TEACHER/DESIGNER: Ms. Juvelyn A.

Abugan SUBJECT: English

GRADE LEVEL: Grade 10 QUARTER: 2ndQuarter
DURATION: (6 weeks or 32 meetings)

STAGE 1 DESIRED RESULTS

LSAR # 1 These standards of learning focus on

the literary works that flourish during
Renaissance period which marked the
rebirth of the human spirit in order to
help the learners understand this
rebirth made possible all the great
achievements and discoveries during
this era. Also to improve the learners’
listening, speaking, reading and
writing skills. Thus making them
become respectful to the cultural
diversities evident in world literature
and equipped with values like love,
patience, charity, etc. to promote
God-filled friendship with his/her
neighbor.

ENDURING UNDERSTANDING
Students will understand that
Meaning-making literary texts can reveal varied
Overarching strategies that characters use to
express and resolve external
conflicts.

ESSENTIAL QUESTION How do literary texts help in

resolving external conflicts?

KNOWLEDGE Reading Comprehension

Acquisition of facts  Sonnet 307
 Federigo’s Falcon
 From an Elegy to Mary
Stuart, Queen of Scotland
 Ballad of Dead Ladies
Listening Comprehension
 Effectiveness of Devices Used
by the Speaker
 Getting the Message
Conveyed by an Oral text
 Evaluating Accuracy,
Soundness, and Relevance of
a Listening Text
 Listening Analytically to
Determine Biases, Opinions,
and Unsupported
Generalization
Viewing Comprehension
 Effectiveness of Devices Used
by the Speaker
 Getting the Message

Learning Standard of A.R. (LSAR) Page 1

 Conveyed by an Oral text
 Evaluating Accuracy,
Soundness, and Relevance of
a Listening Text
 Listening Analytically to
Determine Biases, Opinions,
and Unsupported
Generalization
Vocabulary Development
 Derivational Prefixes
 Expressions Coined from a
Story
 Technical and Operational
Definitions

Literature
 Types of Conflict
 Tone, mood, technique, and
purpose of the author
 Anti-thesis
 Irony
 Use of Poetic Devices
 Aesthetic Approach in
Analyzing the Value of Poem
 Satire
 Different External Form of
Poetry
 Text Structure of Drama
 Dramatic Devices
Writing and Composition
 Parts and Features of
Argumentative Essays
 Citations in Preparing a
Bibliography
 Using Quotations and
Hanging Indentations for
Direct Quotes
 Writing a Petrarchan Sonnet
 Writing a Critique
 Using Non-Linear Texts to
Present Information
 Writing a Script

Oral Language and Fluency

 Extemporaneous and
Impromptu Speech
 Expressing Compliment,
Gratitude, and Apology
 Figures of Speech
 Analogy
 Idiomatic Expressions

Grammar Awareness
 Affirmation and Negation
 Combining Sentences

Learning Standard of A.R. (LSAR) Page 2

 Through Effective
Subordination
 Achieving Sentence Unity
Through Effective
Coordination and Parallelism
 Achieving Sentence Clarity
by Avoiding Omission of
Necessary Words
 Achieving Sentence Clarity
Through Correct Use and
Placement of Modifiers
SKILLS Reading Comprehension
Acquisition of skills based on facts 1. EN10RC-IIa-11: Transcode
information from linear to
non-linear texts and vice-
versa
2. EN10RC-IIc-5.4: Present
information using tables,
graphs, and maps
3. EN10SS-IId-1.5.2: Scan for
needed information
4. EN10RC-IIe-7.3: Read
closely to get the author’s
purpose
5. EN10RC-IIf-13.1: Read
closely to get explicitly and
implicitly stated information
6. EN10RC-IIg-13.1: Read
closely to get explicitly and
implicitly stated information
7. EN10RC-IIh-2.22: Evaluate
text content, elements,
features, and properties using
a set of criteria

Listening Comprehension
1. EN10LC-IIa-11:
2. Switch from one listening
strategy to another to extract
meaning from the listening
text
3. EN10LC-IIb-15.1:
4. Assess the effectiveness of a
material listened to taking into
account the speaker’s purpose
5. EN10LC-IIc-15.2:
6. Assess whether the speaker’s
purpose is achieved or not
7. EN10LC-IId-3.15:Evaluate
listening texts in terms of
accuracy, validity, adequacy,
and relevance
8. EN10LC-IIe-13.2: Employ
analytical listening in problem
solving
9. EN10LC-IIg-13.3: Detect
biases and prejudices

