to the eye?”
3. What of the following statements best expresses a theme of this story?
A. Life is full of chance meetings.
B. Wealth and position are more important than people.
C. Love is disappointing and often fails.
4. Taming something makes you responsible for it. What do you think the phrase
“see with the heart” means? Can someone accurately “see” with his or her heart?
Why or why not? Should people rely on their hearts to guide them, or should they
base their decisions on something else (such as logic or faith)? Explain.
5. The Little Prince is described as a children’s story. Would you read this story to
the children you know? Would they understand it? Why or why not? Why might an
author choose to write a children’s story that has as much relevance for adults?
Individualized Activity; (Sensory mages)
Directions: Describe the Little Prince and the fox by writing a sentence that would appeal to the
senses. Be sure to use the word that will create pictures in the minds of your reader. Let the graphic
organizer below help you in this activity.

hearing sight

smell
touch
taste

F. Finding Practical Applications of
Concepts and Skills in Daily Living
hearing sight
smell
touch
taste
*Differentiated Activity in four groups with 9 to 10 members, each group will have a leader. PPST MODULE 5
KRA 2, OBJ. # 5
House Rules/Standards/Guidelines: MT I-IV RUBRIC, INDICATOR 4
(Follow the mnemonic/memory device.) -Manages learner behaviour constructively by applying positive
G- Give thoughtful feedback and non-violent discipline to ensure learning-focused
R- Respect others & their thoughts environment.
O- On task all the time MOV---To minimize and prevent misbehaviour, house rules/
U- Use soft voices standards/guidelines are set before doing the activity.
P- Participate actively MOV---Learners are given positive feedback after each group
S- Stay with your group sharing.
Rubrics in Participation/Group Activities: PPST MODULE 6
POINTS INDICATORS KRA 2, OBJ. # 6
5 -Shows eagerness and cooperation to do the -Uses differentiated, developmentally appropriate learning
task, participate actively, do great help to the experiences to address learners’ gender, needs, strengths,
group interests and experiences.
4 -Shows eagerness and cooperation to do the MOV---The learners are given differentiated activities according to
task, good followers only their strengths and interests.
3 -Participated but late, with teacher’s supervision MOV---By applying differentiated activities with rubrics, learners
2 -Activity was done but does not show eagerness are ensured of their active participation.
to participate or cooperate
1 -No interest in participating the activities
Special Reminders to pupils before doing the activity:
1. Be polite by listening attentively with each other during group activity.
2. Group planning and sharing is 10 minutes only while group presentation is 2 minutes or
less.
Group 1-Compose an open letter to the different planets that the Little Prince visited. Your focus is
on how these planets may achieve peace.
Group 2- Create a big greeting card with a message promoting respect for differences
 Group 3- Role play a scenario when The Little prince and the fox met.

Group 4- Your group is a part of the Student Government and the Little Prince is the President.
Design a school program that would foster friendship and camaraderie.

Rubrics in Participation/Group Activities:

POINTS INDICATORS
5 -Shows eagerness and cooperation to do the
task, participate actively, do great help to the
group
4 -Shows eagerness and cooperation to do the
task, good followers only
3 -Participated but late, with teacher’s supervision
2 -Activity was done but does not show eagerness
to participate or cooperate
1 -No interest in participating the activities

Group Presentations
- not to exceed 2 minutes for each group presentation

(Learners are given utmost recognition in the task they are presented.)

G. Making Generalizations and Ask:

1. Is making friends important? Why?
Abstractions about the Lesson 2. Are people able to see what is invisible with their heart? Why or why not?
3. With the convenience that technology brings in making friends, do you think that being a
friend and befriending another has become superficial?

H. Evaluating Learning
TRUE or FALSE: Tick the correct box
STATEMENTS
The Fox immediately becomes a friend of The
Little Prince.
The Little Prince is willing to tame the fox.
The Fox instructed The Little Prince about the
“rite” that he must do
The fox cried when The Little Prince left.
Once a person, tames something, it becomes
special.
 Checking of Answers
KRA 4, OBJ. 10
-Designs, selects, organizes and uses diagnostic, formative and
TRUE FALSE summative assessment strategies consistent with curriculum
requirements.
MOV---The use of formative assessment consistent with
curriculum requirements is followed in order to interpret the result
of the learners’ progress.
PPST MODULE 11
KRA 4, OBJ. 11
Monitors and evaluates learners’ progress and achievement using
learners’ attainment data.
MOV—Results of evaluation are monitored and reflected on the
Learners’ Data in order to support and assess learners’ progress
and achievement.
I. Additional Activities for Application or
Remediation
 Quote Unquote
Directions: Read the quote below and explain your understanding of it.

“Walking with a friend in the dark is better than walking along in the
light.” –Helen Keller

J. REMARKS
K. REFLECTION

Prepared by:
CHERRY ROSE P. CREENCIA
MASTER TEACHER 1