Lesson Plan Q 4 - Week 2

Lesson Plan in English 10
QUARTER 4
Date: January 11, 2016
I. Objective/s
II. Subject Matter
III. Learning Tasks

Teachers Tasks
A. Introduction:
To make writing effective,
the use of direct quotation
marks is employed, quoting
directly what the speaker
has said and to emphasize
ideas in a text.
B. Lesson Proper/Discussion
Let us learn how to use
them correctly:
Present the rules on
using quotation
marks.
Provide examples.
Day 4- Monday
Use quotation marks or hanging indentation for direct
quotes (EN10LT-SS-IIId-1.6.6)
Topic: Cases of Pronouns
Skill/s: Study Skill
Materials: modules, manila paper, worksheet
Reference: Grade 10 LM page/s 320-322
Grade 10 TG page/s-
Students Tasks
B. Lesson Proper/Discussion
C. Generalization
Have the students
generalize important
points about using
quotation marks.
D. Application
Ask the students to
answer the activity
on page 322 of their
LM.
Generalization
What are things to consider in the use
of quotation marks?
How can we use these effectively in
speeches?
Application
Task 1. Pair work
Read the following story and highlight the
sentences that used quotation marks. Take
note of how quotation marks were used to
add more information to the text.
Answers to Task 2
1. "Mary is trying hard in school
this semester," her father said.
2. "No," the taxi driver said
curtly, "I cannot get you to the
airport in fifteen minutes."
3. "I believe," Jack
remarked, "that the best time of
year to visit Europe is in the
spring. At least that's what I read
in a book entitled Guide to
Europe."
4. My French professor told me
that my accent is
abominable. This sentence is
correct as is.
5. She asked, "Is Time a
magazine you read regularly?"
6. Flannery O'Connor probably
got the title of one of her stories
from the words of the old popular
song, "A Good Man Is Hard to
Find."
7. When did Roosevelt say, "We
have nothing to fear but fear
itself"?
8. It seems to me
that "hip" and "cool" are words
that are going out of style.
9. Yesterday, John said, "This
afternoon I'll bring back your
book Conflict in the Middle East";
however, he did not return it.
10. "Can you believe," Dot asked
me, "that it has been almost five
years since we've seen each
other?"
Task 2 Individual
In the following sentences put in quotation
marks wherever they are needed, and
underline words where italics are needed.
1. Mary is trying hard in school this semester,
her father said.
2. No, the taxi driver said curtly, I cannot get
you to the airport in fifteen minutes.
3. I believe, Jack remarked, that the best time
of year to visit Europe is in the spring. At least
that's what I read in a book entitled Guide to
Europe.
4. My French professor told me that my accent
is abominable.
5. She asked, Is Time a magazine you read
regularly?
6. Flannery O'Connor probably got the title of
one of her stories from the words of the old
popular song, A Good Man Is Hard to Find.
7. When did Roosevelt say, We have nothing
to fear but fear itself?
8. It seems to me that hip and cool are words
that are going out of style.
9. Yesterday, John said, This afternoon I'll bring
back your book Conflict in the Middle East;
however, he did not return it.
10. Can you believe, Dot asked me, that it has
been almost five years since we've seen each
other?
11. A Perfect Day for Bananafish is, I believe, J.
D. Salinger's best short story.
12. Certainly, Mr. Martin said, I shall explain
the whole situation to him. I know that he will
understand.
11. "A Perfect Day for

Bananafish" is, I believe, J. D.
Salinger's best short story.
12. "Certainly," Mr. Martin
said, "I shall explain the whole
situation to him. I know that he
will understand."
IV. Evaluation
A. Below are sentences with direct quotations. Rewrite each

sentence, adding the quotation marks before and after the
quotation.
1) Phillip said, I think were going to the movies.
_____________________________________________________
2) My vote goes to Belinda, said George.
_____________________________________________________
3) Robert asked, What time is it?
_____________________________________________________
4) Lets each lunch, said Denise, Im hungry.
_____________________________________________________
5) I never met a man I didnt like, said Will Rogers.
_____________________________________________________
6) I like your shoes, exclaimed Carrie, where did you get them?
_____________________________________________________
7) Thank you for the nice present! said Emma.
_____________________________________________________
8) Liam asked Wesley, Do you want to come with us?
_____________________________________________________
B. Directions: Punctuate and capitalize all the direct
quotations below.
9. We bake all our own pies said the waitress
10. Have you ever seen a germ little Viola asked with
curiosity
11. This is going to be hard to explain sighed Colleen
12. What a funny name for a cat exclaimed Jerry
Instructional Decision
Remarks:
No. of learners w/in mastery level ___________________
No. of learners needing reinforcement/remediation_______
Assignment
Add quotations & other punctuation as needed. Some

