DLP 1 June

Department of Education
Region VII, Central Visayas

DIVISION OF CEBU CITY
CEBU CITY DON CARLOS A. GOTHONG MEMORIAL NATIONAL HIGH SCHOOL
C. Padilla St., Cebu City
Tel. No. 266-7181
Detailed Lesson Plan (DLP) in English 10
S.Y. 2019-2020
DLP No.: 2 Learning Area: English Grade Level: 10 Quarter: 1 Date: June 11, 2019
I. OBJECTIVES:
A. Content Standards 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 strategies in linking textual information,
repairing, enhancing communication public speaking, emphasis markers in persuasive texts, different
forms of modals, reflexive ad 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 how connected events contribute to the totally of material viewed. EN10VC-IC-1.4/2.4
-Differentiate formal from informal definition of words. EN10V-IC-13.9
D.Learning Outcome -Oral Reading Report
E.Learning Objectives(KSA) K – Determine the material viewed.
S – Differentiate formal from informal of words.
A – Present the activity and answer the following questions given.
F.Values -Discovering personal challenges
II. CONTENT -Contribution of connected events to materials totality and difference between formal and informal
definitions of words.
III. LEARNING RESOURCES
A. References: English 10, Module 1 Discovering Personal Challenges

1.Curriculum Guide pages and EN10VC-IC-1.4/2.4
Learning Competency Code EN10V-IC-13.9
2.Teacher’s Guide pages P 5-7
3.Learner’s Materials pages P 9-12
4.Textbook pages P 9-12
5.Additional Materials from NONE
Learning Resources(LR) portal
B. Other Learning Resources Video Clip from YouTube: Nick Vijisic ( Inspiration to Life )
IV.PROCEDURES:
A. A. Reviewing previous lesson Review the enduring question about life

or presenting the new
lesson.
B. Establishing a purpose for the Present a picture of Nick Vujisic ask the students of their prior knowledge about him.
Lesson.
C.Presenting examples/ Let students watch the video about Nick Vujisic.
instances of the new lesson
D. Discussing new concepts Have the students answer the questions for processing on page 5 of TG through small group
and practicing new skills #1 discussion.
E. Discussing new concepts Discuss the difference between formal and informal definition and have the students give both the
and practicing new skills #2 formal and informal definition of the ff:
1. Comfortable 3. Plunged 5. Vengeful
2. Wrapping 4. Hurtled
F.Developing mastery (leads Let the students play the vocabulary spinner on task 6, page 12 of LM.
to
formative assessment 3)
G. Finding practical Ask students to cite instances in life where the insights from the material viewed are applicable.
applications of concepts and
skills in daily living
H. Making generalizations Have the students answer this question.
and abstractions about the What is the different between formal and informal definition?
lesson
I. Evaluating Learning Vocabulary Rock in Roll using a dice to meet objective 2.
J. Additional activities or Recall any material viewed before and share how the events contribute to its totally through small
remediation group discussion
1. 1. Remarks Indicate below special cases including but not limited to continuation of 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.
The lesson was carried.
2. Reflections Reflect on your teaching and assess yourself as a teacher. Think about your student’s progress this week. 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. Indicate below whichever
is/are appropriate.
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 learning 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?
Prepared by:
Name: SHINEE GODINEZ RACAZA School: Cebu City Don Carlos A. Gothong Memorial National HS
Position/SST 1 Division: Cebu City
Contact Number:09567586993 Email address:shine.racaza@gmail.com
Bibliography
Appendices: (attach all materials that will be used)
1. Activity Sheet
2. Formative Assessment
3. Answer Key
4. Handouts
5. PowerPoint Presentation
6. Others
Tel. No. 266-7181
S.Y. 2019-2020
I. OBJECTIVES:
A.Content Standards The learner demonstrates understanding of how world literature and other text types serve as ways of
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 effects of textual aids like advance organizers, tiles, non- Code:
linear illustrations, etc. on the understanding of a text EN10RC-Ia-2.15.2
-Get information that can be used in everyday life from news reports, EN10LC-Ia-11.1
speeches, informative talks, panel discussions, etc.
E.Learning Objectives(KSA) K – Identify features of persuasive texts.
S – Get information that can be used in every life.
A – Share life experience through writing
F.Values - Valuing life experiences
II. CONTENT -Effects of Textual Aids, and Getting Information

