DLP English 10

DETAILED
LESSON PLAN IN
ENGLISH 10
(First Quarter)
DAILY LESSON PLAN DEVELOPMENT TEAM
LESSON
WRITERS VALIDATORS
DEMONSTRATORS
NELLY SALCEDA EDNA CELESTIAL CELMA MIRARAN
MARIA ELENA SERGIO SALVE LLANERA EDEN BOBIS
RAYMOND LOLO JAN ALDRIN BELISARIO GRACIELLA BITON
BERNARDO CRUEL MARY JEAN BAS JANICE LLANETA
GRACIELLA BITON NEIZA LLANA APHRODITE BECHAYDA
KARIZA MATOCIÑOS JOY LOPE DANTE BELGA
NEIZA LLANA MARIVIC DALAGUIT FREDDIE BOTIAL
MARY JEAN BAS GENEBIEVE SABILE EDNA CELESTIAL
AMALIA ROS RAYMOND LOLO EFREN BEJERANO
GINLEE RED JONALYN MIGUEL GUNDELINA OBIAS
MA. JOVITA MA. ELENA SERGIO ROSAMARIA ESCOTE
MARISCOTES SALOME ALTAVANO NEIZA LLANA
DOLORES BITON AURA MARIE BROBIO MARY JEAN BAS
CLEOTILDE BOHOLANO COLEEN GAY MORA ALICIA LIM
EDNA CELESTIAL LISA PENAFLOR MARLYN SANTAYANA
FREDDIE BOTIAL BERNARDO CRUEL NELLY SALCEDA
APHRODITE BECHAYDA MARIANNE VILLANUEVA LOURDES BIGCAS
DANTE BELGA KARIZA MATOCIÑOS EVELYN EGAR
SALOME ALTAVANO ARJAY ROY MA. JOVITA MARISCOTES
GINLEE RED DOLORES BITON
LESSON AMALIA ROS NERRY MENDOZA
DEMONSTRATORS RICARDO REMONTE ROSALIE LOYOLA
KEM DENLI ROARING KARIZA MATOCIÑOS
GRACIELLA BITON BERNARD CRUEL
JANICE LLANETA VALIDATORS MA. LUZ NUÑEZ
NEMIA MESA VICTOR REVALE
CHERYL MAROLLANO SALOME ALTAVANO AMALIA ROS
FREDDIE BOTIAL GEMMA SAPO GINLEE RED
APHRODITE BECHAYDA ELSA RABANO JANE REVILLA
DANTE BELGA JOY LOPE VICTOR RIVALE
CLEOTILDE BOHOLANO ANGELICA ZUÑIGA JOSE GUEVARRA
JOHANNA RAYALA MARIVIC DALAGUIT JOSEPHINE BLANQUISCO
GEMMA PORLAJE RENEROSE BRAVO
CLAUDINE REGILME MERLY BASMAYOR LAY-OUT ARTIST
MA. CHRISTINE LUCENA ROLDAN CABILES
ILLUSTRATOR
EUME RAY NAZ
MAI ANNE D. RONDOLA

Education Program Supervisor in English
DLP Team Head
ii
TABLE OF CONTENTS
FIRST QUARTER ENGLISH 10 DAILY LESSON PLANS
CONTENT PAGE
Week 1
Day 1……………………………………………………………………1
Day 2……………………………………………………………………3
Day 3……………………………………………………………………7
Day 4……………………………………………………………………12
Week 2
Day 1……………………………………………………………………19
Day 2……………………………………………………………………23
Day 3……………………………………………………………………28
Day 4……………………………………………………………………31
Week 3
Day 1……………………………………………………………………36
Day 2……………………………………………………………………43
Day 3……………………………………………………………………52
Day 4……………………………………………………………………59
Week 4
Day 1……………………………………………………………………67
Day 2……………………………………………………………………72
Day 3……………………………………………………………………83
Day 4……………………………………………………………………90
iii
Week 5
Day 1…………………………………………………………………94
Day 2…………………………………………………………………98
Day 3…………………………………………………………………105
Day 4…………………………………………………………………110
Week 6
Day 1…………………………………………………………………116
Day 2…………………………………………………………………122
Day 3…………………………………………………………………126
Day 4…………………………………………………………………130
Week 7
Day 1…………………………………………………………………134
Day 2…………………………………………………………………140
Day 3…………………………………………………………………146
Day 4…………………………………………………………………151
Week 8
Day 1…………………………………………………………………153
Day 2…………………………………………………………………158
Day 3…………………………………………………………………161
Day 4…………………………………………………………………165
Week 9
Day 1…………………………………………………………………167
Day 2…………………………………………………………………176
Day 3…………………………………………………………………183
Day 4…………………………………………………………………187
iv
Appendixes
APPENDIX A: Week 1, Day 1………………………………………………………..193

APPENDIX B.1: Week 1, Day 2………………………………………………………201
APPENDIX B.2: Week 1, Day 2………………………………………………………202
APPENDIX C: Week 2, Day 3…………………………………………………………205
APPENDIX D: Week 4, Day 1………………………………………………………….206
APPENDIX E: Week 5, Day 1………………………………………………………….207
APPENDIX F: Week 5, Day 2………………………………………………………….208
APPENDIX G: Week 5, Day 3…………………………………………………………210
Appendix H: Week 6, Day 1………………………………………………………..….213
Appendix I: Week 6, Day 2…………………………………………………………….217
Appendix J.1: Week 6, Day 3…………………………………………………………218
Appendix J.2: Week 6, Day 3…………………………………………………………219
Appendix K.1: Week 6, Day 4…………………………………………………………220
Appendix K.2: Week 6, Day 4…………………………………………………………221
Appendix L: Week 7, Day 1……………………………………………………………222
Appendix L.1: Week 7, Day 2……………………………………………………...….224
Appendix L.2: Week 7, Day 2…………………………………………………...…….225
Appendix L.3: Week 7, Day 2…………………………………………………………226
Appendix L.4: Week 7, Day 2………………………………………………………....227
Appendix M: Week 7, Day 3…………………………………………………………..228
Appendix N: Week 8, Day1……………………………………………………………229
Appendix O: Week 9, Day 3…………………………………………………………..230
Appendix P.1: Week 9, Day 4………………………………………………………....231
Appendix P.2: Week 9, Day 4…………………………………………………………232
v
School: Grade Level: 10
Teacher: Learning Area: English
Date and Time: First Quarter: Week 1, Day 1
I. OBJECTIVES
A. Content The learner demonstrates understanding of how world
Standards: literature and other text types serve as ways of expressing
and resolving personal conflicts and also how to use
strategies in linking textual information, repairing,
enhancing communication public speaking, emphasis
markers in persuasive texts, different forms of modals,
reflexive and intensive pronouns.
B. Performance The learner composes a short but powerful persuasive
Standards: text using a variety of techniques and devices.
C. Learning Evaluate the students’ preparedness to tackle the
Competencies/ lessons in Grade 10 thru a Diagnostic Test.
Objectives: EN10. Pretest
II. CONTENT Evaluating students’ preparedness
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide
Pages
2. Learner’s P2–5
Materials Pages
3. Textbook Pages P2–5
4. Additional
Materials from
Learning
Resource (LR)
portal
B. Other Learning Pretest
Resources Learner’s Manual
IV. PROCEDURE
A. Reviewing Orient students in taking the Diagnostic Exam.
Previous Lesson Invite the students to cooperate on checking their
or Presenting the background knowledge, and to prepare them for the
New Lesson development of target skills.
B. Establishing a Setting standard for the test:
Purpose for the 1. Clarify given direction stated in the questionnaire.
Lesson 2. Instruct the students that the test is good for 60
minutes only and that answer sheets will be
collected on time stated.
3. Let the students understand that self-reliance
and honesty should be followed in taking the test.
C. Presenting
Examples/
Instances of the
Lesson
D. Discussing New
Concepts and
1
Practicing New  Test Proper
Skill  Test Questionnaire attached
E. Discussing New
Concepts and
Practicing New
Skills #2
F. Developing
Mastery
(Leads to
Formative
Assessment 3)
G. Finding Practical Ask:
Applications of 1. How many finished the test on time? How many
Concepts and did not?
Skills in Daily 2. Which item (s) did you find difficult? Easy?
Living
H. Making
Generalizations
and Abstractions
about the Lesson
I. Making
Generalizations
and Abstractions
about the Lesson
J. Evaluating
Learning Checking of the answer sheets.
K. Additional Conduct an Item Analysis
Activities for 1. How many got passing score?
Application or 2. How many got failing score?
Remediation 3. What is the performance level (PL) of the class?
REFLECTION
A. No. of learners who earned
80% in the evaluation
B. No. of learners who require
additional activities for
remediation
C. Did the remedial lessons
work? No. of learners who
have caught up with the lesson
D. No. of learners who
continue to require remediation
E. Which of my teaching
strategies work well? Why did
these work?
F. What difficulties did I
encounter which my principal
or supervisor can help me
solve?
G. What innovations or
localized materials did I
used/discover which I wish to
share with other teachers?
2
Date & Time: First Quarter: Day 2, Week 1
I. OBJECTIVES
strategies in linking textual information, repairing, enhancing
communication public speaking, emphasis markers in
persuasive texts, different forms of modals, reflexive and
intensive pronouns.
B. Performance The learner composes a short but powerful persuasive text
Standards: using a variety of techniques and devices.
C. Learning Determine how connected events contribute to the totality of
Competencies/ a material viewed.
Objectives: EN10VC-Ia-1.4/2.4:
Write the LC Get information that can be used in everyday life from news
Code for each reports, speeches, informative talks, panel discussions, etc.
EN10LC-Ia-11.1:
II. CONTENT  Determining connected events to determine the
totality of events
 Getting information that can be used in everyday life
III. LEARNING
RESOURCES
A. References
1. Teacher’s
Guide Pages P3-5
2. Learner’s
Materials P6–9
Pages
3. Textbook
Pages
4. Additional
Materials from
Learning
Resource (LR)
portal
C. Other Learning
Resources Learner’s Material, Internet
IV. PROCEDURE
A. Reviewing Ask:
Previous Lesson 1. Among those persons with disability (PWD), whom
or Presenting do you admire most? Why? (answers may vary)
the New Lesson 2. What makes him/her popular or famous? What
contribution did he give to the world? (answers may
vary)
B. Establishing a Instructions before viewing
Purpose for the 1. Find out how Nick V overcame his personal
Lesson challenges and turned it into strength.
2. Note how the students (his audience) reacted to
his inspirational message.
3
C. Presenting Watch the video entitled “inspiration to life” and be ready
Examples/ for discussion.
Instances of the
Lesson
D. Discussing New Video Presentation: “Inspiration to Life”
Concepts and https://www.youtube.com/ watch?v=b_N_dYRb4_4
Practicing New
Skill #1
Average Class
Questions for
Discussion: 1. What’s his physical
1. What keeps him disability?
going as an Describe.
individual? (Nick has no arms and
(His outlook/ legs)
attitude in life 2. What kind of attitude
keeps him going did you observe about
positively about Nick V?
life) (Nick does not feel sad
2. How does he even if he is a PWD.)
accept physical 3. Why do you think he
disability? How always looks happy
does this despite his
attitude affect his physical disability?
outlook in life? (He has positive outlook
(When you are in life.
contented about 4. If you were Nick, how
life, you become would take this
happy) challenge?
3. How did he (Maybe, I will be a
inspire the young beggar.
students in Maybe, I will always be
meeting at home to hide my
challenges? physical disability)
(He influences 5. Were you inspired by
other to be the speaker in the
happy despite video?
physical (Yes, I admire him.)
disability.)
4. What did you
learn from Nick
V?
(I learned that
physical disability
is not a
hindrance to
happiness)
4
E. Discussing Instruct the students to listen to a News Report:
New Concepts (Refer to Appendix B.1, Week 1, Day 2)
and Practicing Group Task: Information Galore
New Skills #2 Group the class in five groups and let the leader assign
one student to act as TV News Reporter. Then, let the
student read a report from TV or Gadget about a PWD
turned famous and successful.
Let the student read the news report aloud.
F. Developing Ask:
Mastery 1. What common physical disability do you see in your
(Leads to community?
Formative (Answer may vary)
Assessment 3) 2. What sort of difficulty do they suffer as PWD?
(Answer may vary)
3. What Government program is being promoted by
the government nowadays for PWDs?
(The government promotes that PWDs be given
special attention)
4. As a responsible Filipino citizen, how could you help
promote this program in your locality?
(I will uphold and promote this government
program to support the PWDs to live equally with
ordinary citizens of the community.)
(Refer to Appendix B.2, Week 1-Day 2)
Additional Questions for Discussion:
1. When was RA10754 approved?
(March 23, 2016)
2. What were the privileges of the special people
(PWDs)? (Answers may vary)
3. Why should they be treated as special?
(They are less fortunate….)
G. Finding
Practical Ask: Why do we get informations? In what way can getting
Applications of informations help us in our daily lives? Cite instances to
Concepts and support your idea.
Skills in Daily
Living
H. Making Ask: What are the connected events in the material that you
Generalizations viewed/heard? What is the relevance of getting information
and from the different sources?
Abstraction
about the
Lesson
I. Evaluating Group Presentation
Learning Group Task: U and I Equals
(Use same grouping as in F)
1. Just make an estimate # of PWDs enrolled in school
this school year and talk about what special
treatment you can do for them. (Answer may vary)
2. Why should these people be treated special? Why
not?
Let each student choose their stand and make them
debate to come up with the desired idea.
5
Rubric
Group Stand - 50% Content - 30%
Cooperation - 20%
J. Additional 1. Take pictures of Information Stickers that you usually

Activities for find from Cars/Vehicles, Comfoirt Rooms,
Application and Restaurants, etc. that promote PWDs special.
Remediation 2. Compile your collections in a well-prepared
scrapbook.
6
Date and Time: First Quarter: Week 1, Day 3
I. OBJECTIVES
A. Content The learner demonstrates understanding of how world literature
Standards: and other text types serve as ways of expressing and resolving
personal conflicts and how to use strategies in linking textual
information, repairing, enhancing communication public speaking,
emphasis markers in persuasive texts, different forms of modals,
B. Performance The learner composes a short but powerful persuasive text using
Standards: a variety of techniques and devices.
C. Learning Explain how the elements specific to a selection build its theme.
Competencies/ EN10LT-Ia-14.2:
Objectives: Determine the effect of textual aids like advance organizers,
Write the LC titles, non – linear illustrations, etc. on the understanding of a text.
Code for each EN10RC-Ia-2.15.2:
 Explaining elements to a selection

II. CONTENT
 Determining the effect of textual aids
III. LEARNING
RESOURCES
A. References
1. Teacher’s Celebrating Diversity Through World Literature, pp. 6-8
Guide
Pages
2. Learner’s Celebrating Diversity Through World Literature, pp 10-18

Materials Learning Plan Gr8, pp. 164-166
Pages
3. Textbook
Pages
4. Additional
Materials
from
Learning
Resource
(LR) portal
D. Other Learning Learner’s Material, Learning Plan gr8, copies of the text, manila
Resources paper, pentel pen, chalk, laptop and projector`
7
IV. PROCEDURE
ADVANCED AVERAGE
A. Reviewing
Previous Lesson Pre-Reading A. Direction: Match Column A to Column
or Presenting the A. Do task 6 B to find out what the underlined
New Lesson “Vocabular word means or referred to.
y Spinner”
page 12. Column A Column B
1. Joan feels A. Feeling/showin
Cue Words:
comfortable in g a desire to
 Comfortabl her seat. harm who has
e harmed
 Overlapping 2. The swimmer B. To dive /jump
 Plunged awardee from a high
 Hurtled plunged into starting whistle
 Vengeful the pool. place
C. To move
3. The runner rapidly/forcefull
B. Ask: hurtled as he y a grudged
1. What are heard the D. To happen at
some myths that startling the same time
you have read or whistle. E. To dislike/feel
maybe watched? 4. A vengeful angry toward
person never someone
2. Why are these lets go of a F. Affording/enjoyi
stories called grudged. ng contentment
myths? 5. The committee and security
was worried
3. Define myth with their
overlapping
schedule.
Ask:
 Have you ever read or watch a
myth?
 Why are these stories called
myths?
B. Establishing a Motivation:
Purpose for the Have you ever experienced being trapped in an unsafe
Lesson place or island?
How would your personal challenges make you a better
person?
Motive Question:
How did Daedalus and Icarus escape from the island of
Crete?
C. Presenting Advanced Learners Average Learners
Examples/ During Reading Guided reading of the
Instances of the Silent Reading of the selection
Lesson selection
D. Discussing Post- Reading
New Concepts 1. How did Daedalus and
and Practicing Icarus escape from the
New Skill #1 island of Crete?
8
2. Why did Minos imprison
Daedalus and Icarus?
3. What did Daedalus invent

to help them escape from
the Labyrinth?
4. What did he warn Icarus

not to do?
5. What happened to Icarus?

6.What is the message of
the story?
B. Based on students’
responses, revisit the
Elements of the Story and
the importance of using
Graphic Organizer
E. Discussing Group Activity Group Activity

New Concepts Thinking Task: Building the
and Practicing story Recognize the Who?
New Skills #2 What? Where? Why? and
Direction: Using the plot How? For the selected events
organizer below, enumerate and think of the relevance of
the events in the story, event. Work on the graphic
“Daedalus and Icarus”. organizer below.
Recall the elements of short Map of the Five W’s and H
story and be able to answer
the plot organizer. Explain Who are the
your answer in class. characters in the
Group Task: story?
Grp 1 : Sample given below
Grp 2: Venn Diagram
Grp 3: Webbing/Clustering What did he
Grp 4: Character Map warn Icarus
not to do?
Exposition
Setting
Plot Where did the story occur?

Rising Action
Why did Minos
imprison Daedalus in
Characters the Labyrinth?
Climax How did Daedalus
and Icarus escape
Falling Action from the island of
Crete?
Denouement
9
F. Developing Work in Pair Work in Pair
Mastery (Leads to Read the text once again; Read the text once again,
Formative Create a graphic organizer recall the events. Complete
Assessment 3) of what happened in each of and fill in the diagram below
the following places based on what happened in
the following places.
1. The palace of Minos
2. In prison The Palace
3. Icarus in the Sea of Minos
4. Sicily
Icarus in the
Sea
In Prison
Conclusion
G. Finding Do Task 10: Digging Deeper Ask:

Practical 1. Which events in the myth Which events in the
Applications of could happen in real life? myth could have happened in
Concepts and 2. If you had access to real life?
Skills in Daily building resources and Can you share your
Living material, how would you personal experience?
design a flying machine to
help you escape from the
island prison of Crete?
H. Making How does the Elements of Short Story help/support you in
Generalizations building its theme?
and Abstractions What is the effect of using graphic organizer in understanding
about the a text?
Lesson
10
Evaluating Read the story entitled “The
Learning Two Brothers”
Using the plot organizer, (The same short story and
enumerate the events in the assessment activity may be
story. used for the average
learners.)
Write your answer in the
rectangle and explain your
answer in class.
REF: (English 8 K-12, (note: Teacher may use a
Teachers’ Manual) different graphic organizer
suitable to the topic)
Exposition
Setting
Plot
Rising Action
Characters
Climax
Falling Action
Denouement
L. Additional
Activities for Use a graphic organizer in
Application or showing the different types
Remediation of pronouns.
V. REMARKS
VI. REFLECTION
11
Date and Week, 1 Day
Time: First Quarter: 4
I. OBJECTIVES
C. Learning Use reflexive and intensive pronoun.
Competencies/Obje EN10G-Ia-27
ctive: Identify the factors of public speaking
EN10OL-Ia-3.14
 Using reflexive and intensive pronoun.
II. CONTENT
 Identifying the factors of public speaking
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide Celebrating Diversity Through World Literature, pp 10 -
Pages 12
2. Learner’s Celebrating Diversity Through World Literature, pp 18 -
Materials Pages 20
3. Textbook Pages
4. Additional
Materials from
Learning Resource
(LR) portal
B. Other Learning https://magneticspeaking.com/the-top-9-characteristics-
Resources of-effective-public-speakers/
https://youtube.com/watch?v=A8_OmntvWAY
https://www.gingersoftware.com/content/grammar-rules
IV. PROCEDURE Advanced Average
A. Reviewing Preparation check. Scan the paragraphs.
Previous Lesson or Pick at least five (5) Write on your notebook
Presenting the New sentences with pronouns. all the pronouns used by
Lesson Rewrite the statements and the author. (Task 16 (A)
make the pronouns reflexive. Grammarian for a Day,
Make sure these pronouns pages 18 – 19)
reflect the subject of the (Paragraphs are in the
sentence. (Task 16 (B) book)
Grammarian for a Day, page
19)
B. Establishing a Are you familiar with reflexive and intensive
Purpose for the pronoun?Listen to this lecturette: Intensive and reflexive
Lesson pronoun
What is reflexive pronoun?
12
 A reflexive pronoun is a type of pronoun that is
preceded by the adverb, adjective, pronoun, or
noun to which it refers, so long as that antecedent
is located within the same clause.
https://www.gingersoftware.com/content/grammar
-rules
What is an intensive pronoun?
 An intensive pronoun is almost identical to a
reflexive pronoun. It is defined as a pronoun that
ends in self or selves and places emphasis on its
antecedent by referring back to another noun or
pronoun used earlier in the sentence.
-rules
C. Presenting Individual Activity Pair Activity

Examples/Instances Construct your own Construct your own
of the Lesson sentences by using the sentences by using the
following pronouns as following pronouns as
reflexive pronoun.(Task 16 reflexive pronoun.(Task
(C) Grammarian for a Day, 16 (C) Grammarian for
page 19) a Day, page 19)
1. Him 1. Him
2. Her 2. Her
3. Them 3. Them
4. It 4. It
5. You 5. you
(Answers Vary) (Answers Vary)
Presentation of Output Presentation of Output
Critiquing of Outputs Critiquing of Outputs
D. Discussing New DIRECTION: Note the function of the italicized intensive
Concepts and pronouns. Rewrite the statement into reflexive pronouns.
Practicing New Skill
#1 The beginning of good reading lies in
good speaking. If you will aim at good, clear articulation in
your speech, you will help yourself more than you know,
and to imagine that you can become a good reader while
you remain a careless, slovenly speaker is absurd. It has
been pointed out by some critics that if the writer aims
always at speaking as well as he can, and at expressing
himself in ordinary conversation as well as he can, the
practice of selecting the finer sounds, phrases, and
expressions becomes almost subconscious, and he reaps
his harvest when he sits down to write.
- ALEXANDER
HADDOW
E. Discussing New
Concepts and Instruct learners to read or view the ways to become
Practicing New effective speakers. Then divide the class into two.Let them
Skills #2 compare their notes and then synthesize in a brief speech
the characteristics. Choose the rapporteur who will deliver
that speech.
13
The Top 9 Characteristics of Effective Public Speakers
by Peter Khoury
Public speaking can be terrifying, but when you care about

your career progression you need to find a way to get your
voice out.
Public speaking is how you can share your ideas with a
large number of people, stand out from the corporate
crowd, and get visibility in your field.
Unfortunately, if you’re public speaking skills are not up to
par, it’s likely that no one will be focused enough on your
presentation to really receive your message.
Here are 9 scientifically-proven characteristics of effective
public speakers that you should emulate to become an
influential and inspiring leader.
Confidence
According to a study published by the University of
Wolverhampton “A highly confident speaker is viewed as
being more accurate, competent, credible, intelligent,
knowledgeable, likable, and believable than the less
confident uncertain speaker.”
When it comes to public speaking, confidence is key (not
the only key mind you). When speaking in public, it’s only
natural to be nervous. In fact, Mark Twain once said,
“There are only two types of speakers in the world. 1. The
nervous and 2. The Liars.”
There are two main antidotes for anxiety
Excitement – If you’re truly excited about your subject, that
feeling will shine through any nervousness you may have
while you are giving your presentation. Studies show that
people who label their anxiety as excitement end up
feeling more comfortable speaking.
Authenticity – Be yourself. If you have to deviate a little
from your meticulously written presentation, do so!
Although you should practice your speech as often as
possible, you don’t want to memorize it! Memorizing a
speech can cause you to fumble over a section if you didn’t
say it just right.
To excel at public speaking you must do more than just
defeat your nervous jitters. You must also have confidence
in your subject and be yourself while you are on stage.
Passion
In order to really communicate to people through speech,
you need to have passion about your subject. Without
passion, your speech is meaningless. You need to exude
a level of sincerity in your emotion when communicating to
your audience if you want them to be moved by your
presentation.
Be Yourself
You don’t have to be someone else on stage, all you have
to do is just be yourself. Sometimes, no matter how much
you believe in your message or how well you’ve
14
rehearsed, if you don’t act like yourself in front of the
group, your audience may view your speech as insincere
or calculated.
If a political candidate doesn’t seem authentic, it’s not likely
they’ll win an election. If a company’s social marketing
strategy appears inauthentic, their sales will not go up. If
you create a page on a dating website but what you write
is not authentic, the people reading are likely to pick up on
this inauthenticity and never contact you. Speaking is the
same way.
Practice, not memorization – In order to ‘be yourself’ in a
presentation, you shouldn’t memorize your speech in
absolutes. Practice your speech as often as possible, but
be willing to change up the wording. This makes it easier
to change it up during the actual presentation if things
aren’t going exactly as planned. Memorization can set up
a barrier between you and your audience.
Speak in a natural voice – any connection you’ve made
with your audience could be broken by tones that seem
‘fake’ or ‘too perfect’. In general, you should try to speak in
a conversational tone. If you say few “ahhs” and “umms”
that’s ok, don’t sweat it.
Voice Modulations
If you want to be more engaging as a speaker, then avoid
talking in a tone that seems too well rehearsed, but you
still want to take the speed and inflection of your delivery
into account when you practice your speech.
Keep it Short and Sweet
If you’re only given 30 minutes to give a speech, don’t
force yourself to fill the entire time allotted. Say what you
need to say and use any remaining time for questions or
to let your audience out a little early.
While you’re speaking people are likely on their phones,
tablets, or laptops, reading emails, surfing the web,
researching who you are, or maybe taking notes on your
speech. It’s your job to make them put their devices down
and pay attention to what you have to say.
You can’t ask them to turn off their phones, but you can
make them set their phones down by creating an
atmosphere that excites and engages the listeners.
The best ways to connect with your audience are;
• Tell stories
• Be aware of your target audience
• Know the energy in the room
• Be Willing to poke fun at yourself
• Work on your non-verbal body language
Paint a Picture Through Storytelling
One of the best ways to really engage your audience is by
becoming a good storyteller. This aspect of public
speaking is so important I didn’t want it to simply be a bullet
point in the ‘Connect with your Audience’ section.
Storytelling is a powerful tool used by the best speakers.
By employing context into your speech for your audience
to connect with, you’re creating an easy to listen to the
atmosphere in which you are not simply shoving
15
information at them in the hopes that they’ll retain that
information.
The story is the most digestible, understood, and easy to
retell communication medium in the world. A story is what
really sticks in a listener’s mind.
When writing your speech, think about what you need to
say in order to establish a context that your audience will
understand and be able to engage with.
Repetition
Repetition can help ensure your audience takes the main
points away from your presentation. It promotes clarity and
helps to encourage acceptance of an idea.
In order to employ repetition in your presentations,
determine what you want your audience to take away from
your speech. Say it. Say it again. And then say it a third
time just in case anyone missed it the first couple of times.
Don’t Just Practice, Practice, Practice
Have you ever heard someone say that they want to seem
authentic on stage, so they didn’t practice their speech?
Although it may seem contradictory, the more you practice
a presentation, the more spontaneous it will actually
sound!
Of course, you have to practice it the right way though.
Take into account your environment when you practice
and always practice as if you’re giving your presentation to
a group of people. Speeding through your presentation on
the bus in a hushed voice is more likely to hurt you than
help you.
Practicing will help to make you feel more confident, and
appear more authentic, thus creating a better opportunity
to connect with your audience. Which, in the end, is the
ultimate goal of public speaking.
Conclusion
In summary, the best way to give an inspiring presentation
is by having a message that you believe in that the
audience can connect to. The connection between you
and the audience is what allows them to truly listen to your
message and be inspired.
It takes a lot of practice and experience to become a
powerful public speaker, and by emulating the mentioned
characteristics of effective public speakers you can
become more inspiring and more influential.
Source:https://magneticspeaking.com/the-top-9-
characteristics-of-effective-public-speakers/
F. Developing A. Watch a video of particular public speaker.
Mastery (Leads to https://youtube.com/watch?v=A8_OmntvWAY
Formative
Assessment) A. Based on the video viewed . . .
1. Identify and write on your notebook the intensive
and reflexive pronoun used.
2. Give the factors that the speaker used in order for
him to be an effective speaker.
16
G. Finding Practical Where can we use the knowledge of reflexive and
Applications of intensive pronouns in our lives? In what way are they
Concepts and Skills useful in making an effective speech?
in Daily Living
H. Making What is reflexive pronoun?

Generalizations and  A reflexive pronoun is a type of pronoun that is
Abstractions about preceded by the adverb, adjective, pronoun, or
the Lesson noun to which it refers, so long as that antecedent
is located within the same clause.
-rules
What is an intensive pronoun?
 An intensive pronoun is almost identical to a
reflexive pronoun. It is defined as a pronoun that
ends in self or selves and places emphasis on its
antecedent by referring back to another noun or
pronoun used earlier in the sentence.
-rules
Give the factors of public speaking.
 Confidence, Passion, Be yourself, Speak in a
Natural voice, Voice modulation, Keep short and
sweet, Paint a picture through a story telling,
Repetition, and Don’t just practice, Practice,
Practice
Source: https://magneticspeaking.com/the-top-9-
characteristics-of-effective-public-speakers/
I. Evaluating Write a short paragraph about public speaking and be
Learning able to use reflexive pronouns. Underline all the
pronouns used. Be ready for an oral presentation.
(Answers may vary)
J. Additional
Activities for Research the features on persuasive texts and determine
Application or the factors that makes them effective speeches.
Remediation
V. REMARKS
VI. REFLECTION
I. No. of learners who
earned 80% in the
evaluation
II. No. of learners who
require additional
activities for
remediation
III. Did the remedial
lessons work? No. of
learners who have
caught up with the
lesson
IV. No. of learners who
continue to require
remediation
17
V. Which of my teaching
strategies work well?
Why did this work?
VI. What difficulties did I
encounter which my
principal or
supervisor can help
me solve?
VII. What innovations or

localized materials did
I used/discover which I
wish to share with
other teachers?
18
Date: First Quarter: Week 2, Day 1
I. I. OBJECTIVES
1. Content The learner demonstrates understanding of how world
Standards: literature and other text types serve as ways of expressing and
resolving persona conflicts, also how to use strategies in
linking textual information, repeating, enhancing
intensive pronouns.
2. Performance The learner composes a short but powerful persuasive text
Standards: using a variety of persuasive techniques and devices.
3. Learning Determine how connected events contribute to the totality of a
Competencies/ material viewed. EN10VC-Ib-1.4/2.4:
Objectives:
Determining how connected events contribute to the totality of
II. CONTENT a material viewed.
III. LEARNING
RESOURCES
A. References
1. Teacher’s pages 20-24
Guide Pages
2. Learner’s Celebrating Diversity Through World Literature pages 31-35
Materials Pages
3. Textbook Celebrating Diversity Through World Literature pages 31-35
Pages
4. Additional
Materials from
Learning
Resource (LR)
portal
B. Other Learning Mp4 of the song, copy of the song lyrics, visual aids
Resources
IV. PROCEDURES ADVANCED LEARNERS AVERAGE LEARNERS
A. Reviewing The most important component of defense is awareness. In
Previous the previous lesson, you have been made aware of your
Lesson or personal challenges and that is your initial step into building a
Presenting defense against life’s inevitable challenges.
New Lesson In this lesson, you will perform a lot of activities that will help
you to be strong amid discrimination. Specifically, you will be
asked to answer the important question, How do I build the
best defenses against challenges to achieve the best
quality of life?
Be reminded that your expected output in this lesson is a
quality brochure on building defenses against
discrimination and the criteria for assessment are:
organization, graphics, relevance of content, and conventions.
(Source: Celebrating Diversity Through World Literature p31
Your Journey)
19
B. Establishing a Have the students accomplish a word web Let the students
Purpose for activity on the word DISCRIMINATION. do this word web
the New Advanced students will work on this in groups of 3.
Lesson individually.
Discrimination
C. Presenting To start with our lesson, let us read each

Examples/ statement closely, and identify what is
Instances of suggested by each statement. ANSWERS:
the Lesson 1. I am a vitamin you need if you have 1. Vitamin C
colds. What am I? CLUE: You can usually 2. Umbrella/
get it from lemon or calamansi juice Raincoat
2. I am what you use when it’s raining. 3. Shades
What am I? CLUE: If you don’t want to get 4. Great Wall of
wet by the rain we use it. China
3. I am what you wear when the sun is at
its peak. What am I? CLUE: We use it so
our eyes won’t be irritated by the sunlight.
4. I once protected China from invaders,
now I am a wonder for visitors. What am I?
CLUE: One of the most famous tourist
spots in China.
Students who know the answer can raise
their hands.
Make sense of all your answers together to Answer:
come up with the answer to this riddle. DEFENSE
What “D” is built for protection?
(Source: Celebrating Diversity Through

World Literature p32 Task1 What Am I?)
D. Discussing Let the class watch the video song entitled “Reflection” from
New Concepts the movie “Mulan.” After which, be ready to answer on your
and Practicing notebook the questions below:
New Skills #1 1. What is the song all about? (About a girl who disguised
because she wants to be a warrior)
2. What type of discrimination was underscored in the song?
(Gender Discrimination)
3. Does this kind of discrimination against women still exist
these days? How or in what way? (Girls are discriminated to
the work/job done by the boys)
Task4 Reflection;
http://www.youtube.com/watch?v=GWooGBya_nk)
20
E. Discussing You must have known people who have successfully
New Concept overcome discrimination. Now work in pair and answer the
and Practicing following questions:
New Skills #2  Who do you consider as a person who inspires you
because he/she has successfully combated
discrimination?
 What do you think are the defenses he/she has built to
overcome discrimination?
Write your answers on your notebook and be ready to share it
with your classmates.

Task3 Mirror, Mirror)
F. Developing Supply the spaces below with a particular event from the
Mastery music video which corresponds to the following:
(Leads to
Formative Exposition: ________________________________
Assessment 3)
Rising Action: ______________________________
Climax: ___________________________________
Resolution: _______________________________
G. Finding
Practical Across the Curriculum
Applications of Have you had any experience in life wherein you need to hide
Concepts and your real self?
Skills in Daily What do you think is the implication if one is not able to show
Living his/her true self-identity?
H. Making
Generalization In what way did the connected events of the music video
s and contribute to the totality of the material viewed?
Abstractions
about the
Lesson
I. Evaluating Answer the following questions:
Learning 1. What are the personal challenges/events highlighted in the
music video?
2. In what way did the connected events of the music video
contribute to the totality of the material viewed?
J. Additional As you embark on this journey, the tasks/ activities you’re
Activities for engaged in will help you answer this enduring and essential
Application or question: How do I build the best defenses against
remediation challenges to acquire the best quality of life?
Keep this question in mind as we work on the different parts of
this week’s lesson. List your initial answers to the enduring
question inside the balloon.

Task5 Enduring and Essential)
21
V. REMARKS
VI. REFLECTION
I. No. of learners
who earned 80%
in the evaluation
II. No. of learners
who require
additional
activities for
remediation
lessons work?
No. of learners
who have caught
up with the
lesson
IV. No. of learners
who continue to
require
remediation
V. Which of my
teaching
strategies work
well? Why did
these work?
VI. What difficulties
did I encounter
which my
principal or
supervisor can
help me solve?
VII. What
innovations or
localized
materials did I
used/discover
which I wish to
share with other
teachers?
22
I. OBJECTIVES
and resolving persona conflicts, also how to use
strategies in linking textual information, repeating,

Standards: text using a variety of persuasive techniques and devices.
C. Learning Determine the effect of textual aids like advanced

Competencies/ organizers, titles, non-linear illustrations, etc. on the
Objectives: understanding of a text. EN10RC-Ib-2.15.2:
Express appreciation for sensory images used.