sentences are correct without additions.
1. Han said Please bring me a glass of Alka-Seltzer.
2. The trouble with school said Muriel is the classes.
3. I know what Im going to do after my last final whispered
Allyson.
4. Jason admitted I have very oily hair. I wash it twice a day.
5. Thats a beautiful ring exclaimed Bob Where did you buy it?
6. No one said Millie is leaving this house. We have a mess to
clean up!
7. Candace said that her nephew from Miami would arrive on the
bus.
8. Tim said My niece will be on the same bus as your nephew.
9. Maria said that you would help me with my algebra.
10. Will you please help me with my lab report for botany?
asked Jessica
Prepared by:
Noted:
JOSENIA P.
CONSTANTINO
SST- I
JUAN P. CABRERA
Principal
Date: January 12-13, 2016

I. Objective/s
II. Subject Matter
III. Learning Tasks

Teachers Tasks
A. Introduction:
Ask the students about
the places in the
Philippines that they
have already visited.
Let them talk about
their favourite tourist
destination and the
reason why they chose
that place.
Have them share their
experiences and
discoveries about their
travels.
Invite them to read the
Introduction to Lesson
1 and lead them to
discover how rich the
Philippines is in many
ways.
Tell the students that
they are expected to
competently present a
research report on a
relevant socio-cultural
issue at the end of the
module.
B. Activating Prior Knowledge
Day 5- 6 Tuesday-Wednesday
Use locational skills to gather information from primary
and secondary sources of information (EN10SS-Iva-1-5)
Topic: Primary and Secondary Sources of information
Skill/s: Study Skill
Grade 10 TG page/shttp://guides.library.ucsc.edu/primarysecondary
ttps://www.sccollege.edu/Library/Pages/primarysources.aspx
Students Tasks
Task 1- More Fun in the Philippines

Complete the concept map by supplying it with
information that can be taken from the video clip. Write
the key concepts about the topic on the circles and the
details about these key concepts on the rectangle. It is
very important to closely watch the video.
Source: Its more Fun in the Philippines /DOT Official AVP.
Retrieved
on
June
20,
2014,
https://www.youtube.com/watch?v=ADNgEHFDYzo.
Ask the students to

watch the video Its
More Fun in the
Philippines.
Have do Task 1-More
Fun in the Philippines.
Expected Answers:
Circle: 7,107 islands
Rectangle: mountainous,
forestry, sandy, elevated,
underwater, names of islands
Circle: coral riches
Rectangle: 400 out of 500
coral species are here
Circle: Hospitable people
Rectangle: Have you eaten?
Smiles on every faces,
everyones welcome
Circle: Happy people
Rectangle: Humorous in
terms of names, witty, love to
laugh
Processing of students
answers.
Process questions:
1. After watching the
video, did you see
how diverse our
country really is?
2. What new
information did you
gather from the
video?
3. Did you notice
anything that is
very creative in
terms of how
Filipino use
language,
specifically the
English Language?
4. Do you think that
the social media,
particularly
youtube, is more
effective in
promoting a
campaign than
other forms of
communication, like
the print media?
5. Can we say that it is
really more fun in
the Philippines?
6. If you were given a
change to travel for
free, which
destination will you
visit first?
C. Lesson Proper/Discussion
Give input on primary
and secondary sources
of information.
Provide examples.
When conducting a research
in
the
social
sciences,
humanities
(especially
history), arts, or natural
sciences,
the
ability
to
distinguish between primary
and
secondary
source
material is essential.
Basically,
this
distinction
illustrates the degree to
which the author of a piece is
removed from the actual
event
being
described,
informing the reader as to
whether
the
author
is
reporting impressions first
hand (or is first to record
these immediately following
an event), or conveying the
experiences and opinions of
othersthat is, second hand.