1.Curriculum Guide pages and EN10RC-Ia-2.15.2
Learning Competency Code EN10LC-Ia-11.1
B. Other Learning Resources A short speech of your choice for the listening comprehension; a non-linear text or any text in a graphic
organizer
IV.PROCEDURES:
A. A. Reviewing previous lesson Let the students take a Pre-test

lesson.
B. Establishing a purpose for the Have the students mull over the quotation by Echkart Tolle and the enduring question which can be
Lesson. found in the LM, Your Journey on page 6
C.Presenting examples/ Let the students identify the saying or well-known phrase that represents each block in Task 1 found on
instances of the new lesson page 7 in the LM
D. Discussing new concepts Explain the following processing questions relevant to Task 1:
and practicing new skills #1 1. What is your overall impression about the phrases above?
2. How do they reflect realities in life?
E. Discussing new concepts Have the students accomplish Task 2 You’ve Got a Friend on page 8 of the LM
and practicing new skills #2
F.Developing mastery (leads Let the students listen to a speech and have them share the information that can be used in everyday
to life through Think-Pair-Share method
G. Finding practical Ask students to cite any information from news reports, speeches, etc. where they have learned
applications of concepts and something to be used in everyday life
H. Making generalizations Have the students answer the following question:
and abstractions about the 1. Recall your experience in answering the Blocks that Block in Task 1. What is the effect of the blocks
lesson as textual aids in identifying the saying or well-known phrase that each block represents?
I. Evaluating Learning Have the students answer a self-constructed evaluation that involves any non-linear text or any textual
aids to meet objective 1
K. Additional activities or Recall a news report they have heard or watched before and cite instances or information they have
remediation used in real-life
The time was utilized for answering and checking the pre-test.
is/are appropriate.
B. No. of learners who earned 80%
in the evaluation.
remediation.
No.
with
the lesson.
work?
can help me solve?
I
Prepared by:
Bibliography
4. Activity Sheet
6. Answer Key
4. Handouts
6. Others
Tel. No. 266-7181
S.Y. 2019-2020
I. OBJECTIVES:
and devices.
C.Learning Competencies: -Differentiate formal from informal definitions of words Code:
-Explain how the elements specific to a genre contribute to the theme of a EN10V-Ib-13.9:
particular literary selection EN10LT-Ib-2.2:
EN10LT-Ib-2.2.1:
E.Learning Objectives(KSA) K – Get information of the selection.

S – Note details of the important words from the text.
A – Perform a meaningful report to show understanding.
F.Values -Respect cultures and belief of myth
II. CONTENT The Story of Greek Mythology
A. References: English 10, Greek Mythology
1.Curriculum Guide pages and EN10V-Ib-13.9:

Learning Competency Code EN10LT-Ib-2.2:
EN10LT-Ib-2.2.1:
2.Teacher’s Guide pages None
3.Learner’s Materials pages None
4.Textbook pages None
5.Additional Materials from None

B. Other Learning Resources Google and YouTube
A. A. Reviewing previous lesson -Who are heroes? Why we need to consider them in literature?
lesson. -Ask students about myth stories.
B. Establishing a purpose for the -Discuss briefly about Greek Mythology

Lesson.
-Present the Gods and Goddesses
C.Presenting examples/ -The teacher presents video clip of the origin of myth
D. Discussing new concepts -Why do we have to learn about them? How do they relate as of this time? Is there moral lesson in
and practicing new skills #1 learning myth stories?
E. Discussing new concepts -In real-life situation, who do you consider as a hero? Why?
F.Developing mastery (leads -In a piece of paper, write personal experiences you encountered in which you consider as a hero in
to your life.
G. Finding practical Let the students answer the following:
skills in daily living “What events in the myth could happen in real life?”
H. Making generalizations Facilitate students’ abstraction from the lesson by answering the following:
and abstractions about the
lesson “What are the insights you’ve learned from the selection?”
I. Evaluating Learning -The positive traits and the negative traits of Gods and Goddesses
L. Additional activities or -Recall the famous myth stories you’ve known. Discuss in a group.
remediation
3. 1. Remarks The lesson was implemented.
is/are appropriate.
C. No. of learners who earned 80%
in the evaluation.
remediation.
No.
with
the lesson.
work?
can help me solve?
I
Prepared by:
Bibliography
7. Activity Sheet
9. Answer Key
4. Handouts
6. Others
Tel. No. 266-7181
S.Y. 2019-2020
I. OBJECTIVES:
and devices.
C.Learning Competencies: -Explain how the elements specific to a selection build its theme Code:
-Identify features of persuasive texts EN10LT-Ia-14.2
EN10WC-Ia-12.1
E.Learning Objectives(KSA) K – Get information of the selection.
S – Note details of the important words from the text.
A – Perform a meaningful report to show understanding.
F.Values - Never scape to your punishment face it and wont regret.
II. CONTENT Literary Elements of the Selection: Daedalus & Icarus, and Features of Persuasive Texts