EN10LT-Ib-2.2.1:
 Determining the effect of textual aids

I. CONTENT  Identifying senses to which the statements
appeal.
II. LEARNING
RESOURCES
III. References
1. Teacher’s Guide P24-28
Pages
2. Learner’s Celebrating Diversity Through World Literature pages
Materials Pages 35-44
3. Textbook Pages Celebrating Diversity Through World Literature pages

35-44
4. Additional
Materials from
Learning Resource
(LR) portal
5. Other Learning copy of the selection, visual aids
Resources
III. PROCEDURE ADVANCED AVERAGE
A. Reviewing A. PRE-READING
Previous Lesson or
Presenting New 1. Unlocking of Difficulties
Lesson
23
Study the definitions and word forms. Then, rearrange the
letters in bold to form the correct word for each item
below. Write your answer on your notebook.
ANSWERS:
1. to escape or avoid (verb) eveda 1. evade
2. dangerous (adjective) erpisulo 2.perilous
3. poisonous (adjective) vsmuone 3. venomous
4. ashamed (verb) aeadhbs 4. abashed
5. satisfy, gratify (verb) peeapsa 5. appease
6. brave (adjective) vorlsaou 6. valorous
(Source: Celebrating Diversity Through World Literature
p36 Task8 Mystery Word)
2. Motivation
Before we read the story entitled “The Gorgon’s Head,”
let us accomplish the story anticipation guide below. Mark
the checklist with (/) if you agree or (x) if you disagree with
the statement.
Agree/Disagree
A Gorgon is a monster
Perseus is a hero.
Perseus could be successful in
killing Medusa without the help of
the gods.
None may look upon the Gorgon
and live. The sight of them turns
men to stone.
Andromeda is killed by a monster.
p36 Task7 Guide for Reading)
B. Establishing a 3. Motivation
Purpose for the New What are the little acts of heroism that you have done
Lesson lately?
What personal challenges did you overcome to fulfill acts
of heroism?
4. Motive Question
What heroic characteristics does Perseus have?
C. Presenting B. DURING READING
Examples/ Instances Silent reading of the story Guided reading of the
of the Lesson “The Gorgon’s Head” selection.
by Anne Terry White.
(Source: Celebrating
Diversity Through World
Literature pp37-42)
D. Discussing New C. POST READING
Concepts and 1. Engagement Activity GROUP TASK
Practicing New a. What heroic Divide the class into 5 groups
Skills #1 characteristics does and distribute a short bond
Perseus have? paper for each group that
b. What is the “dreadful contains questions related to
oracle” that was the selection. Give the groups
24
delivered to King 10 minutes to discuss their
Acrisius? answer and 1 minute each to
c. What adventure does present.
Polydectes suggest that
Perseus undertake?
d. What is Polydectes’
true motive in sending
Perseus to kill Medusa?
e. Explain how the oracle
given to King Acrisius is
fulfilled.
f. What is the message of
the story?
Literature p42 Task 9
Dissecting the Text)
E. Discussing New 2. Literary Extender
Concept and Now, I will group you into five. Each group will be given a
Practicing New specific task to work on.
Skills #2
Group 1: Create a timeline of events in the story. Why
are these significant events?
Group 2: Create a Venn diagram that compares the

characteristics of Perseus and Medusa. Provide
evidence.
Group 3: Create a diagram that shows the challenges of

Perseus in his quest to acquire the Gorgon’s head. How
did you choose them?
Group 4: Using the Gorgon’s head as a diagram, point

out at least five utterance of Perseus that strikes your
group the most. Explain Why.
Group 5: Create a diagram that shows the relationship of

all the characters in the myth. Cite the reasons for these
relationships.
Processing Questions:
1. How did you feel about the activity?
2. What diagram was assigned to you?
3. Did you find diagramming difficult? Why or why not?
4. How do these textual aids help you in understanding
the text?
p42 Task10 Visualizing the Text)
25
F. Developing 3. Skill Development (ADVANCED)
Mastery Now on your notebook, pick out at least ten sentences
(Leads to from the myth “The Gorgon’s Head” that shows sensory
Formative images. Identify the senses to which these statements
Assessment 3) appeal.

p44 Task13 Make Sense To Me)
3. Skill Development (AVERAGE)

The following sentences taken from the myth “The
Gorgon’s Head” shows sensory images, using the table
below check the appropriate sense/s to which the
sentence appeals.
SENTENCES S H S T T
I E M A O
G A E S U
H R L T C
T I L E H
N
G
1. Danae lulled her son with a
song.
2. A fisherman saw the chest

bobbing on the waves.
3. Medusa’s scales are hard as

metal.
4. A slight breeze stirred her hair

and that tears flowed from her
eyes.
5. Hermes gave Perseus a
magnificent curved sword.
G. Finding Practical 4. Across the Curriculum

Applications of (Board Work)
Concepts and Skills If you are to compare Perseus to our National Hero- Dr.
in Daily Living Jose Rizal, how would you compare him and why? List
down similarities and differences of Perseus to Dr. Rizal.
Use the diagram posted on the board.
Perseus National Hero
26
H. Making
Generalizations and What is the importance of sensory images in
Abstractions about understanding a text/selection?
the Lesson
I. Evaluating Let the students read the poem “Night in the Country” by
Learning Cynthia Rylant and while reading they should complete
the five senses chart by listing sensory images they heard
from the poem. This should be done individually.
SENSES SENSORY IMAGES

Sight
Hearing
Smell
Taste
Touch
J. Additional Find a paragraph where the use of sensory images are

Activities for dominant. Explain how those images helped you
Application or understand that paragraph. Be sure to cite the references
remediation where you took that paragraph. Write your essay in a
sheet of paper.
V. REMARKS
VI. REFLECTION
I. No. of learners who
earned 80% in the
evaluation
II. No. of learners who
require additional
activities for remediation
III. Did the remedial lessons
work? No. of learners
who have caught up with
the lesson
IV. No. of learners who
continue to require
remediation
V. Which of my teaching
Why did these work?
VI. What difficulties did I
encounter which my
principal or supervisor
can help me solve?
VII. What innovations or
used/discover which I
wish to share with other
teachers?
27
I. OBJECTIVES
A. Content The learner demonstrates understanding of how world literature and
Standards: other text types serve as ways of expressing and resolving personal
conflicts, also how to use strategies in linking textual information,
repeating, enhancing communication public speaking, emphasis
markers in persuasive texts, different forms of modals, reflexive and
intensive pronouns.
B. Performance The learner composes a short but powerful persuasive text using a
Standards: variety of persuasive techniques and devices.
C. Learning Use reflexive and intensive pronouns. EN10G-Ib-27:
Competencies/
Objectives:
II. CONTENT Identifying and Using Intensive Pronouns in meaningful discourse
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide pages 29-30
Pages
1. Learner’s Celebrating Diversity Through World Literature pages 45-46
Materials
Pages
2. Textbook Pages Celebrating Diversity Through World Literature pages 45-46
3. Additional
Materials from
Learning
Resource (LR)
portal
B. Other Learning module, visual aids
Resources
IV. PROCEDURES
A. Reviewing Review
Previous Lesson Review the students about the lesson of the story “The Gorgon’s
or Presenting New Head” and on the definition and example of a reflexive pronoun.
Lesson
B. Establishing a Motivation
Purpose for the Display the following sentences:
New Lesson
Jenny herself gave her mother a gift.
Jenny gave her mother a gift herself.
Ask the students:

What is the difference between the two sentences?
In the first sentence, how is the pronoun ‘herself’ used?
In the second sentence, how is the pronoun ‘herself’ used?
28
Allow responses and discussion. If students are unable to identify the
difference, tell them to focus on the pronoun- herself. Explain to the
students how pronoun herself is differently used in the two
sentences.
C. Presenting Presentation
Examples/ Below are the paragraphs lifted Let the students do this task in
Instances of the from the story “The Gorgon’s groups of 4.
Lesson Head.”
Encircle all the pronouns from
the paragraph. Then, on your
notebook copy the sentences
with the pronoun you encircled.
Now, revise the sentences by
changing the encircled pronoun
to reflexive type.
(See attached paragraphs)
D. Discussing Discussion
New Concepts Study the following sentences below, tell whether the pronouns in
and Practicing bold are used as Reflexive or Intensive pronouns. Explain your
New Skills #1 answer.
I made myself a pancake.

My cousin and I bought ourselves a new car.
I made a pancake for the visitor herself.
My cousin himself paid for the cab.
E. Developing Guided Practice Let the students to this task in

Mastery Using the same sentences you groups of 4
(Leads to have taken from the paragraph
Formative in “The Gorgon’s Head,” rewrite
Assessment 3) the sentences by changing the
reflexive pronouns into intensive
pronouns.
F. Finding Across the Curriculum

Practical King Acrisius had gone to such cruel lengths to avoid the fate which
Applications of the gods had ordained. But still the oracle happened. Do you believe
Concepts and that our life’s fate or destiny can be changed? Yes or No, why?
Skills in Daily
Living
G. Making What is an Intensive Pronoun? When do we use an Intensive
Generalizations Pronoun?
and Abstractions
about the Lesson Intensive and Reflexive pronouns are kind of identical, but they are
actually different in function. Reflexive pronouns are used to refer to
the subject of the sentence, while Intensive pronouns are used to
emphasize another noun or pronoun in the sentence.
29
H. Evaluating Write a short paragraph regarding a goal that you recently achieved.
Learning Describe how you accomplished and achieved this goal. Use at least
five intensive pronouns in your paragraph and underline it. Be ready
to share your work with your classmates for feedback.
I. Additional Cut out articles from an old newspaper or magazines. Then, identify
Activities for the reflexive and intensive pronouns used. Underline the reflexive
Application or pronouns once and the intensive pronouns twice.
remediation
V. REMARKS
VI. REFLECTION
I. No. of learners
who earned 80% in
the evaluation
II. No. of learners
who require
additional activities
for remediation
lessons work? No.
of learners who
have caught up with
the lesson
IV. No. of learners
who continue to
require remediation
V. Which of my
teaching strategies
work well? Why did
these work?
VI. What difficulties

did I encounter
which my principal
or supervisor can
help me solve?
VII. What
innovations or
localized materials
did I used/discover
which I wish to
share with other
teachers?
30
I. OBJECTIVES
A. Content Standards: The learner demonstrates understanding of how
world literature and other text types serve as ways of
expressing and resolving persona conflicts, also how
to use strategies in linking textual information,
repeating, enhancing communication public
speaking, emphasis markers in persuasive texts,
different forms of modals, reflexive and intensive
pronouns.
B. Performance The learner composes a short but powerful
Standards: persuasive text using a variety of persuasive
techniques and devices.
C. Learning Determine the effect of textual aids like advanced
Competencies/ organizers, titles, non-linear illustrations, etc. on the
Objectives: understanding of a text. EN10RC-Ib-2.15.2:
 Determine the effect of advanced organizers
on the understanding of a text.
II. CONTENT
 Creating personal goal using graphic
organizer.
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide pages 30-32
Pages
2. Learner’s Celebrating Diversity Through World Literature
Materials Pages pages 47-49
3. Textbook Pages Celebrating Diversity Through World Literature
pages 47-49
4. Additional
Materials from
Learning
Resource (LR)
portal
B. Other Learning Editorial cartoon about discrimination, visual aids
Resources
IV. PROCEDURE ADVANCED AVERAGE LEARNERS
LEARNERS
A. Reviewing Previous Examine the editorial cartoon below and answer the
Lesson or Presenting questions that follow.
New Lesson
(Source: www.nordis.net)
31
1. What is the cartoon all about?
2. What kind of discrimination is shown in the
cartoon?
3. What would you do if you were in the shoes of the
one discriminated against?
4. What would you do if you have the power to change
this scenario?
(Source: Celebrating Diversity Through World

Literature p47 Task16 Award in the Ward)
B. Establishing a Let us have an activity. List down the different forms
Purpose for the New of discrimination in the table below. Use your
Lesson notebooks.
DISCRIMINATION
Family School Peers
A. Share and compare your list with a partner.

B. Add items from people’s lists to yours.
Literature p32 Task2 Discrimination Check)
C. Presenting Divide the class into groups of 6. Let them identify
Examples/ Instances of specific scenarios where discrimination is present or
the Lesson evident. Accomplish the chart below. (Group 1 will be
assigned on Age, Group 2 is on Gender, Group 3 on
Marital Status, and so on…)
DISCRIMINATION EXAMPLES HOW DO WE

BUILD UP
DEFENSE
Age
Gender
Marital Status
Physical
Appearance
Religious Affiliation
Nationality/Race
Literature p47 Task17 Different and Single Out)
D. Discussing New Using the same groupings, recall and enumerate the
Concepts and defenses used by Perseus, from the story “The
Practicing New Skills #1 Gorgon’s Head,” in order to become successful in his
adventure. Be ready to share your work with the
class.
32
PERSEUS
E. Developing Mastery Many situations would require Students will

(Leads to Formative you to make use of your work on the same
Assessment 3) strengths. Each cap below activity in groups
represents a characteristic you of 5.
need to use in deciding how to go
about the situation described in
the task context. Examine the
situation and complete the
colored caps chart below.
WHITE CAP: is the optimistic cap

that sees all the positive and
bright side of the situation.
BLACK CAP: is the pessimistic
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
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 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 RESPONSES
White
Black
33
Yellow
Red
Blue
(Source: Celebrating Diversity

Through World Literature p48
Task18 CAPS LOCKED)
F. Finding Practical Across the Curriculum

Applications of Do you know any law here in the Philippines that
Concepts and Skills in promote anti-discrimination? Can you name one?
Daily Living
G. Making
Generalizations and When do we use graphic organizer?
Abstractions about the
Lesson
H. Evaluating Learning Building up defenses is like Students will do the

creating strategies to help you same activity with a
reach your personal goal. pair.
Each defense is critical in
achieving success. Using the
organizer below, create a
personal goal for the next five
years.
What strategies will you

develop to reach your
personal goals? Explain why
you chose them. How did the
organizer help you in
presenting your personal
goals?
Literature p49 Task19
Creating a Personal Goal)
I. Additional Activities You were informed at the beginning of the lesson that
for Application or you are to create a quality brochure that will feature
remediation your own defenses against discrimination.
34
Start planning for your Brochure. You can make use
of internet sources for important information to make
your work substantial. You can use the following
materials but not limited to:
Colored paper
Long bond paper
Scissors and Paste
V. REMARKS
VI. REFLECTION
A. No. of learners who
earned 80% in the
evaluation
B. No. of learners who
require additional
activities for remediation
C. Did the remedial
learners who have caught
up with the lesson
continue to require
remediation
strategies work well? Why
did these work?
encounter which my
principal or supervisor
can help me solve?
G. What innovations or
used/discover which I
wish to share with other
teachers?
35
School: Grade Level 10
Teacher: Learning Area English
Time & Date: First Quarter Week 3, Day 1
I. OBJECTIVES
A. Content Standard The learner demonstrates understanding of how world
literature and other text types serve as ways of expressing
and resolving personal conflicts, also how to use
B. Performance The learner composes a short but powerful text using a

Standard variety of persuasive techniques and devices.
C. Learning Determine how textual aids like advance organizers help

Competencies/ in understanding of a text. EN10RC-Ia-2.15.2
Objectives
II. CONTENT Module I, Lesson 3- Capitalizing on Strengths and
Recognizing our Weaknesses
Textual aids (Advance Organizers)
III. LEARNING
RESOURCES
A. References
1. Teacher’s p. 37
Guide pages
2. Learner’s p. 53
Materials
pages
3. Textbook p. 53
pages
4. Additional  Almonte, Liza R. et.al.Celebrating Diversity
Materials from through World Literature. Pasig City:Rex
Learning Bookstore,Inc.p.53
Resource  https://carleton.ca/experientialeducation/types-of-
(LR) portal advanced-organizers/
 Osewalt, Ginny. “Common Advance Organizers
and Why They
Work”.(https://www.understood.org/en/school-
learning/partnering-with-childs-
school/instructional-strategies/common-advance-
organizers-and-why-they-work.)
 https://www.collegestar.org/modules/advance-
organizers
 https://www.enotes.com/topics/adventures-of-
huckleberry-finn
 https://trans4mind.com/counterpoint/index-
success-abundance/success-is-a-journey.shtml)
36
B. Other charts, paper
Learning task cards
Resources
IV. PROCEDURE Advanced Learners Average Learners
I. Reviewing
previous  Ask the students the  Ask the students
lesson or following questions the following
presenting the and tell them to draw questions and tell
new lesson an illustration to them to use the
clearly explain their chart below.
answers.
1. What are your strengths?

What are your 1. What are your
weaknesses? strengths?
2. How do you use your 2. How do you use your

strengths and weaknesses strengths?
to achieve your goal?
3. How do you improve
your strengths to achieve
 Call on volunteers to your goal?
share their output to
the class. 4. What is your goal that
you want to achieve?
Goal
_____
How do I improve
my strengths to
achieve my goal?
How do I use my
strengths?
My strengths
 Process the
students’ answers.
II. Establishing a
purpose for  Tell the students the lesson title and the lesson
the lesson objectives.
 Inform them of the expected output for this lesson.
37
III. Presenting
examples/Inst  Ask the students the following question:
ances of the
new lesson 1. Does the illustration you used recently give
you a clear vision of how you will achieve your
goal? Explain your answer.
IV. Discussing Task I BOY-GIRL POWER! Task I - BUILD

new concepts  Post on the board a ME UP
and practicing cartolina/manila paper  Divide the class
new skills # 1 on which the task is into 4 groups. Each
written. group must have
 Ask a student to read boy and girl
the direction. members. Provide
 Call on five pairs of each group with
students. Each pair (a strips of paper of
male and a female) will different sizes and
write on the chart the colors. Tell the
individual strengths that students that they
Joaquin and Cristina need to form an
could use to free object through the
themselves from the strips of paper
box. within 7 minutes.
 Then, let the students The group that will
answer the following finish on time will
Processing Questions: be held as the
winner.
 After the task, ask
1. What qualities of Joaquin the students these
have you identified? How questions:
about Cristina’s?
(Suggested Answers: 1. How did you feel while
Joaquin- determined, doing the activity?
focused, systematic, (Answers may vary)
decisive, etc.
Cristina- resourceful, 2. Were you able to finish
patient, careful, versatile, on time?
etc.) (Answers may vary)
2. In what way could these 3. What are the factors
qualities help them escape that you have considered
from the box? to finish the task?
(Answers may vary) (Suggested answer: The
members must have unity,
3. Does the chart help you cooperation and
sort boys’ and girls’ participation)
characteristics? Could you
think of other organizers 4. What are the objects
that would best fit the that you have formed?
purpose? (Suggested answer:
(Answers may vary) pyramid, fishbone, circle,
map)
38
4. Do you think we could 5. What do you call these
interchange the qualities of objects?
Joaquin and Cristina? (Suggested answer:
(Suggested Answer: yes) advance organizer/
graphic organizer)
5. What would
interchanging their qualities
imply?
(Suggested Answer:
Interchanging qualities of
Joaquin and Cristina implies
equality in roles and in other
aspects of life.)
V. Discussing
new concepts  Ask the students the following questions:
and practicing 1. What are advance organizers?
new skills # 2 (Suggested answer: An advance organizer is
a cognitive instructional strategy used to
promote the learning and retention of new
information. It
is presented prior to learning and can be used
by the learner to organize and interpret new
incoming information
(edutechwiki.unige.ch/en/Advance_Organizer.
Mayer, 2003)
2. What are the types of advance organizers?

(See attachment or use the link -
https://carleton.ca/experientialeducation/types
-of-advanced-organizers/)
3. How do these organizers help you understand

a text?
(Suggested Answers: 1. Advance organizers
help structure students’ thinking about a topic.
2.Advance organizers link the material
students are trying to learn with what they
already know.
3.They can be helpful to all students and can
be especially helpful to students with
organization and attention issues.
https://www.understood.org/en/school-
learning/partnering-with-childs-
school/instructional-strategies/common-
advance-organizers-and-why-they-work)
 Give a short discussion on Advance Organizers
VI. Developing Task III Think- Pair-Share Task III SGDW

mastery  Provide the students a  Group the students into
(leads to copy of the story “The five groups.
Formative Adventures of
39
Assessment Huckleberry Finn”. Ask  Tell each group to
3) them to read and think choose their leader.
about the answer to the  Give each leader a
question, “What were task card.
the significant events in Group Tasks:
the life of Huckleberry Group 1- Title and Story
Finn?” Map. Use a Title and Story
Map to tell the events in
the story.
 Tell them to look for a Group 2- Picture Web.
partner to discuss their Draw a picture web that
answers with. Then, ask will represent the events in
them to use a graphic the life of the characters in
organizer to explain their the story.
answer. Group 3- Story Pyramid.
Use this organizer to show
 After discussing their the five parts of a plot of
answers, tell them to the story.
share their output to the Group 4- Cause and
class. Effect. Identify the cause
 Solicit feedback from the and effect of the actions of
class on the work of the characters in the story.
other pairs. Group 5- Time Line. Use
a timeline to show the
(Note: For this task, they will significant events in the life
use the summary of the of the character.
story entitled “The (Note: For this task, they
Adventures of Huckleberry will use the story entitled
Finn” by Mark Twain) “The Adventures of
Huckleberry Finn” by Mark
See attachment or use the Twain)
link- See attachment or use the
https://www.enotes.com/topi link-
cs/adventures-of- https://www.enotes.com/to
huckleberry-finn pics/adventures-of-
huckleberry-finn
VII. Finding  Ask the following  Ask the students to

practical questions: look for a partner and
application of 1. What strengths do you talk about the following
concepts and think the following task:
skills in daily individuals must have to
living become effective in the 1. Think of the persons
positions they hold? that you know who
became successful in their
A. A barangay official careers. Identify their
B. A manager of a strengths using an
company organizer.
C. A school principal
D. A film director
2. Use the organizer which
you think will best explain
your point.
40
d. Making  Call on students to give the meaning of Advance
generalizations Organizers.
and abstractions
about the lesson  Ask them how Advance Organizers help in
understanding a text
 Give feedback of the students’ performance

during the day.
e. Evaluating
learning  Given the story, what graphic organizer will you
use to easily understand the story?
Orpheus, the son of Apollo and Calliope, was a

gifted musician. He played his lyre beautifully as no
creature could resist his music and melody, neither his
friends nor enemies and beasts. Orpheus fell in love with
Eurydice, a woman of unique beauty. They lived happily
for many years until one day came when Eurydice died
after she was bitten by a snake. Orpheus became very
sad that even in his music showed how lonely his life
was. Orpheus decided to rescue his wife Eurydice by
going down to the underworld. Hades and Persephone
felt the sadness of Orpheus and so they let him get
Eurydice back for a condition that Eurydice would follow
him and that he should not look back until they reach the
upperworld. Orpheus failed and so Eurydice
disappeared.
Questions:
1. What was the condition given to Orpheus?
(Suggested Answer: Orpheus was given a condition
that Eurydice would follow him and that he should
not look back.)
2. What do you think is the reason why Orpheus failed
to bring Eurydice back to the upperworld?
(Suggested Answer: Orpheus did not fulfill his
promise. He looked back to see if Eurydice was
following him.)
3. How did you come up with your answer?
(Answers may vary)
4. How does the organizer help you to understand the
text?
(Suggested Answer: The organizer helps to
understand the details of the story. It shows the
logical arrangement of events.)
f. Additional Using a graphic organizer, give the main idea and details
activities for of the essay entitled “Success is a Journey, Not a
application or Destination”.
remediation (See attachment or use the link-
https://trans4mind.com/counterpoint/index-success-
abundance/success-is-a-journey.shtml)
41
V. REMARKS
VI. REFLECTION
I. No. of learners
who earned
80% in the
evaluation
II. No. of learners
who require
additional
activities for
remediation
who scored
below 80%
III. Did the
remedial
lessons work?
No. of learners
who have
caught up with
the lessons
IV. No. of learners
who continue
to require
remediation
V. Which of my
teaching
strategies
worked well?
Why did these
work?
VI. What
difficulties did I
encounter
which my
principal or
supervisor can
help me solve?
VII. What
innovation or
localized
materials did I
use/discover
which I wish to
share with
other teachers?
42
Time and Date: First Quarter: Week 3-Day 2
I. OBJECTIVES
Standards: literature and other text types serve as ways of expressing and
resolving personal conflicts, also how to use strategies in
linking textual information, repairing, enhancing
intensive pronouns.
B. Performance
Standards: The learner composes a short but powerful persuasive text
using a variety of persuasive techniques and devices.
C. Learning
Competencies/ Determine the implicit and explicit signals, verbal, as well as
Objectives: non-verbal, used by the speaker to highlight significant points.
Write the LC Code EN10LC-Ic-.4
for each
II.CONTENT Using Implicit and Explicit signals
III. LEARNING
RESOURCES
A. References
1.Teacher’s Guide p. 38
Pages
2.Learner’s p. 53
Materials Pages
3.Textbook Pages p. 53
4.Additional
Materials from
Learning
Resource (LR)
portal
B.Other Learning Projector, speaker, picture, copy of the song, MP 3 player
Resources https://www.youtube.com/watch?v=MK1KCcwy20k
https://www.quora.com/What-does-the-Frozen-song-Let-it-
Go-mean-to-you
www.google .com
brainly.ph
queens-english-society.com
https://www.fluentu.com/blog/educator-english/esl-tefl-ell-
vocabulary-games/
43
V. PROCEDURES ADVANCED AVERAGE
A. Reviewing
Previous Lesson Call some students to give a recapitulation of the
or Presenting the previous lesson by asking the following questions:
New Lesson
1. What are advance organizers?
2. Give some examples of advance organizers?
3. How do advance organizers help in understanding a text?
B. Establishing a
Purpose for the Today you will learn
Lesson about explicit and implicit A. Unlocking of Difficulties
signals.To help you with
it you listen to the song Below are phrases taken from
entitled “Let it Go” by the lyrics of the song. Make an
Idina Menzel. The song educated guess about the
is one of the most meaning of the unfamiliar word in
popular Disney songs each phrase by getting clues
and is the sound track of from the words that surround the
the Disney animated vocabulary word. Match the
movie “Frozen”. meaning of the words in column
A to column B. Then, use the
A. Unlocking of words in your own sentence.
Difficulties:
Let the class play Column A Column B

charades 1. a kingdom of a. to hide
Charades uses action isolation
to communicate the
secret word. 2. slam the door b. violent or
Write down words on uncontrolled
slips of paper for anger
students to choose.
Verbs are likely to be the 3. conceal, c.aloneness;
easiest, but you can also don’t feel separateness
use more complicated
words, provided you are 4. storm rage on d. to shut
sure most of the forcibly and
students know them. noisily
Divide the class into
two teams and have one 5. swirling storm e. to have
person from each team twist or convo-
choose a piece of paper lution
and act out the word.
The teams must guess f. brief light
the correct word before snowfall
three minutes run out.
For each correct word,
that team receives a answer key:
point. The team that hits
ten points first is the 1. isolation- c.aloneness
winning team.
Source: 2. slam- d.to shut forcibly and
https://www.fluentu.com/ noisily
44
blog/educator-
english/esl-tefl-ell- 3.conceal- a. to hide
vocabulary-games/
4. rage-b. violent or uncontrolled
Note: Use the anger
vocabulary words found
in the lyrics of the song 5.swirling- to have a twist or
“Let it Go”. You may convolution
include the vocabulary
words like isolation,
slam, conceal, rage
and swirling. You may B. Motivation Question:
also make modifications
like 1 point for every The teacher asks these
correct guess of the questions to the class:
word, 1 point for giving a
synonym, and another 1. Are you always true to
for using it in their own yourself? What hinders you from
sentence. You may also expressing your true self/the real
shorten the time limit to you?(answers may vary)
guess the word.
2.If no one will judge or there
B. Motivation were no limits to what you could
Question: have or you want in your life,
what would you want to be?
The teacher asks these (answers may vary)
questions to the class:
1. Are you always true to

yourself? What hinders Motive Question:
you from expressing The teacher asks the hanging
your true self/the real question to the class:
you?(answers may vary)
2.If no one will judge you

or there were no limits to In the song, what does the
what you could have or girl mean when she finally
you want in your life, decided to just “let it go”?
what would you want to
be? (answers may vary)
C. Motive Question:
The teacher asks the
hanging question to the
class:
In the song, what

does the girl mean
when she finally
decided to just “let it
go”?
45
C. Presenting Let the students watch Let the students watch /listen to
Examples/Instanc /listen to the song the song entitled “Let it Go” from
es of the Lesson entitled “Let it Go” from the movie Frozen.
the movie Frozen.
Do: TASK 2: LET IT Do: TASK 2: LET IT GO!

GO! Source: Celebrating Diversity
Source: Celebrating through World Literature
Diversity through World (LM Module 1, Lesson 3 pg.53)
Literature Source: Let It Go. Disney’s
(LM Module 1, Lesson 3 FROZEN as interpreted by Idina
pg.53) Menzel,
Source: Let It Go. http://www.youtube.com/watch?v
Disney’s FROZEN as =iEKLFSaKcw.Published
interpreted by Idina December 13, 2011.Retrieved
Menzel, March
http://www.youtube.com/ 7, 2014
watch?v=iEKLFS- The class will sing the song too
aKcw.Published after listening to it.
December 13,
2011.Retrieved March7,
2014
The class will sing the
song aloud too after
listening to it.
D. Discussing Engagement Activity: Engagement Activity:

New Concepts 1. In the song, what 1. In the song, what does the
and Practicing does the girl mean when girl mean when she finally
New Skills #1 she finally decided to decided to just “let it go”?
just “let it go”? What (suggested answer: The girl
word or words were used finally decided to let go of her
by the writer to fears, she would like to be true to
determine the ideas herself already.
referred to in the song?
(suggested answer: The 2. What conflict does the girl
girl finally decided to let experience?
go of her fears, she (suggested answer: The girl in
would like to be true to the song is having a problem
herself already. about herself, she secluded
herself thinking that she might
2. What conflict does the hurt the people around her if she
girl experience? uses her power.)
(suggested answer: The 3. Why does she has to hold
girl in the song is having back about her power?
a problem about herself, (She is afraid of hurting her loved
she secluded herself ones whenever she releases her
thinking that she might power.)
hurt the people around
her if she uses her 4.What expectations do people
power.) have from her? Do you think it is
fair?
46
3. Why does she has to (The people expect her to be the
hold back about her good/perfect girl.
power? for the follow-up question,
(She is afraid of hurting answer may vary)
her loved ones
whenever she releases 5. Why does the girl finally
her power.) decided that she has to let it go?
Do you think it is a good
4.What expectations do decision?
people have from her? (She can’t hold back anymore.
Do you think it is fair? She finally realized that the
problem does not bother her
(The people expect her anymore.)
to be the good/perfect
girl. 6.What feeling does the speaker
for the follow-up have after letting go?
question, answer may (She feels empowered. She is
vary) happy because finally she’s free.)
7. Have you ever felt like this
5. Why does the girl before? Did you experience self-
finally decided that she repression?
has to let it go? Do you (answers may vary)
think it is a good 8. What is the song all about?
decision? 9. What lesson did you learn from
(She can’t hold back it? (answers may vary)
anymore. She finally
realized that the problem
does not bother her
anymore.)
6.What feeling does the

speaker have after
letting go?
(She feels empowered.
She is happy because
finally she’s free.)
7. Have you ever felt like
this before? Did you
experience self-
repression?
(answers may vary)
8. What is the song all
about?
9.What lesson did you
learn from it?
(answers may vary)
Literary Extender
SMALL GROUP
DIFFERENTIATED
ACTIVITIES
Below are varied
activities for the
students. Let them
47
choose their group with
the corresponding task
to perform. Give them 5
minutes to rehearse and
3 minutes to perform.
GROUP 1: THE
SINGERS
Compose a song
which tackles about the Literary Extender
theme- freedom and
SMALL GROUP
empowerment, or
DIFFERENTIATED ACTIVITIES
embracing one’s self.
Below are varied activities for
You can also consider a
the students. Let them choose
song that is
their group with the corresponding
transformative in
task to perform. Give them 5
nature. You may use
minutes to rehearse and 3
musical instruments to
minutes to perform.
enhance your
presentation.
GROUP 1: THE SINGERS
Scout for another song which
GROUP 2-THE POETS
tackles about the theme- freedom
Deliver a spoken
and empowerment, or
poetry about “The Art of
embracing one’s self. You can
Letting Go”. Pour out
also consider a song that is
your emotions but at the
transformative in nature. You
same time it should
may use musical instruments to
leave an inspiring
enhance your presentation.
message to your
audience.
GROUP 2-THE POETS
Compose a poem about “The
GROUP 3- THE
Art of Letting Go”. Pour out your
ACTORS
emotions but at the same time it
Present a role play
Should leave an inspiring
you favorite scene in the
message to your audience.
Disney animated movie
Frozen. GROUP 3- THE ACTORS
Present a role play your
GROUP 4- THE favorite scene in the Disney
FEARLESS WRITERS! animated movie Frozen.
Think about the
instances in your life GROUP 4- THE FEARLESS
when you hold back for WRITERS!
one thing. One reason Think about the instances in
for this is our fears. your life when you hold back for
Compose an essay one thing. One reason for this is
about overcoming our our fears. Compose an essay
fears, for example fear about overcoming our fears, for
of failure, fear of example fear of failure, fear of
rejection etc. Give rejection etc. Give solutions so
solutions so that these that these fears will not control us.
fears will not control us.
GROUP 5- THE DANCERS
GROUP 5- THE
DANCERS
48
Present a Present a contemporary
contemporary dance or dance or interpretative dance
interpretative dance about women empowerment.
about women
empowerment. Note: The teacher may or may
not give the Literary Extender
Note: The teacher may to the students since this take
or may not give the too much time.
Literary Extender to
the students since this Present the Rubric for the
take too much time. Performance
Present the Rubric for
the Performance
E. Discussing Determining Implicit and Explicit Signals to highlights
New Concepts significant points.
and Practicing
New Skills #2 ACTIVITY 1
Divide the class into four groups. Let them recall significant
lines from the song “Let it Go”. Then, accomplish the table
below.
Lines that are Lines that are

clear or stated Meanin implied or not Meaning
plainly g stated plainly
(explicit) (implicit)
1. Be the good 1.I am one with
girl you always the wind and sky
have to be
2.
3.
4.
Sample answer:
(Be the good girl you always have to be-Be good and kind
always just like before)
Analysis Questions:
1. What is explicit? What is implicit?
(Explicit means something is made clear and stated plainly.
Implicit means something is implied but not directly stated)
2. What is the difference between implicit vs. explicit signals?
(Implicit means implied and explicit means explained)
3. How do these implicit and explicit signals help add value
to the lyrics and over all meaning of the song?
(Implicit and explicit signals help add value to the lyrics and
over all meaning of the song by highlighting the significant
points of the song.)
Abstraction
Lecture-Discussion on Implicit and Explicit
F. Developing Let the class answer Let the class answer this:
Mastery this: Identify whether the lines from
(Leads to Identify whether the lines the song “Let it Go” from the
Formative from the song “Let it Go” Disney film Frozen, is implicit or
Assessment 3) from the Disney film explicit signal.
49
Frozen, is implicit or ______ 1. A kingdom of isolation
explicit signal. ______ 2. Let it go.
1.A kingdom of
isolation_ _____3. I’m free
2. Let it go.____ _____4. Conceal, don’t feel
3. I’m free_____ ____ 5. Let the storm rage on
4. Conceal, don’t
feel.___ Answers:
5. Let the storm rage 1.explicit
on.___ 2.explicit
3.explicit
Answers:
4.explicit
1.explicit
5.implicit
2.explicit
3.explicit
4.explicit
5.implicit
G. Finding Ask the class:
Practical 1. What advice is given in the song? Do you agree with it or
Applications of not? Why?
Concepts and 2. In what way can we apply it in our life?
Skills in Daily
Living ACROSS THE CURRICULUM
Research about Gender Advocacy and Development since

the song “Let It Go” is transformative and advocates Gender
Empowerment. Present your findings in the class.
H. Making
Generalizations Ask the class:
and Abstractions
about the Lesson How do these implicit and explicit signals add value to the
lyrics and over all meaning of the song?
I. Evaluating Let the class present the group activity.
Learning Provide a rubric for assessing their works.
J. Additional Let the class do these activities:
Activities 1. Journal Writing:
Complete this:
Today, I realized that…………….
2. Watch the movie “Life of Pi”.

IV. REMARKS
V. REFLECTION
A. No. of learners
who earned 80% in
the evaluation
B. No. of learners
who require
for remediation
C. Did the remedial
lesson work? No.of
learners who have
caught up with the
lesson
50
E. Which of my
teaching strategies
work well? Why did
these work?
F. What difficulties
did I encounter
which my
principal/supervisor
can help me solve?
G. What
innovations or
localized materials
did I used/discover
which I wish to
share with other
teachers
51
Time & Date: First Quarter: Week 3, Day 3
I. OBJECTIVES
Standard and other text types serve as ways of expressing and resolving
personal conflicts, also how to use strategies in linking textual
information, repairing, enhancing communication public
speaking, emphasis markers in persuasive texts, different forms
of modals, reflexive and intensive pronouns.
B. Performance The learner composes a short but powerful text using a variety
Standard of persuasive techniques and devices.
C. Learning  Differentiate formal from informal definitions of words
Competencies/ (EN10V-Ic-13.9)
Objectives  Explain how the elements specific to a genre contribute
to the theme of the story (EN10-WC-Ib-12.1)
 Explain the literary devices used (EN10LT-Ic-2.2)
II. CONTENT Lesson 3: Capitalizing on Strengths and Recognizing our
Weaknesses
Topic: Formal and Informal Definitions
Selection: Orpheus by Alice Low
III. LEARNING
RESOURCES
A. References
1. Teacher’s 39-42
Guide pages
2. Learner’s 54-58
Materials pages
3. Textbook
pages
4. Additional Almonte, Liza R. et.al.Celebrating Diversity through World
Materials from Literature. Pasig City:Rex Bookstore,Inc.p.53
Learning https://www.youtube.com/watch?v=drnBMAEA3AM
Resource ( LR) https://www.novinite.com/articles/115027/Greek+Culture+and+
portal Traditions+-+Where+the+West+Meets+the+East
http://content.nroc.org/DevelopmentalEnglish/unit05/Foundation
s/identifying-types-of-definitions.html
A. Other Learning pictures, paper, laptop/ mp3 music
Resources puzzles, cartolina
III. PROCEDURE Advanced Learners Average Learners
A. Reviewing Pre-Reading
previous lesson  Ask these questions:
or presenting the 1. How do we define a word?
new lesson (Suggested Answer: We define a word either by giving its
synonyms and antonyms or by giving examples.)
2. Do you know the song entitled “DOREMI” from the
“Sound of Music”?
3. How are the words being defined in that song?
(Suggested Answer: The words in that song are being
defined by giving examples and characteristics attributed
to the words)
52
B. Establishing a
purpose for the  Instruct the students  Instruct the students to
lesson to open their books open their books
Celebrating Diversity Celebrating Diversity
through World through World Literature,
Literature, pages 54- pages 54-55.
55.  Tell them that the words
 Tell them that these in Task 4, Mystery
words in Task 4, Words given are used in
Mystery Words are the story that they will be
used in the story that reading today.
they will be reading  Let them analyze how
today. these words are being
 Let them analyze defined.
how these words are  Let them answer the
being defined. processing questions.
 Let them answer the
processing Processing Questions:
questions. 1.What did you notice in
the way these words are
Processing being defined?
Questions: (Suggested answer:
1. What did you notice in Each word has two
the way these words definitions; separated as
are being defined? A and B)
(Suggested answer: 2.How do you
Each word has two differentiate definition A
definitions; separated from B?
as A and B) (Suggested Answer: A is
2. How do you differentiate a formal definition while
definition A from B? B is an informal
(Suggested Answer: A definition)
is a formal definition 3.Which is better way to
while B is an informal define a word?
definition) (Suggested answers: This may
3. Which is a better way to depend upon the student’s
define a word? preference. A is a better way to
(Suggested answers: define a word because all the
This may depend upon characteristics that are specific
the student’s to a term are being used.
preference. A is a better B is a better way to define a
way to define a word word because examples and
because all the synonyms or antonyms are
characteristics that are being used to explain an
specific to a term are unknown word.)
being used.
B is a better way to
define a word because
examples and
synonyms or antonyms
are being used to
explain an unknown
word.)
53
C. Presenting
examples/Instanc  Write the meaning of  Write the meaning of
es of the new formal and informal formal and informal types
lesson types of definitions of definitions on the
on the board or post board or post a manila
a manila paper/ paper/ cartolina with the
cartolina with the meaning of these two
meaning of these two types of definition of
types of definition of words.
words.  Let the students give
 Let the students give their own examples of
their own examples words with their formal
of words with their and informal definitions.
formal and informal  Process the students’
definitions answers.
 Process the  Next, engage the
students’ answers. students’ attention by
 Next, engage the posting pictures of
students’ attention by Hades and Persephone
posting pictures of on the board then, ask
Hades and who these characters
Persephone on the are.
board then, ask who  Call on a student to read
these characters are. the meaning of myths.
 Call on a student to Then, give additional
read the meaning of inputs on it. Emphasize
myths. Then, give that gods and goddesses
additional inputs on are among the
it. Emphasize that characters in myth.
gods and goddesses  Before reading the text,
are among the ask the students this
characters in myths. guide question: “To what
 Before reading the extent would you use
text, ask the students your strength to save a
this guide question: person you love?”
“To what extent
would you use your  Have the students do the
strength to save a “Reading aloud”
person you love?” technique in reading the
text.
 Have a silent reading
of the text.
D. Discussing Post Reading:
new concepts 1. To what extent would you use your strength to save
and practicing a person you love?
new skills # 1 (Answers may vary)
2. What was the greatest strength of Orpheus? What
was his weakness?
(Suggested answer: Orpheus’ strength-possessing a
remarkable talent in music.
Orpheus weakness- inability to accept the loss of his
wife; lack of trust & lack of patience)
3. What effect did Orpheus’ music have on people and
gods? Cite two examples of this.
54
(Suggested answers: Orpheus played his lyre so
sweetly that he charmed all things on earth; Men
and women forgot their cares when gathered around
him to listen; Wild beasts lay down as they gathered
around him as if they were tamed, entranced by his
soothing notes; Rocks and trees followed him and
the rivers changed their direction to hear him play.)
4. Why did Orpheus decide to rescue his wife from the

underworld?
(Suggested answer: He longed for his wife so deeply
that he decided to follow her to the underworld.)
5. Why did Orpheus look back to see if Eurydice was
following him?
(Suggested answer: Orpheus looked back because
he did not get an answer from his wife.)
6. Explain why the gods gave a condition to Orpheus
and to his bride to return to earth.
(Suggested answer: The gods wanted to test
Orpheus’ patience.)
7. What main characteristic of the text makes it a
myth?
(Suggested answer: The story is about gods,
goddesses and a hero)
8. To whom does Orpheus owe his talent? Why was he

able to win the sympathy of the gods?
(Suggested answer: He owed his talent to his
mother Calliope who gave him the remarkable talent
in music and to his father Apollo who taught him how
to play the lyre) Why was he able to win the
sympathy of the gods?
(Suggested answer: The gods were touched by his

sorrow and grief as he played his lyre)
9. Does the story reveal certain realities about Greeks?
What are these?
(for suggested answers, see attachment or use the
link-https://en.wikipedia.org/wiki/Ancient_
Greek_religion)
10. Did you like the story? Why or why not?