(See Attached discussion)
D. Generalization
How important is
understanding of
primary and secondary
sources of information
in making a social
research?
E. Application
Apply what you have learned
by classifying and telling
whether the materials listed
are primary or secondary
sources of information.
Answers:
Task 2.1
1. P
2. S
3. P
4. P
5. S
6. S
7. S
8. P (Journal/Diary)
9. S
10.P
Task 2.2
1. C
2. B
3. B
F
C
D
F
4. A
5. YES
Task 2. 1. Grounded
Can you classify and tell whether the materials listed below is
a primary or a secondary source of information. Write P if the
material is Primary or S if the material is secondary.
____ 1. Letters and Diaries
____ 2. History textbook
____ 3. Government
documents
____ 4. Manuscripts
____ 5. Video tape
Task 2.2 Questions and Answers
____ 6.
Encyclopaedia
____ 7. Newspaper
____ 8. Journals
____ 9. Magazines
____ 10. Artifacts
1. What is a primary source? (multiple choice)

A. A source used often
B. source found in an important book like an encyclopedia
C. A source created at the time of an event by an individual
who was there
D. A source created after an event has happened
2. What is a secondary source? (multiple choices)
A. A source which is someone's second choice to use for
research
B. A source created after an event has happened by someone
not present at the event
C. A second piece of information written about an event
D. A source created at the time of an event
3. Check all below which are primary sources.
A. Encyclopedia article
B. Diary
C. Photograph
D. Magazine article (published at the current time)

E. Textbook
F. Museum artifact
G. Interview
H. Commentaries
I. Review of a book
4. Which of the following is a secondary source? (multiple
choice)
A. A textbook chapter on World War II and its famous battles
B. Martin Luther King's "I Have a Dream" speech
C. A photograph of an immigrant family arriving at Ellis Island
D. A journal kept by a soldier during the American Revolution
5. When researching, you do have to say where you got your
information from.
A. YES
B. NO
IV. Evaluation
(See attached Quiz)

Remarks:
Assignment
(See attached assignment)
Prepared by:
Noted:
JOSENIA P. CONSTANTINO
SST- I
JUAN P. CABRERA
Principal

I. Objective/s
II. Subject Matter
Day 7- Thursday
Explain how the elements specific to a genre
contribute to the theme of a particular literary
selection (EN10LT-Iva2.2)
Express appreciation for sensory images used
(EN10LT-Iva2.2.1)
Selection: The Little Prince by Antoine de Saint
Exupery
Skill/s: Literature
Grade 10 TG page/s- 237-238
III. Learning Tasks

Teachers Tasks
Preliminary Tasks
A. Checking of Assignment
B. Review
YOUR TEXT
A. Vocabulary Development
Ask the students to work with
their seatmates and answer
the task.
B. Motivation
Video playing
What is a friend?
Process questions:
Students Tasks
Task 1. Word Match
Directions: Match the words in column A with the
definitions in column B. Write the letter of the correct
answer on each blank.
A
_____ 1. Tame
_____ 2. Neglect
_____ 3. Sigh
_____ 4. Burrow
_____ 5. Rite
_____ 6. Essential
B
a. breath long and loud
b. no longer wild
c. to fail to give the
proper care or attention
d. a ceremonial act
e. necessary; important
f. a hole dug as a living
space by small animals
1. What is the clip about?

2. What do they do in the
clip?
3. DO you also the same
things to your friends?
4. What else do your friends
do that werent mentioned
in the clip?
5. Can
you
consider
someone youve just met
a friend?
6. How can you say that
someone is a friend?
g. a pointless star
(Post Reading Tasks)

Task 1 (6) Sensations Individual Task)
Describe the Little Prince and the Fox by writing a
sentence that would appeal to the senses. Be sure to
use words that will create pictures in the minds of your
readers.
(See page 415)
C. Background of the Author

Have the learners read the
life of the author for them to
see the connection of the
text to its writer.
D. Motive Question
As you the selection find out
the meaning of this:
What is essential is invisible
in the eye.
E. Reading of the Selection
The Little Prince
Antoine de Saint-Exupery
(An Excerpt)
F. Post Reading
Comprehension Questions
1. Who are the characters
that are present in the
excerpt?
2. Why couldnt the fox play
with the prince?
3. How important is the
rite or ritual of taming
in the friendship of the
Little Prince and the fox?
4. What made the rose of
the Little Prince owned
Task 2. Small Group Differentiated Work)