1.Curriculum Guide pages and EN10LT-Ia-14.2
Learning Competency Code EN10WC-Ia-12.1
B. Other Learning Resources Sample Persuasive Text/s
IV.PROCEDURES:
A. A. Reviewing previous lesson Ask the students to give all the words they can connect with the word, myth. Inform them that the text
or presenting the new they are about to read is a myth
lesson.
B. Establishing a purpose for the Ask the students to look for the answer to the following question:
Lesson. 1. How does Icarus get himself into a difficult situation?
C.Presenting examples/ Have the students answer the following questions:
instances of the new lesson 1. What are some myths that you have read?
2. What makes these stories a myth?
D. Discussing new concepts Interactive Reading of the Selection entitled Daedalus and Icarus
and practicing new skills #1 Have the students answer the questions in Task 8 – 10 on page 16 of the LM on their notebooks
E. Discussing new concepts Discuss shortly the different features of a persuasive text, then have the students identify the features
and practicing new skills #2 of a persuasive text present in the sample text
F.Developing mastery (leads Have the students accomplish Task 12 Agree or Disagree on pages 16 and 17 of the LM
to
G. Finding practical Cite instances in life where people discover their personal challenges when they get themselves into
applications of concepts and difficult situations
H. Making generalizations Have the students answer the following questions:
and abstractions about the 1. How do personal challenges make you a better person?
lesson 2. What are the different features of a persuasive text?
I. Evaluating Learning Let the students accomplish Task 13 on page 17 of the LM
Integrate/encourage persuasion in the output
M. Additional activities or Let the students write a short persuasive text about cyberbullying in preparation for the Final Task
remediation
Objective 1 and 2 were carried.
Continue the lesson next meeting.
is/are appropriate.
D. No. of learners who earned 80%
in the evaluation.
remediation.
No.
with
the lesson.
work?
can help me solve?
I
Prepared by:
Bibliography
10. Activity Sheet
12. Answer Key
4. Handouts
6. Others
Tel. No. 266-7181
S.Y. 2019-2020
I. OBJECTIVES:
and devices.
C.Learning Competencies: -Explain how the elements specific to a selection build its theme Code:
-Identify features of persuasive texts EN10LT-Ia-14.2
EN10WC-Ia-12.1
E.Learning Objectives(KSA) K – Identify characters and its functions.
S – Generate imagination to cope up an output.
A – Perform a meaning report to show understanding.
F.Values -- Never scape to your punishment face it and wont regret.
II. CONTENT Literary Elements of the Selection: Daedalus & Icarus, and Features of Persuasive Texts

1.Curriculum Guide pages and EN10LT-Ia-14.2
Learning Competency Code EN10WC-Ia-12.1
B. Other Learning Resources Sample Persuasive Text/s
IV.PROCEDURES:
A. A. Reviewing previous lesson Ask the students to give all the words they can connect with the word, myth. Inform them that the text
or presenting the new they are about to read is a myth
lesson.
B. Establishing a purpose for the Ask the students to look for the answer to the following question:
Lesson. 1. How does Icarus get himself into a difficult situation?
C.Presenting examples/ Have the students answer the following questions:
instances of the new lesson 1. What are some myths that you have read?
2. What makes these stories a myth?
D. Discussing new concepts Interactive Reading of the Selection entitled Daedalus and Icarus
and practicing new skills #1 Have the students answer the questions in Task 8 – 10 on page 16 of the LM on their notebooks
E. Discussing new concepts Discuss shortly the different features of a persuasive text, then have the students identify the features
and practicing new skills #2 of a persuasive text present in the sample text
F.Developing mastery (leads Have the students accomplish Task 12 Agree or Disagree on pages 16 and 17 of the LM
to
G. Finding practical Cite instances in life where people discover their personal challenges when they get themselves into
applications of concepts and difficult situations
H. Making generalizations Have the students answer the following questions:
and abstractions about the 1. How do personal challenges make you a better person?
lesson 2. What are the different features of a persuasive text?
I. Evaluating Learning Let the students accomplish Task 13 on page 17 of the LM
Integrate/encourage persuasion in the output
N. Additional activities or Let the students write a short persuasive text about cyberbullying in preparation for the Final Task
remediation
Lesson covered.
is/are appropriate.
E. No. of learners who earned 80%
in the evaluation.
remediation.
No.
with
the lesson.
work?
can help me solve?
I
Prepared by:
Bibliography
13. Activity Sheet
15. Answer Key
4. Handouts
6. Others
Tel. No. 266-7181
S.Y. 2019-2020
I. OBJECTIVES:
C. Content Standards The learner demonstrates understanding of how world literature and other text types serve as ways of
D. Performance Standards The learner composes a short but powerful persuasive text using a variety of persuasive techniques
and devices.
C.Learning Competencies: -Identify the factors of public speaking Code:
-Use reflexive and intensive pronouns EN10OL-Ia-3.14
EN10G-Ia-27
E.Learning Objectives(KSA) K – Identify the factor of public speaking.
S – Determine how connected events contribute to the totality of material viewed.
A – Make oral report.
F.Values -Practicing speaking skill.
II. CONTENT Factors of Public Speaking, and Reflexive & Intensive Pronouns