(Answers may vary)
11. How did you feel while reading the story? What
made you feel that way?
(Answers may vary)
12. What do you think is the purpose of the author in
writing the story?
(Suggested Answer: To entertain and /or to inform)

(Lead them to the Literary devices used such as
Tone, Mood, Technique and Purpose of the author.
Post on the board the meaning of these literary
devices).
55
E. Discussing Small Group Differentiated Small Group
new concepts Activities Differentiated Activities
and practicing
new skills # 2  Divide the class into five  Divide the class into
groups. five groups.
 Each group will draw their  Each group will be
own puzzle and supply each given a piece of a bulb
piece of the puzzle with the puzzle
required answer. Tell them  Ask them to supply
that this activity is only for 10 each part of the puzzle
minutes. Then, ask a with the given plot of
representative to report their the story Orpheus. The
group’s output. activity is only for 10
 Ask other groups to give their minutes.
comment on the output
presented by other groups. Group Tasks:
Group 1- Exposition
Group 2- Falling Action
Group 3- Climax
Group 4- Rising Action
Group 5-Resolution
 Let them present their
work and form the bulb
puzzle by pasting each
of the pieces together.
(Note: This is for the
students to get the
importance of each
piece of the puzzle to
complete the whole
parts, as it will lead
them to realize also
the importance of plot
to understand the
theme of the story.)
 Ask other groups to
give their comment on
the output presented
by other groups.
F. Developing Let them answer these Let them answer
mastery (leads to questions: these questions:
Formative 1. How do the elements help 1. How do the elements
Assessment 3) you understand the flow of help you understand the
the story? flow of the story?
(Suggested Answer: The (Suggested Answer: The
elements help the readers to elements help the readers
know what happens in the to know what happens in
story) the story)
2. What is the theme of the
story?
2. What is the theme of the
(Suggested Answer: Love
and Trust) story?
(Suggested answer: Love
and Trust)
56
3. In what way do these 3.In what way do these
elements contribute to your elements contribute to your
understanding of the understanding of the
selection’s overall theme? selection’s overall theme?
(Suggested Answer: The (Suggested Answer: The
elements contribute to the elements contribute to the
development of the theme of development of the theme
the story)
of the story.)
G. Finding Ask the students to name the Ask the students to name
practical persons that they know who the persons that they know
application of became successful in arts and who became successful in
concepts and music. Let them exchange ideas arts and music. Let them
skills in daily on how they think these persons exchange ideas on how
living became successful in their fields. they think these persons
became successful in their
fields.
H. Making To generalize, let the students To generalize, let the
generalizations answer these questions: students answer these
and abstractions 1.How do you differentiate questions:
about the lesson Formal from Informal Definition? 1.How do you differentiate
(Suggested Answers: A formal Formal from Informal
definition consists of three parts: Definition?
the term, the part of speech to (Suggested Answers: A
which it belongs, such as a noun formal definition consists of
or a verb, and all the traits or three parts: the term, the
characteristics that are specific to part of speech to which it
that term. In an informal belongs, such as a noun or
definition, the writer uses known a verb, and all the traits or
words or examples to explain an characteristics that are
unknown term. These definitions specific to that term. In an
may be synonyms or antonyms informal definition, the
introduced by or, in other words, writer uses known words or
or like.) examples to explain an
Source:http://content.nroc.org/De unknown term. These
velopmental definitions may be
English/unit05/Foundations/identi synonyms or antonyms
fying-types-of-definitions.html introduced by or, in other
2. How does plot contribute to the words, or like.)
theme of the story? Source:
(Suggested Answer: The plot Source:http://content.nroc.o
develops the theme of the story.) rg/Developmental
3. Give the meaning of Literary English/unit05/Foundations
Devices such as Tone, Mood, /identifying-types-of-
Technique & Purpose of the definitions.html
author. 2. How does plot contribute
(Suggested Answers: Tone- the to the theme of the story?
attitude of the writer towards his (Suggested Answer: The
subject, Mood-feeling created in plot develops the theme of
the reader by a literary work, the story.)
Technique- the structure used by 3. Give the meaning of
the author in his work. Purpose- Literary devices such as
the reason an author writes about Tone, Mood, Technique &
a topic.) Purpose of the author.
57
(Suggested Answers:
Tone- the attitude of the
writer towards his subject,
Mood-feeling created in the
reader by a literary work,
Technique- the structure
used by the author in his
work. Purpose- the reason
an author writes about a
topic.)
I. Evaluating Provide the students an organizer Provide the students an
learning showing the summary of the organizer showing the
story. Then ask them to do the summary of the story. Then
following: ask them to do the
1. Write a short paragraph following:
highlighting the importance of plot 1. Write a short paragraph
to the theme of the story. highlighting the importance
2. Explain the literary devices of plot to the theme of the
used by the author in her writing. story.
2. Explain the literary
devices used by the author
in her writing.
J. Additional Let them recall the movie that Let them recall the movie
activities for they have just watched entitled that they have just watched
application or “Frozen”. Ask them to give the entitled “Frozen”. Ask them
remediation plot and theme of the story. to give the plot and theme
of the story.
IV. REMARKS
V. REFLECTION

80% in the evaluation
remediation who scored below
80%
C. Did the remedial lessons
work? No. of learners who have
caught up with the lessons
D. No. of learners who continue
to require remediation
strategies worked well? Why
did these work?
encounter which my principal or
supervisor can help me solve?
G. What innovation or localized
materials did I use/discover
which I wish to share with other
teachers?
58
Time and Date: First Quarter: WEEK 3-DAY 4
I. OBJECTIVES
A. A. Content The learner demonstrates understanding of how world
and resolving personal conflicts, also how to use strategies
in linking textual information, repairing, enhancing
intensive pronouns.
B. B. Performance The learner composes a short but powerful persuasive text
C. Learning 1. Determine how connected events contribute to the

Competencies/Obje totality of a material viewed EN10VC-Ic-1.4/2.4
ctives: 2.Describe the techniques in effective public speaking
Write the LC Code EN100L-Ic-3.16
for each
II. CONTENT Capitalizing on Strengths and Recognizing Weaknesses
A. LEARNING
RESOURCES
1. References
2. Teacher’s Guide p42-46
Pages
3.Learner’s p59-61
Materials Pages
4.Additional
Materials from
Learning Resource
(LR) portal
B. Other Learning Projector, speaker, picture, copy of the movie
Resources
Copy of the synopsis of the novel (for those who were not
able to watch the movie)
https://www.cliffsnotes.com/literature/l/life-of-pi/book-
summary
https://www.smartdraw.com>timeline
SmartDraw Software, LCC
www.thomas.k12.ga.us
targetpublic.com
IV. PROCEDURES ADVANCED LEARNERS AVERAGE LEARNERS
A. A. Reviewing
Previous Lesson or The teacher asks the students to recall the story of
Presenting the New Orpheus by calling 5 students to give a sentence or two
Lesson sentences corresponding parts of plot. Call someone to
answer this: How do the parts of the plot help in
understanding the flow of the story?
59
B. B. Establishing a The teacher asks these questions to the class:
Purpose for the
Lesson 1. Do you read books or novels? Do you watch movies?
(answers may vary)
2. Do you know some novels or books that are featured in
films? How do you call the transfer of written work in whole
or part to feature film?
(movie adaptations)
3. Give some movie adaptations that you have watched?
(answers may vary)
Motivation:
The teacher asks these questions to the class:
1. Did you experience one greatest challenge or hardship
in your life? What was it?
2. How did you overcome or survive that hardship?
The teacher gives the motive question to the class.
Motive Question:
How did Pi survive while on the lifeboat with

Richard Parker (the tiger)?
Tell the students that they will be watching the 2012 film
adaptation of Life of Pi.
C. Presenting Note: (The teacher may let Note: (The teacher may let
Examples/Instances the students watch the the students watch the
of the Lesson movie in their home since movie in their home since
the running time of the the running time of the
movie takes few hours) movie takes few hours)
Let the class do Task 8.1
Thin Line Engagement Activity:
1. How did Pi survive while
Processing Questions: on the lifeboat with Richard
Parker (the tiger)?
1. In his introductory note (He discovered provisions
Yann Martel says, “This for survival then learned
book was born as I was and applied it. He tamed the
hungry.” What sort of tiger by conditioning it.
emotional nourishment Lastly, he built another
might “Life of Pi” have given watercraft- his raft and
to its author? attached it to the boat. The
raft may also symbolize as
2. Pondicherry is described his faith. We can also say
as an anomaly, the former that he was able to survive
capital of what was once because of Richard Parker
French India. In terms of too.)
storytelling, what makes this
town an appropriate choice 2. Where do they live?
for Pi’s upbringing? What is Pi’s family
business?
60
(Pondicherry India. Pi’s
father is a zoo keeper.)
3. Yann Martel recalls that
many Pondicherry residents 3. Describe Pi’s childhood
provided him with stories, experience. How does he
but he was most intrigued get his nickname Pi?
by this tale because Mr. (He is interested in
Adirubasamy said it would religions.His name is
make him believe in God. Piscine---named after a
Did Pi’s tale alter your swimming pool, an object
beliefs about God? In what built to hold water. He was
way? then called Pi by his
classmates while writing the
4. Early in the novel, we mathematical construct on
discover that the narrator the board.)
majored in religious studies 4. What are the various
and zoology, with particular religions that Pi has during
interests in a sixteenth- his formative years?
century Kabbalist and the (Hinduism, Christianity and
admirable three-toed sloth. Islam)
In subsequent chapters, he
explains the ways in which 5. Why are they going to
religions and zoos are both immigrate to Canada?
steeped in illusion. Discuss (He sold the zoo already)
some of the other ways in
which these two fields find 6. What calamity did they
unlikely compatibility. meet along the voyage
going to Canada? How
5. Pi’s full name, Piscine does Pi reacted when he
Molitor Patel, was inspired saw the storm?
by a Parisian swimming (They met a storm along the
pool that “the gods would voyage, he was so excited
have delighted to swim in.” to see a storm)
The shortened form refers
to the ratio of a circle’s 7. What happened to Pi
circumference divided by its after the storm? What are
diameter. What is the the other surviving animals?
significance of Pi’s unusual What happened to these
name? animals on the lifeboat?
(He was in the middle of the
6. How would the novel’s ocean with the company of
flavor be different if Pi’s sole orangutan, hyena, zebra
surviving animal was the and the tiger named
zebra or orange juice? (We Richard Parker. The hyena
assume that if the hyena wounds and eats the zebra,
had been the only surviving and then killed the
animal, Pi would not have orangutan too. The tiger
lived to tell us his story.) killed the hyena. Richard
parker and Pi were left on
7. Pi sparks a lively debate the boat.)
when all three of his
61
spiritual advisors try to claim 8.Descibe the events while
him. At the heart of this he was adrift in the lifeboat.
confrontation is Pi’s
insistence that he cannot
accept an exclusively 9.What is the importance of
Hindu, Christian, or Muslim the raft that Pi constructed?
faith; he can only be content (It is the most important
with all three. What is Pi survival element he can do.
seeking that can solely be It may mean more than just
attained by this apparent a raft, it can also symbolize
contradiction? his faith)
8. What do you make of Pi’s 10. Was he able to tame

assertion that we are all “in Richard Parker?
limbo, without religion, until (yes)
some figure introduces us to
God”? Do you believe that 11. What happened when Pi
Pi’s piousness was a and Richard Parker arrive in
response to his father’s Mexico?
atheism? (Richard Parker runs into
the forest and Pi was
9. Among Yann Martel’s rescued)
gifts is a rich descriptive
palette. Regarding religion, 12.What was Pi’s reaction
he observes the green when Richard Parker run
elements that represent into the wild and is never
Islam and the orange tones seen again?
of Hinduism. What color (He is sad, he cried)
would Christianity be,
according to Pi’s 13. Did the officials from the
perspective? Maritime Department
believe his story?
10. How do the human (No)
beings in your world reflect
the animal behavior 14.How did the story end?
observed by Pi? What do (He was brought to the
Pi’s strategies in dealing hospital. The agents do not
with Richard Parker teach believe his story so he told
us about confronting the another version of it.)
fearsome creatures in our
lives? 15. What lesson(s) about
life did you learn from it?
11. Besides the loss of his (Answers may vary)
family and possessions,
what else did Pi lose when
the Tsimtsum sank? What
did he gain?
12. Nearly everyone

experiences a turning point
that represents the
62
transition from youth to
adulthood, albeit seldom as
traumatic as Pi’s. What
event marks your coming of
age?
13. How does Mr. Patel’s

zoo-keeping abilities
compare to his parenting
skills? Discuss the scene in
which he tries to teach his
children a lesson in survival
by arranging them to watch
a tiger devour a goat. Did
this in any way prepare Pi
for the most dangerous
experience of his life?
14. Pi imagines that his

brother would have
teasingly called him Noah.
How does Pi’s voyage
compare to the biblical story
of Noah, who was spared
from the flood while God
washed away the sinners?
Source: Celebrating
Diversity through World
Literature, English 10 LM
p.59-60
D. Discussing New
Concepts and Literary Extender Literary Extender
Practicing New
Skills #1 Divide the class into 3 Divide the class into 3
groups. Let them choose groups. Let them choose
their group and the their group and the
corresponding task. corresponding task.
Group 1 Group 1
Choose at least 3 Choose at least 3
quotations from the movie quotations from the movie
and explain it and explain it
You may consider the You may consider the
quotations on Task 8.2 A quotations on Task 8.2 A
Quote on Quote Quote on Quote
Source: (Celebrating Source: (Celebrating
Diversity through World Diversity through World
Literature p61) Literature p61)
63
Apply the techniques you Apply the techniques you
learned in effective public learned in effective public
speaking. speaking.
Group 2 Group 2
Develop your strategies of Develop your strategies of
overcoming challenges. overcoming challenges.
Share it to the class. Share it to the class.
Group 3 Group 3
Think for a metaphor for a Think for a metaphor for a
(tiger) Richard Parker. What (tiger) Richard Parker. What
could be a metaphor for it? could be a metaphor for it?
Why? Why?
Note: (Literary Extender is (Note: Literary Extender is

optional since it may take optional since it may take
a lot of time.) a lot of time)
E. Discussing New Lecture-Discussion on Lecture-Discussion on

Concepts and Creating Timeline of Creating Timeline of
Practicing New Events Events
Skills #2
Discuss the following Discuss the following
concepts to the class concepts to the class
*What is a Timeline? *What is a Timeline?
*How To Make a Timeline *How To Make a Timeline
*Tips for Creating A *Tips for Creating A
Timeline Timeline
*Timeline Examples *Timeline Examples
Source: Source:
https://www.smartdraw.com https://www.smartdraw.com
>timeline >timeline
SmartDraw Software, LCC SmartDraw Software, LCC
Skill Development: Skill Development:
Divide the class into 3; Divide the class into 3;
As part of the Task 8.1 As part of the Task 8.1
Thin Line,(Celebrating Thin Line,(Celebrating
Diversity through World Diversity through World
Literature p 59), create a Literature p 59), create a
timeline of events for the timeline of events for the
movie Life of Pi. movie Life of Pi.
Present the rubric for
 Present the rubric for
timeline
timeline
Source:
Source:
F. Developing Essay: Essay:
Mastery Construct a paragraph Construct a paragraph
(Leads to Formative discussing how do the discussing how do the
Assessment 3) connected events from the connected events from the
64
movie “Life of Pi’’ contribute movie “Life of Pi’’ contribute
to the totality of the movie? to the totality of the movie?
Prepare a rubric for the Prepare a rubric for the

essay. essay.
G. Finding Practical ACROSS THE CURRICULUM
Applications of  Read the bible and find out similar stories about
Concepts and Skills surviving hardships and how faith help overcome a
in Daily Living challenge.
 Reflect some strategies you can adopt to survive
some challenges in our life.
A. H. Making The teacher asks the following questions:
Generalizations and 1. What lessons did you learn from the movie “Life of Pi”?
Abstractions about 2. How did the connected events contribute to the totality
the Lesson of the movie?
B. I. Evaluating  The teacher asks a representative of the group to
Learning present their group.
 Presentation of the Timeline of events for “Life of
Pi”
 Rate the presentation using the Rubric
C. J. Additional Let the class do this activity:
Activities for Note: The teacher may utilize this activity for ICL class
Application or (Day 5).
Remediation INFO AD CAMPAIGN
With your group, create a quality information Ad( TV,
radio or print )that would campaign for capitalizing on
your strengths and dealing you’re your weaknesses .
Source: Celebrating Diversity Through World Literature

pg.52
11 Simple Tips to Creating An Effective Ad

By: George Mentis
1.What Makes You Stand Out From Your
Competition?
2.Use A Powerful Headline: Grab Their
Attention!
3.Make Them An Offer They Can’t Refuse!
4.Talk About The Benefits- What’s In It For
Them!
5.Tell Your News: Create an Advertorial!
6.Take Away Their Fear
7. The “Call To Action” And Asking Them
To Buy-Or Not!
8. Make It Seem Urgent, Give Them A
Reason To Buy Now!
9.Use Testimonials
10 . Use Exciting Graphics
11. Complete Contact Information
65
Source: targetpublic.com
Target Public
Note: The teacher may use the rubric for Task 17: Thanks
for the AD! On page 66, Celebrating Diversity through
World Literature.
V. REMARKS
VI. REFLECTION
A. No. of learners
who earned 80% in
the evaluation
B. No. of learners
who require
for remediation
C.Did the remedial
lesson work? No. of
learners who have
caught up with a
lesson
D.No. of learners
who continue to
require remediation
E. Which of my
teaching strategies
work well? Why did
these work?
did I encounter which
my principal or
supervisor can help
me solve?
G. What innovations
or localized materials
did I used/ discover
which I used to share
with other teachers?
66
Learning
Teacher: Area: English
WEEK 4-DAY
Time and Date: First Quarter: 1
I. OBJECTIVES
Standards literature serves as a way of expressing and resolving
one’s personal conflicts through using strategies in
linking, textual information, repairing or enhancing
communication, and crafting formal/informal word
definitions; the ethics and strategies of public speaking;
and using of emphasis markers in persuasive texts.

Standards text using a variety of persuasive techniques and
devices.
C. Learning Differentiate formal from informal definition of words.

Competencies/Ob
jectives Write the EN10V-Id-13.9
LC code for each
Express insights based on the ideas presented in the
material viewed.
EN10VC-Id-25
 Differentiating formal from informal definitions of

II. CONTENT
words
 Expressing insights based on the ideas
presented in the material viewed
III. LEARNING
RESOURCES
A. References
1. Teacher’s
Guide pages Pages 53-55
2. Learner’s
Material pages Pages 68-71
3. Textbook
pages
4. Additional
Materials from https://youtube/kZIXWp6vFdE
Learning
Resource (LR)
portal
67
B. Other Learning
Resources
IV. PROCEDURE ADVANCED LEARNERS AVERAGE LEARNERS

A. Reviewing Give the students an overview of the specific learning
previous lesson objectives for the day which include the following:
or presenting
the new lesson  Draw generalizations and conclusions based on
the material viewed
 Express insights based on the ideas presented in
the material viewed.
Remind them of the expected output for the week is to

create an impressive photo essay about dealing with
personal challenges.
B. Establishing a Task 1 Picture Perfect

purpose for the
lesson
(Personal experience may be drawn out from learners)
“It’s our ability to deal with the challenges and not their
absence that gives us true glory, comfort, and happiness
in life.”
-Anonymous
 As you look closely at the drawing, try answering

these questions.
a. What is shown in the picture?
b. How do you feel as you look at it?
c. What are its aspects/details that relate to, or
show the importance of dealing with personal
challenges in life?
 Now, read the quotation and relate it to the

message in the picture. (Answers may vary)
68
C. Presenting Let the students watch a video about dealing with
examples/instanc personal challenges. As they watch the video, have them
es for the new note details and take note of the difficult words
lesson mentioned in the video clip.
https://youtu.be/kZIXWp6vFdE
D. Discussing Ask the students the following questions:

new concepts
and practicing 1. What was the video all about?
new skills #1 2. If you were the person in the video clip, how
would you feel if you were in that situation?
3. Have you encountered a very difficult problem in
your life?
How did you overcome it?
E. Discussing What are the unfamiliar The following are some of

new concepts words you found in the the words from the video:
and practicing video?
new skills #2 1. a. A sprint is a verb that
Sample answers: means run at full speed
over a short distance
 sprint b. Sprint- jug or run
 searing
2. a. The word searing is
 agony an adjective which is
 torn marked by extreme
 hamstring intensity, harshness or
emotional power
After the students gave the b. searing- extremely
unfamiliar words the intense
teacher will let the students
3. a. Agony is a noun that
give their formal and means intense physical or
informal definition. mental suffering.
b. pain- suffering.
4. a. The word tear is the

past participle of the verb
tear that means pull or rip.
b. tear- ripped.
5. a. A hamstring is a
noun that means any of
five tendons at the back of
a person’s knee.
b. hamstring- muscle’s
tissue in the leg.
What is the difference

between the first and
69
second definition of
words?
The first definition is

called formal definition
while the second refers to
informal definition of
words.
F. Developing
mastery (Leads to
Formative
Assessment 3)
G. Finding What is the importance of knowing the formal and

practical informal definition of words?
applications of
concepts and Answers may vary.
skills in daily
living
H. Evaluating Vocabulary exercises: Vocabulary exercises:
learning
Find meaningful words in Find meaningful words in
the puzzle. Give their formal the puzzle.
and informal definition.
(Please see Appendix D) Refer to the given
meanings then identify
whether it is formal or
informal definition.
(Please see Appendix D)
( Answers)
1. Obscure - a. an a. enraged
adjective which b. an adjective which
means not means not
discovered or known discovered or
about or uncertain known about
b. not known c. very pleasant
2. Indignant – a. an d. stubborn
adjective which e. it is a noun which
refers to a length
means feeling or
showing anger or of thread or yarn,
annoyance at what loosely coiled and
is perceived as knotted
unfair treatment f. move or fall
downward
b. showing anger
3. Gorgeous- a. an
adjective which
70
means beautiful or
very attractive
b. good-looking,
attractive
4. Obstinacy – a. a
noun which refers to
the quality or
condition of being
obstinate;
stubbornness.
b. hard-headedness
5. Skeins – a. a noun
that refers to the
length of thread or
yarn, loosely coiled
and knotted
b. coiled yarn.
6. Descend - a. verb
which means move
or fall downward
b. go downward )
I. Additional 1. Construct meaningful sentences using the words

activities for found in the puzzle.
application for 2. Read the story “Arachne” and find out how the
remediation characters deal with their personal challenges.
71
I. OBJECTIVES
one’s personal conflicts through using strategies in linking,
textual information, repairing or enhancing communication,
and crafting formal/informal word definitions; the ethics and
strategies of public speaking; and using of emphasis
markers in persuasive texts.

Standard using a variety of persuasive techniques and devices.
C. Learning Explain how the elements specific to a genre contribute to

Competencies/Ob the theme of a particular literary selection.
jectives Write the
LC code for each EN10LT-Id-2.2:
Explain the literary devices used such as tone and mood

and how they affect the theme of the story.
EN10LT-Id-2.2.2:
II. CONTENT “Arachne” by Olivia Coolidge

Identifying tone and mood in the story
III. LEARNING
RESOURCES
A. References
1. Teacher’s Pages 53-55

Guide pages
2. Learner’s
3. Textbook
pages
4. Additional
Materials from
Learning
Resource (LR)
portal
B. Other Learning
Resources
72
IV. PROCEDURE ADVANCED AVERAGE LEARNERS
LEARNERS
A. Reviewing Let the students give a Have the students share their
previous lesson recap of the previous ideas about the viewing task
or presenting lesson. Let them give on the previous lesson. Recall
the new lesson examples of sentences the vocabulary words
showing the formal and discussed by letting the
informal definition of the students share their sample
following words: sentences to the class.
obstinacy, skein, obstinacy, skein, gorgeous,

gorgeous, weave, loom, weave, loom, murmur,
murmur, obscure, obscure, descend, indignant
descend, indignant
B. Establishing a Ask the students to share about this prompt through a

purpose for the brief role play: Have you encountered an arrogant
lesson person? How did you deal with that person?
In the reading text, find out what happened to the

arrogant character.
Before reading the story, let the students unlock the

meaning of the following words and let them use each in
a meaningful sentence.
a. resent b. trickery
c. shrivelled d. reckless
e. shuttle f. clad
_____ 1. a pointed tool that is used to weave

_____ 2. not showing proper concern about the possible
bad result of your actions
_____ 3. the practice of crafty underhanded ingenuity to
deceive or cheat
_____ 4. to feel or express annoyance at something or
someone that is unfair
_____ 5.covered or clothed
_____ 6. To become dry and wrinkled
Answers/Sample sentences
1. The girl uses the shuttle in weaving.

2. We must avoid showing reckless behaviour.
3. He resorted to trickery to get what he wanted.
4. Children should not resent if their parents
reprimand them.
5. The goddess is clad in a long white gown.
6. Arachne’s body became shrivelled and distorted.
73
C. Presenting Orient the students about the selection to be discussed.
examples/instanc
es for the new Arachne is a myth from Ancient Greece as retold by
lesson Olivia Coolidge. Find out how how the character’s human
desires, intuitions, and motives lead to dealing with
personal challenges.
D. Discussing Let the students read Let the students read the
new concepts the selection silently. selection silently.
and practicing
new skills #1 ( See page 69-71 of the ( See page 69-71 of the
Learner’s Material) Learner’s Material)
After reading the After reading selection divide

selection divide the the students into five groups
students into five groups and let them discuss their
and let them discuss answers to the following
their answers to the questions/activity:
following
questions/activity: Group 1 Draw and Tell about
the Setting
Group 1 Draw and Tell
about the Setting Illustrate/Describe the setting
of the story. Answers may
Illustrate/Describe the vary.
setting of the story.
Group 2 Show me the
Answers may vary. Characters
Group 2 Show me the 1.Create a Venn diagram that

Characters compare and contrast Athene
and Arachne.
1. Create a Venn
Diagram that (Possible Answers)
compares and Differences:
contrast Athene  Arachne- an arrogant and
and Arachne. proud mortal
(Possible Answers)
 Athena – a powerful
Differences:
goddess of the arts, can be
 Arachne- an
jealous if there is a worthy
arrogant and proud
opponent and doesn’t
mortal
show kindness to mortals
 Athena – a powerful boasting about being better
goddess of the arts, than her.
can be jealous if
Similarities
there is a worthy
 Both Arachne and Athene
opponent and
possess excellent talent in
doesn’t show
weaving and they are
kindness to mortals
proud of their skill.
74
boasting about being  Both of them don’t want to
better than her. accept defeat.
Similarities
 Both Arachne 1. What are some details
and Athene in the story that will
possess prove that Arachne’s
excellent talent pride is the reason for
in weaving and her downfall?
they are proud of
their skill.
 Both of them
don’t want to
accept defeat.
1. What are some

details in the
story that will
prove that
Arachne’s pride
is the reason for
her
downfall?(Paragr
aph 3)
2. What is your
opinion on the
characteristics of
Athene (the old
woman) and
Arachne based
on their words
and actions,
especially with
dealing with
personal
challenges?
(Answers may vary)
Group 3 Reveal the

Conflict
1. What is the nature

of the conflict in
Arachne?
(The nature of
confict in the story
75
is man versus self.
It revolves around
Arachne and her
pride or being
boastful of her
talent.)
2. What did Arachne
do that make it
difficult for her to
solve her problem?
(She had shown an
arrogant, boastful,
and disrespectful
attitude.)
3. What happens to
her as she lives
through her
experience?
(Arachne was cursed
by Athene and she
became a spider.)
Group 4 Story Tellers
Let the students identify

the events that
correspond to each part
of the plot of the
story.(exposition, rising
action, climax, falling
action, denouement)
Have them create their
own plot diagram and
present it to the class.
Group 5 Theme
Builders (Answers may
vary)
1. Had Arachne
changed her
attitude, do you
think the old
woman would
have punished
76
her? Explain
your answer.
2. How did the 2. What is your opinion on the
story help you characteristics of Athene (the
understand the old woman) and Arachne
value of dealing based on their words and
with challenges? actions, especially with dealing
3. What meaningful with personal challenges?
lesson did the
story teach us? (Answers may vary)
Group 3 Reveal the Conflict
1. What is the nature of the

conflict in Arachne?
(The nature of confict in
the story is man versus
self. It revolves around
Arachne and her pride or
being boastful of her
talent.)
2. What did Arachne do that
make it difficult for her to
solve her problem?
(She had shown an
arrogant, boastful, and
disrespectful attitude.)
3. What happens to her as
she lives through her
experience?
(Arachne was cursed by
Athene and she became a
spider.)
Group 4 Story Tellers
Let the students identify which

of the following events
correspond to each part of the
plot of the story.(exposition,
rising action, climax, falling
action, denouement) Have
them create their own plot
diagram and present it to the
class.
A. After accepting the

challenge, Athene emerged
from her disguise. Arachne
77
was not at all frightened and
completely believed she would
win. (Climax)
B. Both Arachne and Athena

spent hours weaving beautiful
cloth. Athene’s cloth was
spectacular. She had woven a
picture of the gods performing
their many wonderful deeds
and a last warning to ask
pardon for her arrogance.
However, Arachne’s cloth
portrayed the gods at their
weakest moments, displaying
their worst behaviour. Athene
was furious. She could not
believe Arachne had the
audacity to insult the gods.
(Falling Action)
C. The goddess touched the
rope and touched the wicked
girl and told her that she and
her descendants would live on
a spin so that when men look at
her, they would remember that
it is not wise to strive with
Athene. With that the body of
Arachne shrivelled up, and her
legs grew tiny, spindly and
distorted since she became a
spider. (Denouement)
D. Arachne who lived in

Greece during ancient times
was famous for her incredible
talent in weaving cloth in the
entire land. However, Arachne
was not a modest girl and she
boasted for her incredible
talent. Arachne even told the
people that she was better at
weaving than the revered
goddess Athene. (Exposition)
E. Athene was not pleased by
Arachne’s boasting. She
disguised as an old woman.
78
Arachne challenged the old
lady to a weaving contest.
(Rising Action)
Group 5 Theme Builders
1. Had Arachne changed

her attitude, do you
think the old woman
would have punished
her? Explain your
answer.
2. How did the story help
you understand the
value of dealing with
challenges?
3. What meaningful
lesson did the story
teach us?
E. Discussing Ask the students:
new concepts
and practicing 1. What prevailing mood is conveyed in “Arachne”.
new skills #2 Find words/ phrases in the selection that convey
the mood clearly.
(The prevailing mood of the story is unhappy because
Arachne ended as a spider destined to spin for the rest of
her life because of her arrogance.-Paragraph 9)
2. What tone is used in the selection? Cite paragraph

that support your answer.
(The tone of the story is serious because it aims to

remind to readers about the value of humility and
gratefulness. –Paragraph 10)
F. Developing Process the answers of the students.
mastery
Ask them the following questions:
(Leads to
Formative 1. What is the importance of elements of the short
Assessment 3) story in building its theme?
2. Describe how the mood and tone contribute to the
total effect of the story.
G. Finding Ask the students:
practical
applications of * Why is it necessary to deal positively with the
concepts and challenges in our lives? ((Answers vary)
skills in daily
*Arachne is a very skillful weaver in the story. Did you
living
know that weaving is one of the handicraft industries in
79
our locality? So, as a student, in what way can you help in
improving this industry?
(If the students have the ability to weave, they must

continue doing it or they can also help patronize the
products from the weaving industry.)
*Did you know that Athena can't tolerate the affront to her
pride, though, so she turns Arachne into a spider doomed
to weave forever. From the unfortunate spider-woman
comes the name for the 8-legged creatures – Arachnids.
H. Making Mood and tone are two literary elements that help create
Generalizations the main idea of the story. The mood is the feeling you
and Abstractions get while reading a story. This could be happiness,
about the Lesson sadness, darkness, anger, suspension, loneliness, or
even excitement. It refers to the atmosphere in the story.
The tone is the author’s attitude toward a subject. It can

be identified by looking at the word choices and phrases.
I. Evaluating Identifying tone and mood. Read each passage carefully

learning then choose the letter of the best answer.
1. The sun was bright and the sky was clear. Joan jogged
down the path with Ray at her side and smiled about last
night’s victory. The tone in this excerpt can be best
described as _____.
a. cheerful b. gloomy
c. boring d. thoughtful
2. The footsteps were coming closer. I knew I had to get

out of there fast. Looking desperately around, I finally
spotted a small window at the end of the room, a beacon
of light in the dark, rancid basement. I sprinted and leapt
up to grab a ceiling pipe. Thankfully, the pipe was close
enough to the window to allow me to swing my body
through. My enemy was making his way down the hall
bursting open door after door. I needed to break through
this window in two tries to make it out in time.
What is the mood of this passage?
a. Brave b. cheerful
c. sorrowful d. shy
3. The year is 2020. You’ve just graduated from a highly-

ranked virtual university. You had the opportunity to take
e-learning classes from great professors and world leaders
in government and business. It’s cool to be smart – and
even cooler to really understand technology. Almost all the
good jobs today involve science, engineering, and
80
technology. And there is such a demand for workers with
your skills that you can choose from thousands of jobs.
Many of these jobs have high starting salaries and perks
like your own pet robot, a new convertible automobile or
monthly online shopping allowance.
What is the mood of this passage?
a. fearful b. confident
c. depressed d. frightened
4. Which tone is represented in the following passage?

“Wow! With a top speed of one hundred fifty miles per hour,
that car can almost fly!”
a. calm b. annoyed
c. scary d. excited

“She delicately placed the cooing baby on a soft, freshly
cleaned blanket.”
a. Annoyed b. frightened
c. excited d. calm
6. What is the tone in this passage?
As that hurricane threatened, the wind’s blast caused

angry fifteen-foot waves to crash over the small houses
near the shore.
a. thrilled b. irritated
c. frightening d. peaceful

“Ugh! Do I really have to sit through another boring lecture
on data entry again?”
a. calm b. annoyed
c. scary d. excited
8. The young girl sat on the steps waiting for what seemed
to be an eternity for her father to pick her up. She was
thinking about the last time she saw him. It had been years.
Finally, it started getting dark outside and her mother called
her to come inside for dinner. She bowed her head and
slowly trudged inside as she came to the painful
acceptance that he was not coming. He had let her down
like so many times before. The mood of the passage is
______.
81
a. indifference b. despair
c. surprised d. contentment
Source: https://www.helpteaching .com
Answer key:
1. a. cheerful
2. a. brave
3. b. confident
4. d. excited
5. d. calm
6. b. frightening
7. b. annoyed
8. b. despair
J. Additional
activities for
application for
remediation
82
I. OBJECTIVES
one’s personal conflicts through using strategies in
linking, textual information, repairing or enhancing
communication, and crafting formal/informal word
definitions; the ethics and strategies of public speaking;
and using of emphasis markers in persuasive texts.

Standards text using a variety of persuasive techniques and
devices.
C. Learning Use words and expressions that emphasize a point.
Competencies/Obje EN10G-Id-26
ctives Write the LC
code for each
II. CONTENT Using Transitional Devices- Words emphasizing a point
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide Pages 53-55

pages
2. Learner’s Material
pages Pages 73-74
3. Textbook pages Everyday English That Really Works for Grade 10 De la

Cruz, Francisca B. et al pages 41-44
4. Additional
Materials from
Learning Resource
(LR) portal
B. Other Learning
Resources
A. Reviewing Have the students make a simple recall of the story
previous lesson or “Arachne.
presenting the new
lesson
B. Establishing a Ask the students:
purpose for the  Is it easy to retell the story? Why or why not?
lesson
83
 Why should our ideas be connected when
speaking or writing?
(We must be able to establish connection of our ideas

when speaking/writing so that we would be able to
convey our ideas clearly and effectively.)
C. Presenting
examples/instances Let the students read and analyze the following
for the new lesson sentences.
A.
Arachne was a maiden.
She became famous throughout Greece.
She was neither well-born nor beautiful.
She came from no great city.
B.
Arachne was a maiden who became famous
throughout Greece, though she was neither
well-born nor beautiful and came from no great
city.
Ask the students to explain the differences of the

contents of box A and B.
(Box A contains choppy sentences while Box B contains

a well-written sentence since related ideas are combined
together to convey ideas more clearly. Some words such
as who, and, and though are used to emphasize a point.
D. Discussing new Discuss with the class the following points.

concepts and
practicing new skills Transitions to Emphasize a Point
#1
Transitional devices connect related ideas together to
convey ideas more clearly. Writers can focus on the
main idea and provide additional information and/or
emphasize a point or an idea without having to sacrifice
clarity. With transitional devices, written and oral
thoughts flow smoothly and make complex ideas more
easily understood.
Examine these sentences.
Writing is a part of life.
Every day, people write notes, letters, assignments,

compositions, memos, decrees and many more.
84
Writing is an important communication and skill.
Do you see any relationships among the sentences?
Let’s join them together to emphasize a point.
Writing is a part of life, because every day people writes

notes, letters, assignments, compositions, memos,
decrees and many more; indeed, writing is an important
communication and skill.
The transitional device because provides a reason why

writing is a part of life. Indeed, provides emphasis that
writing is an important means to communicate people’s
thoughts and feelings, and that the ability to write is
valuable. Below are more examples of transitional
devices and their functions.
1. addition
also, besides, furthermore, moreover, .and then, equally

important.
He was cold and tired, furthermore, he was hungry.
2. contrast
however, still, nevertheless, conversely,
nonetheless, instead, on the contrary
For those who don’t have a lot of time in the city,

however, it may be difficult to see everything the area
has to offer.
3. Comparison
similarly, likewise, also, in the same way
Kate is engrossed in her dogs; Martha

is similarly obsessed with her cats.
4. Result and Explanation
therefore, hence, thus, consequently, etc.
Caffeine is a stimulant; thus, it can keep a person

awake at night.
5. Passage of Time
after a while, afterward, and then, as long as, at

last, before, besides, earlier, eventually, finally,
further, lately, meanwhile, next, now, soon, still,
then, thereafter, until, now, when
85
First boil the water; then, pour it over a cup to make a
cup of tea.
6. Emphasis or Intensification
certainly, indeed, in fact, of course
She rarely smiles; indeed, I have seen her smile only

once or twice since I came.
7. Summary
all in all, altogether, finally, in brief, in conclusion,
in other words, in summary, on the whole, that is,
therefore
He made a grave offense; therefore he deserved his

penalty.
Coordinating Conjunctions for, and, nor or, yet and

so may also be used to connect related ideas.
Likewise, correlative conjunctions may also be
used as transition words.
Example:
Karen decided to study abroad, and her brother

opted to study in the Philippines. She did not only
study a new language, but she also learned a new
culture.
E. Discussing new
concepts and
practicing new skills
#2
F. Developing Fill in the blanks with the Read the sentence
mastery correct transitional carefully and select the
words. correct answer.
(Leads to Formative
Assessment 3) Margs buys a cup of coffee
at the newsstand. Then Example: Margs buys a
she goes to work. cup of coffee at the
Answer: Then newsstand. _________she
goes to work.
1. Michael is very athletic Answer: Then
and plays on the school
basketball team. 1. Michael is very athletic
_________ , his brother and plays on the school
John just stays at home basketball team.
and plays video games all _________ , his brother
John just stays at home
86
day. (However/On the and plays video games all
contrary) day.
a. However
b. in addition
c. Although
2. There are many
2. There are many
occupations to choose
occupations to choose from
from nowadays.
nowadays. _________you
_________you can
can become a doctor,
become a doctor,
engineer, teacher, artist,
engineer, teacher, artist,
athlete, musician, or chef,
athlete, musician, or chef,
just to name a few. (a)
just to name a few. (For
example) a. For example
b. As such
c. Likewise
3. Getting a college degree
is important. _________, 3. Getting a college degree
building a good network of is important. _________,
friends is crucial to future building a good network of
success. (Similarly/Also ) friends is crucial to future
success. (a)
a. Similarly
4. Eating well will help you
live a healthier b. In my opinion
life._______, exercising c. On the other hand
every day is also highly
recommended.(In like 4. Eating well will help you
manner,/Similarly) live a healthier
life._______, exercising
5. Essays must be every day is also highly
handed in by the deadline.
______________ , they recommended. (a)
will not be marked
a. Moreover
anymore. (Otherwise/Or
else) b. As a result
c. Whenever
6. You will not pass the
test ______ you study 5. Essays must be handed
hard. (unless) in by the deadline.
______________ , they will
not be marked anymore. (c)
a. obviously
b. as a result
c. otherwise
6. You will not pass the test

______ you study hard. (a)
87
a. unless
b. before
c. so that
G. Finding practical What is the importance of using words and expressions
applications of that emphasize a point?
concepts and skills
in daily living
H. Making Transitional devices connect related ideas together to

Generalizations and convey ideas more clearly. Writers/Speakers can focus
Abstractions about on the main idea and provide additional information
the Lesson and/or emphasize a point or an idea without having to
sacrifice clarity. With transitional devices, written and oral
thoughts flow smoothly and make complex ideas more
easily understood.
I. Evaluating Complete each sentence with the correct expression

learning chosen from the list in the box.
a. but b. unless c. thus

d. so that e.in fact f. although
g. and h. which i. because
j. Likewise k. consequently
1. To be honest, you must know yourself well,

______ that involves integrity ________ the twin
asset of honesty
(and, which)
2. ________the film was made with a very limited
budget, it became a hit at the box office, ______
its stars and director won the awards. (Although,
Likewise)
3. Fatty gained a lot of weight ________ she loved

junk foods and chocolates. _______ her mother
became worried about her health. (because,
Consequently)
4. You will not be selected for the music competition
_____ you can play the piano very well.________
you must be persistent in your rehearsals.
(unless, thus)
5. Michelle works really hard _______ she can earn
enough to support her studies. ________ she
works as part time crew at a food stall during her
free time. (so, In fact)
88
B. Write the appropriate transitional devices to complete
the paragraph that follows.
Also Indeed
And then First
For instance Finally
To write an effective paragraph with clarity, coherence,

and emphasis is not an easy task especially for those who
are not writers. 1)_______, there’s the problem of what
ideas to write about and how to connect these ideas.
2)________, the problem of arranging the ideas logically
comes next. Following the order of importance of ideas,3)
__________, is one of the ways to arrange ideas
logically.4)__________, it is one of the simplest ways of
organizing ideas. It is 5)_________ a good way of
developing an interesting paragraph.
Answer Key:
1. First
2. And then
3. For instance
4. Indeed
5. Also
Source: Everyday English That Really Works for Grade

10 De la Cruz Francisca B. et al pages 41-44
J. Additional A. Write a paragraph about how you deal with a

activities for particular challenge in your life. Be able to use words
application for that emphasize a point.
remediation
B. Let the students bring art materials such as
construction papers, scissors, paste and some pictures
that would show how they can deal with challenges in
their lives.
89
I. OBJECTIVES
Standards literature serves as a way of expressing and resolving one’s
personal conflicts through using strategies in linking, textual
information, repairing or enhancing communication, and
crafting formal/informal word definitions; the ethics and
strategies of public speaking; and using of emphasis markers
in persuasive texts.

