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    Pugo Central National Highschool Cares, Pugo La Union Semi-Detailed Lesson Plan in Grade 10 English July 2, 2019

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    Cherish Pimmaeng
    The document provides a semi-detailed lesson plan for a Grade 10 English class. The lesson aims to help students identify acts of discrimination, understand characteristics for deciding how to respond to discrimination, and appreciate the lesson through active participation. Students will examine editorial cartoons and pictures depicting discrimination, discuss in groups how they would respond in those situations, and complete an activity analyzing different perspectives on a hypothetical discrimination scenario. They will then write individually about strategies for achieving personal goals and building defenses against challenges.

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    Pugo Central National Highschool Cares, Pugo La Union Semi-Detailed Lesson Plan in Grade 10 English July 2, 2019

    Uploaded by

    Cherish Pimmaeng
    287 views4 pages
    The document provides a semi-detailed lesson plan for a Grade 10 English class. The lesson aims to help students identify acts of discrimination, understand characteristics for deciding how to respond to discrimination, and appreciate the lesson through active participation. Students will examine editorial cartoons and pictures depicting discrimination, discuss in groups how they would respond in those situations, and complete an activity analyzing different perspectives on a hypothetical discrimination scenario. They will then write individually about strategies for achieving personal goals and building defenses against challenges.

    Original Description:

    lesson plan

    Original Title

    Discrimination

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    The document provides a semi-detailed lesson plan for a Grade 10 English class. The lesson aims to help students identify acts of discrimination, understand characteristics for deciding how to respond to discrimination, and appreciate the lesson through active participation. Students will examine editorial cartoons and pictures depicting discrimination, discuss in groups how they would respond in those situations, and complete an activity analyzing different perspectives on a hypothetical discrimination scenario. They will then write individually about strategies for achieving personal goals and building defenses against challenges.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    287 views4 pages

    Pugo Central National Highschool Cares, Pugo La Union Semi-Detailed Lesson Plan in Grade 10 English July 2, 2019

    Uploaded by

    Cherish Pimmaeng
    The document provides a semi-detailed lesson plan for a Grade 10 English class. The lesson aims to help students identify acts of discrimination, understand characteristics for deciding how to respond to discrimination, and appreciate the lesson through active participation. Students will examine editorial cartoons and pictures depicting discrimination, discuss in groups how they would respond in those situations, and complete an activity analyzing different perspectives on a hypothetical discrimination scenario. They will then write individually about strategies for achieving personal goals and building defenses against challenges.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    of 4

    PUGO CENTRAL NATIONAL HIGHSCHOOL

    Cares, Pugo La Union

    SEMI- DETAILED LESSON PLAN IN GRADE 10


    ENGLISH

    July 2, 2019

    I. OBJECTIVES

    At the end of the lesson, 85% of the students are expected to:
    a) Identify acts of discrimination;
    b) explore characteristics in deciding to stand up against discrimination; and
    c) appreciate the lesson by actively participating on the activities.

    II. SUBJECT MATTER


    a) Topic: DISCRIMINATION
    b) Materials: chart, Pictures, meta-cards
    c) Reference: Learner’s Material page 47-49
    www.nordis.net
    d) Time Frame: 1hour
    e) Domain: Oral Language and written Fluency

    III. LEARNING PROCEDURE


    a) Preliminary activities
    a. Daily Routine
    o Classroom Cleanliness
    o Checking of Attendance
    b) Motivation
    - The Teacher will ask the class to work in groups all throughout the period so
    learners will stay in their groups before the lesson starts.

    ACTIVITY 1: EXAMINE ME!!!

    A B C

    - Let the students examine the editorial cartoon and the picture A, B, and C
    through a power point presentation.
    - Each group will be identified through color coding.

    c) Analysis
    After the activity, ask the following questions to the students:
    Processing questions:
    1. What do the editorial cartoons show? Editorial cartoon A? Editorial cartoon B?
    Picture C?
    2. What kind of discrimination is shown in Editorial A and B? Picture C?
    3. What would you do if you were in the shoes of them?