1.Curriculum Guide pages and EN10OL-Ia-3.14
Learning Competency Code EN10G-Ia-27
B. Other Learning Resources Charts and Speaker
IV.PROCEDURES:
A. A. Reviewing previous lesson Review the features of a persuasive text

lesson.
B. Establishing a purpose for the Since the final output of Lesson 1 is oral reporting about cyberbullying, have the students give their
Lesson. prior knowledge on the factors of public speaking.
C.Presenting examples/ Prepare students to read the text about bullying on the LM.
D. Discussing new concepts Have the students read the text about bullying on pages 27 & 28 in the LM
E. Discussing new concepts Discuss the factors of public speaking & have the students examine the Oral Presentation Rubric on
and practicing new skills #2 page 29 of the LM as a reference for the final task
F.Developing mastery (leads Have the students accomplish Task 16 Grammarian for a Day on pages 18 – 19 in the LM
to
G. Finding practical Facilitate the students in accomplishing Task 30 A Day in a Life on page 29 of the LM
H. Making generalizations Have the students answer the following:
and abstractions about the 1. In what instances in life where you can use the insights you’ve learned on the factors of public
lesson speaking?
I. Evaluating Learning Have the students answer the following:
“Why do we need to know the factors in public speaking?”
O. Additional activities or Oral Presentation about Cyberbullying

remediation
Lesson carried.
is/are appropriate.
F. No. of learners who earned 80%
in the evaluation.
remediation.
No.
with
the lesson.
work?
can help me solve?
I
Prepared by:
Bibliography
16. Activity Sheet
18. Answer Key
4. Handouts
6. Others
Tel. No. 266-7181
S.Y. 2019-2020
I. OBJECTIVES:
and devices.
C.Learning Competencies: -Identify the factors of public speaking Code:
-Use reflexive and intensive pronouns EN10OL-Ia-3.14
EN10G-Ia-27
E.Learning Objectives(KSA) K – Examine the use of pronouns in sentences.
S – Use reflexive and intensive pronoun.
A – Apply in various concept to show effectiveness.
F.Values - Making correct construction of sentences.
II. CONTENT Reflexive & Intensive Pronouns

1.Curriculum Guide pages and EN10OL-Ia-3.14
Learning Competency Code EN10G-Ia-27
B. Other Learning Resources Charts and Speaker
IV.PROCEDURES:
A. A. Reviewing previous lesson Review the features of a persuasive text

lesson.
B. Establishing a purpose for the Since the final output of Lesson 1 is oral reporting about cyberbullying, have the students give their
Lesson. prior knowledge on the factors of public speaking.
C.Presenting examples/ Prepare students to read the text about bullying on the LM.
D. Discussing new concepts Have the students read the text about bullying on pages 27 & 28 in the LM
E. Discussing new concepts Discuss the factors of public speaking & have the students examine the Oral Presentation Rubric on
and practicing new skills #2 page 29 of the LM as a reference for the final task
F.Developing mastery (leads Have the students accomplish Task 16 Grammarian for a Day on pages 18 – 19 in the LM
to
G. Finding practical Facilitate the students in accomplishing Task 30 A Day in a Life on page 29 of the LM
and abstractions about the 1. In what instances in life where you can use the insights you’ve learned on the factors of public
lesson speaking?
I. Evaluating Learning Have the students answer the following:
“Why do we need to know the factors in public speaking?”
P. Additional activities or Oral Presentation about Cyberbullying

remediation
The lesson was projected.
Group work presentation.
is/are appropriate.
G. No. of learners who earned 80%
in the evaluation.
remediation.
No.
with
the lesson.
work?
can help me solve?
I
Prepared by:
Bibliography
19. Activity Sheet
21. Answer Key
4. Handouts
6. Others
Tel. No. 266-7181
S.Y. 2019-2020
I. OBJECTIVES:
and devices.
C.Learning Competencies: -Determine the effect of textual aids like advance organizers, tiles, non-linear Code:
illustrations, etc. on the understanding of a text. EN10RC-Ib-2.15.2:
- Determine the implicit and explicit signals, verbal, as well as non-verbal, EN10LC-Ib-4:
used by the speaker to highlight significant points. EN10VC-Ib-1.4/2.4:
- Determine how connected events contribute to the totality of a material
viewed.
E.Learning Objectives(KSA) K –Recognize key points to overcome challenges
S –Explain clearly discrimination and its factors.
A –Share real-life experiences to overcome oneself.
F.Values - Achieving quality in life
II. CONTENT Effect of Textual Aids; Implicit & Explicit Signals, Verbal & Non-Verbal Used by Speaker; and
Contribution of Events to Material’s Totality
A. References: English 10, Module 1 Building Up Defenses