Standards using a variety of persuasive techniques and devices.
C. Learning
Competencies/Obj Formulate a statement of opinion or assertion
ectives Write the EN10WC-Id-12.2
LC code for each
Selecting, organizing and producing visuals and graphics to
II. CONTENT make a meaningful photo essay
III.LEARNING
RESOURCES
A. References
1. Teacher’s Guide Pages 53-55

pages
2. Learner’s
3. Textbook pages
4. Additional
Materials from
Learning Rubric for grading students’ output
Resource (LR)
portal
B. Other Learning
Resources

A. Reviewing Ask the students: Have you ever made something not so
previous lesson or unique but remarkable in dealing with your personal
presenting the new challenges?
lesson
90
B. Establishing a 1. Ask the students to Ask the students:
purpose for the list the five most
lesson important things they  What are the five most
would want to do in important things you would
facing or dealing with want to do in facing or
personal challenges. dealing with personal
Instruct the learners challenges?
to think about and list  Are they based on fact or
the five most opinion?
important things they  Based from your choices,
would want to do in which among the literary
facing or dealing with selections we have
personal challenges. already discussed in our
2. Make them tell class has a close
whether they are connection with your
based on fact or choices?
opinion. Answers may vary.
3. Discuss their choices
and let them decide
on the top three.
C. Presenting Orient the students that As you prepare for the final task
examples/instance they need to make a which is the photo essay, you will
s for the new photo essay about choose at least three characters in
lesson dealing with their the literary selections that we
personal challenges. Let already discussed.
them form small groups
of five and do the Rank your chosen characters
following tasks: using the following template:
1. Guide them to come Remarkable/Influential

up with an Character Inventory
introduction by using
Rank Charac- Quali- Attitude
a surprising incident, ter ties
interesting question,
and characters from
their chosen
selections.
2. Lead them to come
up with supports and
evidences by
choosing at least
three characters
who have made a Give three outstanding or
great impression on dominant character traits that
them in help them resolve personal
dealing/resolving conflict and let them consider
personal conflicts. their differences and similarities.
Choose also the
91
characters who have Outstanding/Dominant
influenced their Character Traits
outlook in life.
3. Ask them to rank Charac Similari Differe
characters and ter ties nces
according to their
preference and do a
character inventory
by considering their
qualities, attitudes,
or traits.
4. Make them highlight
three outstanding or
dominant character
traits that help them
resolve personal
conflict and let them
consider their
differences and
similarities.
D. Discussing new Discuss with the class what a photo essay is and how they will
concepts and create their own.
practicing new
skills #1 A photo essay is a set or series or series of photographs that
are made to create series of emotions in the viewer. A photo
essay will often show pictures in deep emotional stages. Photo
essays range from purely photographic works to photographs
with captions or small comments to full text esays illustrated
with photographs.
Since visuals are keys to the meaning of your work, collect

photos, pictures, drawings, or illustrations that relate to the
theme or message of your chosen literary selections.
Display and use these graphics or visuals to highlight your

ideas. Remember to explain the significance of each
illustration/drawing. The text should be serious and
straightforward. Personal opinion can be included.
Remind the students that the tone, mood, and theme of the
essay must be presented through visuals and text.
Have the students organize the visuals or texts, and main idea.
Do not forget to show how the visuals and text convey your
main idea, then use them to prove your stand about how one
can deal with personal challenges.
Summarize the ideas you have presented, restate your stand

and invite your audience to deal with personal challenges
92
positively. Provide a catchy and meaningful title of your photo
essay.
Note: Teacher may create own rubric for grading their output
so that they could be guided in making their photo essay.
E. Discussing new
concepts and
practicing new
skills #2
F. Developing Guide the students as they perform their task.

mastery (Leads to
Formative
Assessment 3)
G. Finding What did you find most difficult/most challenging in this task?
practical
applications of How did you deal with it?
concepts and skills
What do you think is the importance of photo essay?
in daily living
I. Evaluating The students will be Ask the following questions:

learning asked to write a
reflection about 1. What part of the activity did you
their photo essay. enjoy?
2. What point of the task did you
find helpful?
3. What part of the output would
you like to improve more?
J. Additional
activities for
application for
remediation
93
Learning
I. OBJECTIVES
Standard literature and other text types serve as ways of expressing
in lining textual information, repairing, enhancing
intensive pronouns.
C. Learning Determine the effects of textual aids like advance
Competencies organizers, titles, non-linear illustrations, etc. on the
understanding of a text. EN10RC-Ie-2.15.2
II. CONTENT  Determining effects of textual aids
III. LEARNING
RESOURCES
A. References
Pages pp. 69-83
2. Learning
Materials Pages pp.79-86
3. Textbook Pages
Eng. Expressways IV p.160
4. Additional
Materials from
Learning Resource
(LR) portal
B. Other Learning http://depedbohol.org/v2/wp-
Resources content/uploads/2015/11/1stquarter.final-English-10.pdf
https://www.storynory.com/thors-hammer/
https://www.powershow.com/viewht/79a187-
YWFkY/Norse_20Mythology_powerpoint_ppt_presentation
Power point slides, laptop, projector
IV. PROCEDURE Advanced Average
A. Reviewing Let the students read the Call a student to read to the
previous lesson or introduction for Lesson 5- class the introduction for
presenting new Winning Over Individual Lesson 5- Winning Over
lesson Challenges. Individual Challenges.
Then, solicit from them Let the students pick out the
thoughts about the striking big word (CHALLENGES)
statements from the from the report and have
paragraph and share it to the them share their
class. thoughts/ideas about it.
B. Establishing a Introduce the Big Question: Introduce the Big Question:
purpose for the
lesson IN WHAT WAYS CAN IN WHAT WAYS CAN
WINNING OVER THESE WINNING OVER THESE
CHALLENGES PREPARE CHALLENGES PREPARE
94
YOU FOR A MORE YOU FOR A MORE
FULFULLING LIFE? FULFULLING LIFE?
Let the students give their Let the students give their
tentative answers and have tentative answers and have
them use the shape below them use the shape below
for their individual for their group entry/output.
entry/output.
My Targets My Targets
C. Presenting Present to the class a power point presentation

examples/instance Norse Mythology: Creation Story
s of the new
lesson Have the students take note of the character of ODIN. Let
them illustrate his immediate family through a diagram.
D. Discussing new Let the class read silently the text and let them do the
concepts and Small Group Differentiated Activities (SGDA).
practicing new (The reading text must be assigned to the students to be
skills #1 read at home.)
Text: “How Odin Lost His Eye”

Retold by: Catherine F. Sellew
(Refer to LM pp. 82-86)
Task 1-SGDA:
Group 1-Vocabulary Hunt
(Note: Students shall give 5-8 vocabulary words)
Group 2- The Power of C2
Group 3- Lasting Virtue
Group 4- Thinking It Through
Group 5- Theme Connection
E. Discussing new
concepts and Let the students work in triad and do this task to check
practicing new their understanding of the text.
skills #2
Task 2- Getting Aid from S-W-B-S
Read the grid carefully then based on the details included,
write a four-sentence synopsis of the text, “How Odin Lost
His Eye.”
Concept Note:
SWBS is a strategy of making a a very brief summary of

a story’s plot. Using the graphic organizer, the teacher can
95
lead the students to tell or write the plot summary in one or
two sentences in the least and up to 5 sentences at the
most.
Somebody ……refers to the main character in the

story.
Wanted………..refers to the goal, dream, aspirations of
the character
But … refers to the conflict, the obstacles that the
character
had to face in order to realize his/her
goal/dream, wish
So… refers to the character’s action to solve the
conflict. This
may also include the ending of the story.
There are stories, however, that are not suitable to this
strategy
Somebody Odin, the All-Father was in Asgard
overlooking all the three parts of the
world. His throne was so high and on
his head was a helmet shaped like an
eagle. The two ravens on his shoulder
and the two wolves at his feet.
Wanted He gazed down on the earth and saw
all his creations and he feared that any
moment his enemies would shook in
anger these that he made. He ought to
know more about them and to have
more wisdom.
But Beside the well where he could see
things that had happened and things
that were going to happen, sat Mimir.
He could not give a drink from the well
to anybody who wished for it, unless he
would give a great sacrifice.
So Odin plucked out one of his blue eyes.
He had seen sorrow and death as well
as joy. And it was only the glorious
promise at the end that gave him the
courage to go on.
F. Developing
mastery (leads to Let the students do this Let the students do this
formative task individually. task by pair.
assessment 3)
Task 3- Getting Done Task 3- Getting Done
Read and understand the Read and understand the
information contained in information contained in
the organizer then, write a the organizer then, write a
short paragraph about it. short paragraph about it.
Thesis Statement: Trees are Thesis Statement: Trees are

good for the people and the good for the people and the
environment. environment.
96
Help to the Help to Help to the Help to
Guatemala Environmen Guatemala Environmen
n women t n women t
The Trees are The Trees are
Connecticut good for the Connecticut good for the
factory soil. factory soil.
pays them pays them
to plant to plant
trees, not trees, not
money but money but
corn which corn which
is food for is food for
the children the children
The money Trees The money Trees
they get prevent the they get prevent the
from rain from from rain from
planting washing planting washing
trees pays down the trees pays down the
for their soil. for their soil.
household household
expenses. expenses.
Ask the students:

G. Finding
practical Nowadays, there are many teenagers who feel depressed
applications of because they failed to win their challenges in life and you
concepts and would like to make pamphlets or brochures about winning
skills in daily living these challenges, how would you make your pamphlet or
brochure appealing and easy to understand?
H. Making To generalize let the students answer these questions:

generalizations 1. Enumerate different textual aids used in our lesson.
and abstractions 2. How does it help the students in understanding the
about the lesson text?
I. Evaluating Read carefully the text and answer the questions that
Learning follow.
Ref: https://www.storynory.com/thors-hammer/
Questions:
1. What is missing when Thor wakes up?
2. Whom does he approach to help him find the hammer?
Describe Loki.
3. How does Loki know who stole Thor’s hammer?
4. How do they get the hammer back?
5. Why does Thor kill Thrym and his whole household?
V. REMARKS
VI. REFLECTION
97
I. OBJECTIVES
communication in public speaking, emphasis markers in
intensive pronouns.
C. Learning Explain how the elements of a story (character and
Competencies characterization) contribute to the theme of the story read
EN10LT-Ie2.2
II. CONTENT Using the elements of a story-characters and
characterization to get the theme of the story
III. LEARNING RESOURCES
A. References
1. Teacher’s pp. pp. 69-83
Guide Pages
2. Learners’ pp. 62-64
Materials
Pages
3. Textbook
pages
4. Additional
Materials from
the Learning
Resource (LR)
Portal
B. Other English Communication Arts III by Serrano & Lapid, pp.
Learning 241-243
Resources
III. PROCEDURE
Advanced Learners Average Learners
A. Task 1: Memory Matters

Reviewing
previous lesson Tell the students to recall the following:
or Presenting the
new lesson 1. The two characters in the myth “How Odin Lost His
Eye”. (Odin and Mimir)
2. The summary of the myth using the SWBS

(Somebody, Wanted, So, But…)
98
Odin, the great King of gods and All-
Somebody
father of the earth
He wanted to protect his people from
Wanted the enemies (the frost giants) by
knowing more about them.
He had to give up something that is
But very important to him in order to see
them from the magic well.
He decided to pluck out one of his eyes

So
as a sacrifice.
Summary:
Odin, the great King of gods and All-father of the earth,
wanted to protect his people from the enemies (the frost
giants) by knowing more about them but he had to give
up something that is very important to him in order to see
them from the magic well so he decided to pluck out one
of his eyes as a sacrifice.
3. Its theme
(There are times that we have to give up something
important or to sacrifice in order to win over our personal
challenges.)
(Answers may also vary)
Task 2: Memory Plus Task 2: Memory Plus
B. Establishing a Ask students to recall Ask students to recall more
purpose for the more deeply the story deeply the story and have
lesson and have them answer them fill up the following:
the following:
1. What did you like I don’t like I like Odin

about Odin? What didn’t Odin because he
you like about him? because is
(Answers may vary) he is _________.
2. What did you like ______.
about Mimir? What Mimir is Mimir is
didn’t you like about him?
________ _________
(Answers may vary)
so I like so I don’t
3. How did you feel
him. like him.
while reading the story?
. While I While I was
4. What do you think is
was reading the
the attitude of the writer
reading the story, I felt
towards the character?
story, I felt __________
(Answers may vary)
that the towards
author is Odin
_________
towards
his
character.
99
C. Presenting Task 3: Defense Task 3: Defense Against
examples/ Against Memory Gap Memory Gap
instances of
the new Within one minute, ask Within three minutes, ask
lesson students to recall the students to recall the
elements of fiction and elements of fiction and poetry
poetry and call one and call one student to
student to quickly recite quickly write them on the
them. board.
(Characters, setting, plot, (Characters, setting, plot,
conflict, theme, point of conflict, theme, point of view,
view, symbolism) symbolism)
D. Discussing Task 4: The Six Secrets

new concepts Ask the following questions that will lead the students to
and understand the concepts on characterization:
practicing 1. How important are characters in fiction writing?
new skills #1 2. How do fiction writers develop the characters in their
stories?
Concept Note:
(May also be given as a short lecture/discussion or any
suitable strategy)
Characters is one of the elements of fiction (novels,

drama and stories including myths, fables, short stories).
Fiction writers create their characters using not only their
playful thoughts but also their own experiences and
observations of real people. This artistic
technique of giving life to the characters in their stories is
termed as characterization. To engage their readers’
imagination, the writers can reveal the personality of their
characters though any or all of the following “six secrets”:
1. what the characters think, feel, dreams of and
aspire for
2. what the character do and how they react to stimuli
3. how the characters look
4. what the characters say and how they say it.
5. what the other characters tell about them
6. how the author/narrator directly describe them.
Task 5: The Exposé

Connect the students’ answers in Task 2 to complete the
following activity.
1. Have them fill up Columns 1 and 2 using their answers

in Task
2. Have them answer column 3 by using the text “How

Odin Lost His Eye” .
3. Let them fill up column 4 with number from 1 to 6
corresponding to the way the characters are revealed.
(The “six secrets”)
100
Character Trait Proof Revelation style
Odin
Mimir
(Answers may vary)
Task 5: Theme Building

E. Discussing
new concepts Have the students answer the following questions:
and 1. Tell us again the theme of the story.
practicing (There are times that we have to give up something
new skills # 2 important or to sacrifice in order to win over our personal
challenges.)
(Answers may also vary)
2. Has the character traits of Odin something to do with
the theme of the story? (Yes, Odin’s character tells the
reader that he is willing to sacrifice something important
to him in order to save his people.)
3. What character traits of Odin is connected with the
theme?
(He is a humble king of the gods, loving and caring to
his people and he is selfless by giving up his eyes as a
sacrifice)
Concept Note:
The characters and how the author characterizes them in
a story greatly contribute to the building of its theme.
Task 6 –Theme- Character Task 6 –Theme-

F. Developing Link Character Link
mastery
(leads to 1. Distribute the handouts 1. Have the students
formative (Appendix LT-Id2.2) Call read orally (after
assessment) students to recite the poem as modeling) a short poem
a speech choir. entitled “A Fable”
2. Ask these comprehension
questions: 2. Have them reread it
a. For the theme, ask: silently. 3. Ask these
1) Why is this poem entitled comprehension
Fable? questions:
(It is entitled Fable because 3. For the theme, ask:
the poem is a short narrative 1) Why is this poem
with animal and nature entitled Fable?
characters, which are used in (It is entitled Fable
fables.) because the poem is a
2) What thought is projected short narrative with
by the poem? animal and nature
(Answers may vary. Any or a characters, which are
combination of any of the used in fables.)
101
following answers from the 2) What thought is
students may be considered: projected by the poem?
- We should not (Answers may vary.
underestimate /criticize others Any or a combination of
because of their any of the following
looks/appearance. answers from the
- God has created each and students may be
every one of us with respective considered:
abilities and talents.) - We should not
- We have been gifted in underestimate/ criticize
various ways; and have been others because of their
given different roles in life; we looks/appearance.
have to be proud of it and do - God has created each
our best to tackle our roles. and every one of us with
-Although we are created respective abilities and
differently, we must accept talents.)
with thankfulness whatever - People have been
abilities, talents and roles God gifted in various ways;
has given us. and have been given
3) Do you agree with this different roles in life; we
thought? Explain your view. have to be proud of it
(Answers may vary) and do our best to
b. For characterization, ask: tackle our roles.
1) What positive and negative -We must accept with
traits does the squirrel thankfulness whatever
possess? abilities, talents and
2) How do you characterize roles God has given us.
the mountain? What are its 3) Do you agree with
strengths and weaknesses? this thought? Explain
3) How do these traits your view. (Answers
contribute to the theme? may vary)
4) Show your answers through b. For
an appropriate graphic characterization, have
organizer. them fill up the following
organizer where M+
(Answers may vary) refers to the positive
character traits of the
mountain and M2 its
negative traits; S1 and
S2 refer to the squirrel’s
positive and negative
traits. Have them
explain their work to
show their connection
with the theme (center).
102
G. Finding Discuss or give activities on the following to enrich
practical students across learning areas. Choose any or all of
application of the following topics, for advanced or average
concepts and learners:
skills in daily
1. Character witness
living.
Ask:
1. What is a character witness?
2. If you are asked to be a character witness of a person
in your neighborhood, can you use the “6 secrets” used
by a writer for his characterization? Why or why not?
3. Will you volunteer to be a character witness in your
community or in any legal undertaking where a friend of
yours is involved? Why or why not?
4. How about if the person is your enemy but you know
that he is not guilty? Will you testify?
2. Character assassination
Ask:
1. What is character assassination?
2. In what particular situations is character assassination
applied?
3. Who usually do these?
4. Will you use this strategy to your enemy or contender
if you are a contestant or a candidate? Explain.
3. The effect of “judging the book by its cover” and how it

should be avoided.
Concept Notes:
Character witness is a witness who testifies under

oath as to the good reputation of another person in the
community where that person lives or a person who gives
evidence in a legal action concerning the reputation,
conduct, and moral nature of a party.
Character assassination is an attack intended to

ruin someone's reputation; the slandering of a person
usually with the intention of destroying public confidence
in that person.
Other synonymous terms:
backbiting, backstabbing, defamation of character, dirty
politics, mudslinging, malicious gossip
.
H. Making Ask the following questions:
generalization
s and a. How does character and characterization contribute to
abstractions the theme of a story?
about the b. How can we avoid negative vibes with others?
lesson
I. Evaluating Checking of the answers in Task 6.
learning
103
V. REMARKS
(Indicate special cases including but
not limited to continuation of the
lesson plan to the following day in
case of re-teaching or lack of time,
transfer of lesson to the following day,
in cases of class suspension, etc)
VI. REFLECTION
(Reflect on your teaching and assess
yourself as a teacher. Think about
your students’ progress this week/this
day. What works? What else needs to
be done to help the students learn?
Identify what help your instructional
supervisors can provide for you so
when you meet them, you can ask
them relevant questions.
VII. OTHERS (Indicate below whichever is appropriate)
A. No. of learners who earned 80% in
the evaluation
additional activities for remediation
(those who scored below 80%)
C. Did the remedial lessons work?
No. of learners who have caught up
with the lesson.
D. No. of learners who continue to
require remediation.
E. Which of my teaching strategies
worked well? Why did these work?
F. What difficulties did I encounter
which my principal or supervisor can
help me solve?
materials did I use/ discover which I
wish to share with other teachers?
104
I. OBJECTIVES
intensive pronouns.
C. Learning Compose a persuasive text of three paragraphs expressing
Competencies one’s stand on an issue
EN10WC-Ie-12.3
Formulate a statement of opinion or assertion. EN10WC-

Ie-12.2
Formulate sentences using modals: Must, Need to, Ought
to/Should, Ought not/ Should not. EN10 WC-Ie-12.2a
II. CONTENT Writing a Persuasive Text
III. LEARNING
RESOURCES
A. References
Pages pp. 69-83
2. Learning
Materials Pages pp. 89
3. Textbook Pages
4. Additional
Materials from
Learning Resource
(LR) portal
B. Other Learning https://formatically.com/how-t0-write-assertions
Resources https://www.time4writng.com
https://brainly.ph/question/206068
https://brainly.ph.question/302652
Power point slides, laptop, projector, reading texts,
worksheets
IV. PROCEDURES Advanced Average
A. Reviewing Recall about the poem “The Fable” discussed last meeting.
previous lesson or What is its general idea or theme?
presenting new Whose character would you identify yourself: the squirrel or
lesson the mountain?
B. Establishing a List down/ enumerate your ways of winning over the
purpose for the challenges.
lesson Make it your personal goal or #.
Example:
# Need to fight no matter what
# Must always believe in God
105
C. Presenting Let the students do the first task.
examples/instances
of the new lesson Task 1- I’m Willing to Do
Choose from the pool of choices the ways you can adopt to
win over challenges in life. Put a happy emoji for your
answers.
Having strong DETERMINATION
Defending your beliefs
Jumping over limitations
Making personal adjustments
Using struggles as opportunities
Standing your ground
Using temporary solutions
Being strong
1. If you are the voice for the youth, which of the ways will
you let them adopt to win one’s personal challenges in life?
Why?
D. Discussing new Distribute to the students the copy of the text. Let the
concepts and students read the text and answer the questions that
practicing new follow. Then, let them share their answers to the class.
skills #1
Activity 1- I’m Talking to You
Answer and share your ideas about the following
questions:
1. What challenge is posed to the writer?
2. What response does he give to his professor?
3. Does he win his challenge in life? What makes you say
so?
4. What life lesson do you draw out from the experience of
the writer?
5. Which of his statements will you adopt for you to win
your challenges in life?
6. Have you experienced the same challenge with the
writer? How are you able to win this challenge in your life?
7. What type of text is the selection?
(The teacher gives this additional information/concept

about persuasive essay)
106
CONCEPT NOTE:
A persuasive essay convinces the reader to accept a
particular point of view or take a specific action. Persuasive
essays require good research, awareness of the reader’s
biases and a solid understanding of both sides of the issue.
Writing a Persuasive Text
Tips:
1. Write a Draft
Choose a position.
Understand the audience.
Do the research.
Identify the most convincing evidence.
2. Organize and have an outline

Introductory paragraph
Body and Opposing view paragraph
Concluding paragraph
3. Use of modals:
a. must- express obligation
b. need to-indicates necessity
c. should and ought to- express sense of obligation to
do or become something
d. shouldn’t or ought not to- indicate prohibition or
disapproval of something that was done in the past
4. Use of statement of opinion or assertion

Opinion- a view, judgement or appraisal about a particular
matter
Assertion- something declared or stated positively often
with no support or attempt at proof
a. Basic assertion
b. Emphatic assertion
c. Language assertion
Reference: https://www.time4writng.com
E. Discussing new Activity 2- I’m Writing Just For You

concepts and
practicing new A. Read the sentences from the text “How Odin Lost His
skills #2 Eye” and take note of the underlined words.
1. “Odin, the King of the Gods need to have more wisdom.”
2. “He ought to know more about his enemies.”
3. “The price of the drink must be a great sacrifice.”
107
4. “You should think again before you ask your drink.”
Ask the students these:
a. What do the underlined words have in common?
b. How are they positioned in the sentences?
c. Which of this show necessity? obligation? prohibition? to
do or become something?
B. Write your own sentences/ opinions/assertions about

winning challenges using the modals:
1. Must-
2. Need to-
3. Ought to/Should-
4. Ought not/ Should not-
(Students’ sentences must be written in meta strips)

F. Developing Let the students supply In groups, let the students
mastery (leads to this organizer that shows write their own meaningful
formative the list of their sentences/opinions or
assessment 3) sentences/opinions/ assertions using the
assertions using the modals.
modals.
(Use the sentences Task 2- I’m Getting the
written by the students in Modals to Write
Activity 2. B.) Use the following modals in
sentences:
Task 2- Where are the 1. Must
modals 2. Need to
Post opposite the function 3. Ought to/Should
of modals the sentences 4. Ought not/Should not
that correspond to it.
Students sentences shall be
Obligation on a meta strips and these
will be posted on the board.
Necessity
Do or
become
something
Prohibition or
disapproval
G. Finding practical Ask these questions:

applications of
concepts and skills In our everyday conversation with friends, classmates and
in daily living family, we tend to influence them or let them understand
our point. What skill would you develop to persuade them?
H. Making Let the students answer the following questions:
generalizations and
abstractions about 1. What is a persuasive text?
the lesson 2. How do you write an effective persuasive text?
108
I. Evaluating Write three-paragraph essay persuading others on the
Learning importance of developing a positive attitude and weeding out
undesirable traits to win over your personal challenges.
Note:
The writing activity will be done collaboratively:
Group 1- will write the paragraph 1 (Introduction)

Group 2- will write the paragraph 2 (Body)
Group 3- will write the paragraph 3 (Conclusion)
Use the Rubric for persuasive essay as guide.

Ref. LM English Grade 10 p.106
V. REMARKS
VI. REFLECTION
109
School: Learning Area: ENGLISH
Teacher: Grade Level: 10
I. OBJECTIVES
and resolving personal conflicts, also how to use strategies in
lining textual information, repairing, enhancing
intensive pronouns.
C. Learning Express insights based on the ideas presented in the

Competencies material viewed
(EN10VC Ie-25)
Explain how conflict can contribute to the theme of a film
(EN10LT-Ie-2.2)
II. CONTENT Viewing about the theme “Winning Over Challenges”
A. References
1. Teacher’s
Guide Pages
2. Learners’
Materials Pages
3. Textbook
pages
4. Additional
Materials from the
Learning
Resource (LR)
Portal
B. Other Learning You tube-a short film “The Most Beautiful Thing”
Resources https://www.youtube.com/watch?v=IP8psM4LWXk)
You tube – a video clip from “Lessons Taught by Life”
https://www.youtube.com/watch?v=GJupxviLMEA
Materials: laptop, projector, video clips, pictures, task
cards, marking pens, colored pens
colored/bond papers/cartlona/manila paper
110
III. PROCEDURE
A. Reviewing Task 1: Our Bucket List

previous lesson
or Presenting 1. Ask students to list down the significant knowledge and
skills they have acquired and developed in the previous
the new lesson
lesson.
2. Call several students to share to the class their list.
B. Establishing Task 2: Our Guide

a purpose for
Tell students that they will view a very short film and they
the lesson
should be able to answer the following questions after
viewing:
1. What conflicts did the main character encounter in the
story?
2. What important decisions have the character made as he
went through with those challenges?
3. Were his decisions sound? Why or why not?
4. What was the effect of those decisions?
5. What conclusion can you make about making judgments?
facing life’s challenges?
C. Presenting Task 3: Let’s View It!
examples/
instances of 1. Have the students view a 10-minute film “The Most
Beautiful Thing” (you tube).
the new
lesson 2. If the material cannot be accessed, show another video clip
where the main character faces problems.
3. If there is no access to ICT, pictures telling a similar story
with similar theme might do.
111
Task 4: Different Works for Task 4: Speak out and
Get Points!
D. Discussing Different Folks
new 1. Tell students that they
concepts 1. Ask the following questions: have to go back to the
and a. Who are the two main previously posted questions
practicing and try to answer them. For
new skills #1 characters in the story? the incentives, teacher may
give the following
b. Who among you can relate
corresponding points
to the male character? To
individually for every
the female character?
answer they give:
c. In what way can you relate one point – answers to one-
to them? Explain. word/ phrase/ sentence low-
2. Review the types of conflict. level questions
3. Instead of answering orally two points – answers with

the questions posted earlier, satisfactory explanation
give students these three points – answer with
differentiated activities: excellent explanation.
G1. Recite each conflict in one a. Who are the two main
sentence using appropriate characters in the story?
facial expression
Describe each.
G2. Dramatize the decisions
made in each of the conflicts b. Who among you can
relate to the male
G3. Show thumbs up if the character? To the
female character?
c. In what way can you
decision was sound and relate to them? Explain
thumbs down if otherwise.
Then justify your answer. d. What conflicts did the
male character
G4. Draw the effects of those encounter in the story?
decisions.
e. Did the female character
G5. Give your one-sentence also encounter any
insight about the story by problem? What was it?
making a life-learning quotation
f. How did the two face
to be posted in your room.
their own problems?
g. Were their decisions
sound? Why or why
not?
h. What conclusion can
you make about making
judgments?
i.. What insights can you
give about facing life’s
challenges?
112
Task 5: Conflict Role
E. Developing
mastery Have the students fill up the following chart:
(leads to Story:
formative
assessment) The Most Beautiful Thing
Conflicts:
Theme:
Discuss:
1. The elements of fiction can also be found in films.
2. One of these elements is the plot.
3. Within the plot lie the conflicts/ problems that the
characters have to contend with.
4. These conflict can be internal (man versus himself)or
external (man versus man, man versus nature, man versus
society and man versus the supernatural)
4. These elements help in building the theme of a story.
5. In our short film, how did conflict contribute to the theme of
the story
Task 6 – Our Insights
F. Finding Show students at least 3 pictures (this can be done by groups)
practical and have them express their insights about the picture.
application (It would be better to use pictures that will extend their
of concepts horizons across curriculum). Pictures connected with life
and skills in challenges and conflicts may include:
daily living. 1. disasters/calamities (natural or man-made – Science,
TLE)
2. political activities (rallies, election, etc. – Araling
Panlipunan)
3. people (slums, beggars, street children, PWD, etc. –
AP)
4. nature (flowers, insects, birds, mountains, rivers, etc. –
Biology)
5. Others
113
G. Making Task 7 – Let’s Wrap it Up
generalizations
and abstractions 1. What can you say about conflicts in fiction? How about in
about the lesson real life?
2. What is the role of conflicts in fiction? What is the role of
conflicts in our daily life?
3. Give your insight about what you have learned in this
lesson in one sentence. Start your sentence with “I have no
doubt that…”
H. Evaluating
learning Task 8 – Our Skills Meter
Show the video clip from You tube – “Lessons Taught by Life”
https://www.youtube.com/watch?v=GJupxviLMEA and have
students answer the following question:
1. What was the problem of the poor man in the story?
2. How did he try to solve this conflict?
3. Was he successful in his attempt? Why?
4. How important is an e-mail address, according to the
interviewer?
5. How did the man solve his problem?
6. Did he succeed? Explain.
7. What is your insight on the following: “Today, a man
without an e-mail doesn’t exist. A man who doesn’t exist can’t
hold a job.”
8. At the end of the story, what did the man really want to tell
when he said, “I’d be taking out the trash?”
Research about tips on writing Research about tips on

I. Additional persuasive essay writing persuasive essay
Activities for
Enhancement 1. What is a persuasive essay? 1. What is a persuasive
or essay?
2. How can you write a
Remediation
persuasive essay? 2. How can you write a
persuasive essay?
V. REMARKS
(Indicate special cases including but not
limited to continuation of the lesson
plan to the following day in case of re-
teaching or lack of time, transfer of
lesson to the following day, in cases of
class suspension, etc)
114
VI. REFLECTION
(Reflect on your teaching and assess
yourself as a teacher. Think about your
students’ progress this week/this day.
What works? What else needs to be
done to help the students learn?
Identify what help your instructional
supervisors can provide for you so
when you meet them, you can ask them
relevant questions.

the evaluation

(those who scored below 80%)
C. Did the remedial lessons work? No.
of learners who have caught up with the
lesson.

require remediation.

worked well? Why did these work?

which my principal or supervisor can
help me solve?
materials did I use/ discover which I
wish to share with other teachers?
115
I. OBJECTIVES
communication, public speaking emphasis markers in
intensive pronouns.
C. Learning  Compare new insights with previous learnings.
Competencies/ EN10RC-IF21
Objectives  Express insights based on the ideas presented in
the material viewed. EN10VC-IF125
 Differentiate formal from informal definitions of
words. EN10V-IF13.9
II.CONTENT  Comparing and expressing new insights based on
the ideas
 Differentiating formal from informal definitions
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide Celebrating Diversity Through World Literature, pp.84-104
pages
2. Learner’s Celebrating Diversity Through World Literature, pp. 92-96
Materials pages
3. Textbook pages
4. Additional (http://www.online-literature.com/maupassant/194/)
Materials from (https//www.teacherspayteachers.com/Product/Denotation-
Learning Resource and-Connotation-Practice-Worksheet-1076040)
(LR) Portal (https://www.youtube.com/watch?v=LnLVRQCjh8c)
B. Other Learning 4 pcs ¼ size illustration board and chalk
Resources Cut out definition and scrambled words for the texttwist
written on cartolina
Connotation and denotation chart
IV. Procedures Advanced Average
A. Reviewing A.PRE-READING
previous lesson or 1. A Bird’s Eye View
presenting the new
lesson Let students view the drawing or the video clip of “One-
Armed Young Lady and a One-Legged Young Man.” Let
students answer the ff. questions: (Task 2, pages 93-94)
a. Does the drawing or video remind you of someone
you’ve heard of or met in real life?
b. What does the drawing/video suggest about
challenges and opportunities?
c. Which details in the drawing/video show the
importance of turning challenges into opportunities?
Say: Today, we will meet a character in one of the stories
of French writer, Henri Rene Albert Guy de Maupassant.
116
Try to find out what kind of challenges the main character
went through because of his handicap and how he dealt
with them.
2.Unlocking of difficulties
Divide the class into 4 groups, then assign a rapporteur to
write the group’s answer on the illustration board. The
group with the most number of correct answers wins the
game.
TEXTTWIST. Unlock the meaning of the unfamiliar terms in
the story by unscrambling the letters to form the word being
defined.
a. SEITIMRIFNI- physical weaknesses or ailments of
age; lack of strength (INFIRMITIES)
b. NDVGAOBA- wandering from place to place without
any settled home, nomadic; leading an unsettled or
carefree life (VAGABOND)
c. HCAEUTA- a castle or fortress in France; a stately
residence imitating a distinctively French castle
(CHATEAU)
d. KLSUN- walked or moved in a slow, sinuous,
provocative way (SLUNK)
e. DECHOURC- stooped or bended low
f. AYH-STFOL- lofts in a stable or barn for the storage
of hay (HAY-LOFTS)
g. GNIREDLOMS- burning without flame; undergoing
slow or suppressed combustion (SMOLDERING)
h. GNOUFLDIN –an infant or small child without a
known parent or guardian (FOUNDLING
B. Establishing a 3. Motivation Question

purpose for the Have you ever imagined yourself physically disabled and
lesson/ Activating without a family?
prior What would you do in order to survive if you were in such a
knowledge situation?
4. Motive Question
What did Bell, a foundling and handicapped, do in order to
live/ survive?
C. Presenting B. DURING READING
examples/ instances Guided
of the new lesson Silent reading of the selection reading of
the
selection
D. Discussing new C. POST READING(to be answered orally Group

concepts and during the discussion) Task.
practicing new skills LET’S
1. Engagement activities THINK
a. What did Bell, a foundling and ALOUD!
handicapped, do in order to live/ survive?
b. Why did he lose both of his legs? Divide the
class into 8
117
c. How did the people in the village treat him? groups and
Why? distribute
d. Who was the only person in the village strips of
who seemed to care for him? What colored
happened to her? paper
e. How would you describe the kind of life containing
Bell had after the death of Baroness d’ a question
Avary? about the
f. What incident in the story led to his selection.
imprisonment and eventually to his death? Give the
g. Was Bell justified for what he did? Why? groups 10
Why not? minutes to
h. If you were Bell, what would you do to process
become self- reliant (or not depend on others their
for survival)? answer
i. What can you say about the villagers in the and one
story? minute
j. How should we treat mentally and each to
physically disabled members of the society? present.
Why?
2. Literary Extender (The same

Divide the class into 6 groups. Let the group literary
leader pick out the group’s task. extender
 Illustrate Bell as described in the may be
story. Use a white, half-size cartolina used for
and drawing materials for your output. the
 Act out the part in the selection that average
touched you the most. learners.)
 Pretend that you are one of the
villagers in the story. Write a letter to
Bell expressing your regrets for
refusing to help him while he was still
alive.
 Sing a song dedicated to Bell.
 Pretend that you are Bell. Prepare a
short speech stating your sentiments
of how people treat you, and
appealing to them for patience and
understanding.
E. Developing
mastery Let the
class work
Difficult words Denotative Connotative in groups
Meaning Meaning of 5 and
(Formal (Informal accomplish
Meaning) Meaning) the same
Example: task
1. squeezed Pressed Forced; to be
2. something given a tight
3. firmly; hug
4. removed
5. liquid from
118
(Cambridg
e English
Dictionary)
3. Skill Development(Celebrating Diversity .