With groupmates, complete the following assigned
tasks:
Group 1- Compose an open letter to the different pants
that the Little Prince visited. Your letter must focus on
how each of these planets may achieve lasting peace.
Group 2- Create a big greeting card with a message
promoting respect for differences.
Group 3- Role play a scenario when the Little Prince met
the Fox.
Group 4 Write a song about the Little Prince travel and
sing it in front of the class.
Group 5- Your group is part of the Student Government
and the Little Prince is the president. Design a school
program that would foster friendship and camaraderie.
important?
5. What is the foxs secret?
Do you agree with it?
6. Do you think you have
tamed another person and
have been tamed as well?
Differentiated tasks
Present and explain rubrics
before the differentiated
tasks
IV. Evaluation
Assignment
(See attached quiz)
Prepared by:
Noted:
SST- I
JUAN P. CABRERA
Principal

I. Objective/s
Day 8-Friday
Listen to simplify, reorganize, synthesize,
and evaluate information to expand ,
review, or update knowledge
Topic: Listen for simplying, organizing,
synthesizing,
evaluating information
Skill/s: Listening/Writing
Reference: Grade 10 LM page/s 416
II. Subject Matter
III. Learning Tasks

Teachers Tasks
Review
Presentation
unfinished tasks
Students Tasks
of
YOUR TEXT
Prepare the students for
the listening activity.
Present
the
graphic
organizer
Processing:
1. Who is the person
(See attached organizer)

Contents: 1. Persons name
2. Early life
3. Family life
4. Major accomplishments
5. Three interesting facts
2.
3.
4.
5.
6.
being talked about in

the text?
How did she first
start her career as a
pilot?
Why
is
she
an
important person in
the field of aviation?
What
are
the
different theories of
her disappearance?
What
are
the
different theories of
her disappearance?
If what you have
heard is fiction, how
would
you
have
ended her story?
Explain with the

students how to make
simplify, re-organize,
synthesize, and
evaluate information to
expand, review, and
update knowledge.
Provide examples
Have the students
generalize the concepts
and ways to reorganize
information using
graphic organizer.
Have the students
accomplish the graphic
organizer with the
information from the
listening text.
Expected Answers:
Persons Name: Amelia Earhart
Listening Text
Bibliogrpahy, Amelia Eahart (pp. 368-369)
Task 1. (9) Project Runaway

Work in groups and create your own graphic
organizer to show the developments of Amelia
Earharts aviation career. Be ready to present your
output in class.
Early Life:
She was born in
Atchison, Kansas on July
24, 1897, where she
spent her childhood in
various towns, including
Atchison and Kansas
City, Kansas and Des
Moines, Iowa.
At age 19, Amelia
attended Ogontz School
near Philadelphia,
Pennsylvania
She enlisted as a nurse
aide at Spadina Military
Hospital in Toronto,
Canada.
Amelia enrolled as a
premedical student at
Columbia University in
New York.
Family Life:
She was a daughter of a
railroad attorney.
Her parents divorced.
Major Accomplishments:
She purchased her first
airplane, a Kinner
Airster in 1922.
In 1932, Amelia became
the first person to fly
from Hawaii to the
American mainland.
In 1935, Amelia joined
the faculty of Purdue
University as a female
career consultant.
In June 1937, Amelia
embarked upon the first
around-the world flight
at the equator.
Three interesting facts:

She was one of the
worlds most celebrated
aviators.
She took up aviation as
a hobby, taking odd jobs
to pay for her flying
lessons.
She disappeared after
completing two-thirds of
her historic flight with
her navigator Frederick
Noonan.
IV. Evaluation
See attached quiz.

Remarks:
No. of learners w/in mastery level
___________________
No. of learners needing
reinforcement/remediation_______
Assignment
Prepared by:
Noted:
SST- I
JUAN P. CABRERA
Principal

I. Objective/s
Day 9- Monday
Expand ideas using principles of cohesion
and coherence
II. Subject Matter
III. Learning Tasks