1.Curriculum Guide pages and EN10RC-Ib-2.15.2:
Learning Competency Code EN10LC-Ib-4:
EN10VC-Ib-1.4/2.4:
B. Other Learning Resources Audio-Video file of the song, REFLECTION
IV.PROCEDURES:
A. A. Reviewing previous lesson Have the students read the introduction under Your Journey on page 31 of the LM
lesson.
B. Establishing a purpose for the Remind students of the expected output of the lesson: brochure on building defenses against
Lesson. discrimination
C.Presenting examples/ Have the students accomplish a word web activity on the word, Discrimination
D. Discussing new concepts Have the students accomplish Task 1 on page 32 of the LM
E. Discussing new concepts Have the students view or listen to the song “Reflection” from the movie Mulan and answer the
and practicing new skills #2 processing questions
F.Developing mastery (leads Let the students accomplish Task 3 Mirror, Mirror on page 33 of the LM
to
G. Finding practical Let the students recall the textual aid on Task 1 and ask them its effect in deciphering the riddle
lesson “What are being used in the song viewed to highlight its significant points?”
I. Evaluating Learning Think-Write-Share: Discrimination Check (page 32 of the LM)
Q. Additional activities or Using the exit cards provided or any piece of paper, answer the enduring question of the lesson
remediation
Objectives were carried.
is/are appropriate.
A. No. of learners who earned
80%
in the evaluation.
remediation.
No.
with
the lesson.
work?
can help me solve?
I
Prepared by:
Bibliography
22. Activity Sheet
24. Answer Key
4. Handouts
6. Others
Tel. No. 266-7181
S.Y. 2019-2020
I. OBJECTIVES:
and devices.
C.Learning Competencies: -Differentiate formal from informal definitions of words EN10V-Ib-13.9:
-Explain how the elements specific to a genre contribute to the theme of a EN10LT-Ib-2.2:
particular literary selection EN10LT-Ib-2.2.1:
-Express appreciation for sensory images used
E.Learning Objectives(KSA) K – Recall characters of Gods and Goddess
S – Discuss critically the story of “The Gorgon’s Head”
A – Make a graphic organizer of the story and relate in our time.
F.Values Appreciation of life achievement.

II. CONTENT Formal and Informal Definitions of Words; Elements Specific to a Genre; and Sensory Images
A. References: English 10, Module 1, Lesson 2, Building Up Defenses

EN10LT-Ib-2.2.1:
2.Teacher’s Guide pages P24-28
3.Learner’s Materials pages P35-44
4.Textbook pages P35-44

B. Other Learning Resources None
IV.PROCEDURES:
A. A. Reviewing previous lesson Let the students set their expectations on the lesson by accomplishing Task 6 on page 35 of the LM
lesson.
B. Establishing a purpose for the Let the students read the text on page 35 of the LM and let the information be a guide in reading the
Lesson. text
C.Presenting examples/ Have the students accomplish the Story Anticipation Guide on page 36 of the LM
D. Discussing new concepts Have the students recall their knowledge on formal & informal definitions of words; then let the
students accomplish Task 8 on page 36 of the LM
E. Discussing new concepts Interactive Reading of the selection, The Gorgon’s Head; then have the students answer Task 9 on
and practicing new skills #2 their notebooks (p. 42)
F.Developing mastery (leads Facilitate students’ group work: Visualizing the Text on page 42 of the LM
to
I. Evaluating Learning Makes Sense To Me (page 44)
R. Additional activities or Accomplish Task 12 My Coat of Arms on pages 43-44 of the LM

remediation
Objective 1 and 2 were carried.
is/are appropriate.
B. No. of learners who earned
80%
in the evaluation.
remediation.
No.
with
the lesson.
work?
can help me solve?
I
Prepared by:
Bibliography
25. Activity Sheet
27. Answer Key
4. Handouts
6. Others
Tel. No. 266-7181
S.Y. 2019-2020
I. OBJECTIVES:
and devices.
C.Learning Competencies: -Differentiate formal from informal definitions of words Code:
-Explain how the elements specific to a genre contribute to the theme of a EN10V-Ib-13.9:
particular literary selection EN10LT-Ib-2.2:
-Express appreciation for sensory images used EN10LT-Ib-2.2.1:

E.Learning Objectives(KSA) K – Recall characters of Gods and Goddess
S – Discuss critically the story of “The Gorgon’s Head”
A – Make a graphic organizer of the story and relate in our time.
F.Values -Appreciation of character accepting the challenge
II. CONTENT The Gorgon’s Head