Through World Literature, page 96)
Let the class work in dyads and accomplish

the table below by picking out at least 5
difficult words from the selection, then writing
their denotative and connotative meaning/s.
Note: The teacher may opt to give more
examples of denotative and connotative
meaning of words, or may likewise ask
students to give their own example/s of
these words.
F. Finding practical 4. Across the Curriculum Let the
applications of Let the class read about success stories of at class read
concepts and skills in least 2 persons with a physical or mental or watch
daily living disability, and let them share their research the video
output to class the next day. about the
success
story of
Jessica
Cox and let
them find
out how
she
overcame
her
disability to
attain
success.
G. Making 5. Generalization
generalizations and What is the difference between denotative (formal) and
abstractions about connotative (informal) meaning of words? Can these help
the lesson express new insights?How?
Denotation refers to the actual definition of a word while

connotation is the emotion that a word generates in
addition to the actual meaning.
H. Evaluating learning 6. Guided Practice (To be answered

individually by the students.) Let
Complete the table below by filling in the students
denotative or connotative meaning of the given answer
words. the
activity
WORDS DENOTA- CONNOTATION by pair.
TION
cheap Costing
little; low in
price
119
Skinny
Determined
Pushy
inexpensiv
e
(Reference:
https//www.teacherspayteachers.com/Product/
Denotation-and-Connotation-Practice-
Worksheet-1076040)
J. Additional activities Independent Practice
for application or Supply the denotative and connotative meaning of the
remediation words below.
Assignment/ 1. Stylish
Agreement 2. Inquisitive
3. Stubborn
4. Scrawny
5. Wise
((Reference:https//www.teacherspayteachers.com/Product/
Denotation-and-Connotation-Practice-Worksheet-1076040)
V. REMARKS
VI. REFLECTION
A. No. of learners
who earned 80%
B. No. of learners
who require additional
activities for
remediation.
C. Did the remedial

lesson work? No. of
learners who have
caught up with the
lesson?
D. No. of learners
who continue to
require remediation
E. Which of my
teaching strategies
work well? Why did
these work?
did I encounter which
my principal or
supervisor can help
me solve?
120
G. What innovations
or localized materials
did I use or discover
which I wish to share
to others?
121
I. OBJECTIVES
literature and other text types serve as ways of
expressing and resolving personal conflicts, also how to
use strategies in linking textual information, repairing,
enhancing communication, public speaking emphasis
Standard text using a variety of persuasive techniques and
devices.
C. Learning Compare new insights with previous learnings.
Competencies/ EN10RC-IF21
Objectives Use modals. EN10G-IF-3.6
II. CONTENT Comparing new insights with previous learnings

Using modals
A. References
1. Teacher’s Guide Celebrating Diversity Through World Literature, pp.84-
pages 104
2. Learner’s Materials Celebrating Diversity Through World Literature, pp.92-
pages 108
3. Textbook pages
4. Additional Materials https//www.englishexercises.org/makeagame/viewgame.
from Learning asp?id=2229
Resource (LR) Portal https://www.youtube.com/watch?v=8YQIaOldDU
B. Other Learning Handouts of the excerpt (main text)
Resources Worksheets on modals expressing futurity and
willingness
Drawing materials, 5 pcs half size white cartolina
IV. Procedures/ Level Advanced Average
A. Reviewing previous A. A GLIMPSE OF THE PAST
lesson or presenting Three or five students are called to share what they
the new lesson have read or viewed about (the persons with physical
disability previously assigned as part of the across the
curriculum) and how each coped with their situation to
attain success.
Ask: What common traits did the physically handicapped
possess which made them overcome life’s challenges?
What qualities do they have which are worth
emulating?
B. Establishing a B.PRE-LISTENING
purpose for the lesson/ 1. Motivation
122
Activating prior Divide the class into 5 groups and let them draw what
knowledge they imagine our world will be like twenty years from
now.
2. Motive Question
What kind of future world does the narrator imagine?
C. Presenting B. WHILE LISTENING
examples/ instances of Let the students listen to the narration of Morgan
the new lesson Freeman. This may be done twice.
D. Discussing new C. POST LISTENING
concepts and COMPREHENSION CHECK (to be answered orally
practicing new skills during the discussion)
1. What kind of world/future is described in the
passage? Cite sentences that would support your
answer.
2. According to the narrator, what specific things
can we do to help realize the kind of future he
envisions?
3. Do you personally believe that we can achieve
this kind of world? Why? Why not?
4. What specific problems brought about by climate
change are we faced with these days?
5. As a student, what can you contribute to mitigate
the effects of climate change?
E. Developing mastery D. GRAMMAR/ LANGUAGE in FOCUS
Based on the selection, determine how the underlined
words function in the sentences below:
1. We will wake up to find that the energy that
powers the alarm clock came from the breeze, to
the trees the night before, and we will go to work
that morning riding the rays of the sun.
2. We can make today the day we stop thinking that
the changes required to get there are impossible
and beyond us; and start realizing that they are
not only possible, but what the future requires us.
3. We must stop turning from the warnings of
science and fear in denial, and instead turn
toward the solutions and partnerships we need.
4. You can choose today to make a world of
difference.
Analysis Questions:
1. What do you call the underlined words?
2. What is the function of each modal?
3. What other examples of modals do you know of?
F. Finding practical Let the class list down at least 5 means of combating
applications of problems caused by climate change. Let them use
concepts and skills in modals in their sentences.
daily living
123
G. Making What are modals? How do they function in sentences?
generalizations and
MODALS are types of auxiliary verbs used to express
abstractions about the
ability, possibility, permission, obligation, futurity or
lesson
willingness.
 Shall indicates simple futurity and obligation.
 Should expresses past obligation or necessity.
 Will expresses simple futurity and willingness.
 Would expresses invitation or past possibility.
 Might is used to express less or remote
possibility.
 May expresses future possibilities mixed with
doubt and uncertainty. It also expresses
permission or a wish.
 Can expresses ability, permission or request.
 Must expresses obligation, necessity, logical
conclusion, or strong recommendation.
(Note: The teacher may ask students to give their own
examples of sentences using the above-mentioned
modals, and explain how they function in their
examples.)
H. Evaluating learning A.Supply the correct modal to Let students answer

complete the given sentences the activity by pair.
then identify its function.
1. (May) I have a look at
those shoes in the window,
please? (permission)
2. I’m not sure but Jane
(might) come to visit me
this afternoon.(less or
remote possibility)
3. He speaks many
languages, but he (can’t)
speak Chinese. (inability)
4. You (should) eat more
vegetables because they
are healthy.(necessity)
5. I haven’t decided yet
where I (will) spend my
next holiday. I think I (will)
go to Paris. (futurity,
willingness)
6. She looks tired; she (must)

take some days off. (strong
recommendation)
7. They (might) try the new
restaurant if they have the
time.(less or remote
possibility)
124
8. You (should) clean this
room more often.
(necessity)
9. I (will) help you iron out
things so that all will be
well for you. (willingness,
futurity)
10. Judy is not at home. She
(must) have gone to
Madrid. (logical conclusion)
B.Write a 5-sentence essay
about your friend.Use at least 5
modals in your sentences.
J. Additional activities Independent Practice Group activity

for application or
Imagine yourself as Mother Note: The average
remediation
Nature. What will you tell the learners will do the
people regarding how you feel same activity, but in a
because of their careless and group of 5-6 members.
Assignment/
wanton destruction of the Let them write their
Agreement
environment? Express your output on a manila
sentiments using modals. paper.
V. REMARKS
VI. REFLECTION
80%
remediation
C. Did the remedial lesson
work? No. of learners who have
caught up with the lesson?
D. No. of learners who continue
to require remediation
strategies work well? Why did
these work?
encounter which my principal or
supervisor can help me solve?
G. What innovations or localized
materials did I use or discover
which I wish to share to others?
125
I. Objectives
Standard literature and other text types serve as ways of
expressing and resolving personal conflicts, also how
to use strategies in linking textual information, repairing,
enhancing communication, public speaking emphasis
devices.
C. Learning EN10RC-IF25 Express insights based on the ideas
Competencies/ presented in the material viewed.
Objectives EN10RC-IF14.2 Determine the roles of discourse
markers (e.g. conjunctions, gambits, adverbs) in
signalling the functions of statements made.
II. Content  Expressing insights based on the ideas
presented
 Determining the roles of discourse markers
III. Learning
Resources
A. References
1. Teacher’s Guide Celebrating Diversity Through World Literature pp.94-
98
2. Learner’s Material Celebrating Diversity Through World Literature pp.100-
103
Grammar and Composition Handbook pp.349-350
3. Additional Materials Website
from Learning  https://arewetoast.com
Resource (LR)
Portal
B. Other Learning Hand-outs of the article pictures of Mother Earth
Resources Worksheets on discourse markers paper and pencil
IV. Procedure Advanced Average
A. Reviewing previous A. A Glimpse of the Past
lesson and The teacher shows 2 sets of pictures of Mother
presenting the new Earth, then and now.
lesson Then ask:
What different scenarios/ situations do the
pictures imply?
Is there an urgency for us to act now? Why?
B. Activating prior B. Pre-Listening
knowledge/ developing
a purpose for reading 1. Motivation
Can mankind adapt to the changes in
environment caused by global climate change? Why?
2. Motive Question
What are the causes of climate change?
126
C. Presenting C. While Listening
examples/ instances of Let the students jot down discourse markers used in the
the new lesson sentences as they listen to the article on climate change
D. Discussing new D. Post Listening Let the
concepts and practicing Comprehension Check (to be students
new skills answered orally) work by pair.
1. What are the causes of climate
change?
2. What are the activities of man
that caused it?
3. What is therefore our only hope
for the coming years?
4. What basic truths about climate
change should nations accept?
5. How can human civilization
survive due to its effects?
6. Why is open international
cooperation and assistance
important?
7. What should developed nations
eliminate/ forego? Why?
8. What is the challenge to every
nation? And to every individual?
What can you do to meet your
individual challenges?
E. Literary Extender
The students are asked to do
any of the tasks below:
a) Draw one’s own vision of
Mother Earth 20 years
from now
b) Compose a jazz chant/
word rap on protecting
Planet Earth for future
generations
E. Developing Mastery E. Grammar/ Language in Focus
1. Have students read the discourse markers they have

written down during the listening activity.
2. Determine how the underlined words are used in the
following sentences.
a) The actions of mankind are the origin of climate
change, and there is no way to reverse climate
change.
b) If the human civilization is to survive, all nations
must fully and freely cooperate.
c) For example, the developed nations must
eliminate their dependence upon fossil fuels
while maintaining their quality of life.
Analysis Questions
1. What are the underlined words called?
2. What is the use or function of each in the
sentence?
127
3. What other examples of discourse markers
can you mention?
F. Finding practical F. Let the class list down some ways on how to help
applications of and address the problem on climate change. Use
concepts and skills in discourse markers.
daily living
G. Making G.How do you determine the tone, mood, technique
generalizations and and purpose of the author?
abstractions about the What are discourse markers? How are they used in
lesson sentences?
Discourse markers are words, phrases and
expressions that connect the different parts of the text.
They show the relationship of ideas in a text.
EXAMPLES USE
1. comparison -----------likewise, as with, equally, in
like manner
2. contrast --------------- while, but, despite, however, in
spite of, nevertheless, nonetheless, although
3. reason or cause ---- because, for, since, in so far
as, in order
4. effect or result ------- accordingly, as a result, hence,
therefore, consequently
5. addition --------------- and, also, as well as, beside,
furthermore
6. emphasis ------------- above all, indeed, in fact,
especially, in particular
7. condition -------------- if, even, even if, as long as,
provided that, unless
8. example, illustration or explanation ------------ for
example, for instance, such as, illustrated by
9. summary or conclusion ----------------- finally, in
conclusion, in closing, in short, in summary
10. sequence ----------- after, before, first, meanwhile,
subsequently, then
K. Across the Curriculum

Enumerate laws passed/ promulgated to
protect our environment.
H. Evaluating Learning J. Fill in the blanks with the correct Let the
discourse markers to complete the students
given sentences. Be able to identify work as a
their functions. group
1. Words of refusal must be chosen composed of
carefully (and) must be said with the 5 to 6
correct manner. (addition) members.
2. It must be done (in order) not to Other
offend others. (reason) possible
answers can
be given.
128
3. (Although) it may be difficult to
control your emotions, it is important
that you must remain calm. (contrast)
4. Be firm, (but) refrain from yelling.
(contrast)
5. Many people often eat in restaurants
(especially) in fast food stores.
(emphasis)
6. (For this reason) it is not a simple

matter to maintain a well-balanced diet.
(effect or result)
7. (In the first place), why do we want
meat at all? (sequence)
8. Fruits and vegetables are very
nutritious. (For example) children who
often eat them are healthier and
stronger. (example)
9. Processed foods must be avoided
(because) they contain bacteria that are
harmful to our health. (reason)
10. (Finally) children must be guided by
their parents in choosing the right food
to eat. (conclusion)
L. Additional activities Independent Practice Group

for application or Write a short paragraph which is about Activity
remediation taking good care of our environment This is an
which is the most important thing we individual
can do for the next generation. Use output for
discourse markers. advanced
learners. The
average
learners will
form small
groups of 5-6
members.
V. REMARKS
VI. REFLECTION
129
Learning
I. Objectives
repairing, enhancing communication, public speaking
emphasis markers in persuasive texts, different forms
of modals, reflexive and intensive pronouns.
devices.
C. Learning EN10LT-IF-2.2.3 Determine tone, mood,
Competencies/ technique and purpose of the author.
Objectives EN10WC-IF-12.3 Compose a persuasive text of
three paragraphs expressing one’s stand on an issue.
II. Content  Determining tone, mood, technique and
purpose of the author.
 Composing a persuasive text
III. Learning
Resources
A. References
1. Teacher’s Guide Celebrating Diversity Through World Literature pp.84 –
104
2. Learner’s Material Celebrating Diversity Through World Literature pp.92 -
1 08
3. Textbook pages Communication for Progress pp.202 – 203
4. Additional Materials http://www.google.com
from Learning
Resource (LR)
Portal
B. Other Learning Hand-outs of the essay
Resources
A. Reviewing B. Developing vocabulary/ concepts
previous lesson Here are some words taken from the essay you
and presenting are about to read. Determine the synonyms of
the new lesson the given words by filling in the blanks with
letters to complete their meanings.
a. prevalence w _ _ _ s _ _ _ _ d
(widespread)
b. malady d _ _ o _ _ _ r
(disorder)
c. ingrained I _ _ t _ _ _ _ d
(instilled)
d. anarchy l _ w _ _ _ s _ _ _ s
(lawlessness)
130
e. perverse u ____ s _____e
(unreasonable)
B. Establishing a B. Pre-Listening
purpose for the lesson/ 1. Motivation
activating prior a) Work in pairs and do “Mind Map” or semantic
knowledge map below. Provide words or related ideas to the
middle figure.
Punctuality
M. Motive Question
What is our hard-to-break habit?
C. Presenting C. While Listening
examples/ instances of Let the students jot down the words that express the
the new lesson writer’s tone, mood, purpose and technique.
D. Discussing new D. Post Listening

concepts and practicing Comprehension Check (to be answered orally)
new skills 1. What is our hard-to-break habit?
2. What happens to our national pride as a
country every time foreigners comment on it?
3. What is its effect to the entire Filipino nation?
4. Why is coming late to an appointment a
disrespect for the time of others? Explain.
5. What are other examples of lack of respect
for the rights of others?
6. When we say “Filipino time” does it mean “on
time”?
7. How do you feel when you’re late? What do
you usually say? Mention instances.
8. How can you avoid tardiness or coming late?
9. What do you feel while reading the essay?
10. What do you think is the attitude of the
author towards the subject? (punctuality)
11. What is the author’s purpose in writing the
essay?
12. What style or technique did he use?
E. Developing Mastery E. Language in Focus
1. What is the main or central idea of each paragraph
in the essay? Do the facts support the thesis
statement?
2. Is the thesis statement in the beginning, middle, or at
the end?
3. Which paragraph in the essay:
a) elaborates a point in the preceding
paragraph and cites a fact
b) introduces the problem
131
c) pursues a point further, cites examples,
and proposes a course of action
d) analyzes a situation that calls for change
4. What kind of essay is the text? Why?

5. Which of these methods was used by the writer to
organize the details?
a. Inductive method (Supporting facts and
evidence → Generalization)
b. Deductive method (Generalization/ Thesis
Statement → Supporting facts)
N. Finding practical O. Using the device called cause-and-effect
applications of relationship, think of a social problem affecting our
concepts and skills country at present. Fill in the chart below.
in daily living Causes Effects
G. Making G. What is a persuasive essay? What is its main

generalizations and purpose? How is it written?
abstractions about the
lesson Persuasive essay also known as argumentative essay,
utilizes logic and reason to show that one idea is more
legitimate than another idea. It intends to convince
readers to believe in an idea and to do an action. Many
writings such as critics, reviews, reaction papers,
editorials, proposals, advertisements and brochures
used different ways of persuasion to influence readers.
A well-organized persuasive essay has three critical

elements/ parts:
1. Introduction paragraph
2. Body paragraph
3. Conclusion paragraph
Steps on How to Write a Persuasive Essay
1. Choose a strong argument for your thesis
statement
2. Support each statement with evidence
3. Choose your audience
4. Choose Online Help Wisely
5. Use your best skills to convince
(Present information visually)
H. Evaluating Learning H. Write your draft of a persuasive essay Let
based on any of the given topics below. advanced
Apply the concepts you’ve learned on learners
how to develop it. write their
1. Join a cause-oriented organization own
dedicated to a pollution-free outputs.
environment. Average
2. What people do is the main cause of learners will
global warming form small
groups
132
3. Every public place should have Wi- consist of 5
Fi to 6
4. Families must spend more time members.
together
5. The use of alternative medicine
J. Additional activities J. What are simple virtues that should be taken to
for application or heart to effect notable changes in the life of Filipino
remediation people? Illustrate using the semantic map.
Assignment/
Agreement
V. Remarks
VI. Reflection
133
I. OBJECTIVES
Standard literature and other text types serve as ways of expressing and
resolving personal conflicts, also how to use strategies in
linking textual information, repairing, enhancing
communication, public speaking emphasis markers in
intensive pronouns.

C. Learning Compare new insights with previous learnings. EN10RC-

Competencies/ IF21
Objectives Use modals. EN10G-IF-3.6
II. CONTENT  Using modals
 Comparing new insights with previous learnings.
III. LEARNING
RESOURCES
A. References
1. Teacher’s Celebrating Diversity Through World Literature, pp.84-104
Guide pages
2. Learner’s Celebrating Diversity Through World Literature, p.104
Materials pages
3. Textbook pages
4. Additional https://www.futurelearn.com/courses/climate-smart-
Materials from agriculture/0/steps/26565)
Learning Resource
https//www.englishgrammar.org/modals-worksheet/I
(LR) Portal
https//www.englishgrammar.org/modal-auxiliary-verbs-
exercise-6/
B. Other Learning Handouts of the excerpt (main text)
Resources Worksheets on modals
Crossword puzzle
A. Reviewing
previous lesson or
A.PRE-READING
presenting the new
lesson 1. Unlocking of difficulties
Let the class fill in the missing letters in the puzzle to
complete the word defined.
134
DOWN ACROSS
1. greatness of size or
amount (magnitude) 3. of ample or
considerable
amount,
quantity, size, etc.
(substantial)
2. to increase the severity,
bitterness or violence; 4. making one feel
Aggravate (exacerbate) think about serious
matters (sobering)
3. insufficient to satisfy the

need or demand; 5. the act of lessening
not abundant (scarce) the force or
Intensity of
(mitigation)
1 2
M
X
3 3
G S B A T
C
I
A E
C B
4
D S B R I G
E
5
I G T O
(Note: The teacher may use structural analysis as given

below in the unlocking of difficulties for the average learners.)
COMPLETE ME!
Supply the missing letters to form the word being defined.
1. M_G N I T_ D E- greatness of size or amount
(magnitude)
2. E X _ C_ R B _ T _- to increase the severity,
bitterness or
violence; aggravate (exacerbate)
135
3. S C _ R C _ - insufficient to satisfy the need or
demand;
not abundant (scarce)
4. _U B S_ _N T I _ L - of ample or considerable
amount, quantity,
size,etc. (substantial)
5. S O _ E _ I N G - making one feel serious or think
about serious
matters (sobering)
6. M _ T _ G _ _I _ N - the act of lessening the force or
intensity of
( mitigation)
B. Establishing a 2. Motivation
purpose for the
The teacher lets the class watch a short video clip featuring
lesson/ Activating
natural disasters caused by climate change.
prior knowledge
What do you notice about the price of agricultural crops
these past few days? What do you think could be the reason
for the rising price of agricultural products?
3. Motive Question
What is one major effect of climate change on food
production?
C. Presenting B. DURING READING/

examples/ PRESENTATION
First reading of the
instances of the
Read aloud by the teacher; students selection: Read aloud
new lesson
listen by the teacher;
students listen.
Second reading will be done orally
through group reading by paragraph. Second reading of the
selection will be done
Note: Pls. refer to the link below , An
through guided
excerpt from the article on “ Impact
reading
of Climate Change on Agriculture”
(https://www.futurelearn.com/course
s/climate-smart-
agriculture/0/steps/26565)
136
D. Discussing new C. COMPREHENSION CHECK (to be answered orally
concepts and during the discussion)
practicing new
1. What is one major effect of climate change on food
skills
production?
2. What are examples of natural calamities caused by
climate change that have adverse (ill effects) effects on
agriculture?
3. What particular phenomenon mentioned in the article
poses a big threat to agriculture?
4. How will this affect production?
5. If these periods of extreme high temperature will not be
mitigated, what could be the ultimate effect of this on human
beings?
6. As a student, how can you help in your own way to lessen
global warming?
7. What does the article want to impart to us?
E. Developing D. GRAMMAR/ LANGUAGE in FOCUS

mastery
Based on the selection, determine how the underlined words
function in the sentences below:
1. Food may become more expensive as climate
change mitigation efforts increase energy prices.
2. Climate change can result in food insecurity.
3. It is likely that the global mean surface air
temperature will increase by 0.4 to 2.6 degrees
Celsius.
4. Increased drought incidence may exacerbate existing
issues around food security.
5. Heat waves can cause heat stress in both animals
and plants and have a negative impact on food
production.
E. ANALYSIS QUESTIONS
1. How do the underlined words function in each of the
given sentences?
2. Can you give other examples of sentences using any
of the modals used in the previous sentences?
F. Finding practical Let the class list down at least 5 means of combating
applications of problems in agriculture caused by climate change.
concepts and skills
in daily living
137
G. Making MODAL verbs are auxiliary verbs that add meaning to the
generalizations main verb in a sentence by expressing possibility, ability,
and abstractions permission, obligation, necessity, intention, possibility or
about the lesson remote possibility.
H. Evaluating F. APPLICATION EXERCISE (To be answered

learning individually by the students.) Choose your answer from
the words inside the box.
CAN- COULD MAY-MIGHT
SHALL-SHOULD WILL-WOULD
MUST OUGHT TO
1. If you are the owner of this bull, you_______be able

to tell us which of its eyes are blind. (necessity)
2. I ______do something to help them.(obligation)
3. _________you take care of my dog for a day? (polite
request)
4. In the not-so-distant future, humans______colonize
Mars.(possibility)
5. My grandmother is eighty-five, but she_____still read
and write without glasses. (ability)
6. There was a time when I _____stay up very late.(past
ability)
7. It is snowing outside, so I _____ stay at home.
(intention)
8. Our country _____ become a superpower by 2025.
(possibility)
9. She _____ sell her home because she needs
money.(weak or remote possibility)
10. We __________ exhaust means to help save the
environment.
Key:1. Should 2. Must 3. Will 4. May 5. Can 6. Could 7. Will
8. May
9. might 10. Should/ ought to
J. Additional Independent Practice Write five sentences

activities for stating how you will
With a partner, write a short
application or contribute in solving
paragraph (of 7-10 sentences) about
remediation the food security
your own resolution to help solve the
crisis that our country
food security crisis that our country
is facing at present.
is faced with. Use modals in your
Assignment/
sentences.
Agreement
138
Use appropriate
modals in your
sentences.
V. REMARKS
VI. REFLECTION
139
School: Learning Area: ENGLISH
Teacher: Grade Level: 10
Date and Time First Quarter: Week 7, Day 2
I. OBJECTIVES

intensive pronouns.
C. Learning Point out the effectiveness of the devices used by the
Competencies speaker to attract and hold the attention of the listener
EN10LC-Ie-14.1
 describe Aristotle’s rhetorical appeals that a
speaker can use to attract and hold the attention of
an audience
 identify the rhetorical appeals used in a given
extract from speakers
II. CONTENT Describing and identifying Speakers’ Rhetorical Appeals to
Persuade an Audience
A. References
1. Teacher’s
Guide Pages
2. Learners’
Materials Pages
3. Textbook
pages
4. Additional
Materials from the
Learning Resource
(LR) Portal
C. Other Learning https://vividmethod.com/great-movie-speeches-2-minutes-
Resources 9-examples/
D.
http://clipart-library.com/clipart/6iyk4kMin.htm
III. PROCEDURE
140
Task I – Getting Started
A. Reviewing
previous lesson 1. Ask: Are you familiar with panel discussion? Tell us
or Presenting the more about it.
new lesson 2. Tell them that at the end of the week, they will be
presenting a panel discussion and that the lesson for
today will help them to be a good speaker in any
speaking situation, including panel discussion.
3. Inform them that they will be doing a series of activities
that will help them to gain knowledge and skills in
preparation for the panel discussion.
B. Establishing a Task 2: Let’s Play Detective

purpose for the IV. Instruct them that they will be watching two videos
lesson of two speakers from the movies “The Verdict” and
“Fair Game”.
V. Let them closely observe the speakers to be able to
answer the following questions:
VI. What do you like in Speaker 1 and 2 as they
delivered their message?
VII. What didn’t you like in the way they delivered their
respective speeches?
VIII. What words, expressions or sentences did you like
most in their speeches? Why do you like them?
C. Presenting Task 3: Let’s Expose our Findings

examples/ 1. After watching the video, have the students fill up the
instances of the following table:
new lesson
Observations Speakers
(manner of Speaker 1 Speaker 2
delivery)
Words and
expressions
I like most
2. Have them present their output by group. Have them

explain their answers.
141
.
D. Discussing new Task 4: Let’s Get Task 4: Let’s Get Informed
concepts and Informed
practicing new 1. Distribute to class the
skills #1 1. Distribute to class the reading material (Appendix )
hand-out (Appendix B) for for them to read.
them to read
2. Ask:
a. What is rhetoric?
b. What are the three basic
rhetorical arguments,
according to Aristotle?
2. Ask: 3. . (Board work)

a. What is rhetoric? Students are called to get one
b. What are the three meta strip each of the
basic rhetorical examples of rhetorical
arguments, strategies and post it under
according to the given organizer on the
Aristotle? board:
3. Distribute
randomly/post on the
board/around the room
meta strips of the
examples that a speaker Rhetorical Strategies
may use under logos,
pathos, and ethos.
(Appendix B) logos pathos
Device s
Grouped into 3, each ethos
group is designated one
classification
Group 1 – logos
Group 2 – pathos
Group 3 – ethos
Each group hunt for

examples that correspond
to the strategy they are
assigned.
They organize them on the

board and discuss why
such examples belong to
their group
F. Developing Task 5: Let’s Analyze! Task 5: Let’s Analyze!

mastery (leads With the same grouping, (Contest by same groupings)
to formative teacher can do any of the The students fill up the
assessment) two options: following table:
D. Each group listens

to the sentences
142
the teacher
Rhetori
prepared (see Sentence
cal Example
Appendix C and No.
Appeal
fills up the table
below:
Each group reads as teacher

flashes at least 10 meta strips
with sample sentences. The
groups identify the strategy
(whether logos, pathos,
Rheto- ethos) and identify what
Sentence
No.
rical Example example each sentence
Appeal belongs. Then they give the
(teacher (student effect of each to the
can refer s can audience. first group to give
to refer to
the correct answer will get 1
exercise handout
s given – s)
point each for columns A and
appendix B and three points for column
c) C if they can explain the
effect..
example ethos speaker’
s own
qualifica
Each group is called to
tion and explain the output.
expertis
e in the
subject
2. Teacher can assign

each group to research
from their textbooks/ LMs,
or to give their own
examples of sentences
They fill up the table as
follows:
Strategy:
____________
Research Examples
Sample of Strategy
Each group is called to

explain the output.
G. Finding practical Discuss the following:

application of 1. Aside from the gift of life, one other personal gift given to
concepts and us by our Creator is our ability to communicate. What
skills in daily should we do with this gift? How should we do that?
living.
2. Cite some names of businessmen, professionals,
politicians and government officials, religious men and
143
women and those who had speech defects but who tried
to develop their speaking abilities and became
successful in their endeavor because of their powerful
speeches.
(Other known personalities in the community or localities

can also be included)
H. Making Ask:
generalizations 1. What is rhetoric?
and abstractions 2. What are the three persuasive ways of speaking?
about the lesson 3. How do we use logos, pathos, and ethos to make our
speech more appealing?
I. Evaluating Replay the two video clips and have them fill in the
learning following table:
Rhetorical Appeal used
Speaker (extract sentences from their speech)
Logos Pathos Ethos
Speaker 1
Speaker 2
2. Have them answer the question: Which speaker had a

greater impact on you as a listener? Why?
(For average learners, teacher can distribute the transcripts
– Appendix A1 and A2 - while students listen)
J. Other List down other ways great List down other ways great
Activities for speakers do to capture the speakers do to capture the
Enhancement attention of their audience attention of their audience
or
Remediation Ref.: Ref.:
https://www.inc.com/sims- https://www.inc.com/sims-
wyeth/how-to-capture-and- wyeth/how-to-capture-and-
hold-audience-attention hold-audience-attention
V. REMARKS
(Indicate special cases including but not limited
to continuation of the lesson plan to the
following day in case of re-teaching or lack of
time, transfer of lesson to the following day, in
cases of class suspension, etc)
VI. REFLECTION
(Reflect on your teaching and assess yourself as
a teacher. Think about your students’ progress
this week/this day. What works? What else
needs to be done to help the students learn?
Identify what help your instructional supervisors
can provide for you so when you meet them, you
can ask them relevant questions.
A. No. of learners who earned 80% in the
evaluation
144
B. No. of learners who require additional
activities for remediation (those who scored
below 80%)
C. Did the remedial lessons work? No. of
learners who have caught up with the lesson.
D. No. of learners who continue to require
remediation.
E. Which of my teaching strategies worked well?
Why did these work?
F. What difficulties did I encounter which my
principal or supervisor can help me solve?
G. What innovation or localized materials did I
use/ discover which I wish to share with other
teachers?
145
I. OBJECTIVES
intensive pronouns.
C. Learning Employ the techniques in public speaking in a sample
Competencies public speaking situation
EN10OL-Ie-3.16.1
Using words and expressions that emphasize a point
EN10G-Ie-26
II. CONTENT  Employ the techniques in public speaking
 Using words and expressions that emphasize a
point.
III. LEARNING
RESOURCES
A. References
Pages pp. 69-83
2. Learning
Materials Pages pp. 87-89, 90-91
3. Textbook Pages
4. Additional
Materials from
Learning Resource
(LR) portal
B. Other Learning http://depedbohol.org/v2/wp-
Resources content/uploads/2015/11/1stquarter.final-English-10.pdf
http://www.google.com/amp/s/m.wikihow.com/Conduct-a-
panel-discussion%3famp=1
https://www.toastmasters.org
https://flippedtips.com>crit3
power point slides, laptop, projector
A. Reviewing Challenge the students to think of and share to the class
previous lesson or another story, television program, movie that portrayed a
presenting new lesson about winning over challenges.
lesson
B. Establishing a Activity 1- Thoughts for Today
purpose for the * Share your thoughts/imaginations about the following:
lesson - kind of challenge you don’t want to meet
- kind of challenge you prefer to meet
* Give reasons to support your thoughts

*Do an oral recitation for this.
(Call several students only)
146
C. Presenting Concept Note:
examples/instances Public Speaking occurs when you give a speech before a
of the new lesson live audience.
Effective public speaking techniques:

1. Focus on your topic
2. Remember your speaking goal
3. Support your main points
4. Tell a story
5. Use presentation tools wisely
6. Practice your speech
7. Work with a coach (optional)
8. Use catchy hook or words that appeal to emotion
9. Use words or expressions that emphasize a point
a. Use conjunctions, conjunctive adverbs or parenthetical
to emphasize your points.
Examples:
Accordingly however nevertheless

Also indeed otherwise
Besides instead similarly
Likewise still consequently
Conversely meanwhile subsequently
Finally moreover then
Therefore furthermore nevertheless
Hence next thus
b. Use transitions to emphasize a point
Examples:
In most cases
I believe
Another key point
For this reason
Apparently
In fact
Most important information
On the negative side
To point out
With this in mind
Ref: https://www.toastmasters.org
https://flippedtips.com>crit3
Activity 2- Report for Today
Let the students evaluate the speakers who presented

their thoughts in the previous activity, “Thoughts for the
Day”
Accomplish the Speaker’s Report Card below.
147
__________________
Speaker’s Name
Techniques used
Focus on the topic

Remember the speaking goal
Support the main points
Use presentation tools
Showed that there’s practice
Use of catchy hook
Use of words or expressions
that emphasize a point
D. Discussing new Then, the teacher explains to the students the culminating
concepts and task: Participate in a short but meaningful Panel
practicing new Discussion on winning over personal challenges.
skills #1 Also, the rubric is presented.
CONCEPT NOTE:
A Panel Discussion is a form of group speaking where

the panel express their opinion, observation about the
issue at hand.
It is often used to delve into politics, issues affecting
communities and academic topics.
It involves a group of people gathered to discuss a topic in
front of the audience-there are the panelists and the
moderator.
How to Conduct a Panel Discussion
1. Putting a panel together

a-Choose a moderator who has the ability to control the
event.
b-Choose four or five panelists only. Too many panelists

will negatively affect timing and the liveliness of the
discussion.
c-The moderator and organizers should develop a list of 4-

6 pre-event interview questions to the panelists.
d- The moderator then, develop a final list of questions for

the actual event, based on the interview.
2. Planning the panel discussion
a- Don’t put the panelists behind a table.

b- The best set up is panelists in a slight semi-circle
comfortable chairs
148
c- Only put enough seats for the expected attendees so
they sit close to the front and the interactions are better.
d- Have a good microphone system.
e- Have the perfect timing.
Panel discussion must not be more than 40 minutes
leaving the 20 minutes for audience
questions/participation.
3. Moderating a panel discussion
a. The moderator must be very active at all times, keeps

things moving and prevents any one panelist or audience
member from taking over.
b. He does the introduction of the panelists.
c. He asks questions, calling on 1-2 panelist for each
question in a way that elicits those interesting stories and
opinions.
d. Give a couple of audience members a chance to
participate.
Ref:
http://www.google.com/amp/s/m.wikihow.com/Conduct-a-
panel-discussion%3famp=1
After the discussion solicit questions from the students. Let

them formulate questions about panel discussion.
Encourage clarifications from them.
E. Discussing new
concepts and Let the students prepare for the planning phase of the
practicing new panel discussion.
skills #2
Task 3- The Right One
Refer to LM p. 90
F. Developing
mastery (leads to * Check on the students who are chosen as the moderator
formative and the five panelists.
assessment 3) *Remind them of their roles and duties.
*Ask them of the techniques they will employ to be an
effective speaker.
*Let the panelists write/draft their speech on winning over
challenges.
G. Finding practical For example, you become a public servant, a leader of an
applications of organization in your community, how would you get the
concepts and skills attention of your audience/listeners every time you would
in daily living gather them in a meeting?
H. Making 1. What is public speaking, how does it differ from other
generalizations and forms of oral speaking?
abstractions about 2. How can one be an effective public speaker?
the lesson
I. Evaluating Let them do a mock/sample panel discussion. (They will
Learning read the persuasive essay they had written previously.)
This will be a try-out of the final panel discussion they
will present as their Culminating Task.
149
V. REMARKS
VI. REFLECTION
150
I. OBJECTIVES
use strategies in lining textual information, repairing,
devices.
C. Learning Employ the techniques in public speaking in a sample
Competencies public speaking situation
EN10OL-Ie-3.16.1
Using words and expressions that emphasize a point
EN10G-Ie-26
II. CONTENT  Employing techniques in public speaking
 Using words and expressions that emphasize a
point
III. LEARNING
RESOURCES
A. References
Pages pp. 69-83
2. Learning Materials
Pages pp. 90-91
3. Textbook Pages
4. Additional Materials
from Learning
Resource (LR) portal
B. Other Learning
Resources
IV. PROCEDURES CULMINATING ACTIVITY
A. Reviewing previous To participate in a short but meaningful panel
lesson or presenting discussion on winning over personal challenges.
new lesson
B. Establishing a A. Before the Activity
purpose for the lesson
C. Presenting - Let the students prepare for the Culminating
examples/instances of Activity.
the new lesson - Check on the organizer, moderator and panelists.
D. Discussing new - Check on the set up:
concepts and a. Venue
practicing new skills b. Chairs
#1 c. Microphones
E. Discussing new d. Others
concepts and
practicing new skills B. During the Activity
#2
151
F. Developing mastery - Let the students present the Panel Discussion on
(leads to formative winning over challenges in life.
assessment 3)
G. Finding practical
applications of C. After the Activity
concepts and skills in
daily living - Evaluate the performance of the students using
H. Making the rubric for a panel discussion
generalizations and
abstractions about the - Do the feedback activity/ Post Observation
lesson activity
I. Evaluating Learning
V. REMARKS
VI. REFLECTION
152
School: Grade: 10
Dates: First Quarter: Week 8, Day 1
I. OBJECTIVES
A. Content Standards: The learner demonstrates understanding of how
world literature and other text types serve as ways of
repairing, enhancing communication, public
pronouns.
B. Performance The learner composes a short but powerful text
C. Learning Compare new insights with previous learnings.
Competencies/Objecti EN10 RC- Ih-21
ves: Write the LC Code Differentiate formal from informal definitions of
for each words.
EN10V- Ih- 13.9
 Comparing new insights with previous
II. CONTENT learnings.
 Differentiating formal from informal definitions
of words
III. LEARNING
RESOURCES
D. References
1. Teacher’s Guide Pages p.84-85
1. Learner’s Materials
Pages p. 92-96
2. Textbook Pages Bermudez et al. English Expressway IV. 2007. Pp.
35-37,56,75,196,209,224,244,259,277
3. Additional Materials
from Learning
E. Other Learning Learner’s Material, Worksheets, chalk board, meta
Resources strips, sample essay, laptop, projector
IV. PROCEDURES
A.Reviewing Previous Introduce to the students the topic of the lesson:
Lesson or Presenting the Differentiating Formal from Informal Definitions of
New Lesson Words
Inform the students that their main output for the
week is a well-written persuasive essay.
Ask the students of their ideas/background
knowledge about persuasive essay. Distribute meta
strips where they will write their responses then, let
them post it on the board.
153
Persuasive Essay
What I Know What I Still Gained
E. Establishing a A. BEFORE READING

Purpose for the Motivation Question
Lesson Do you know of a person who has been raised under
different cultures? Which culture has he/she more
dominantly shown?
Motive Question
How did the writer identify himself? Which culture
has he/she dominantly shown?
F. Presenting Examples/ B. DURING READING
Instances of the Let the students read an essay on overcoming
Lesson challenges. (Students are provided with copies of the
essay).
G. Discussing New C. POST READING
Concepts and 1. Engagement Activities
Practicing New Skills
#1 A. Comprehension Check
1. How did the writer identify himself? Which

culture has he/she dominantly shown?
2. What did he/she do to ignore his/her Filipino
side?
3. What personal challenges did he/she
experience with regards to his/her identity?
4. When did he/she realize to explore his/her
Filipino culture?
5. How did he/she develop his/her being two-in-
one?
6. What was his/her realization about the
integration of different cultures in him/her?
7. If you were in the shoes of the writer, how
would you improve your being a Filipino-
American?
8. Do you personally know of a Filipino-
American who has the same experience like
that of the writer?
HINT: He is affiliated in the field of music. He
is part of the foreign band known as “Black-
eyed Peas”. He is one of the judges of the TV
reality musical show- “The Voice Philippines”
154
Let the students do the Venn diagram to
compare their insights about the people with
two-in-one culture orientation
AplDAp The Writer
H. Discussing New Task 2 – It’s Time to Define

Concepts and Read the sentences below and study the underlined
Practicing New Skills words and the given meaning.
#2
1. Throughout high school I chose to ignore my

Filipino side.
IGNORE – to refuse to show that you see or you
hear something.
2. The most important thing for me was to fit in –

wear the latest clothes, listen to the coolest music,
speak the slang spoken between friends.
FIT-IN –to be in a group.
3. If anyone asked me my ethnic background, I

emphasized that I was half-white, leaving out that I
was half-Filipino.
EMPHASIZED – being stressed or pointed out.
4. Since I came to college I have been exploring the

Filipino culture. This is a step toward true recognition
of my Filipino identity.
RECOGNITION- the act of accepting that something
or someone is true or important.
5. My Filipino heritage has been waiting to be

explored further.
EXPLORED – the act of looking at something in a
careful way.
6. This process of integration bridges the two

identities that make who I am.
INTEGRATION – the process of finding a function
whose differential is unknown.
Questions:
1. What did you observe in the definition of the
words in sentences 1-3 and the words in sentences
4-6?
155
2. Were the format of the definitions the same?
3. Do you know what type of definitions are used?
CONCEPT NOTE:
The two types of definitions that are commonly used
are:
1. INFORMAL – connotation
- uses one’s own idea or experience
which can be associated to
the word.
- usually a synonym or antonym or
a short phrase written in
parentheses.
Example:
The organization of parents has a communal (shared
by members of the group) garden which support the
program of a Green School.
2. FORMAL – denotation
- direct, literal meaning of the word is
provided.
- dictionary meaning
- has three (3) parts:
a. the term being defined;
b. the class to which the word belongs;
c. the differentia or feature that distinguish the term
from other words.
Example:
The heart is an organ that pumps blood through the
body.
I. Developing Mastery Advanced Learners Average Learners

(Leads to Formative Divide the class into five Divide the class into
Assessment 3) groups and let them do the five groups and let
task. Then have them them do the task.
present their work. Then have them
present their work.
Task 3 – Formal vs.
Informal Task 3 – Denotation
vs. Connotation
Define the following Define the following
underlined words. words by using the
Give its formal and informal dictionary and by
definitions. giving your own idea
that associate to the
1. He is sorting out the word.
problem of the computer. 1. Computer
FORMAL – 2. License
INFORMAL- 3. Culprit
4. Email
5. Presentation
156
2. The traffic cop is Denotation vs.
checking the record of the Connotation
driver’s license. 1.
FORMAL - 2.
INFORMAL – 3.
4.
3.The investigator found out 5.
who the culprit was.
FORMAL –
INFORMAL –
4. I got an email today.