Teachers Tasks
Simple recall on how to

simplify, reorganize
information.
YOUR DISCOVERY TASK

Tell to the class the
importance of
coherence in writing.
(Coherent writing
means that the
sentences, ideas, and
details included blend
so smoothly that the
readers will have an
easy time following
what the writer wants
to put across. In order
to achieve this, the
writer must use devices
that will help his
delivery of thoughts.
Have the students
study the given
cohesive devices:
(See page 416)
Provide more examples
Have the students
apply what they have
learned by asking them
to accomplish the first
task.
IV. Evaluation
Topic: Expanding ideas using cohesion and

coherence
Skill/s: Writing
Materials: modules
Students Tasks
Task 1. Complete the following statement by filling
in the square brackets with a cohesive device and
the blank with details you would need to expand
your ideas.
1. The Little Prince tamed the Fox ________________.
2. The important lesson that I learned from SaintExuperys story is ___________________.
3. What inspired me about Amelia Earharts story
is her ambition to _______________.
4. If I were Amelia Earhart, I would ____________
5. The Little Prince and Amelia Earharts story are
similar in terms of ___________.
(See attached additional activities)
See attached quiz

Remarks:
No. of learners w/in mastery level
___________________
No. of learners needing
reinforcement/remediation_______
Assignment
Prepared by:
Noted:
SST-
JUAN P. CABRERA
Principal

I. Objective/s
II. Subject Matter
Day 10- Tuesday

Get familiar with technical terms in research
Topic: Technical terms in research paper
Skill/s: Writing
Materials: modules, manila paper
Reference: Grade 10 LM page/s 287 - 289
III. Learning Tasks

Teachers Tasks
Simple
recall
of
expected output of
lesson research
Students Tasks
the
the
Introduction
IV. Evaluation
Remarks:
Assignment
Prepared by:
Noted:
SST- I
JUAN P. CABRERA
Principal

I. Objective/s
II. Subject Matter
Day 12- Wednesday

Skill/s: Grammar
III. Learning Tasks

Teachers Tasks
Students Tasks
A. Introduction:
B 1. Activating Prior Knowledge
IV. Evaluation
Remarks:
Assignment
Prepared by:
Noted:
SST- I
JUAN P. CABRERA
Principal

I. Objective/s
II. Subject Matter
Day 14- Thursday

Skill/s: Grammar
III. Learning Tasks

Teachers Tasks
Students Tasks
A. Introduction:
IV. Evaluation
Remarks:
Assignment
Prepared by:
Noted:
SST- I
JUAN P. CABRERA
Principal

I. Objective/s
II. Subject Matter
Day 15- Friday

Skill/s: Grammar
III. Learning Tasks

Teachers Tasks
Students Tasks
A. Introduction:
IV. Evaluation
Remarks:
Assignment
Prepared by:
Noted:
SST- I
JUAN P. CABRERA
Principal

I. Objective/s
II. Subject Matter
Day 1-Monday
Recognize figures of speech/literary devices
Topic: Figures of speech/literary devices
Skill/s: Literature
III. Learning Tasks

Teachers Tasks
YOUR JOURNEY
A. Introduction
Let the class realize the
importance
of
bridging
gaps and connecting to
other people.
Show picture of San Juanico
Bridge.
Ask students to share
information
about
the
picture.
(San
Juanico
Bridge
stretches from Samar to
Leyte and it is the longest
bridge in the Philippines
with a total length of 2.16
kilometers.
Have the students read the
quotation by T.D. Jakes.
Ask them to share insights

on this.
What is the importance of
Students Tasks
Concept
A. Alliteration
B. Allusion
C. Hyperbole
D. Irony
E. Metaphor
F. Metonymy
Statement
1. The incidence where an
implausible concept or character is
brought into the story in order to
resolve the conflict and to bring
about a pleasing solution.
2. Meaning or identity ascribed to
one subject by way or another.
3. The use of concepts or ideas that
are contradictory to one another,
yet, when place together hold
significant value on several levels.
4. Playing around with words such
that the meaning implied by a
sentence or word is actually different
from the literal meaning.
5. A figure of speech whereby the
author refers to a subject matter
such as a place, event, or literary
work by way of a passing reference.
6. The practice of drawing
comparison between two unrelated
and dissimilar things, people,
bridging gaps?
Why is it important to
bridge gap.
Explain the class that the
enabling task/final task is a
cultural mapping report at
the end of this lesson.
YOUR INITIAL TASKS