EN10LT-Ib-2.2.1:

B. Other Learning Resources None
IV.PROCEDURES:
A. A. Reviewing previous lesson Let the students set their expectations on the lesson by accomplishing Task 6 on page 35 of the LM
lesson.
B. Establishing a purpose for the Let the students read the text on page 35 of the LM and let the information be a guide in reading the
Lesson. text
C.Presenting examples/ Have the students accomplish the Story Anticipation Guide on page 36 of the LM
D. Discussing new concepts Have the students recall their knowledge on formal & informal definitions of words; then let the
students accomplish Task 8 on page 36 of the LM
E. Discussing new concepts Interactive Reading of the selection, The Gorgon’s Head; then have the students answer Task 9 on
and practicing new skills #2 their notebooks (p. 42)
F.Developing mastery (leads Facilitate students’ group work: Visualizing the Text on page 42 of the LM
to
I. Evaluating Learning Makes Sense To Me (page 44)
S. Additional activities or Accomplish Task 12 My Coat of Arms on pages 43-44 of the LM

remediation
The lesson was implied.
is/are appropriate.
80%
in the evaluation.
remediation.
No.
with
the lesson.
work?
can help me solve?
I
Prepared by:
Bibliography
28. Activity Sheet
30. Answer Key
4. Handouts
6. Others
Tel. No. 266-7181
S.Y. 2019-2020
I. OBJECTIVES:
and devices.
C.Learning Competencies: -Identify features of persuasive texts Code:
-Describe and interpret the ethics of public speaking EN10WC-Ib-12.1
-Use reflexive and intensive pronouns EN10OL-Ib-3.15
EN10G-Ib-27

E.Learning Objectives(KSA) K – Identify the features of persuasive texts.
S – Use emphasis of the factors and ethics of public speaking
A – Compose a persuasive text with the use of correct reflexive and intensive pronouns
F.Values - Courteousness in writing text.
II. CONTENT Features of Persuasive Texts; Ethics of Public Speaking; and Reflexive & Intensive Pronouns
A. References: English 10, Module 1 , Lesson 2, Building Up Defenses

1.Curriculum Guide pages and EN10WC-Ib-12.1
Learning Competency Code EN10OL-Ib-3.15
EN10G-Ib-27

B. Other Learning Resources Self-constructed worksheet on describing/interpreting ethics of public speaking; caps
IV.PROCEDURES:
A. A. Reviewing previous lesson Review the features of persuasive texts and reflexive & intensive pronouns
lesson.
B. Establishing a purpose for the Have the students mull over the following key thought:
Lesson.
“Pronouns are used so that you do not keep using nouns all throughout a text.”
C.Presenting examples/ Have the students compare and contrast reflexive & intensive pronouns using a Venn Diagram
D. Discussing new concepts Have the students accomplish Task A & B on page 45 of the LM
E. Discussing new concepts Discuss the ethics of public speaking and have them accomplish the provided worksheet
F.Developing mastery (leads Let the students accomplish Task 18 Caps Locked on page 48
to
G. Finding practical Have the students answer the following through Think-Pair-Share:
skills in daily living “What are the instances in life where you can use the ethics in public speaking?”
H. Making generalizations Facilitate the students’ responses on the following:

lesson “Describe an ethical public speaking.”
I. Evaluating Learning Travel Brochure (page 50)
T. Additional activities or Accomplish My Treasure on page 51 of the LM and write your answers on a journal
remediation
The lesson was carried.
is/are appropriate.
80%
in the evaluation.
remediation.
No.
with
the lesson.
work?
can help me solve?
I
Prepared by:
Bibliography
31. Activity Sheet
33. Answer Key
4. Handouts
6. Others
Tel. No. 266-7181
S.Y. 2019-2020
I. OBJECTIVES:
and devices.
C.Learning Competencies: -Determine the effect of textual aids like advance organizers, titles, non- Code:
linear illustrations, etc. on the understanding of a text EN10RC-Ic-2.15.2:
-Determine the implicit and explicit signals, verbal, as well as non-verbal, EN10LC-Ic-4:
used by the speaker to highlight significant points

E.Learning Objectives(KSA) K – Identify implicit and explicit signals.
S – Note important details of the material viewed
A – Make three paragraph of a public speaking and use implicit and explicit signals.
F.Values - appreciate the use of signals to the speakers.
II. CONTENT Explicit and Implicit Signals

1.Curriculum Guide pages and EN10RC-Ic-2.15.2:
Learning Competency Code EN10LC-Ic-4:
2.Teacher’s Guide pages