FORMAL –
INFORMAL –
5. David was satisfied with

his presentation.
FORMAL –
INFORMAL -
J. Finding Practical Cite situations where you can use formal and
Applications of informal definitions of words.
Concepts and Skills in
Daily Living
K. Making Ask:
Generalizations and How can you define words?
Abstractions about How do you give formal definition?
the Lesson How do you make informal definition?
L. Evaluating Learning 1. Differentiate formal from informal definition of

words by completing this grid:
Formal Definition Informal Definition
2. Give Formal and Informal definitions of the

following terms:
1. Asian
2. Culture
3. personality
M.Additional Activities Students will write a short paragraph (three to five
for Application or sentences) about any of the topics given using both
Remediation the formal and informal definitions of words.
1. Hindrances
2. Success
3. Social Media
157
Week 8, Day
Date: First Quarter: 2
I. OBJECTIVES
Standards literature and other text types serve as ways of expressing
communication, public speaking, emphasis markers in
intensive pronouns.

Standards: variety of techniques and devices.
C. Learning Draw generalizations and conclusions based on the

Competencies/objec material viewed.
tives EN10VC-1h 1.5/2.5
Draw similarities and differences of the featured
selections in relation to the theme.
EN 10 LT-1h 2.3
II. Content  Drawing generalizations and conclusions on the
material viewed
 Drawing similarities and differences of the
featured selections in relation to the theme.
III. LEARNING
RESOURCES
A. Reference
1. Teacher’s Guide p. 86-87
Pages
2. Learner’s p. 92-94
Materials pages
3. Textbook Pages p. 93-94
4. Additional
Materials from
Learning Resources
(LR) portal
B. Other Learning 1. https:simplelifestrategies.com
Resources 2. https://www.m.theartstory.org
3.pinterest.com
4. Quotemaster.org
5.propertyrnews.com
6. Quotefancy.com
IV. PROCEDURES
A. Reviewing Present the two big words to the class using a concept
previous lesson or map. Let the students add their ideas, learnings and
presenting the new knowledge about the big words- challenges and
lesson opportunities.
158
b. Establishing a Let the students cite names of personalities or ask them if
purpose for the they have watched a video or movie that shows people
lesson who turned their challenges into opportunities.
C. Presenting Have the students watch a video clip of Pilipinas Got
examples/ instances Talent 2018 Wheelchair Dance (Julius and Rhea
of the new lesson Wheelchair Dance Duo)
D. Discussing new For Advance Learners For Average Learners
concepts and Think-Pair-Share Ask the students to
practicing new skills Have students work in pair watch the video.
#1 and use the details of the Process the activity by
video clip to answer answering the following
Questions on the topic questions:
“Turning Challenges into 1. Did you enjoy the
Opportunities” performance?
Answer: 2. How did you feel
1. What does this video tell while watching the
about challenges and video?
opportunities? 3. Describe the persona
2. Which details in the video in the video?
show the 4. What did the
Importance of turning performance tell you?
challenges into
Opportunities?
3.What could be the
motivation of the player in
achieving his goal?
4. What
conclusion/generalization can
be drawn in the story?
E. Discussing new Divide the class in five groups. Task: Have the students
concepts and Have them read two stories read the two stories.
practicing new skills about turning challenges into Draw differences and
#2 opportunities. Draw similarities similarities based on:
and differences of two stories a. theme
using a graphic organizer b. attitude of the
Venn diagram. character
F. Development From the stories read let the
mastery (Leads to students write a short
Formative paragraph on how the two
Assessment 3) characters turned challenges
into opportunities.
G. Finding practical Invite students to share their personal
applications of Experiences on winning over challenges.
concepts and skills
in daily living
H. Making Ask
generalizations and Have the students draw abstractions on winning over
abstractions about challenges.
the lesson
I. Evaluating Divide the class into four Task:
learning groups. Have each group draw 1. Have the students
generalizations on the theme read several
“Turning Challenges into inspirational quotes on
159
Opportunities” by doing the winning over
following tasks: challenges.
Group 1- Sing a song about 2. Identify the general
winning over challenges. idea conveyed by the
Group 2- Deliver a choral quotes.
speech on dealing with ”Turn a setback into a
challenges. comeback”
Group 3- Write a letter to ”Running Away From
someone giving on him advise Your Problem Is A Race
on turning challenges into You’ll Never Win”
opportunities. “The struggle you’re in
Group 4- Write a slogan about today is developing the
winning over challenges. strong you need for
tomorrow”
“Don’t limit your
challenges ;challenge
your limits. Each day we
Must strive for constant
and never ending
improvement”
J. Additional Invite students to post on their FB account a “shout out”

activities for on turning challenges into opportunities.
application or
remediation.
160
Dates: First Quarter: Week 8, Day 3
I. OBJECTIVES
a. Content The learner demonstrates understanding of how
Standards: world literature and other text types serve as ways
of expressing and resolving personal conflicts, also
how to use strategies in linking textual information,
repairing, enhancing communication, public
pronouns.
b. Performance The learner composes a short but powerful text using a

c. Learning Show appreciation for songs, poems and other listening

Competencies/Ob texts. EN10 LC – Ih- 14.3
jectives:
(Write the LC Code Use modals may, might, can, and could. EN10G- Ih-
for each) 3.6
 Showing appreciation for songs, poems and

II. CONTENT
other listening texts
 Using modals may, might, can and could.
III. LEARNING
RESOURCES
E. References
1. Teacher’s Guide p. 76
Pages
2.Learner’s Materials p. 87
Pages
3.Textbook Pages English Expressways IV pp. 298-300
English of the New Generation 8, p. 16
4.Additional Materials
from Learning
5.Other Learning “Go the Distance” lyrics
Resources www.lyricsg.com/172522/michael-bolton/go-thedistance
lyrics
Modal Verbs- Perfect English Grammar www.perfect-
english-grammar.com
6.Learning Materials Copy of the song, Bluetooth speaker, laptop, projector,

manila paper, meta strips, chalk board

a. Reviewing Present WISH, the big word, to the class and let them
Previous Lesson or share their special wishes in life.
Presenting the New
Lesson
161
b. Establishing a Introduce the song, Go the Distance, and give an input
Purpose for the about its background.
Lesson
c. Presenting Let the students listen to Michael Bolton’s Go the
Examples/Instanc Distance.
es of the Lesson Provide them with copies of the song.
d. Discussing New Task: Go the Distance Song
Concepts and 1.Ask students to group into four.
Practicing New 2. Have them listen to the song.
Skills #1 3. Pay attention to the underlined verbs in the lyrics.
4. Process the activity by answering the following
questions:
a. What do you feel while listening to the song?
b. What does the speaker in the song wish for?
c. What does the song reveal about facing challenges?
d. How are the lines in the song related to overcoming
challenges?
e. What make you appreciate the song?
Divide the class into four For the Average
groups. Have each group do Learner
the following tasks: Group 2- Act out the
For the Advanced Learner part in the song that
Group 1- Illustrate through a touched you most.
drawing a person’s quest for Group 3- Sing a
success different song with the
Group 4- Make a collage same message as “Go
depicting success. the Distance.”
1. Discussing New Points to remember:

Concepts and To process the grammar
Practicing New lesson, ask these to the Modals are auxiliary
Skills #2 students: verbs performing
1. Have you noted the specific functions. Some
underlined verbs/words used examples are: may,
in the sentences or lines of might, can and could.
the song? Will you give
these sentences? MAY is used to indicate:
2. What do you call these a) future possibilities
underlined verbs? mixed with doubt and
3. How do they function in uncertainty. (ex. He
the sentence? may win the race.)
b) something we allow
Then give input about the or give permission for
modals may, might, can. (ex. You may leave
now.)
MIGHT is used to:

a) used in reported
speech for past time.
(ex. May I come in? –
direct speech;
She asked whether she
might come in. –
reported speech.)
162
b) might is the past form
of may.
c) mean something less
likely than may. (ex. I
might be late)
CAN – is used to:
a) express ability.
b) express present or
future
COULD – is used to:

a) talk about what was
possible in the past,
what we were able or
free to do.
b) the past tense of can.
2. Developing Fill in the blanks with the Underline the modal

Mastery appropriate modals to that fits each sentence.
(Leads to Formative complete the sentences. 1. Lydia(may, can) lift
Assessment 3) .Use may, might, can, could. these iron bars with her
1.Though that road____ right arm alone.
wander, it will 2. ( Will, May) I come
lead me to you. in?
2.You___leave now. 3. She said she (must,
3. ____I come in might) be late.
4. It ___Take a life time 4. The door was shut
5.He_____ win the race. and locked. No one
6.___I see your payment (can, could) open it.
sir?. 5. My teacher (may,
7. My brother___ swim when might) be late today.
he was five years old. 6. You (can, could)
8. I _____II see your submit your project
payment ,sir. anytime you want.
9. I ____sing for you. 7. She (may, might) be
10.___I go with you. there when you call.
8. (Can, Could) you
pass the menu?
9. She( may, might)
come tomorrow or next
week.
10.If my mom comes
home early, I (can,
could) visit you and help
you do the project.
3. Finding Practical List down tips on how to have a
Applications of healthy body and mind using appropriate modal for
Concepts and each sentence
Skills in Daily
Living
4. Making Ask:
Generalizations What are modals?
and Abstractions When do we use the modals may, might, can and
about the Lesson could?
163
5. Evaluating Complete each sentence by writing the appropriate
Learning modal.
1. Althea’s job starts at 3:00 A.M. and ends at 6:00 P.M.
She __ be exhausted after such long hours of work.
2. I ___ hear the song, the fans wore outrageous.
3. Manny__ thrown several punches in a minute.
4.My mother __try this bacon.
5. __ I give suggestion?
6. When I was young, I__ run 100 meters.
7. I __solve this problem by myself.
8. She__ be the next Miss Universe.
9.Terry__ take a leave of absence from work next
week.
10. Sandra says I __ bring this camera every weekend.
6. Additional Write a short dialogue using modals

Activities for
Application or
Remediation
IV. REMARKS
V. REFLECTION
A. No. of learners who
earned 80% in the
evaluation
B. No. of learners who
require additional
activities for
remediation
C. Did the remedial
learners who have
caught up with the
lesson
continue to require
remediation
Why did these work?
164
I. OBJECTIVES
A. Content Standards The learner demonstrates understanding of how world
enhancing communication, public speaking, emphasis
C. Learning Employ the techniques in public speaking situation.
Competencies/objectives EN10 OL-Ih- 3.16.1
Compose a persuasive text of three paragraphs
expressing one’s stand on an issue.
EN10 WC- Ih-12.3
II. Content  Employing techniques in public speaking
 Composing a persuasive text expressing one’s
stand on an issue.
III. LEARNING
RESOURCES
A. References
Pages p. 98
2. Learner’s Materials p. 91
pages
3. Textbook Pages
B. Other Learning Better Public Speaking Communication Skills Mind

Resources Tools .com
https://youtu.e/7Tev43VNRIc 1st Place, “Outsmart;
Outlast” Darren Tay
IV. PROCEDURE
A. Reviewing previous We are done with our discussion of Modals may, might,
lesson or presenting the can and could.
new lesson What does the modals may, might, can and could
express?
b. Establishing a Ask:
purpose for the lesson What qualities must a speaker possess in order to
persuade his/her audience?
C. Presenting examples/ Have students view a sample public speaking situation

instances of the new https://youtu.e/7Tev43VNRIc 1st Place, “Outsmart;
lesson Outlast” Darren Tay
165
D. Discussing new Think- Pair- Share
concepts and practicing Let students share their insights and observations
new skills #1 about the manner, technique and style of the different
speakers whom they have watched in the video.
(Process the answers of the students)
E. Discussing new Teacher discusses techniques in Public Speaking and
concepts and practicing discusses the persuasive text being used by the
new skills #2 speakers when they delivered their speeches.
(Applying the different techniques of Public Speaking)
F. Development mastery Divide the class into five For Average Learner
(Leads to Formative groups. Each team will be
Assessment 3) given topic to be 1. Boys gossip more than
developed. girls do.
Suggested topics: For 2. Students need to read
Advanced Learners more books.
1. Regulating the use of
gadgets among high
school students
2. Students who are
cyber bullies should be
expelled from school.
3. LGBT should be
allowed to cross-dress.
(Take note of your stand
on these issues)
G. Finding practical Cite situations where persuasive text and public

applications of concepts speaking is significantly useful.
and skills in daily living
H. Making
generalizations and How do you write a persuasive text?
abstractions about the In public speaking how do we convince/influence our
lesson audience?
I. Evaluating learning Performance -based assessment
Use the rubric in the LM to evaluate the written
persuasive text/essay of the students.
J. Additional activities for Research about panel discussion.
application or
remediation.
166
Dates: First Quarter: Week 9, Day1
I. OBJECTIVES
intensive pronouns.

C. Learning Differentiate formal from informal definitions of words.

Competencies/ EN10V-Ii13.9
Objectives: Draw generalizations and conclusions based on the
materials viewed.
EN10VC-Ii1.5/2.5
 Differentiating formal from informal definitions of
words.
II. CONTENT  Drawing generalizations and conclusions based on
the materials viewed.
III. LEARNING
RESOURCES
F. References
4. Teacher’s pp. 86-87,97

Guide Pages
5. Learner’s Celebrating Diversity Through World literature, pp 12,93
Materials
Pages
6. Textbook
Pages
7. Additional projector, video, chalk, pen, speaker/audio
Materials from
Learning
Resource (LR)
portal
G. Other Learning  https://www.gogle.com/search?q=mandatory&oqm
Resources andatory&aqs=chrome
 https:www.google.com/search?client=ms-android-
asus-tpin&ei
 https://www.gogle.com/amp/s/www.aljazeera.com/
amp/news/2019/01/philippines-moves-criminal-
liability-age-190122080333504.html...
 https://youtu.be/UTrb6i7gJAk
167
IV. PROCEDURE ADVANCED AVERAGE
A. Reviewing
Previous Lesson CONTEXT CLUES! GUESSING GAME!
or Presenting the The teacher will divide the The same activity will be
New Lesson class into five groups. Each given to the students, but
group will be given a cardboard the items will be flashed on
to use in the game where screen to facilitate the
students will write their game.
answers. Each item will be
read by the teacher twice and
students will write their chosen
letter on the cardboard. The
first group who will provide the
correct answer will get the
corresponding points. The
group with the highest score
will be announced as winner.
1. Juvenile crimes in the

Philippines are the
hottest issue nowadays
in the social media.
a. Youth
b. Adult
c. Elder
d. Grown Up
2. The lawmakers are

debating to lower the
criminal liability from 15
to 9 years old.
a. Responsibility
b. Asset
c. Advantage
d. Edge
3. The senators had a

debate on the
amendment of the law
on lowering of the
criminal age in the
Philippines.
a. Reformation
b. Retain
c. Keep
d. Remain
168
4. The criminal received
the death penalty for his
heinous crimes.
a. Moral
b. Likeable
c. Delightful
d. Bad
5. The group opposes the

mayor and is trying to
find a candidate to run
against her.
a. argue
b. accept
c. allow
d. support
6. There is a mandatory
meeting that we all must attend
as faculty members, so we can
have no excuse for being
absent
a. Compulsory
b. Optional
c. Voluntary
d. secondary
7. He who avoids
temptation avoids the sin.
a. trespass
b. innocence
c. goodness
d. morality
B. Establishing a
Purpose for the  What was your worst The teacher will list some of
Lesson sins/deed committed? common sins that youth are
 Would you consider involved in.
your act as a serious a. Stealing
sins or minor one? b. Fighting
Justify your answer. c. Cheating
d. Bullying
( The teacher will call randomly e. Lying
the students to share their f.
answer regarding the questions Which do you think from the
above) list of sins is the most
grave? Justify.
C. Presenting WATCH OUT! Philippine moves to lower
Examples/Instanc Let the students watch the criminal liability age to
es of the Lesson video and ask them to take nine
down notes of the important
details reported in the news. A proposal to lower the
age of criminal liability in the
Philippine to nine years has
169
come under fire from human
rights groups and legislators
who warned the move could
harm rather than protect
children.
The justice committee

Picture of people in an of the House of
assembly representative on Monday
References: approved a bill proposing to
https://youtu.be/AdzXYZWg5lI4 lower the age of criminal
liability from 15 to nine. “This
bill was brought about by
the alarming increase in the
number of criminal
syndicates using minors to
carry out criminal acts
based on recent news
reports, “House justice
committee chairman Doy
Leachon said in a
statement defending the
proposal.
Leachon told reporters

children not be imprisoned,
but would instead undergo
rehabilitation, reformation
and confinement” in
reformative institutions.
Crimes covered by the bill
were murder, parricide,
infanticide, serious illegal
detention, car-jacking and
violation of Dangerous
Drugs Act.
Under the proposed law,

a child above nine years old
but below 18 years old
,when they commit an
offense ,would be exempted
from criminal liability and
intervention unless they had
acted with discernment , in
which case the child shall
be subjected to appropriate
proceedings.
References:
https://www.gogle.com/amp
/s/www.aljazeera.com/amp/
news/2019/01/philippines-
moves-criminal-liability-age-
190122080333504.html.
170
D. Discussing Google Me! : Informal Vs Informal Vs Formal
New Concepts Formal Definition! Definition!
and Practicing
New Skill # 1 The teacher will differentiate Liability a. An obligation
informal and informal definition or debt or
of words by presenting responsibility
examples. After which, they will owed to
be asked to use someone
b. Accountability
dictionary/Webster, can browse
Oppose a. To disagree
the internet to fill in the box. with or
disapprove of
Words Formal Informal something or
Definition Definition someone
b. Refuse
Liability Amend A .The act of
process of
Oppose changing the
words or
meaning of a law
Amend
or document
b.
Heinous
Correct/Change
a. Very bad or
Juvenile Heinous Evil
b. Horrible
Mandatory a. Young Person
Juvenile below legally
established age
of adulthood
b. Teenage
a. Required by
Manda Law or
-tory compulsory
b. Required
Processing Questions
1. What did you notice
in the way these
words are defined?
2. Given the definitions
of the words in the
table, which word is
defined formally?
Informally? Put a
check on the column
provided.
3. How do you
differentiate
definition A from B?
4. Which is better way
to define a word?
171
E. Discussing Pair Up! Think, Group Chat &
New Concepts The teacher will ask the Share
and Practicing students to look for a pair to
New Skills #2 perform the task. The teacher will group the
Question 1: What is the video class into five (5) groups to
all about? perform the task.
 The video is all about
lowering the age of
criminal liability in the
Philippines
Question 2: Based on the
video clip, what are the serious
crimes considered to be
criminalized and will put the
youngsters to jail?
 murder, parricide,
infanticide, car napping,
serious illegal detention,
violation of the
dangerous drugs
Question 3: Based in the cited
crimes shown in the video clip,
Do you agree to lower the age
criminal liability to penalize the
said crimes?
 No, because children
must undergo counseling
first and being branded as
a criminal will probably
have psychological and
emotional effects to the
children.
 Parents must be liable to
the crimes committed by
their children.
 YES. They deserve to be
punished for the crime
they committed.
 YES. They are already
aware of what they are
doing.
Question 4: Do you think
lowering the minimum age of
criminal liability will decrease
the crimes such as snatching,
stealing, illegal drugs
involvement where youths are
involved?
 YES. Because youth will
be afraid to commit a
crime if they know that
they will answerable to
the law.
172
 YES. Parents and the
community will be aware
of legal action that may be
charge against them if
they will tolerate in
juvenile crime.
Questions 5: Do you think, the

amendment of the Law will
provide a secure and better or
friendly and peaceful
community to live in?
 No. Because the rights
of the child will be
violated.
 YES. The number of
crimes will be lessen.
 YES. The youth will be
afraid to commit crimes
since they will know that
every crime committed
has a corresponding
punishment.
F. Developing Pros Vs Cons! Let`s Do This!
Mastery The class will be divided into 2 The class will be divided
(Leads to groups. The class will have to into 5 five groups. Each
Formative debate about the hot issue on group will think/research of
Assessment 3) lowering the minimum age the Advantages and
criminal liability. Disadvantages to supply
the box shown below. They
Group 1: In favor of lowering will be asked to present
the criminal liability their output in the class.
Group 2: Will stand against the After which, they will state
lowering of the minimum age of whether they are in favor or
criminal liability. not in favor to the issue.
Then they will help each
The students will be given 5 member to justify their
minutes to research and answer.
brainstorm about the tasked
assigned to them. Minimum Age of Criminal
Liability
Advantage Disadvantage
Crimes The law will
scenario in deprive the
the rights of the
Philippines child.
will be
lessened
G. Finding View and Make Judgment Share It!

Practical /Generalization  Let the students
Applications of brainstorm of the video
Concepts and watched about the
“One-Armed Lady and
173
Skills in Daily Reference: a One –Legged Young
Living https://youtu.be/UTrb6i7gJAk Man. Each group will
be given a copy of
video and will discuss
about what does the
video imply.
 Ask the students share
their thoughts regarding
the video
Picture of couple dancing
 Which details of the
 The students will take note
drawing show the
important details about the
importance of turning
picture or video watched.
challenges into
opportunities?
View the drawing of “One-
 What questions about
Armed Lady and a One- Legged
Young Man” (a very unique and turning challenges into
unequalled ballet performance) opportunities do you
see how it relates to challenges still in mind?
and opportunities.
Use the details of the drawing
and the video clip`s clues to get
an idea of how one can turn to
challenges into opportunities.
Look closely at the drawing

and reflect on what it
implies by answering these
questions:
 Does it remind you of

something or someone
you`ve heard of or met
in real life?
 What does this drawing
suggest about
challenges and
opportunities?
 Which details of the
drawing show the
importance of turning
challenges into
opportunities?
What questions about turning
challenges into opportunities
do you still in mind?
H. Making  Reflect on what the Three in control
Generalization quotation “Embrace 1. Let them form a triads,
and Abstraction each challenge in your and list down at least
about the Lesson life as an opportunity three question about
for self- challenges and
transformation” by opportunities that they
Bernie S. Siegel and
174
relate its message to hope to be answered in
what the drawing this lesson.
depicts. 2. Let them take turns in
sharing these questions
Answer: We can face and find what they have
our challenges in life in common.
and turn them to
Check them against this
opportunities.
essential question: How do
I turn challenges to
opportunities
I. Evaluating On your paper, copy the figures (The same activity will be
Learning as shown below and list these given to the students)
words/groups of words that
suggest challenges and
opportunities
Point out which of these

challenges and opportunities
you have already encountered,
then their effects in your life
.Copy the figure as shown and
fill out with entries called for.
J. Additional The teacher will ask the Challenges Effects Realiza-

tion in
Activities for students to write a short dealing
Application or paragraph about what they with the
Remediation realize about turning challenges
challenges to opportunities.
V. Remarks
VI. Reflection
175
I.OBJECTIVES
intensive pronouns.
C. Learning
Competencies/O Compare new insights with previous learnings.
bjectives: EN10RC-Ii-21
Write the LC Code Use modals.
for each EN10G-Ii-3.6:
 Comparing new insights with previous learnings.
II. CONTENT
 Using modals
III. LEARNING
RESOURCES
A. References https://www.google.com/search?client=ms-android-asus-
tpin&biw=360&bih-139&ei=vPRwXOz
https: www.youtube.com.watch ?V=BughmPxFaY

1. Teacher’s
Guide Pages
2. Learner’s
Materials Pages
3. Textbook
Pages
4. Additional
Materials from
Learning
Resource (LR)
portal
B. Other Copy of the reading text, handouts
Learning
Resources
176
IV. PROCEDURES ADVANCED AVERAGE
A. Reviewing K-W-L ACTIVITY!
Previous Lesson Prior to the presentation of the lesson, the students will
or Presenting the be asked to fill the KWL chart based on what they learned
New Lesson and expect about Modals.
What You What You What You

Know Want to Have
Know Learned
B. Establishing a  Have the students view the music video (https:

Purpose for the www.youtube.com.watch ?V=BughmPxFaY)
Lesson
“ShouldaWould Coulda”
Beverly Knight
People say that together we were both sides of the

same coin
That we would shine like Venus in a dear night sky
We thought our love could overcome the circumstances
But my ambition wouldn’t allow for compromise
I could see in the distance all the dreams that were

dear to me
Every choice that I had to make left you on your own
Somehow the road we started down had split asunder
Too late to realize how far apart we`d grow
How I wish I,wish I`d done a little bit more
Now “shouldawouldacoulda”are the last word s of a fool
People ask how it feels to live the kind of life others

dream about
I tell them everybody gotta face their highs and their
lows
And in my life there`s a love I put aside, cause I was
busy loving someone else
So for every little thing you hold on to, you’ve got to let
something else go
(Chorus)
Fool it I would now forsake the opportunities are fate

I know I`m right where I belong
But sometimes when I’m not so strong I…
(Chorus 2x)
Reference
177
https://www.google.com/search?client=ms-android-
asus-tpin&biw=360&bih-139&ei=vPRwXOz
C. Presenting The students will be asked The same activity will be

Examples/Instance to perform the task given to the students but
s of the Lesson individually they have to do it by
 How did the writer of three.
the song define
shoulda woulda
coulda?
 What did the singer
put aside for her
ambition? Did she
regret her decision?
 Were there
instances in your life
when you regret
your decision? How
do you move on
after regretting a
decision that you
made? Relate them
to the class.
D. Discussing New Let`s Review! Pair Up!

Concepts and Let the students analyze
Practicing New the given sentences lifted Let the students look for a
Skills #1 from the song. pair to analyze the
sentences.
1. I could see in
the distance all
the dreams that
were dear to
me.
2. We thought our
love could
overcome the
circumstances
3. We would shine
like Venus in a
dear night sky
The teacher will also call

students to name other
modals taught to them by
the teacher.
Answer: Can, may, might,

would, could, must, should
178
E. Discussing New Let`s Play! The teacher will group the
Concepts and The teacher will ask the class into five groups to
Practicing New Skills students to guess the play the game. The group
#2 missing word to complete with the highest score will
the title of the be announced as winner.
song/movies/poem or lines
in poetry. The student with
the highest score will be
given rewards. *I _____ return.
*I ______ always love
 _______ I compare you- Whitney
thee to a summer`s Houston
day-William *I _______ survive! -
Shakespeare Dianne Ross
 My heart ______ go on *_______ of the Wind –
- Celine Dion Jim Photoglo
 I think I ---------- never
see, a poem as lovely
as a tree.- Joyce Let the students analyze
Kilmer. the sentences shown
below.
Let the students analyze the
sentences shown below. a. He will leave for the
plane at 7am.
a. He will leave for b. I will make dinner.
the plane at 7am. c. I will call you at 4pm.
b. I will make dinner. d. The summer will be very
c. I will call you at hot.
4pm. e. Will you help me with
d. The summer will these boxes?
be very hot.
e. Will you help me
with these boxes?
1.Does the first sentence
Questions Possible
answers present a future action?
What does The first 2.Does sentence number

sentence a sentence shows 2 express willingness?
show? action for the Yes or No?
future. The third
sentence is a 3.How about sentence 3?
promise.
How about The second
Does it suggest a
sentence b? sentence tells promise? Yes/No
about a
voluntary action 4.Does sentence 4 state a
What can The third prediction? YES/No
you say sentence is a
about promise. 5.How the modal “will”
sentence c?
does is used in the
How about The next sentence 5? Does it
sentence d? sentence after express polite
that is a
prediction
expression? Yes/No.
179
What does The last
sentence e? question is a Let’s Practice!
polite question.
Analyze the following
sentences. Fill the blank
Let`s Practice! provided with the correct
Exercise A: Will, Shall, modal to use in each item.
and Would 1. _____ you post this
There is a mistake in each letter for me?
of the sentences below. 2. _____ you answer the
Correct the mistakes by phone?
adding the correct modal
3. Parents ______ provide
verb.
1. their children enough food,
Incorrect: They shall have a water and shelter.
meeting later. 4. __________ we dance?
Correct: They 5. My parents _____ buy
_____________ have a me a cake on my birthday.
meeting later. 6. December ____ be a
2. If it were not raining, very happy and gift-giving
we will go for a walk. month.
If it were not raining, 7. There are so many
we ____________go for a visitors so you _____ be
walk. preparing snacks for them.
3. I promise I would pay you
8. I ____ will take my
back soon!
college education.
I promise I _____________
pay you back soon! 9. _____ he sends me
4. I think he shall pass his your credentials?
test. 10. Next month, he ____
I think he _____________ buy a new car.
pass his test.
5. It's too bad I am so short!
If I were taller, I shall play
basketball.
It's too bad I am so short! If
I were taller,
I _____________play
basketball.
F. Developing Underline the correct modal that best suit the
Mastery sentence.
(Leads to Formative
Assessment 3) As we get older and when we think about our past
we sometimes ponder the things that we (shall/should)
have done. And we also may regret those things we did
badly and the mistakes we made. In reality,
we can always learn from our mistakes and hope to
never make them again. For example, if I failed a test
because of a lack of study, the next test
I (will/shall) hope to pass because of hard work.
Remember too that some regrets are not based in reality
and we may waste time thinking that they are.
(Will/ Would ) I have really not have been involved in a
car crash if I had been driving more slowly? After all, the
180
other driver ought to have been concentrating and not
playing with their radio. We have to be honest with
ourselves and live in the now. The only things
we can control are the things happening now, in this
moment.
G. Finding DRAW ME!

Practical
Applications of Look for a saying or proverb with modals will and shall,
Concepts and Then inscribe it in a ¼ sheet cardboard or illustration
Skills in Daily board to be submitted as one of the outputs. The best
Living output will be displayed inside the room.
H. Making *The teacher will ask

Generalizations the students to answer  A modal is a type of
and the following questions auxiliary (helping) verb
Abstractions in a ½ sheet of paper that is used to
about the express: ability
Lesson 1. What do modal Possibility
“can”and “could” permission or
express? obligation
2. What are the modal

use to express a  We use will and shall to
possibility? talk about the future,
especially for predictions
3. What is the modal and promises. Remember
used to state that we only use shall for
willingness? the first person (I or we).
4. What modal is use to
present future action?
I. Evaluating The students will be Construct five sentences using

Learning divided into 5 groups. the modal will and shall.
Each will write a short
conversation/ dialogue
using the following
modals: will and shall
Topics:
Group 1: Protecting
the environment
Group 2: Respecting
the elders
181
Group 3: Students’
conduct in the
classroom
J. Additional
Activities for
Application or
Remediation
VI. REMARKS
VI. REFLECTION
A. No. of learners
who earned 80% in
the evaluation
B. No. of learners
who require
for remediation
C. Did the remedial

lessons work? No.
of learners who
have caught up with
the lesson
D. No. of learners
who continue to
require remediation
E. Which of my
teaching strategies
work well? Why did
these work
did I encounter
which my principal
or supervisor can
help me solve?
G. What innovations
or localized
materials did I
used/discover which
I wish to share with
other teachers?
182
I. OBJECTIVES
Standards: and other text types serve as ways of expressing and resolving
personal conflicts, also how to use strategies in linking textual
information, repairing, enhancing communication public speaking,
emphasis markers in persuasive texts, different forms of modals,
B. Performance The learner composes a short but powerful persuasive text using
Standards: a variety of persuasive techniques and devices.
C. Learning Examine how spoken communication may be repaired or

Competencies enhanced
/ EN10LC-Ii-14
Objectives: Employ the techniques in public speaking in a sample public
speaking situation
EN10OL-Ii3.16.1:
Examining how spoken communication may be repaired or
II. CONTENT enhanced.
Employing the techniques in public speaking.
https://youtu.e/7Tev43VNRIc 2018 Toastmasters World
III. LEARNING
Champion of Public Speaking, Ramona J. Smith
RESOURCES
D. References
1. Teacher’s
Guide Pages
2. Learner’s
Materials
Pages
3. Textbook
Pages
4. Additional
Materials from
Learning
Resource (LR)
portal
VIII. Other
Learning
Resources
IV. ADVANCED LEARNERS AVERAGE LEARNERS
PROCEDURES
A. Reviewing
previous lesson Recall the past lesson: The same activity may be
or presenting the given to average students.
new lesson
183
What is public speaking?
public
speaking
B. Establishing a Motivation: Motivation:

purpose for the What kind of sports do you Post the pictures below in the
lesson/ compare your life with? Why? classroom. Then ask the
Activating prior students to stand beside the
knowledge picture that represents the
kind of life they have right
now. Then, ask them to
brainstorm with each other
why they compare their life
with that sport.
Call a representative from
each group to present their
answers.
Motive Question:
What sports did the speaker
compare her life with? Motive Question:
The same question may be
given to the average students.
C. Presenting Let the students watch the video The same activity may be
examples/ of the 2018 Toastmasters World given to average learners only
instances of the Champion of Public Speaking that the teacher will provide a
new lesson Ramona J. Smith transcript of the speech to
guide the students in
understanding the speech.
184
Source:
https://youtu.e/7Tev43VNRIc
D. Discussing Engagement Activity: Engagement Activity:
new concepts Let the students answer the Group the students into three
and practicing following questions. and let them answer the
new skills following questions:
1) What sports did the speaker
compare her life with? 1) What sports did the
2) Why do you think did she speaker compare her life
consider ourselves as our with?
greatest opponent? 2) Why do you think did she
3) What are the losses or consider ourselves as our
failures she had in life? greatest opponent?
4) How did she treat all her 3) What are the losses or
failures in life? failures she had in life?
5) What failures or challenges 4) How did she treat all her
do you encounter nowadays? failures in life?
How are you going to turn it to 5) What failures or challenges
an opportunity to make your life do you encounter nowadays?
better and to stand still? How are you going to turn it to
an opportunity to make your
life better and to stand still?
E. Developing Let’s Spot It: Let’s Spot It:

mastery Group the students into five then Group the students into five
ask them to describe the public and ask them to analyze the
speaking ways or techniques of public speaking ways or
Ramona J. Smith they spotted in techniques used by Ramona
the video. J. Smith using the checklist of
Let them also jot down how the Good Public Speaking
speaker delivered her speech. Techniques.
Assign a representative to
present their work.
F. Finding It’s Time to Write!

practical (Optional)
applications of Write a short persuasive speech for a group of teenagers who
concepts and come from broken family about the possibility of turning
skills in daily challenges into opportunity. Use modals if necessary.
living
G. Making How can you become a good Ask the students to work in
generalizations public speaker? pair. Then ask them to answer
and abstractions the question “How can you
about the lesson become a good public
speaker?”
H. Evaluating Group the students into four then ask them to do Task 7 on pages
learning 102-103 of the module.
J. Additional .
activities for
application or
remediation
185
Assignment or
Agreement
V. REMARKS
186
I. OBJECTIVES
Standards: literature and other text types serve as ways of
B.Performance The learner composes a short but powerful persuasive
C.Learning Evaluate literature as a way of expressing and resolving

Competencies/ one’s personal conflicts.
Objectives: EN10LT-Ii-18
Use modals
EN10G-Ii-3.6
Compose short persuasive text using a variety of
persuasive techniques and devices.
EN10WC-Ii-12
Evaluating literature as a way of expressing and resolving
one’s personal conflicts.
II. CONTENT Using modals.
Composing short pursuasive text using a variety of
techniques and devices.
III. LEARNING
RESOURCES
D.References http://webs.um.es>lib>exe.fetch.writing_persuasive_articl
e_samples_2pdf
http://www/essaymasters.co.uk/persuasuive-essay-
esamples
Pages
2.Learner’s Materials Pages 105-107 Pages 105-107
Pages
3.Textbook Pages
4.Additional
Materials from
Learning Resource
(LR) portal
5.Other Learning
Resources
IV. PROCEDURES ADVANCED AVERAGE LEARNERS
LEARNERS
A. Reviewing 1) Unlocking of Unlocking of Difficulties
previous lesson or Difficulties Can you guess me?
presenting the new Can you guess me? Divide the class into six
lesson Divide the class into six groups and ask them to
groups and ask them to guess what word is being
187
guess what word is being described by the set of boxes
described by the set of and the meaning below it.
boxes and the meaning The group with the most
below it. The group with number of correct answers
the most number of will be declared as the
correct answers will be winner.
declared as the winner.
Unlock the meaning of

the difficult words in the Unlock the meaning of the
essay by writing the letter difficult words in the essay by
on the appropriate box to writing the letter on the
form the word which is appropriate box to form the
defined. word which is defined.
f r
1) of little or less
1) of little or less importance
importance or value
or value (INFERIOR)
(INFERIOR)
i d l
2) difficult or impossible to
2) difficult or impossible believe (INCREDIBLE)
to believe (INCREDIBLE)
h r l
3) causing horror or very
shocking and
3) causing horror or very upsetting (HORRIBLE)
shocking and upsetting
(HORRIBLE)
t t n
4) an aim or purpose; the
4) an aim or purpose; thing that you plan to do or
the thing that you plan to achieve (INTENTION)
do or achieve
(INTENTION)
r d
5) the feeling that you are

more important or better than
5) the feeling that you are other people (PRIDE)
more important or better
than other people
(PRIDE)
a h t
188
6) a person who designs and
guides a plan or project or
building (ARCHITECT)
6) a person who designs

and guides a plan or
project or building
(ARCHITECT)
B. Establishing a 1) Motivation
purpose for the MIRROR ME
lesson/ Activating Let the students draw a mirror on a sheet of paper. Then,
prior knowledge ask them to write at least three names of the persons
whom they compare themselves with. Then let them
answer the following questions:
1) What are the characteristics of these people which are
the same with you?
2) What are the things that these people have which you
wish that you have?
3) What do you feel every time you compare yourself with
others?
2) Motive Question
Why do we have to avoid comparing ourselves with other
people?
C. Presenting Silent Reading
examples/ instances Let the students read the persuasive essay entitled “Why
of the new lesson We Should Not Compare Ourselves With Others” silently.
Reference:
http://webs.um.es>lib>exe.fetch.writing_persuasive_articl
e_samples_2pdf
D. Discussing new Engagement Activities Engagement Activities
concepts and Let the students answer the Group the class into three.
practicing new skills following questions orally. Then let them answer the
following questions on a ½
a) Why do we need to avoid
crosswise.
comparing ourselves with
others? a) Why do we need to
avoid comparing ourselves
b) How can we avoid with others?
b) How can we avoid
others?
c) What are the negative others?
effects of comparing
c) What are the negative
oneself to other people?
effects of comparing
d) According to the essay, oneself to other people?
comparing yourself with d) According to the essay,
others will give you a comparing yourself with
horrible pride. Cite some others will give you a
proof that this scenario will horrible pride.
likely to happen if you keep Cite some proof that this
scenario will likely to
189
on comparing yourselves happen if you keep on
with others. comparing yourselves with
others.
e) Why did the author say
e) Why did the author say
that happiness and
that happiness and
uniqueness will likely be
uniqueness will likely be
achieved if you do not
achieved if you do not
compare yourselves with
compare yourselves with
others?
others?
f) What insights have you f) What insights have you
gained from the essay? gained from the essay?
E. Developing Skills Development
mastery 1) Spot My Techniques
Divide the class into six groups and ask them to list the
sentences used in the essay that makes it a persuasive
text.
Let them discuss among themselves what are the
persuasive techniques and devices used by the author in
writing the article.
Discuss the students’ answers.
Then, give each group with different examples of

persuasive
Articles. (Below are suggested examples of persuasive
essays)
 Why Students Should Eat Breakfast Every Day
 The Importance of Reading and Writing
 Why You Should Not Smoke
 Why People Should Read for Pleasure
 Why People Should Exercise
 Why You Should Communicate Effectively
Reference:
http://webs.um.es>lib>exe.fetch.writing_persuasive_articl
e_samples_2pdf
http://www/essaymasters.co.uk/persuasuive-essay-
esamples
Then, ask the students to analyze the article assigned to

them using the Steps in Writing a Persuasive Essay cited
on page 105 of the module.
Discuss the students’ answers.
F. Finding practical The Writer In Me Three Is Better Than One

applications of Let the students write a Let the students work in triad
concepts and skills persuasive essay on how to brainstorm their ideas in
in daily living to deal with personal writing a persuasive essay on
challenges. Use the how to deal with personal
steps cited on page 105 challenges. Use the steps
of the module as guides cited on page 105 of the
of the students in writing module as guides of the
their individual article students in writing their
articles.
190
My Time To EQS The same task will be given
(Encourage, Question to average students only that
and Suggest) it will be done in triad since
Ask the students to pair they prepared their
up and exchange their persuasive essay in triad.
drafts for peer checking.
Ask the students to read
the task on page 106 of
their module to guide
them in giving their
comments, questions
and suggestions for the
improvement of their
classmate’s persuasive
article. (Teacher can give this as an
individual activity through
(Teacher can give this as guided writing.)
an individual activity
through guided writing.)
G. Making Post and Share

generalizations and Let the students answer the following questions on a stick
abstractions about note:
the lesson 1) What is persuasive essay?
2) What are the techniques in writing a persuasive
essay?
Then ask the students to post their answer on the
freedom wall at the back of the classroom.
H. Evaluating Our Time To Revise

learning Let the students revise their persuasive essay adopting
the comments and suggestions given by their classmates
and teachers
J. Additional
activities for Let the students publish their work in the school’s news
application or wall or post it on facebook or blog.
remediation
Assignment or
Agreement
V. REMARKS
REFLECTION
the evaluation
C. Did the remedial lessons work? No.
of learners who have caught up
with the lesson
require remediation
191
work well? Why did these work?
which my principal or supervisor
can help me solve?
G. What innovations or localized
materials did I used/discover which
I wish to share with other teachers?
192
APPENDIX A: Week 1, Day 1
GRADE 10
PRETEST
QUARTER 1
General Directions: Read carefully each item and follow directions as indicated.
Write the letter of the most appropriate answer on your answer sheet.
Part I. Knowledge
A. Basic points to consider in Writing Process (Nos. 1-3)
Directions: Complete the diagram by writing the three (3) basic points to
consider during the preliminary stage of writing process (1-3)
1.
3. 2.
B. Special Terms
Directions: Match each term in Column B with the most appropriate
description in Column A.
A B
4. argument a. what needs to be proven by facts
5. controlling idea b. central idea of a work of literature
6. mood c. feeling created in a reader by a literary work
7. opinion d. a core idea or focus of a written work
8. tone e. contains the body evidence used to support
9. theme a point of view
f. refers to the attitude of the writer towards his
subject
Grammar
Modals. Directions: Choose from the pool of answers the writer’s or
speaker’s intention as hinted by each underlined expression.
a. ability b. obligation
c. probability d. willingness
10. It’s true, sorrows in life may bring despair.