    - Entertain varied answers from the learners.

    d) Abstraction
    - Introduce in class the Lesson on Discrimination and the characteristics in
    deciding how to about in a certain situation.

    DISCRIMINATION

    Is the unequal treatment provided to one or more parties on the basis of a mutual accord or some
    other logical or illogical reasons.

     WHITE CAP- is the optimistic cap that sees all the positive and bright side of the
    situation.
     BLACK CAP- is the pessimist cap and sees nothing but the disadvantages of the
    situation.
     YELLOW CAP- is the creative cap and sees the creative and out-of-this-world side of
    the situation.
     RED CAP- is the emotional cap and expresses feelings about an issue.
     BLUE CAP- is the rational cap and judges situations based on facts and obvious
    evidence.

    e) Application

    - Students will work on their group activity.

    ACTIVITY 2: CAPS LOCKED

    - The students will examine the situation presented to them. Then, they will
    complete the colored caps chart as part of their activity.

    SITUATION: The Local tourism office of your community finally launched


    your barangay as a tourism spot exclusively inviting foreign clients.
    However, the office has issued a memorandum that only those who
    are at least 5’7” in height for girls and 5’9” for boys could seek
    employment in the tourism office. It also required applicants to have
    competitive English communication skills.
    CAPS YOUR RESPONSES

    WHITE

    BLACK

    YELLOW

    RED

    BLUE

    - Two representatives in each group will explain their responses in front.


    - The Teacher will give feedback regarding their output.

    f) Evaluation

    WRITE! WRITE! WRITE!

    - Work individually this time!

    - Based on the activity, Create a personal goal for the next five years on
    how you will build up defenses or strategies in achieving success.

    1 whole:

     What strategies will you develop to reach your personal goals? Explain why you
    chose them.

     How do I build the best defenses against challenges to achieve the best quality of
    life possible for me?

    - A rubric will be given as basis for learner’s written output.

    This Lesson enabled me to learn _____________________________


    ________________________________________________________
    It made me realize that ____________________________________
    ________________________________________________________
    I, therefore, commit to _____________________________________
    ________________________________________________________
    ________________________________________________________

    Prepared by:

    CHERISH T. PIMMAENG

    Observed by:

    HERMOGENES T. DIAZ
    RUBRIC FOR ESSAY WRITING

    CATEGORY 16-20 points 15-10 points 9-8 points 7-points

    I. Content of The content The prompts are The prompts There is no evidence
    the Theme of the essay distinguished and are labeled in of the prompts
    goes beyond there are some the essay, but detected in the
    superficial accurate are not writing.
    discussion of elaborations of the explained or
    the prompts prompts. supported with
    and includes content.
    connections
    to actual
    practice and
    experiences

    II. The Theme is The introduction, There is an There is no clear


    Organization clearly body and conclusion attempt to evidence of the
    of the Theme organized. are clearly evident organize ideas introduction, body
    Key issues with the smooth into a logical and conclusion.
    are transition of ideas sequence but
    developed without a
    with details smooth
    to inform transition
    and between ideas.
    elaborate.

    III. There are no There are minimal There are There are spelling/
    Conventions spelling or spelling/grammatical spelling/ grammatical errors
    grammar errors, (3 error grammatical interspersed
    errors. words).They do not errors throughout the
    interfere with the interspersed theme and
    reader’s ability to throughout the interferes in the
    understand the theme. ( 4 understanding the
    content. errors in a content.
    page)The
    reader has
    some difficulty
    understanding
    the content.

    IV. Academic Style reflects Style is mostly Style reflects Style reflects
    Language formal academic, 1-2 casual or fragmented,informal
    academic instances of informal informal use of use of language.
    writing. writing. language

    Source: DEPED TAMBAYAN-richardrr.blogspot.com

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