B. Other Learning Resources Audio-video file on “Let it Go” song; printed copy of a song of your choice
IV.PROCEDURES:
A. A. Reviewing previous lesson Have the students read the text under Your Journey on page 52 of the LM
lesson.
B. Establishing a purpose for the Inform students of the expected output in Lesson 3: Information Ad (TV, radio, or print)
Lesson.
C.Presenting examples/ Present samples of explicit and implicit signals and
have the students differentiate implicit and explicit signals
D. Discussing new concepts Have the students listen to the song, “Let it Go” & let them determine implicit and explicit signals from
and practicing new skills #1 the lyrics
E. Discussing new concepts Let the students accomplish Task 1 Boy-Girl Power on page 53 of the LM
F.Developing mastery (leads Facilitate students’ responses on the processing questions on page 54 of the LM
to
G. Finding practical Let the students cite real-life situations that make use of implicit and explicit signals
H. Making generalizations Facilitate students’ responses on the following:
lesson “How are explicit and implicit signals used by the speaker to highlight significant points?”
I. Evaluating Learning Using the printed copy of a song, have the students determine the implicit and explicit signals used in
the lyrics to highlight points
U. Additional activities or Have the students accomplish Task 3 What are You Made of?
remediation
Lesson covered.
is/are appropriate.
C. No. of learners who earned
80%
in the evaluation.
remediation.
No.
with
the lesson.
work?
can help me solve?
I
Prepared by:
Bibliography
34. Activity Sheet
36. Answer Key
4. Handouts
6. Others
Tel. No. 266-7181
S.Y. 2019-2020
I. OBJECTIVES:
and devices.
C.Learning Competencies: -Determine how connected events contribute to the totality of a material Code:
viewed EN10VC-Ic1.4/2.4:
-Differentiate formal from informal definitions of words EN10V-Ic13.9:
D.Learning Outcome Oral Presentation /Oral Reading Output

E.Learning Objectives(KSA) K – Recall details from the text read
S – Note important details from the text.
A –Watch the movie ‘ Life of Pi’
F.Values
II. CONTENT Contribution of Events to a Material’s Totality; and Difference Between Formal & Informal Definitions of
Words
A. References: English 10, Module 1 , Lesson 2, Building Up Defenses

1.Curriculum Guide pages and EN10VC-Ic1.4/2.4:
Learning Competency Code EN10V-Ic13.9:

B. Other Learning Resources Copy of the film or a summary/movie review of “Life of Pi” movie
IV.PROCEDURES:
A. A. Reviewing previous lesson Present the necessary information about the movie, “Life of Pi”
lesson.
B. Establishing a purpose for the Have the students mull over the following question: “How did the connected events contribute to the
Lesson.
totality of the movie?”
C.Presenting examples/ Optional: Viewing of the movie, “Life of Pi” (time-consuming)

Present the summary or the movie review of the film, “Life of Pi”
D. Discussing new concepts Have the students discuss their answers to the processing questions on pages 59-60 of the LM in a
and practicing new skills #1 small group
E. Discussing new concepts Let the students accomplish Task 4 Mystery Words on pages 54-55 of the LM
F.Developing mastery (leads Elaborate/explain the answers on the processing questions on page 55 of the LM
to
G. Finding practical Have the students correlate the events and totality of the movie to their own experiences and their
applications of concepts and contribution to life
H. Making generalizations Let the students answer the following:
lesson “What insights have you learned from the movie adaptation/summary?”
I. Evaluating Learning Using the words in the mystery words, have the students take a short quiz on the formal and informal
definition of the words
V. Additional activities or Encourage students to watch the film, “Life of Pi” with their family at their own leisure time
remediation
Continue the lesson tomorrow.
is/are appropriate.
80%
in the evaluation.
remediation.
No.
with
the lesson.
work?
can help me solve?
I
Prepared by:
Bibliography
37. Activity Sheet
39. Answer Key
4. Handouts
6. Others
Tel. No. 266-7181
S.Y. 2019-2020
I. OBJECTIVES:
and devices.
C.Learning Competencies: -Determine how connected events contribute to the totality of a material Code:
viewed EN10VC-Ic1.4/2.4:
-Differentiate formal from informal definitions of words EN10V-Ic13.9:

E.Learning Objectives(KSA) K – Express insights based on the ideas presented
S – Relate the topic into real scenario.
A – Watch the movie “Life of Pi”
F.Values -Inspire and gain strength to the person you loved.
II. CONTENT - Contribution of Events to a Material’s Totality; and Difference Between Formal & Informal Definitions
of Words

1.Curriculum Guide pages and EN10VC-Ic1.4/2.4:
Learning Competency Code EN10V-Ic13.9:

B. Other Learning Resources Copy of the film or a summary/movie review of “Life of Pi” movie
A. A. Reviewing previous lesson Present the necessary information about the movie, “Life of Pi”
lesson.
B. Establishing a purpose for the Have the students mull over the following question: “How did the connected events contribute to the
Lesson. totality of the movie?”
C.Presenting examples/ Optional: Viewing of the movie, “Life of Pi” (time-consuming)

instances of the new lesson Present the summary or the movie review of the film, “Life of Pi”
D. Discussing new concepts Have the students discuss their answers to the processing questions on pages 59-60 of the LM in a
and practicing new skills #1 small group
E. Discussing new concepts Let the students accomplish Task 4 Mystery Words on pages 54-55 of the LM
F.Developing mastery (leads Elaborate/explain the answers on the processing questions on page 55 of the LM
to
G. Finding practical Have the students correlate the events and totality of the movie to their own experiences and their
applications of concepts and contribution to life
H. Making generalizations Let the students answer the following:
lesson “What insights have you learned from the movie adaptation/summary?”
I. Evaluating Learning Using the words in the mystery words, have the students take a short quiz on the formal and informal
definition of the words
W. Additional activities or Encourage students to watch the film, “Life of Pi” with their family at their own leisure time
remediation
The lesson was implied.
is/are appropriate.
80%
in the evaluation.
remediation.
No.
with
the lesson.
work?
can help me solve?
I
Prepared by:
Bibliography
40. Activity Sheet
42. Answer Key
4. Handouts
6. Others

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Department of Education

Region VII, Central Visayas

A. References: English 10, Module 1 Discovering Personal Challenges

A. A. Reviewing previous lesson Review the enduring question about life

A. References: English 10, Module 1 Discovering Personal Challenges

A. A. Reviewing previous lesson Let the students take a Pre-test

D.Learning Outcome -Oral Reading Report

E.Learning Objectives(KSA) K – Get information of the selection.

II. CONTENT The Story of Greek Mythology

III. LEARNING RESOURCES

A. References: English 10, Greek Mythology

1.Curriculum Guide pages and EN10V-Ib-13.9:

3.Learner’s Materials pages None

4.Textbook pages None

5.Additional Materials from None

B. Establishing a purpose for the -Discuss briefly about Greek Mythology

3. 1. Remarks The lesson was implemented.

A. References: English 10, Module 1 Discovering Personal Challenges

A. References: English 10, Module 1 Discovering Personal Challenges

A. References: English 10, Module 1 Discovering Personal Challenges

A. A. Reviewing previous lesson Review the features of a persuasive text

O. Additional activities or Oral Presentation about Cyberbullying

A. References: English 10, Module 1 Discovering Personal Challenges

A. A. Reviewing previous lesson Review the features of a persuasive text

P. Additional activities or Oral Presentation about Cyberbullying

A. References: English 10, Module 1 Building Up Defenses

I. Evaluating Learning Think-Write-Share: Discrimination Check (page 32 of the LM)

F.Values Appreciation of life achievement.

A. References: English 10, Module 1, Lesson 2, Building Up Defenses

3.Learner’s Materials pages P35-44

4.Textbook pages P35-44

5.Additional Materials from None

I. Evaluating Learning Makes Sense To Me (page 44)

R. Additional activities or Accomplish Task 12 My Coat of Arms on pages 43-44 of the LM

D.Learning Outcome -Oral Reading Report

A. References: English 10, Module 1, Lesson 2, Building Up Defenses

3.Learner’s Materials pages P35-44

4.Textbook pages P35-44

5.Additional Materials from None

I. Evaluating Learning Makes Sense To Me (page 44)

S. Additional activities or Accomplish Task 12 My Coat of Arms on pages 43-44 of the LM

D.Learning Outcome -Oral Reading Report

A. References: English 10, Module 1 , Lesson 2, Building Up Defenses

2.Teacher’s Guide pages P29-33

3.Learner’s Materials pages P45-51

4.Textbook pages P45-51

5.Additional Materials from None

H. Making generalizations Facilitate the students’ responses on the following:

I. Evaluating Learning Travel Brochure (page 50)

D.Learning Outcome -Oral Reading Report

A. References: English 10, Module 1, Lesson 2, Building Up Defenses

2.Teacher’s Guide pages

3.Learner’s Materials pages P52-53

4.Textbook pages P52-53

5.Additional Materials from None

D.Learning Outcome Oral Presentation /Oral Reading Output

III. LEARNING RESOURCES

A. References: English 10, Module 1 , Lesson 2, Building Up Defenses

2.Teacher’s Guide pages

3.Learner’s Materials pages P53-54

4.Textbook pages P53-54

5.Additional Materials from None

C.Presenting examples/ Optional: Viewing of the movie, “Life of Pi” (time-consuming)