11. We must find courage even in small things that we do.
12. We will endure even the greatest sufferings that will come our way.
13. Ordinary trials can be turned into extraordinary moments.
.
C. Intensive and Reflexive Pronouns
Directions: Determine whether each underlined word is used as an
intensive or reflexive pronoun.
Write In for intensive pronoun and Re for reflexive pronoun.
14. You can see yourself more clearly.
15. Judge how much you know about yourself.
16. Life itself offers you many opportunities.
193
Part II. Understanding
Reading and Literature

Directions: Read each of the following short passages carefully and copy the
letter of the word or phrase that best completes each numbered item.
Exploring the Sea of Goodness

Lee Emm
1.) Do you believe that a sea of goodness is possible in this world? 2.) I always
believe it is possible. 3.) Doing something good, no matter what the consequences are
will always make me contented and secure.
4.) There are a lot of ways I can do such, especially in doing something “good” for
others. 5.) The steps are easy but zealousness, humility and consistency are the subtle
ways. Here are the simple ones:
6.) The first one is I imagine that I am in the place of the other person I’ll do good
to. 7.) Next, I’ll imagine how she’ll feel and react. 8.) That way, I’ll think doing good to
significant others will make me at least a better person. 9.) That will make me be grateful
that I have done something good.
10.) With this simple but notable ways, I can prove to myself, to others, and to God
that I can explore the sea of goodness in this ever changing world. 11.) How about you,
you can explore it also? 12.) I bet you can!
17. The main point of the article is best expressed in sentence no. _______.
a. 3 b. 4 c. 10 d. 12
18. Exploring the sea of goodness, means you are practicing ____________.
a. conscientiousness c. righteousness
b. humility d. sympathy
19. The word subtle in Sentence 5 means ____________.

a. clear b. practical c. refined d. strained
20. The kind of evidence used by the writer to support her stand is through
____________.
a. anecdotes b. examples c. statistics d. video
21. The generalization or statement about life or human experience the

passage make is to _____________.
a. bring out the best in you c. struggle against the odds
b. stand up for one’s belief d. take the strength to bear up the odds
For nos. 22-26

1.) The best way to overcome a disability is to face it head-on and not to let it
prevent you from achieving great things. 2.) This is the lesson I draw from the lives
of the people whom I admire – the musician Stevie Wonder and the track-and-field
star Jackie Joyner-Kersee. 3.) I respect them for their courage and strength in
overcoming obstacles. 4.) Both are African-American with disabilities who defied
obstacles in order to be successful in their fields. 5.) They taught me never to give up
no matter how intimidating the obstacles I face in life.
From: Overcome an Obstacle to Succeed by

Eddie Harris
194
22. The word “fought” is a/an ________ of the word “defied” in sentence no. 4.
a. connotation b. denotation c. opposite d. symbol
23. This passage would most probably interest a/an ___________.

a. adolescent b. adult c. child d. old man
24. The passage is most probably a part of a/an _________.

a. anecdote b. autobiography
c. letter d. persuasive essay
25. To support his claim, the writer uses __________.

a. facts b. opinion c. research d. statistics
26. An effective persuasive technique used by the author to emphasize his point is
through appealing to ________.
a. emotion b. moral c. reason d. both A and C
For nos. 27 to 29 “When the world looks hopeless,

And life is not fair,
Throw back your shoulders
And do not despair”
27. The expression to “throw back your shoulders” means ___________.

a. exercise your shoulders c. ignore your problems
b. forget your responsibilities d. show your feelings
28. The passage appeals more to the sense of ____________.

a. feeling b. sight c. sound d. taste
29. Most probably, the writer’s purpose in this passage is to ___________.

a. express a feeling c. reveal the truth
b. give an advice d. win other’s approval
For nos. 30 to 32
An excerpt from: RABBI BEN EZRA

by: Robert Browning
Then, welcome each rebuff
That turns earth’s smoothness rough,
Each sting the bids nor sit nor stand nor go!
Be our joys three parts pain!
Strive, and hold cheap the starin’;
Learn, nor account the pang; dare, never
Grudge the three.
30. The word in the poem which is the opposite of “acceptance is ____________.
a. bids b. joys c. pangs d. rebuff
31. Lines no. 5 to 7 appeal more to the sense of ___________.
a. feeling b. sight c. taste d. touch
32. The tone of the poem is more of _____________.
a. admiration b. criticism c. inspirational d. pride
195
For nos. 33 to 36
If you have endured a great despair,
Then you did it alone.
Getting a transfusion from a fire,
Picking the scabs off your heart,
Then wringing it out like a sock.
from: Courage by Anne Sexton
33. The feeling that the writer intends us to have toward life is __________.
a. contentment b. courage
c. fear d. hopelessness
34. The word in the poem that gives hint to the mood it evokes is ________.
a. aspired b. sail
c. sink d. succeed
35. The figurative language used in the poem is ___________.
a. alliteration b. metaphor
c. personification d. simile
36. The last two lines of the poem express ______________.
a. arrogance b. courage
c. optimism d. warning
Part III. Process
Logical Organization. (For nos. 37– 40)
Directions: Arrange the following sentences logically to form a coherent paragraph.

37. a. Let’s ask help from other students to repair the existing damage.
____38. b. Encourage all to maintain cleanliness and beauty of our surrounding.
____ 39. c. We can restore the beauty of this wall.
____ 40. d. First, let’s raise funds for the repair.
Composition Writing (Nos. 41-50)
Directions: Imagine you are a sales representative persuading the consumers to buy
the latest gadget or product you’re promoting or selling. Write a paragraph convincing
the public about the advantages of buying the gadget. Convince them using the
persuasive techniques you know. You will be given ten (10) points for this task.
196
KEY TO CORRECTIONS TO GRADE 10 FIRST QUARTER PRETEST
General Directions: Read carefully each item and follow directions as indicated.
Write the letter of the most appropriate answer on your answer sheet.
Part I. Knowledge
A. Basic points to consider in Writing Process (Nos. 1-3)
Directions: Complete the diagram by writing the three (3) basic points to
consider during the preliminary stage of writing process (1-3)
2.
3. 2.
Data Gathering Outlining
B. Special Terms
Directions: Match each term in Column B with the most appropriate
description in Column A.
A B
E 4. argument a. what needs to be proven by facts
D 5. controlling idea b. central idea of a work of literature
C 6. mood c. feeling created in a reader by a literary work
A 7. opinion d. a core idea or focus of a written work
F 8. tone e. contains the body evidence used to support a
B 9. theme point of view
f. refers to the attitude of the writer towards his
subject
C. Grammar
Modals. Directions: Choose from the pool of answers the writer’s or
speaker’s intention as hinted by each underlined expression.
a. Ability c. obligation
b. probability d. willingness
C 10. It’s true, sorrows in life may bring despair.

B 11. We must find courage even in small things that we do.
D 12. We will endure even the greatest sufferings that will come our way.
C 13. Ordinary trials can be turned into extraordinary moments.
.
D. Intensive and Reflexive Pronouns

Directions: Determine whether each underlined word is used as an
intensive or reflexive pronoun.
Write In for intensive pronoun and Re for reflexive pronoun.
Re 14. You can see yourself more clearly.
Re 15. Judge how much you know about yourself.
In 16. Life itself offers you many opportunities.
197
Part II. Understanding
Reading and Literature

Directions: Read each of the following short passages carefully and copy
the letter of the word or phrase that best completes each numbered item.
Exploring the Sea of Goodness

Lee Emm
1.) Do you believe that a sea of goodness is possible in this world? 2.) I always
believe it is possible. 3.) Doing something good, no matter what the consequences
are will always make me contented and secure.
4.) There are a lot of ways I can do such, especially in doing something “good”
for others. 5.) The steps are easy but zealousness, humility and consistency are
the subtle ways. Here are the simple ones:
6.) The first one is I imagine that I am in the place of the other person I’ll do
good to. 7.) Next, I’ll imagine how she’ll feel and react. 8.) That way, I’ll think doing
good to significant others will make me at least a better person. 9.) That will make
me be grateful that I have done something good.
10.) With this simple but notable ways, I can prove to myself, to others, and to
God that I can explore the sea of goodness in this ever changing world. 11.) How
about you, you can explore it also? 12.) I bet you can!
17. The main point of the article is best expressed in sentence no. __________.
a. 3 b. 4 c. 10 d. 12
18. Exploring the sea of goodness, means you are practicing ____________.
a. conscientiousness c. righteousness
b. humility d. sympathy
19. The word subtle in Sentence 5 means ____________.

a. clear b. practical c. refined d. strained
20. The kind of evidence used by the writer to support her stand is through
____________.
a. anecdotes b. examples c. statistics d. video
21. The generalization or statement about life or human experience the passage
make is to _____________.
a. bring out the best in you c. struggle against the odds
b. stand up for one’s belief d. take the strength to bear up the odds
For nos. 22-26
1.) The best way to overcome a disability is to face it head-on and not to
let it prevent you from achieving great things. 2.) This is the lesson I draw from
the lives of the people whom I admire – the musician Stevie Wonder and the
track-and-field star Jackie Joyner-Kersee. 3.) I respect them for their courage and
strength in overcoming obstacles. 4.) Both are African-American with disabilities
who defied obstacles in order to be successful in their fields. 5.) They taught me
never to give up no matter how intimidating the obstacles I face in life.
From: Overcome an Obstacle to
Succeed by Eddie Harris
198
22. The word “fought” is a/an ________ of the word “defied” in sentence no. 4.
a. connotation b. denotation
c. opposite d. symbol
23. This passage would most probably interest a/an ___________.

a. adolescent b. adult
c. child d. old man
24. The passage is most probably a part of a/an _________.

a. anecdote b. autobiography
c. letter d. persuasive essay
25. To support his claim, the writer uses __________.

a. facts b. opinion
c. research d. statistics
26. An effective persuasive technique used by the author to emphasize his point is
through appealing to ________.
a. emotion b. moral
c. reason d. both A and C
For nos. 27 to 29 “When the world looks hopeless,

And life is not fair,
Throw back your shoulders
And do not despair”
27. The expression to “throw back your shoulders” means ___________.

a. exercise your shoulders c. ignore your
problems
b. forget your responsibilities d. show your feelings
28. The passage appeals more to the sense of ____________.
a. feeling b. sight c. sound d. taste
29. Most probably, the writer’s purpose in this passage is to ___________.
a. express a feeling c. reveal the truth
b. give an advice d. win other’s approval
For nos. 30 to 32
An excerpt from: RABBI BEN EZRA
by: Robert Browning
Then, welcome each rebuff
That turns earth’s smoothness rough,
Each sting the bids nor sit nor stand nor go!
Be our joys three parts pain!
Strive, and hold cheap the starin’;
Learn, nor account the pang; dare, never
Grudge the three.
30. The word in the poem which is the opposite of “acceptance is

____________.
a. bids b. joys c. pangs d. rebuff
31. Lines no. 5 to 7 appeal more to the sense of ___________.
a. feeling b. sight c. taste d. touch
199
32. The tone of the poem is more of _____________.
a. admiration b. criticism c. inspirational d. pride
For nos. 33 to 36
If you have endured a great despair,
Then you did it alone.
Getting a transfusion from a fire,
Picking the scabs off your heart,
Then wringing it out like a sock.
from: Courage by Anne Sexton
33. The feeling that the writer intends us to have toward life is ____________.
a. contentment b. courage
c. fear d. hopelessness
34. The word in the poem that gives hint to the mood it evokes is _________.
a. aspired b. sail
c. sink d. succeed
35. The figurative language used in the poem is ___________.
a. alliteration b. metaphor
c. personification d. simile
36. The last two lines of the poem express ______________.
a. arrogance b. courage
c. optimism d. warning
Part III. Process

Logical Organization. (For nos. 37– 40)
Directions: Arrange the following sentences logically to form a coherent paragraph.
C 37. a. Let’s ask help from other students to repair the existing damage.
__D__38. b. Encourage all to maintain cleanliness and beauty of our surrounding.
__A__ 39. c. We can restore the beauty of this wall.
__B__ 40. d. First, let’s raise funds for the repair.
Composition Writing (Nos. 41-50)

Directions: Imagine you are a sales representative persuading the consumers to buy
the latest gadget or product you’re promoting or selling. Write a paragraph convincing
the public about the advantages of buying the gadget. Convince them using the
persuasive techniques you know. You will be given ten (10) points for this task.
(ANSWER MAY VARY)
200
APPENDIX B.1: Week 1, Day 2
To run her business and talk to people, Gilda uses her hands — either through
pen and paper or Filipino Sign Language. The definition of a successful Deaf
Entrepreneur, she runs a travel and tour business called Nakahara Lodging and Travel
Agency. Catering to those like her, it's primarily a travel service for deaf people around
the world, though they also provide services for hearing people.
Drawing inspiration from foreign deaf friends, she and her fellow deaf Pinoys met in
tourist spots, and she decided to set up her own business starting in 2004. A travel
agency like any other, she's known for her reliable arrangements and service which
she describes has "age-old" Filipino hospitality.
Pushing through discrimination and barriers, she managed to learn the ins and
outs of booking flights, accommodations, and tour management.
In 2007, she was recognized at the Go Negosyo Caravan for People with Disabilities
in De Salle –College of St. Benilde. But, as she said in her interview with Manila
Bulletin, representing the fellow deaf is its own reward.
“As a deaf person in this kind of business, I am proud to say that I have crossed
the border of so-called limited access. I honestly worked hard to achieve my goals. I
wanted to show the world that we are not cut off from mainstream society and we are
capable of regularly doing and keeping our jobs like the rest of hearing and speaking
people.”
Aside from all of this, Gilda has helped establish a deaf organization in her
province of Eastern Samar.
It's not huge acts that make someone inspirational. It's the daily effort to better
yourself in whatever situation you find yourself in. These three Filipinos are an
inspiration not just to PWDs, but to the rest of us as well.
Source: ABS-CBN News Posted at Mar 08 2017 06:41 PM
201
APPENDIX B.2: Week 1, Day 2
Republic Act No. 10754 – AN ACT EXPANDING THE BENEFITS AND

PRIVILEGES OF PERSONS WITH DISABILITY (PWD)
Republic Act No. 10754
Republic of the Philippines
Congress of the Philippines
Metro Manila
Sixteenth Congress
Third Regular Session
Begun and held in Metro Manila, on Monday, the twenty-seventh day of July, two
thousand fifteen.
[REPUBLIC ACT NO. 10754]

AN ACT EXPANDING THE BENEFITS AND PRIVILEGES OF PERSONS WITH
DISABILITY (PWD)
Be it enacted by the Senate and House of Representatives of the Philippines in

Congress assembled:
SECTION 1. Section 32 of Republic Act No. 7277, as amended, otherwise known as

the “Magna Carta for Persons with Disability”, is hereby further amended to read as
follows:
“SEC. 32. Persons with disability shall be entitled to:
“(a) At least twenty percent (20%) discount and exemption from the value-added tax
(VAT), if applicable, on the following sale of goods and services for the exclusive use
and enjoyment or availment of the PWD:
“(1) On the fees and charges relative to the utilization of all services in hotels and
similar lodging establishments; restaurants and recreation centers;
“(2) On admission fees charged by theaters, cinema houses, concert halls, circuses,
carnivals and other similar places of culture, leisure and amusement;
“(3) On the purchase of medicines in all drugstores;
“(4) On medical and dental services including diagnostic and laboratory fees such as,
but not limited to, x-rays, computerized tomography scans and blood tests, and
professional fees of attending doctors in all government facilities, subject to the
guidelines to be issued by the Department of Health (DOH), in coordination with the
Philippine Health Insurance Corporation (PhilHealth);
“(5) On medical and dental services including diagnostic and laboratory fees, and
professional fees of attending doctors in all private hospitals and medical facilities, in
accordance with the rules and regulations to be issued by the DOH, in coordination
with the PhilHealth;
“(6) On fare for domestic air and sea travel;
“(7) On actual fare for land transportation travel such as, but not limited to, public utility
buses or jeepneys (PUBs/PUJs), taxis, asian utility vehicles (AUVs), shuttle services
and public railways, including light Rail Transit (LRT), Metro Rail Transit (MRT) and
Philippine National Railways (PNR); and
“(8) On funeral and burial services for the death of the PWD: Provided, That the
beneficiary or any person who shall shoulder the funeral and burial expenses of the
202
deceased PWD shall claim the discount under this rule for the deceased PWD upon
presentation of the death certificate. Such expenses shall cover the purchase of casket
or urn, embalming, hospital morgue, transport of the body to intended burial site in the
place of origin, but shall exclude obituary publication and the cost of the memorial lot.
“(b) Educational assistance to PWD, for them to pursue primary, secondary, tertiary,
post tertiary, as well as vocational or technical education, in both public and private
schools, through the provision of scholarships, grants, financial aids, subsidies and
other incentives to qualified PWD, including support for books, learning materials, and
uniform allowance to the extent feasible: Provided, That PWD shall meet the minimum
admission requirements;
“(c) To the extent practicable and feasible, the continuance of the same benefits and
privileges given by the Government Service Insurance System (GSIS), Social Security
System (SSS), and Pag-IBIG, as the case may be, as are enjoyed by those in actual
service;
“(d) To the extent possible, the government may grant special discounts in special
programs for PWD on purchase of basic commodities, subject to the guidelines to be
issued for the purpose by the Department of Trade and Industry (DTI) and the
Department of Agriculture (DA); and
“(e) Provision of express lanes for PWD in all commercial and government
establishments; in the absence thereof, priority shall be given to them.
“The abovementioned privileges are available only to PWD who are Filipino citizens
upon submission of any of the following as proof of his/her entitlement thereto:
“(i) An identification card issued by the city or municipal mayor or the barangay captain
of the place where the PWD resides;
“(ii) The passport of the PWD concerned; or
“(iii) Transportation discount fare Identification Card (ID) issued by the National
Council for the Welfare of Disabled Persons (NCWDP).
“The privileges may not be claimed if the PWD claims a higher discount as may be
granted by the commercial establishment and/or under other existing laws or in
combination with other discount program/s.
“The establishments may claim the discounts granted in subsection (a), paragraphs
(1), (2), (3), (5), (6), (7), and (8) as tax deductions based on the net cost of the goods
sold or services rendered: Provided, however, That the cost of the discount shall be
allowed as deduction from the gross income for the same taxable year that the discount
is granted: Provided, further, That the total amount of the claimed tax deduction net of
value-added tax, if applicable, shall be included in their gross sales receipts for tax
purposes and shall be subject to proper documentation and to the provisions of the
National Internal Revenue Code (NIRC), as amended.”
SECTION. 2. Section 33 of Republic Act No. 7277, as amended, is hereby further

amended to read as follows:
“SEC. 33. Incentives. – Those caring for and living with a PWD shall be granted the
following incentives:
203
“(a) PWD, who are within the fourth civil degree of consanguinity or affinity to the
taxpayer, regardless of age, who are not gainfully employed and chiefly dependent
upon the taxpayer, shall be treated as dependents under Section 35(b) of the NIRC of
1997, as amended, and as such, individual taxpayers caring for them shall be accorded
the privileges granted by the Code insofar as having dependents under the same
section are concerned; and
“x x x.”
SECTION 3. Implementing Rules and Regulations, – The Department of Social

Welfare and Development (DSWD), in consultation with the Department of Health
(DOH), the Department of Finance (DOF), and the National Council on Disability Affairs
(NCDA), shall promulgate the necessary rules and regulations for the effective
implementation of the provisions of this Act: Provided, That the failure of the concerned
agencies to promulgate the said rules and regulations shall not prevent the
implementation of this Act upon its effectivity.
SECTION 4. Separability Clause. – If any provision of this Act is declared invalid or

unconstitutional, other provisions hereof which are not affected thereby shall remain in
full force and effect.
SECTION 5. Repealing Clause. – All laws, orders, decrees, rules and regulations,
and other parts thereof inconsistent with the provisions of this Act are hereby repealed,
amended or modified accordingly.
SECTION 6. Effectivity. – This Act shall take effect fifteen (15) days after its
publication in the Official Gazette or in two (2) newspapers of general circulation.
Approved,
(Sgd.) FRANKLIN M. DRILON

President of the Senate
(Sgd.) FELICIANO BELMONTE JR.
Speaker of the House
of Representatives
This Act which is a consolidation of House Bill No. 1039 and Senatee Bill No. 2890
was passed by the House of Representatives and the Senate on December 16, 2015
and December 15, 2015, respectively.
(Sgd.) OSCAR G. YABES
Secretary of the Senate
(Sgd.) MARILYN B. BARUA-YAP
Secretary General
House of Representatives
Approved: MAR 23 2016
(Sgd.) BENIGNO S. AQUINO III
President of the Philippines
204
APPENDIX C: Week 2, Day 3
That was the last time Perseus ever used the horrible head. He gave it
most willingly to Athene, who kept it ever after.
Now that Polydectes was dead, Danae yearned to go home again and
be reconciled to her father. So Perseus made the fisherman Dictys king of the
island and sailed with his mother and Andromeda to Greece.
But it happened that when they came to Argos, King Acrisius was away
from home. Games were being held in Larissa, and Perseus, hearing of them
decided to go there and take part. And there at the game it was that the oracle
which Acrisius had received at Delphi was strangely fulfilled. For when it came
to Perseus’ turn to throw the discus, he threw it so that it swerved to one side.
It landed among the spectators and killed an old man. That old man was King
Acrisius, who had gone to such cruel lengths to avoid the fate which the gods
had ordained.
(Source: Celebrating Diversity Through World Literature p45 Task14 Triple

Treat)
205
APPENDIX D: Week 4, Day 1
206
APPENDIX E: Week 5, Day 1
HOW THOR GETS HIS HAMMER BACK
1 Thor wakes up one morning to find that all is not right with the world. His
magical hammer, Mjolnir, is missing.
2 Convinced that theft is just one of Loki’s usual pranks, he finds the trickster
god and demands to know where his hammer is.
3 Loki insists he didn’t take Thor’s hammer. He’s pretty sure he knows who did,
though, and has a plan.
4 Thor asks Freyja if Loki can borrow her ride. It’s magical feather dress that
gives the wearer the wings of a bird. With some interesting whining noises.
Loki departs for Jotunheim, the land of the giants.
5 In Jotunhaim, Loki finds the frost giant, Thrym sitting on a mound, braiding
golden leashes for his dogs and stroking the manes of his horses in a creepy
sort of way.
6 When Loki tells Thrym that Thor’s hammer is missing, the giant admits to
hiding it eight miles below the earth. In exchange for returning the hammer,
Thrym explains, he wants Freyja, the most beautiful goddess in Asgard for his
wife.
7 Loki flies back to Asgard and breaks the bad news to Thor.
8 Right away, Thor insists on finding Freyja. He tells her to put on a wedding
dress. She’s got to marry Thrym.
9 Freyja is totally offended that Thor would even suggest such a thing.
10 All the gods hold a council to discuss how they’re going to get Thor’s hammer
back.
11 The watchman god Heimdall, suggests that Thor put on a wedding dress,
some gemstones, Freyjas special necklace and some keys. In other words,
Thor should dress up like Freyja and travel to Jotunheim to get his hammer
back himself.
12 Loki decides to go with Thor to Jotunheim as a bridesmaid.
13 When Thrym sees them coming, he instructs his servants to deck the halls for
Fretja’s on her way to marry him.
14 In the wedding feast, Thor eats an entire ox, eight salmon, three barrels of
meat and the entire wedding cake.
15 Loki excuses the “bride’s” monstrous appetite to Thrym explaining that she
was so excited about her marriage to him that she fasted for eight days in a
row.
16 Eager to kiss his bride, Thrym lifts her veil and immediately leaps back in
horror. His bride’s eyes are fiery red.
17 Loki explains that she was so excited about her marriage to him that she
hasn’t slept for eight days in a row.
18 Thrym’s sister appears in front of “Freyja” demanding the bridal fee. She tells
Freyja to take the rings off her fingers.
19 Now, its time for Thrym to fulfill his side of bargain. He instructs his servants
to bring in Thor’s hammer, Mjolnir, and lay it in the bride’s lap to bless her.
20 Thor’s heart leaps in his chest when he sees his hammer. Immediately picking
it up, he kills the giant’s entire household.
Ref: https://www.storynory.com/thor-hammer/
207
APPENDIX F: Week 5, Day 2
(for EVALUATING LEARNING)
A FABLE
1 The mountain and the squirrel1
2 Had a quarrel.
3 And the former called the latter “Little Prig”;2
4 Bun3 replied,
5 “You are doubtless very big;
6 But all sorts of things and weather
7 Must be taken in together
8 To make a year,
9 And a sphere4.
10 And I think it no disgrace5
11 To occupy my place.
12 If I am not so large as you,
13 You are not so small as I
14 And not half so spry6.
15 I’ll not deny you make
16 A very pretty squirrel track7.
17 Talents differ: all is well and wisely put;
18 If I cannot carry forests on my back,
19 Neither can you crack a nut.”
1
(noun) a small animal with a long thick tail and red, grey or black fur. Squirrels eat
nuts and live in trees.
1
(verb) to keep something in a safe place to use later
2
Little Thief
3
a knot of hair shaped like a small round roll of bread
4
a region that surrounds a planet, especially the earth:
5
shameful
6
energetic, lively, active, swift
7
a line or route along which something travels or moves;
Notes:
1. former refers to the mountain

2. latter refers to the squirrel
3. The mountain called the squirrel Little Prig because squirrels steal or “squirrels
away”
nuts and other food that they can eat later.
4. Lines 5-9 may mean that the squirrel describes the mountain as very enormous
but it
is not powerful enough to create what God has created like time and space.
208
5. The theme of the story is found in line 17 and elaborated in lines 18 to 19.
Paraphrase it.
209
APPENDIX G: Week 5, Day 3
WINNING OVER INDIVIDUAL CHALLENGES

(Persuasive Essay)
Reading Text
“I was challenged by a professor before in a marketing class. He said: How can
you sell your product- which is ice cream, by the way- in Baguio... during freezing
point6 in December?” Then I froze. That was a challenge, right? How can you sell a
freezing product during a freezing season? I had to answer that question before I got
a failing mark for the recitation. My scholarship was at risk.
After a minute or two of thinking... and freezing, I had finally answered it and
got a perfect score. My scholarship was saved. Actually, I learned from my answer. I
was also surprised by it. And even these days, I still apply what I’ve learned from my
own adrenaline rush and use that technique in my marketing strategies. Challenges
must not break us, they must make us. We learn from obstacles and it make us
smarter, braver and better. It must be an opportunity to grow and be wiser.
So don’t be afraid of these challenges. Face them and accept your fate. The
metamorphosis! You will be a much better version of yourself when you face and solve
these challenges. It’s scary, yes, it is. But if you will allow yourself to have a pair of
frozen feet, what will be your progress? Let the metamorphosis turn you into a butterfly.
Still curious about my answer to my prof? I said... “I will build a warm, coziest place in
the city with such magnificent fireplace for them to enjoy the ambiance and taste my
yummy ice creams.” Now, I’m going to open an ice cream house at Baguio.
210
Answer Key- Week 5, Day 3
Advanced Average
Task 1- I’m Willing to Do
Same answer with the Advance

Having strong DETERMINATION
Jumping over limitations
Using struggles as opportunities
Being strong
1. I would influence the youths and

tell them to remain strong/ be strong
even if there are many challenges
that we are faced with. Because
when you remain strong, that is the
way in which you can succeed.
Activity 1- I’m Talking to You

Same answer with the Advance
1. The challenged she is faced with is how
to answer correctly the question in the
recitation given by her professor.
2. She said she will make a cozy ice
cream house in Baguio to let the people
there stay in a dry and warm place when
they eat ice cream.
3. Yes, she graduated in college and she
will be putting up her own ice cream house
already.
4. That you just use your mind and stick to
your plans so that you can achieve what
you want./ That the challenges
we are faced with can give us opportunity
in which we can learn something about.
5. “Challenges must not break us, they
must make us. We learn from obstacles
and it make us smarter, braver and better.
It must be an opportunity to grow and be
wiser.”
6. Yes. I have a focus. I do not think
negatively, instead I think that challenges
are given to me because I can learn from it.
7. An essay. A persuasive essay.
Activity 2- I’m Checking On You Same answer with the Advance

a. They all function as helping verbs.
211
b. They are placed before the main verb.
c.
1. Must- necessity
2. Need to- obligation
3. Ought to/Should- to do or become
something
4. Ought not/Should not- prohibition
RUBRIC FOR WRITING A PERSUASIVE ESSAY