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 10. EN010LC-IIh-15.3:
Determine unsupported
generalizations and
exaggerations

Viewing Comprehension
1. EN10VC-IIa-3.8: Assess the
effectiveness of the ideas
presented in the material
viewed taking into account its
purpose
2. EN10VC-IId-26:Detect bias
and prejudice in the material
viewed
3. EN10VC-IIg-27: Use
previous experiences as
scaffold to the message
conveyed by a material
viewed

Vocabulary Development
1. EN10V-IIa-13.9: Give
technical and operational
definitions

Literature
2. EN10LT-IIa-14.2: Explain
how the elements specific to a
selection build its theme
3. EN10LT-IIc-2.2: Explain
how the elements specific to a
genre contribute to the theme
of a particular literary
selection
4. EN10LT-IIc-2.2.1: Express
appreciation for sensory
images used
5. EN10LT-IId-2.2.2: Explain
the literary devices used
6. EN10LT-IIe-2.2.3:
Determine tone, mood,
technique, and purpose of the
author
7. EN10LT-IIg-2.3: Draw
similarities and differences of
the featured selections in
relation to the theme
8. EN10LT-IIh-3: Explain how
a selection may be influenced
by culture, history,
environment, or other factors
9. EN10LT-IIi-19: Evaluate
literature as a vehicle of
expressing and resolving
conflicts between and among
individuals or groups

Learning Standard of A.R. (LSAR) Page 4

 Writing and Composition
1. EN10WC-IIa-13.1: Identify
parts and features of
argumentative essays
2. EN10WC-IIb-13.2:
Formulate claims of fact,
policy, and value
3. EN10WC-IIc-13.3: Use
patterns and techniques of
developing an argumentative
claim
4. EN10SS-IId-1.6.3:
Acknowledge citations by
preparing a bibliography
5. EN10SS-IIe-1.6.4: Use
writing conventions to
indicate acknowledgement of
resources
6. EN10SS-IIf-1.6.6: Use
quotation marks or hanging
indentations for direct quotes
7. EN10SS-IIg-1.6.5: Use in-
text citations
8. EN10WC-IIh-13: Compose
an argumentative essay

Oral Language and Fluency

1. EN10OL-IIa5: Employ
appropriate pitch, stress,
juncture, intonation, etc.
2. EN10OL-IIc-3.11:
3. Use the correct sound of
English when delivering
impromptu and
extemporaneous speech
4. EN10OL-IIe-3.8: Observe
the correct stance and proper
stage behavior as deemed
necessary
5. EN10OL-IIe-2.6.2: Establish
eye contact
6. EN10F-IIg-3.7: Demonstrate
confidence and ease of
delivery
7. EN10F-IIi-1.15: Make and
deliver impromptu and
extemporaneous speeches
with ease and confidence

Grammar Awareness
1. EN10G-IIa-29: Observe
correct grammar in making
definitions
2. EN10G-IIe-28: Use words
and expressions that affirm or
negate

Learning Standard of A.R. (LSAR) Page 5

 TRANSFER GOALS The learner transfers learning by
Acquisition of facts, Meaning making & composing an argumentative essay in
Transfer preparation for delivering impromptu
and extemporaneous speeches using
affirmation/negation markers and
appropriate prosodic features, stance,
and behavior.

STAGE 2 ASSESSMENT EVIDENCES

PERFORMAN The school has launched its yearly theme: “Unity in Diversity,” in line with
CE TASK this, each grade level should present their self-made promotional materials
G - goal supporting the yearly theme which will be presented on the Foundation Day
R - role Celebration. The outputs will be judged by a committee following the
ADIFFERENTIATED
- audience criteria: Content, Relevance, AppealTASK
DIFFERENTIATED to Audience, Organization, and
DIFFERENTIATED
SROLE – Effectiveness. Your material should be able toPRODUCT/PERFORMAN
present effective strategies
scenario/situati in resolving external conflicts that will persuade
CE others to become united
on
Advertiser despite of differences
Produceina terms of culture,
short video film ideals, and beliefs
Video that usually end
Presentation
P - product to having external conflicts.
showing strategies on how to
S – (Group Performance
resolveTask)
external conflicts.
standard/rubri
Singer and Composer Compose and sing a song Song and Video Presentation
cs which theme is related to
resolving external conflicts.
REFERENCES: Language in Literature by Maria Teresa A. Abarabar

Learning Standard of A.R. (LSAR) Page 6