Criteria 5 4 3 2 1 Total
Focus/Content
states clear position at the beginning until the end
of the work; topic captures the reader’s attention
Persuasive techniques used
uses strong and effective persuasive techniques;
details support the thesis and the stand of the
writer
Development/Organization
has strong organizational plan; has logically
arranged statements from the most important to
the least important or vice versa; develops topic
thoroughly with examples and supports
Clarity of Ideas
presents clear and sound arguments and
evidences are authentic
Emphasis
has interesting and attention-grabbing
introduction; has strong conclusion that includes a
call to action
Language mechanics and convention
Displays minor spelling, punctuation and
grammatical errors
Total
Legend:
Rating - Description
5 Excellent
4 Very impressive
3 Impressive
2 Convincing
1 Beginning
Formula: F+T+D+C+E+L=Total/6= ____
212
Appendix H: Week 6, Day 1
The Beggar
He had seen better days, despite his present misery and infirmities.
At the age of fifteen both his legs had been crushed by a carriage on the Varville
highway. From that time forth he begged, dragging himself along the roads and through
the farmyards, supported by crutches which forced his shoulders up to his ears. His
head looked as if it were squeezed in between two mountains.
A foundling, picked up out of a ditch by the priest of Les Billettes on the eve of
All Saints' Day and baptized, for that reason, Nicholas Toussaint, reared by charity,
utterly without education, crippled in consequence of having drunk several glasses of
brandy given him by the baker (such a funny story!) and a vagabond all his life
afterward--the only thing he knew how to do was to hold out his hand for alms.
At one time the Baroness d'Avary allowed him to sleep in a kind of recess
spread with straw, close to the poultry yard in the farm adjoining the chateau, and if he
was in great need he was sure of getting a glass of cider and a crust of bread in the
kitchen. Moreover, the old lady often threw him a few pennies from her window.
But she was dead now.
In the villages people gave him scarcely anything--he was too well known.
Everybody had grown tired of seeing him, day after day for forty years, dragging his
deformed and tattered person from door to door on his wooden crutches. But he could
not make up his mind to go elsewhere, because he knew no place on earth but this
particular corner of the country, these three or four villages where he had spent the
whole of his miserable existence. He had limited his begging operations and would not
for worlds have passed his accustomed bounds.
He did not even know whether the world extended for any distance beyond the
trees which had always bounded his vision. He did not ask himself the question. And
when the peasants, tired of constantly meeting him in their fields or along their lanes,
exclaimed: "Why don't you go to other villages instead of always limping about here?"
he did not answer, but slunk away, possessed with a vague dread of the unknown--
the dread of a poor wretch who fears confusedly a thousand things--new faces, taunts,
insults, the suspicious glances of people who do not know him and the policemen
walking in couples on the roads. These last he always instinctively avoided, taking
refuge in the bushes or behind heaps of stones when he saw them coming.
When he perceived them in the distance, 'With uniforms gleaming in the sun,
he was suddenly possessed with unwonted agility--the agility of a wild animal seeking
its lair. He threw aside his crutches, fell to the ground like a limp rag, made himself as
small as possible and crouched like a bare under cover, his tattered vestments
blending in hue with the earth on which he cowered.
He had never had any trouble with the police, but the instinct to avoid them was
in his blood. He seemed to have inherited it from the parents he had never known.
He had no refuge, no roof for his head, no shelter of any kind. In summer he
slept out of doors and in winter he showed remarkable skill in slipping unperceived into
barns and stables. He always decamped before his presence could be discovered. He
knew all the holes through which one could creep into farm buildings, and the handling
of his crutches having made his arms surprisingly muscular he often hauled himself up
213
through sheer strength of wrist into hay-lofts, where he sometimes remained for four
or five days at a time, provided he had collected a sufficient store of food beforehand.
He lived like the beasts of the field. He was in the midst of men, yet knew no
one, loved no one, exciting in the breasts of the peasants only a sort of careless
contempt and smoldering hostility. They nicknamed him "Bell," because he hung
between his two crutches like a church bell between its supports.
For two days he had eaten nothing. No one gave him anything now. Every
one's patience was exhausted. Women shouted to him from their doorsteps when they
saw him coming:
"Be off with you, you good-for-nothing vagabond! Why, I gave you a piece of
bread only three days ago!
And he turned on his crutches to the next house, where he was received in the
same fashion.
The women declared to one another as they stood at their doors:
"We can't feed that lazy brute all the year round!"
And yet the "lazy brute" needed food every day.
He had exhausted Saint-Hilaire, Varville and Les Billettes without getting a
single copper or so much as a dry crust. His only hope was in Tournolles, but to reach
this place he would have to walk five miles along the highroad, and he felt so weary
that he could hardly drag himself another yard. His stomach and his pocket were
equally empty, but he started on his way.
It was December and a cold wind blew over the fields and whistled through the
bare branches of the trees; the clouds careered madly across the black, threatening
sky. The cripple dragged himself slowly along, raising one crutch after the other with a
painful effort, propping himself on the one distorted leg which remained to him.
Now and then he sat down beside a ditch for a few moments' rest. Hunger was
gnawing his vitals, and in his confused, slow-working mind he had only one idea-to
eat-but how this was to be accomplished he did not know. For three hours he continued
his painful journey. Then at last the sight of the trees of the village inspired him with
new energy.
The first peasant he met, and of whom he asked alms, replied:
"So it's you again, is it, you old scamp? Shall I never be rid of you?"
And "Bell" went on his way. At every door he got nothing but hard words. He
made the round of the whole village, but received not a halfpenny for his pains.
Then he visited the neighboring farms, toiling through the muddy land, so
exhausted that he could hardly raise his crutches from the ground. He met with the
same reception everywhere. It was one of those cold, bleak days, when the heart is
frozen and the temper irritable, and hands do not open either to give money or food.
When he had visited all the houses he knew, "Bell" sank down in the corner of
a ditch running across Chiquet's farmyard. Letting his crutches slip to the ground, he
remained motionless, tortured by hunger, but hardly intelligent enough to realize to the
full his unutterable misery.
214
He awaited he knew not what, possessed with that vague hope which persists
in the human heart in spite of everything. He awaited in the corner of the farmyard in
the biting December wind, some mysterious aid from Heaven or from men, without the
least idea whence it was to arrive. A number of black hens ran hither and thither,
seeking their food in the earth which supports all living things. Ever now and then they
snapped up in their beaks a grain of corn or a tiny insect; then they continued their
slow, sure search for nutriment.
"Bell" watched them at first without thinking of anything. Then a thought
occurred rather to his stomach than to his mind--the thought that one of those fowls
would be good to eat if it were cooked over a fire of dead wood.
He did not reflect that he was going to commit a theft. He took up a stone which
lay within reach, and, being of skillful aim, killed at the first shot the fowl nearest to him.
The bird fell on its side, flapping its wings. The others fled wildly hither and thither, and
"Bell," picking up his crutches, limped across to where his victim lay.
Just as he reached the little black body with its crimsoned head he received a
violent blow in his back which made him let go his hold of his crutches and sent him
flying ten paces distant. And Farmer Chiquet, beside himself with rage, cuffed and
kicked the marauder with all the fury of a plundered peasant as "Bell" lay defenceless
before him.
The farm hands came up also and joined their master in cuffing the lame
beggar. Then when they were tired of beating him they carried him off and shut him up
in the woodshed, while they went to fetch the police.
"Bell," half dead, bleeding and perishing with hunger, lay on the floor. Evening
came--then night--then dawn. And still he had not eaten.
About midday the police arrived. They opened the door of the woodshed with
the utmost precaution, fearing resistance on the beggar's part, for Farmer Chiquet
asserted that he had been attacked by him and had had great, difficulty in defending
himself.
The sergeant cried:
"Come, get up!"
But "Bell" could not move. He did his best to raise himself on his crutches, but
without success. The police, thinking his weakness feigned, pulled him up by main
force and set him between the crutches.
Fear seized him--his native fear of a uniform, the fear of the game in presence
of the sportsman, the fear of a mouse for a cat-and by the exercise of almost
superhuman effort he succeeded in remaining upright.
"Forward!" said the sergeant. He walked. All the inmates of the farm watched his
departure. The women shook their fists at him the men scoffed at and insulted him. He
was taken at last! Good riddance! He went off between his two guards. He mustered
sufficient energy--the energy of despair--to drag himself along until the evening, too
dazed to know what was happening to him, too frightened to understand.
215
People whom he met on the road stopped to watch him go by and peasants
muttered:
"It's some thief or other."
Toward evening he reached the country town. He had never been so far before.
He did not realize in the least what he was there for or what was to become of him. All
the terrible and unexpected events of the last two days, all these unfamiliar faces and
houses struck dismay into his heart.
He said not a word, having nothing to say because he understood nothing.
Besides, he had spoken to no one for so many years past that he had almost lost the
use of his tongue, and his thoughts were too indeterminate to be put into words.
He was shut up in the town jail. It did not occur to the police that he might need
food, and he was left alone until the following day. But when in the early morning they
came to examine him he was found dead on the floor. Such an astonishing thing!
(http://www.online-literature.com/maupassant/194/)
216
Appendix I: Week 6, Day 2
Our Future as narrated by Morgan Freeman (transcription)
One day, we will wake up to find that the energy that powers the alarm clock
came from the breeze to the trees the night before, and we will go to work that morning
riding the rays of the sun. It will light our cities, and power our businesses. It will warm
our homes, and cool our workplaces. It will reduce sources of conflict, and fuel our
economies. It will connect us all. It won’t scar the land or poison the seas. The food we
eat will be good for our bodies, and good for the planet, and the weather that day won’t
make us worry for tomorrow. There will be more jobs and less disease. The sea level
will stop rising and species will stop dying. The question is how we get to that day from
where we are today-- all 7.3 billion of us.
We start by deciding that beyond our doubts and differences, certain day truly
exists, and there is something each of us can do today. We can make today the day
we stop thinking that the changes required to get there are impossible and beyond us;
and start realizing that they are not only possible, but what the future requires us. We
must stop turning from the warnings of science and fear in denial, and instead turn
toward the solutions and partnerships we need. We can make today, the day we stop
pointing at each other in blame and instead chart a new course together. We have
never faced a crisis this big, but we have never had a better opportunity to solve it. We
have everything we need to wake up to a different kind of world. We need our leaders
to be brave and their choices to be bold. They will little remember us as the generation
that destroyed its home, or the one that finally came to respect it. We have every
reason in the world to act. We can’t wait until tomorrow. This is our only home. You
can choose today to make a world of difference.
(https:www.youtube.com/watch?v=8YQlaOldDU8)
217
Appendix J.1: Week 6, Day 3
Climate change is real, the actions of mankind are the origin of climate change,
and there is no know way to reverse climate change – we can only hope to slow the
rate of change for the next several thousand years. These basic truths must be
accepted by nations and form the basis for national policy.
Secondly, national policies must accept that climate change is global in its
scope, global in its causes, and global in its mitigation. No one country can resolve the
problem, nor can any country avoid it. If the human civilization is to survive as we know
it, all nations must fully and freely cooperate. The alternative to rapidly developing
means of open international cooperation and assistance is for the nations to turn
themselves into armed fortress to protect their resources and prevent immigration of
displaces climatic refugees. Inevitably, this approach would lead to global warfare and
destruction, and a radically altered environment.
And, thirdly national policies must accept that there is no one solution that will
fit all nations, rather entirely different approaches will be required in different regions
and nations. For example, the developed nations must eliminate their dependence
upon fossil fuels while maintaining their quality of life, while developing nations must
forgo the use of fossil fuels while attempting to meet the natural aspirations of their
citizens for an improved quality of life. It would appear obvious that an international
sharing of resources, technologies and expertise will be required.
Can all nations set aside regional, political, historical, cultural and religious
differences and cooperate in the solution and survival of Global Climate Change? If
not, human civilization is surely toast.
218
Appendix J.2: Week 6, Day 3
Answers to Questions
D. Post Listening
Comprehension Check
1. The activities of mankind.
2. Illegal activities like:
 Illegal logging and fishing,
 Burning plastic,
 Improper garbage disposal etc.
3. To slow the rate of change.
4. a. Must be accepted by nations and form the basis for national policy.
b. Must accept that climate change is global in its scope.
c. Must accept that there is no one solution that will fit all nations.
5. All nations must fully and freely cooperate.
6. To protect their resources and prevent immigration of displaced refugees.
7. Eliminate their dependence upon fossil fuels and to maintain quality life.
8. Set aside difference and cooperate.
Analysis Questions
1. Discourse Markers
2. To make comparison, contrast, reason, cause etc.
3. likewise, while, because etc.
H. Discourse markers are words, phrases & expressions that connect the different
parts of the text. They show relationship of ideas.
I. Varied answers.
J. Evaluation
1. and – addition
2. in order – reason
3. Although
contrast
but
4. but – contrast
5. especially – emphasis
6. For this reason – effect or result
7. In the first place – sequence
8. For example – example
9. because – reason
10. Finally – conclusion
219
Appendix K.1: Week 6, Day 4
FOR PUNCTUALITY AND RESPECT FOR THE RIGHTS OF OTHERS
Our national pride as a country always dips on layer lower every time foreigners
comment on our hard-to-break habit: coming late. This shortcoming among our
countrymen has so acquired quite a prevalence that an unflattering phrase was coined
that has actually indicted the entire Filipino race: “Filipino time.”
Lack of punctuality has become a serious national concern because it is the

only malady that has been unfortunately attached to the name “Filipino”. No other
offense or weakness is uniquely identified with “Filipino,” an otherwise badge of honor
for everyone. The entire Filipino nation is embarrassed every time this phrase drips
from the lips of foreigners and compatriots.
In deeper sense, coming to an appointment late is a disrespect for the time of

others. In a profound sense, therefore, this national weakness is ingrained in a lack of
respect for the rights of others. A casual look at the day-to-day anarchy in the streets
and our disregard of traffic rules shows the ease with which we set aside the rights of
others. All these indicate that, as a people and as a country, something has got change
– and the first step should be taken to effect that change.
The ironic thing about this situation is that some of our countrymen reinforce
this perception either by boasting about it or by proving people right by really being
tardy in their appointments. Something even more perverse has developed: It has
become fashionable or, as they say, “politically correct,” to be late or to be indifferent
about the rights of others. Something has really turned upside down – when right
becomes wrong and wrong becomes right.
220
Appendix K.2: Week 6, Day 4
Answers to Questions
A.
1. widespread
2. disorder
3. instilled
4. lawlessness
5. unreasonable
B.
1. Examples – coming on time or early, not tardy, not late, prompt, right time,
respecting the rights of others, no shortcoming.
2. coming late
D. Comprehension Check
2. coming late
3. dips on layer lower which becomes an embarrassment
4. Indicted Filipino race
5. Time is gold. It should not be wasted
6. Disregard of traffic rules
7. Suppose to be
8. Ashamed, Apologize – Ex. Coming to school
9. Getting up early
10. Enlightened
Challenged
11. Serious
12. To persuade
13. Argumentative
F.
7. First sentence in every paragraph. Yes
8. beginning
9. a. second paragraph
b. first paragraph
c. third paragraph
d. third paragraph
10. Persuasive essay
11. b
II.
Persuasive essay also known as argumentative essay, utilizes logic & reason to
show that one idea is more legitimate than the other. To influence readers to act.
Following the 3 parts of an essay – introduction, body & conclusion.
J. Following traffic rules

Being respectful, punctual etc.
221
Appendix L: Week 7, Day 1
AN EXCERPT FROM THE ARTICLE IMPACT OF CLIMATE CHANGE ON

AGRICULTURE
Climate change is likely to contribute substantially to food insecurity in the

future, by increasing food prices, and reducing food production. Food may become
more expensive as climate change mitigation efforts increase energy prices. Water
required for food production may become scarce due to increased crop water use and
drought. Competition for land may increase as certain areas become climatically
unsuitable for production. In addition, extreme weather events, associated with climate
change may cause sudden reductions in agricultural productivity, leading to rapid price
increases. For example, heat waves in the summer of 2010 led to yield losses in key
production areas including: Russia, Ukraine and Kazakhstan, and contributed to a
dramatic increase in the price of staple foods. These rising prices forced growing
numbers of local people into poverty, providing a sobering demonstration of how the
influence of climate change can result in food insecurity.
The consensus of the Intergovernmental Panel for Climate Change (IPCC) is

that substantial climate change has already occurred since the 1950s, and that it’s
likely the global mean surface air temperature will increase by 0.4 to 2.6°C in the
second half of this century (depending on future greenhouse gas emissions).
Agriculture, and the wider food production system, is already a major source of
greenhouse gas emissions. Future intensification of agriculture to compensate for
reduced production (partly caused by climate change) alongside an increasing
demand for animal products, could further increase these emissions. It’s estimated that
the demand for livestock products will grow by +70% between 2005 and 2050.
While gradual increases in temperature and carbon dioxide may result in more
favorable conditions that could increase the yields of some crops, in some regions,
these potential yield increases are likely to be restricted by extreme events, particularly
extreme heat and drought, during crop flowering. Crop production is projected to
decrease in many areas during the 21st century because of climatic changes. This is
illustrated in figure 1 which summarizes average crop yield projections across all
emission scenarios, regions, and with- or without- adaptation by farmers, showing an
increasing trend towards widespread yield decreases.
222
Heat waves (periods of extreme high temperature) are likely to become more
frequent in the future and represent a major challenge for agriculture. Heat waves can
cause heat stress in both animals and plants and have a negative impact on food
production. Extreme periods of high temperature are particularly harmful for crop
production if they occur when the plants are flowering – if this single, critical stage is
disrupted, there may be no seeds at all. In animals, heat stress can result in lower
productivity and fertility, and it can also have negative effects on the immune system,
making them more prone to certain diseases.
Evidence for an increase in heat waves exists from warming that has already
occurred, and greater than expected increases in heat wave frequency and magnitude
(figure 3). It is difficult to make accurate predictions about the future frequency and
magnitude of heat waves, but there is consensus among projections that
measurements for both will continue to increase in the UK, in Europe, and at a global
scale. The impact of heat waves are expected to be non-uniform, with
disproportionately negative effects in less developed countries. Together with other
aspects of climate change such as increased drought incidence, they may exacerbate
existing issues around food security. (https://www.futurelearn.com/courses/climate-
smart-agriculture/0/steps/26565)
223
Appendix L.1: Week 7, Day 2
TRANSCRIPT OF THE VIDEO FOR VIEWING
The Verdict (1982)
(2 mins 45 seconds) Best movie speech: Frank Galvin’s

closing argument to win the un-winnable case. Watch this
great movie speech here
TRANSCRIPT:
“Well…You know, so much of the time we’re just lost. We say, “Please, God, tell us
what is right. Tell us what is true.”
I mean there is no justice. The rich win; the poor are powerless. We become tired of
hearing people lie. And after a time we become dead, a little dead. We think of
ourselves as victims — and we become victims. We become weak; we doubt
ourselves; we doubt our beliefs; we doubt our institutions; and we doubt the law.
But today you are the law. You are the law, not some book, not the lawyers, not a
marble statue, or the trappings of the court. See, those are just symbols of our desire
to be just. They are, in fact, a prayer, I mean a fervent and a frightened prayer.
In my religion, they say, “Act as if you had faith; faith will be given to you.”
If we are to have faith in justice we need only to believe in ourselves and act with
justice. See, I believe there is justice in our hearts.”
https://vividmethod.com/great-movie-speeches-2-minutes-9-examples/
224
TRANSCRIPT OF THE VIDEO FOR VIEWING
Fair Game (2011)

(Less than 2 mins) Enlightening movie speech about the
decision to go to war in Iraq. Watch the movie speech here.
TRANSCRIPT:
“How many of you know the 16 words in President Bush’s State of the Union
Address that led us to war? (none) How many know my wife’s name? (everyone).
How can you know one, and not the other? When did the question move from ‘Why
are we going to war?’ to ‘Who is this man’s wife?’
I asked the first question, and somebody else asked the second. And it worked.
Because none of us know the truth. The offence that was committed was not
committed against me, it was not committed against my wife – it was committed against
you. All of you.
If that makes you angry or feel misrepresented, do something about it.

When Benjamin Franklin left Independence Hall, just after the second draft of it, he
was approached by a woman on the street, the woman said, ‘Mr Franklin, what manner
of government have you bequeathed us? And Franklin said, ‘A Republic madam… if
you can keep it.’
The responsibility of a country is not in the hands of a privileged few. We are strong
and we are free from tyranny as long as each one of us remembers his or her duty as
a citizen. Whether it’s to report a pothole at the top of your street, or lies in a State of
The Union Address, speak out! Ask those questions. Demand that truth. Democracy
is not a free ride man, I’m here to tell you.
But this is where we live. And if we do our job, this is where our children will live. God
bless America.”
https://vividmethod.com/great-movie-speeches-2-minutes-9-examples/
225
HANDOUTS FOR DISTRIBUTION

RHETORICAL APPEALS: LOGOS, PATHOS, ETHOS
5. A speaker usually uses rhetoric during his/her speech. Rhetoric is the art or skill
of speaking or writing formally and effectively to persuade people.
6. A speaker uses this art to convince his/her audience or listeners to believe in
his/her ideas and to bring them to action, if needed.
7. The speaker use words, expressions and sentences that appeal to the people’s
reasons, feelings and the speaker’s credibility.
8. To persuade his/her audience, he may use the three common strategies, which
was introduced by Aristotle and has been in use for more than 2,300 years.
Aristotle called these speech strategies as logos, pathos, and ethos.
9. Logos (also known as appeal to reason and logic) is the strategy where the
speaker uses the mind and intellect of the listeners to prove his/her points. The
speaker may use the following to express his/her ideas and persuade to the
audience:
a. Definition of terms
b. Explanation of ideas
c. Comparison and contrast
d. Facts and statistics
e. Cause-effect relationships
f. Objective reports
g. If-then statements
h. Inductive reasoning
i. Deductive reasoning
j. Case studies
6. Pathos (also known as appeal to emotion) is the strategy where the speaker uses
the feelings of his/her audience to persuade the listeners. He may use the
following:
I. Stories or testimonies from real people
II. Powerful expressions and images that can arouse emotive responses
III. Audiences’ beliefs, experiences, dreams and ideals
IV. Connotative language
V. Audiences’ religiousness and traditions
7. Ethos (also known as appeal to the speakers’ credibility) is a strategy where the
speaker tries to win the trust of his/her audience with his/her character, authority and
integrity. Thus, the speaker may use the following:
VI. his/her own qualifications and significant life information
VII. his/her experiences and expertise in the subject
VIII. jargon/authoritative language (language of his/her profession,
affiliation)
IX. appropriate tone (by knowing the listeners and the context situation)
X. credible sources (experts, scholars) to emphasize his/her own
XI. credibility
8. These three strategies may be combined but one strategy may be used to prevail
in the speech depending on the topic and speaker’s choice.
9. The speakers should use these strategies with care and good intention. They
should not be used (especially the pathos) to divert the real issue or confuse the
audience.
226
EXERCISES FOR DEVELOPING MASTERY:
Example:
In my 25 years of experience as a doctor, I can say that the epidemic can affect the
whole region within the month
1. As well as nicotine, each cigarette contains more than 4,ooo different chemicals,
many of which are harmful to the body.
2. Cary W tweeted, “Drive is such an amazing film, went in with a crush on Carey
Mulligan. Left with a crush on Ryan Gosling." [Twitter post discovered by
eonline.com]
3. "I will end this war in Iraq responsibly, and finish the fight against al Qaeda and the
Taliban in Afghanistan…” by Barack Obama. August 28th, 2008.
4. And now at last, with success so plainly in our sight, our love of liberty and the voice
of reason alike urge us to guard and cherish the prize that has been so hardly won.
– (Manuel Quezon, Nov. 25, 1935)
5. As a matter of fact, I have come here to honor your invitation.
6. I beg you, fellow members of this House, to pause and consider dispassionately the
effects of this innovation, not so much upon our political system as upon our people.
7. The word “nationalism is rooted in the word “nation” and if patriotism is the love of
the patria or country, nationalism is the love of nation.
8. Scientists who are tacking this event say that the El Nino this season will be the
“climatic event of the century”
9. What is true is that we live in kind of spaceship called the earth, and only a limited
amount of air is forever available to us.(Sydney Harris)
10. And that is why prevention – immediate, drastic and far-reaching – is our only hope
for the future. (Sydney Harris)
11. Again and again we must rise to the majestic heights of meeting physical force with
soul force. (Martin Luther King)
12. I say to you today my friends, even thugh we face the difficulties of today and
tomorrow, I still have a dream. (Martin Luther King)
13. If every person in Macau were given equal portions of land, each would live in a
space a quarter the size of a tennis court.(Blythe Hamer)
14. But there is something that I must say to my people who stand on the warm
threshold which leads into the palace of justice. (Martin Luther King)
15. If people could design computers to perform unpleasant tasks, it would be a
wonderful experience.
16. Research reveals that 45 percent of randomly-selected respondents from a
university thinks that scientists will be able to put a human mind onto a CD-ROM or
computer to be used in robots chip.
Some months ago, while doing research on the general subject of pollution, I learned
how dumb I had been all my life about something as common and familiar – and
essential-as air.(Sydney Harris)
227
Appendix M: Week 7, Day 3
RUBRIC FOR A PANEL DISCUSSION
Criteria 5 4 3 2 1 Total
Focus
concentrates on a specific topic that is
clear, significant and supportable
Teamwork
manifests coordination and
collaboration among the panelists to
clarify the topic at hand
Persuasive techniques
uses logical and emotional appeals;
avoids fallacies
Clarity of ideas
clearly presents reasons, facts and
opinions as support
Response to questions asked
Thinks before speaking; presents
relevant ideas; clearly uses evidence;
gives reasons
Language convention
Uses simple, direct, concise and clear
expressions free from errors; articulates
responses clearly
Total
Legend:
Rating Description
5 Excellent
4 Very Impressive
3 Impressive
2 Convincing
1 Beginning
Formula: F+T+PT+C+R+LC= Total/6= _____
228
Appendix N: Week 8, Day1
TWO IN ONE
Throughout high school I chose to ignore my Filipino side. The most important
thing for me was to fit in – wear the latest clothes, listen to the coolest music, speak the
slang spoken between friends. If anyone asked me my ethnic background, I
emphasized that I was half-white, leaving out that I was half-Filipino. If prodded any
further, I said that my mother was born in the Philippines, but that she was definitely
mixed with Spanish blood. Somehow I had come to the conclusion that to be American
meant I should exclude my Filipino heritage. To include it also might mean I wouldn’t fit
in with my teenager – I had never been to the Philippines, I spoke only English, and I
practiced no Filipino customs.
Since I came to college I have been exploring the Filipino culture more as part of
my family history than as my own culture. This is a step toward true recognition of my
Filipino identity. Though I have been raised in America and have lived the “American”
culture, this doesn’t mean I should deny that I am also a Filipino. My Filipino heritage
has a claim on me that has been waiting to be explored further – waiting to include me
- and I in it. Growing up as mixed Asian and American has made me aware that it isn’t
necessary for me to be 100% American. Now, as I begin to study Filipino history and
culture through research and from my mother, I integrate this new knowledge with my
American culture. This process of integration bridges the two identities that make who
I am. Now I no longer say I am all American or all Filipino, instead I can proudly say
that I am both.
English Expressway IV
Virginia F. Bermudez, Ed.D., et al
2007 Edition, pages 36-37
229
Appendix O: Week 9, Day 3
Transcriptions of the Speech of Ramona J. Smith

2018 Toastmaster Champion
Still Standing
Life will sometimes feel like a fight. The punches, jabs, hooks will come in the form of
challenges obstacles and failures. Yet, if you stay in the ring and learn from those past
fights at the end of each round, you'll be still standing.
Mr. Contest chair, fellow fighters, can you think of a time when life tried to knock you
down? Who was your toughest opponent? Most often, our most challenging opponent
is ourselves.
Round one, college. I dropped out of college, not one, not two, not three, but four times.
I told myself college isn't for me and I would never go back.
Round two, marriage. I married my soul mate, the love of my life, my best friend. He
was fine too. We were married for eight long beautiful amazing months. You heard right.
Months not years. It was like immediately after we said I do, the heavyweight champion
came in and delivered an electrifying knockout blow to our vows. Boom! Divorced.
Round three, speaking. In 2015 I competed for the first time in the International speech
contest. I won at the club level. I won at the area level. I wanted the division level. There
the district level is on the way. I was on the road. I was on fire. I was unstoppable.
I lost. I was crushed. After going three rounds and taking hit after hit I was ready to
throw in the time. I was down for the count, six, seven, eight. When was the last time
life not you down? Who was that lifeline that you reached out to, to help you stand back
up? Was it your family? Your friends? Or did you hold on to your faith?
Maybe you've never been knocked down. But you've seen one of your family members
take a devastating blow. Were you the lifeline that they were reaching out to, to help
them stand back up. Were you the coach in the corner, saying, “Get up! Get up! Stand
up!”
As I gathered all the strength within myself. Stand. Instead of looking into a mirror of
defeat, it became a window of possibilities. I got back in the rack. I went back to college.
I got my degree and I graduated magna laude.
Yeah, after failing four times, I was still standing. After my loss at the district level, I'm
speaking to you from the world championship stage. It's a moment. Thank you. Even
after suffering loss, I'm still standing. Ask for my marriage, I'm still in training.
I have not yet found Mr. Right. But this is an international convention and there are
thousands of men from hundreds of different countries so single Toastmasters. Even
after my divorce, I'm still standing. My challenge to you is to stay in the ring, whether
you're a fighter or a coach. If you're on the side of the ring coaching or if you're in that
ring throwing those jabs and those hooks when that final bell rings “Bing Bing Bing” the
fighters and the coaches will raise their hands with victory singing “I'm still standing
yeah yeah yeah. We're still standing. Very nice. Stay in that ring and even after you
take a few hits use what you learn from those previous fights and at the end of each
round you'll remain still standing Mr. contest.
230
Appendix P.1: Week 9, Day 4
Why We Should Not Compare Ourselves with Others
In our culture a lot of times people advise us to compare ourselves with others.
"You should be like your father," "You can win; the others aren’t as good as you," "You
must be the best of your class," etc., and this is not always the best way of thinking.
There are many reasons to change this way of thinking and begin to compare ourselves
only with ourselves. This is the way it should be, and in this paper I will discuss some
of the most important reasons for this.
The first reason to avoid comparing yourself with others is that there will be
always someone better than you. It doesn’t mater in which aspect, but it is always true.
Therefore, you could feel inferior to others and maybe without a real reason. For
example, you can be an incredible architect and the best of your generation, and this
can make you feel incredibly good, but if someday someone is better than you are, you
could feel sad although you are still the same incredible architect that you were before.
The second reason to elude this kind of comparison is that you will always find
someone worse than you, but as opposed to the first reason, this can make you feel
better than the others, and this feeling can turn into a horrible pride. For example, if you
are the second best student of your class, and one day the very best student leaves
the school, you will then be the best one although you are still only as good as you were
before.
These two first reasons lead us to a third one: If you want to be better than the
others, you don’t need to improve yourself; you only have to make the others look bad.
If I want to be the leader of the group, but you are the leader now, what I need to do is
to make you look like a traitor or stupid and then I can take your place. Then I will be
better than you.
A fourth reason to stop comparing ourselves is that the one who compares
him/herself with others is judging, and this doesn’t help us develop as human beings.
Nobody knows the internal reality of the other; nobody knows his/her story and his/her
most deep intentions, and when we judge it’s harder to accept the others.
The last but most important reason to avoid comparing ourselves with others is
that when we do, we can be tempted to copy them, to do the same things, and to act
and think like them. The problem with this is that if we copy someone, we will never
know who we really are and what we really want, and then we will never grow spiritually.
For all these reasons and because we are unique, we should not compare
ourselves with others, only with ourselves. The only comparison pattern that we really
have is our consciousness. So, if we use this pattern we will not feel less or more than
others; we will not try to make others look bad; we will not judge so much; and we will
accept ourselves as we really are. In other words, we will live happier.
231
Why Students Should Eat Breakfast Every Day
A lot of people, especially young people, go through the day without having
breakfast. Many people believe that it is not necessary, or they say that they don’t have
time for that, and begin their day with no meal. I believe that everyone should eat
breakfast before going to their activities. The purpose of this paper is to show the
importance of breakfast, especially for students.
The first reason why you should eat breakfast before going to school is for your
health. When you skip breakfast and go to school, you are looking for a disease
because it’s not healthy to have an empty stomach all day long. It’s very important to
have a meal and not let your stomach work empty. All you are going to get is gastritis
and a lot of problems with your health if you don’t eat breakfast.
Another reason for eating breakfast is because you need food for to do well in
your classes. You body and your brain are not going to function as good as they could
because you have no energy and no strength. When you try to learn something and
have nothing in your stomach, you are going to have a lot of trouble succeeding. A lot
of people think that they should not eat because they are going to feel tired, but that’s
not true. Breakfast is not a very big meal, and on the contrary, you’re going to feel tired
if you don’t have breakfast because you have spent the entire previous night without
food.
The last reason to have breakfast every day is because you can avoid diseases
if you eat some breakfast in the morning. If you don’t eat, you are going to get sick, and
these diseases will have a stronger effect on you because you’re going to get sick
easier than people who have breakfast every day.
You have to realize that breakfast is the most important meal of the day, and
you cannot skip it without consequences for your health, your school and your defense
mechanism. It is better to wake up earlier and have a good breakfast that run to school
without eating anything. It is time for you to do something for your health, and eating
breakfast is the better way to start your day.
232
The Importance of Reading and Writing
Today science and technology has come to pervade every aspect of our lives.
Computer, television and radio have almost replaced the newspaper and letter once
dominated our lives. Accordingly, the issue about whether the ability to read and write
is more important today may attract our attentions. It is clear that classified views have
converged into two: some think reading and writing ability is more important today than
in the past, while others deny its importance. As I see it, I agree with the former view
without any hesitation and my choice is based on a careful consideration of the
following reasons.
The main reason which may win most of people's support is that if lack the
reading and writing ability, one would be considered as illiterate who has been deprived
of the most basic right of human beings in the 21st century. It will be hard for us to
imagine how somebody who can't read and write communicates with other people. A
case in point is that one of my neighbors who is an old man and cannot read and write
may only talk with others face to face. As for making friends by email and search
information in newspaper, it is absolutely impossible.
The second reason I would like to point out is that people today who cannot
read and write cannot even make a living. Good jobs are difficult to find because of
economic depression. Nearly all the jobs require people who can read and write very
well. Even if one just plans to be a driver, he must read the road sign and know where
he is and where he will go.
Furthermore, the ability to read and write could bring us lots of advantages.
Suppose that people who have tired out with a hard week's sweat and effort may get
lots of benefits and relief from reading a short novel and broaden his horizon by
appreciating a nice poem. Many friends around me would believe reading and writing
some effective ways to relax themselves.
People today especially those children may find it easier for them to manipulate
the mouse of the computer than to write things down by hand. Watching TV instead of
reading may still occupy someone's most leisure time. Yet if all the factors I discussed
above are contemplated and we are to minimize the losses and maximize the gains, it
will not be hard for us to realize that the ability to read and write is more important today
than in the past.
233
Why You Should Not Smoke
I am sure that you know that smoking harms your body. Then why do you
continue smoking? Maybe you do it because you haven’t really become conscious
about all the effects that smoking has. There are a lot of reasons why you shouldn’t
smoke. Some of them are that smoking affects your health, that you spend a lot of
money on cigarettes, and that when you smoke you are not respecting people around
you.
The first reason why you shouldn’t smoke is that smoking affects your health. If
you smoke, your physical condition will be negatively affected, so it will be very
difficult for you to succeed in sports. Also, smoking produces lethal diseases like cancer
and reduces the length and quality of your life. Maybe you don’t notice all the physical
effects of smoking immediately, but you surely will be sorry one day.
The second reason why you shouldn’t smoke is because of all the money that
you spend on it. Maybe you start smoking only when someone offers you a cigarette,
but there will be a day when you will feel the need of a cigarette. By this time, you will
pay whatever to smoke, and each time you will smoke more, so you will spend more
money. All the money you would spend on cigars could have be spent in something
better, don’t you think?
The last reason why you shouldn’t smoke is out of respect for the people around
you. When you smoke, you not only harm yourself, but you also harm all the people
around you. So you mustn’t be selfish; you should at least avoid smoking in front of
people who don’t smoke. Also, many people don’t like the cigarette’s smell, so they
won’t enjoy your company. Would you like that?
I have said just some reasons of why you shouldn’t smoke, so I hope that now
those of you who smoke are able to think a little and try to make a smart decision. In
addition to all the reasons I’ve said, I would like you to think about how much you love
yourself and then whether you want to continue harming yourself. Think also about all
the people who love you, like your family who doesn’t want to see you suffering or sick.
If you decide to continue smoking, what a pity. But if you decide to stop smoking,
congratulations! Remember that "If you can dream it, you can do it."
234
Why People Should Read for Pleasure
In the past years the use of the television and the internet has increased; this
situation has caused many people to change their likes and the way that they enjoy
their free time. Because of television and the internet, many people spend less time
reading, so the purpose for this essay is to present reasons why people should read
just for pleasure. The reasons that I give you are quite simple: to improve your
knowledge, to expand your general culture, to have more fun, to make your imagination
fly, to find new ways to express your ideas, and finally to expand your vocabulary.
The first reason that I give you to enjoy reading is that when you read, you can
expand your knowledge and also your culture. There are a lot of good books in which
you can find history, novels, tragedies, comedies and a variety of other themes. You
can see that people who read more often frequently have a bigger knowledge of life
and also a bigger perspective of their environment. I think that fact gives them an
advantage over all others who do not read frequently.
The second reason to read more often is that through books you can have fun
and even travel in your imagination. Children have not yet lost the ability of getting
into their dreams, and because of this, in their first years the parents read a lot of tales
in which they use their imagination. Adults should try to keep this ability, so we do not
forget the importance of the use of the imagination. The imagination also represents a
tool that could help you to develop your professional career in a creative way.
Finally, the third and the most important feature that reading offers you is that it
does not matter the age that you have, you always could expand your vocabulary and
the ways to express your ideas to the others in a simple and correct form. By the time
you can improve the kind of books that you read, there are a lot of categories, so you
will never stop learning from the pleasure of reading. People who know how to choose
a book generally have the capability of choosing a formal book in which they can find
formal grammatical structures and obviously a formal vocabulary. All these things allow
them to gain greater fluency in their communication.
In conclusion, I recommend that you enjoy reading more often. There are
excellent reasons for doing it; you just have to want to expand your knowledge and your
culture, to improve your imagination and also your vocabulary. I know that we should
evolve with the technology; that is, it is good to know how to navigate in the internet,
but we must also not forget the books. Try to choose good books at the beginning, and
then I ensure you that you never will stop reading.
235
Why People Should Exercise
In the past, I have never been inclined to participate in sports. Honestly, I didn’t
like it, but many persons whom I lived with kept telling me everyday how good it was.
Since the peer pressure was growing, I decided to go to the gym. It wasn’t until then
that I could really understand people when they said exercise really helped a person
get organized and keep yourself in a healthy physically and mentally.
For starters, when you are a lazy person, it is difficult to take the first step, but
it is all a matter of committing yourself to something that will provide you a lot of
positive feedback. Once you start doing exercise and observing positive results, you
actually enjoy it. It takes a lot of effort and strong will, but it's worth it. The principal
thing to do is to participate in an activity you like. If you do you’ll start organizing your
day in a way that enables you to do everything you have to, including exercising. You
will no longer be a person stressed-out without time to carry on with all your activities.
Second, it is obvious that once you exercise you will have a better condition.
You will be healthier in a physical way. It is probable that you will lose weight and your
muscles will get stronger and stronger. Your body will feel good, full of energy and it
will respond immediately to any action you want to do, any activity that has to be done
with high spirits.
The third reason why exercising is good is that it affects you positively in a
mental and psychological way. Doing exercise helps you set specific goals which along
with strong will can be achieved. When you do that, you are aware of your abilities,
accept your weaknesses, and your self-esteem goes up. Any sport distracts you
because it helps you not to think about school, friends, problems, among other things.
It brings you time to think about yourself and no one else. It helps you keep your mind
busy and to avoid dangerous habits like drugs.
Doing exercise is very important to any person of any age. The positive effects
of exercising, which I’ve already mentioned, are like a chain. Once you do a sports
activity that you like, you get organized; therefore, you start doing things the right way
and get enormous benefits which make you feel good as a whole human being. You
start living your life happily
236
Why You Should Communicate Effectively
Establishing and developing effective communication is important in order to be

heard and change your environment according to your own thoughts. No one will guess
what you want or what you think if you don’t tell them, and nothing is going to change
if you do not propose a change. The purpose of this essay is to discuss four important
skills that will help you communicate effectively. Such skills are not to be afraid of
speaking, always defend what you want to say, express exactly what you mean to say,
and listen while you are not speaking.
The first aspect to communicate effectively is not to be afraid of speaking.

Anytime you need to say something, go ahead and do it. Most of the times people are
afraid of speaking because they are not sure if it is the right thing to say and/or the right
moment to say it. Be sure, say what you want to say, and do not regret it. If you speak
you will be heard and taken into account. You are important so you need to be heard.
There is one thing you should not do somehow: Do not say something that will
hurt somebody’s feelings. Unless that something has to be said inevitably, say it, but
as softly and gently as you can. Never hurt anyone intentionally. Always think twice
before saying something. You choose what to say, just be sure to say the right thing at
the right time. If you do that, you won’t regret a thing.
Second, if you want to communicate effectively, defend what you say. Once you
have said something you can never go backward; you must back it up. The worst thing
that you can do when speaking is to hesitate. Hesitance means self-insecurity and this
means weakness. The strength of your words will surely determine their effect on the
listener. The way that you speak and the content of your speech tell a lot about yourself
and your personality. A conversation allows speakers and listeners to get to know each
other better. Besides, people will only know what you say; they cannot go any further if
you do not let them. It is only by means of intelligence, strength, and security that you
will be able to change the world around you. And, it is also by means of intelligence,
strength, and security that you will be heard and taken into account.
The third main aspect of effective communication is to express exactly what you
mean to say. Pick up the words that will express exactly what you are thinking of. Do
not forget that one half of a word belongs to the listener and the other to the speaker.
The listener gets his or her own version of what is said. However your job is to express
yourself clearly, so that you can avoid misunderstandings. Although, avoiding
misunderstandings is a hard task (not impossible), when it is achieved you will be
expressing yourself effectively. Everybody will be able to identify exactly what you say,
what you think, and what you want. Words are double edged weapons which can be
used either to defend or to attack. If you make a good use of them, you will be able to
do almost everything.
The fourth main point to effective communication, and probably the most
important of all, is the listening part. Listen and do not interrupt when it is no longer
your turn to speak. You will surely learn new things from listening to others. If a person
is speaking, it’s because she or he wants to be heard. Effective communication is based
on both listening and speaking. If communication were based only on speaking, it would
be an absolute tyranny. Nevertheless, communication is the means through which you
express yourself in order to be heard and change your environment according to your
237
own version of reality. Thus, it would be impossible to change anything if there were no
one to listen, learn, and accept new ideas. Listening is a gift, and good listeners are
always very appreciated because there are only a few.
Effective communication will help you to express yourself better, allow you to
let other people express themselves, and help you to change your environment toward
your own thoughts and beliefs. Words inspire no fear. Speak them. Words make you
strong. Support them. Words show what you are and what you think. Do not let yourself
be misunderstood. Words are valuable. Listen to them!
238
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DETAILED

MAI ANNE D. RONDOLA

FIRST QUARTER ENGLISH 10 DAILY LESSON PLANS

APPENDIX A: Week 1, Day 1………………………………………………………..193

J. Additional 1. Take pictures of Information Stickers that you usually

 Explaining elements to a selection

2. Learner’s Celebrating Diversity Through World Literature, pp 10-18

3. What did Daedalus invent

4. What did he warn Icarus

5. What happened to Icarus?

E. Discussing Group Activity Group Activity

Plot Where did the story occur?

G. Finding Do Task 10: Digging Deeper Ask:

C. Presenting Individual Activity Pair Activity

Public speaking can be terrifying, but when you care about

H. Making What is reflexive pronoun?

VII. What innovations or

C. Presenting To start with our lesson, let us read each

(Source: Celebrating Diversity Through

(Source: Celebrating Diversity Through World Literature p33

(Source: Celebrating Diversity Through World Literature p34

B. Performance The learner composes a short but powerful persuasive

C. Learning Determine the effect of textual aids like advanced

Express appreciation for sensory images used.

 Determining the effect of textual aids

3. Textbook Pages Celebrating Diversity Through World Literature pages

Group 2: Create a Venn diagram that compares the

Group 3: Create a diagram that shows the challenges of

Group 4: Using the Gorgon’s head as a diagram, point

Group 5: Create a diagram that shows the relationship of

(Source: Celebrating Diversity Through World Literature

3. Skill Development (AVERAGE)

2. A fisherman saw the chest

3. Medusa’s scales are hard as

4. A slight breeze stirred her hair

G. Finding Practical 4. Across the Curriculum

Perseus National Hero

SENSES SENSORY IMAGES

J. Additional Find a paragraph where the use of sensory images are

Ask the students:

I made myself a pancake.

E. Developing Guided Practice Let the students to this task in

F. Finding Across the Curriculum

VI. What difficulties

(Source: Celebrating Diversity Through World

A. Share and compare your list with a partner.

DISCRIMINATION EXAMPLES HOW DO WE

E. Developing Mastery Many situations would require Students will

WHITE CAP: is the optimistic cap

SITUATION: The local

(Source: Celebrating Diversity

F. Finding Practical Across the Curriculum

H. Evaluating Learning Building up defenses is like Students will do the

What strategies will you

B. Performance The learner composes a short but powerful text using a

C. Learning Determine how textual aids like advance organizers help

1. What are your strengths?

2. How do you use your 2. How do you use your

IV. Discussing Task I BOY-GIRL POWER! Task I - BUILD

2. What are the types of advance organizers?