(Activating Prior Knowledge)
Task 1 Magic Square
Have the students answer
the Magic Square
Check answers.
Provide input for figures of
speech and literary devices
which seem not fully
understood by the
students.
Key to corrections
G.
Onomatopoeia
H. Oxymoron
I. Paradox
J.
Personification
K. Simile
L. Litotes
A 16
B5
C 9
D 4
E 2
F 11
G 7
H 14
M. Analogy
I 3
J 10
K 6
L 15
M 13
N 8
O 12
P 1
N. Allegory
O. Caesura
Ask the students to do Task

2. Making Strange
Ask the student What is a
walk that is felt? (Dance)
Have the students answer
the two objects that were
P. Deus Ex
Machina
beings, places, and concepts. It is

marked with words like or as.
7. Words whose sounds are close to
the sound they are meant to depict.
8. A symbolism device where the
meaning of a greater, often abstract,
concept is conveyed with the aid of
a more material object or idea being
used as an example.
9. A literary device wherein the
author uses specific words and
phrases that exaggerate and
overemphasize the basic crux of the
statement in order to produce a
grander, more noticeable effect.
10. The practice of attaching human
traits and characteristics to
inanimate objects, phenomena, and
animals.
11. The practice of attaching human
traits and characteristics to
inanimate objects, phenomena, and
animals.
12. Involves creating a fracture of
sorts with a sentence where the two
separate parts are distinguishable
from one another yet intrinsically
linked to one another.
13. A literary device that helps to
establish a relationship based on
similarities between two concepts or
ideas.
14. A literary device as it allows the
author to use contradictory,
contrasting concepts placed
together in a manner that actually
ends up making sense in a strange,
and slightly complex manner.
15. A discreet way of saying
something unpleasant without
directly using negativity.
16. A literary device that uses words
in quick succession. It begins with
letters belonging to the same sound
groups.
Task 2. Making Strange Guess
described differently.
Ask them to sketch the
image and call some
members of the class to
share their answer.
1. She is a snow queen wearing her golden-brown

gown and her ruby sceptre ruling her frosty
kingdom that surrounded with ice-cold walls and
the shivering dark sea.
(answer) ______________________
2. A ballet dancer dressed in a golden-yellow tutu with
a chocolate-colored top. She had this blushing red
face and her slightly rusty tiara while wearing her
favourite nude ballet shoes. She dances gracefully
with her white riboon at the middle of the stage
with while curtains.
(answer): ____________________
IV. Evaluation
Remarks:
Assignment
Research on the life and work The Weeping Woman by Pablo

Picasso.
Research on the life and works of Craig Raine
Prepared by:
Noted:
SST- I
JUAN P. CABRERA
Principal

I. Objective/s
II. Subject Matter
III. Learning Tasks

Teachers Tasks
YOUR INITIAL TASKS
Ask the students to recall
important figures of speech
and literary devices defined.
Direct students attention to
Task 3 Picasso
Call volunteer to read
research on the life and
work The Weeping Woman
by Pablo Picasso
Have them perform small
group task.
Day 2-Tuesday
Explain the literary devices used
Topic: Figures of speech/literary devices
Skill/s: Literature
Materials: modules, manila paper, picture
Students Tasks
Task 1 (3) Picasso
Analyze one of Picassos most famous paintings. Guess
its title and answer the questions that follow.
Picture
Title: _______________________
1. What image is seen in the painting?
2. What is the expression of the image?
Explain the details to support your answer.
3. Do you think the painting is an accurate
representation of reality? Explain your answer.
YOUR TEXT
Ask the students to unlock
the puzzle by working within
group.
Process the activity and how
students arrived with the
solutions to the puzzle.
Process questions:
1. How did you find the
activity?
2. Were you challenged
when you were solving
the puzzles?
3. Can you tell the class
other puzzles that you
know?
4. If you were going to
experience everything all
over again, do you think
you will have a different
perception should you
have no prior knowledge
about it? If you will
describe everything as
though for the first time,
how are you going to
picture them?
Answers:
1. We are counting on you
2. A friend in need
3. Stepmother
4. Caught in the moment
5. Divided highway
6. Season Ticket
Task 2 (4) Puzzling

Unlock the puzzle by working within your group. Be sure
to discuss how you came with the solution. Also, assign
a group member to tell how you arrived at your answers
to the puzzle. (See page 426)
Vocabulary Words
IV. Evaluation
Remarks:

Assignment
Prepared by:
Noted:
SST- I
JUAN P. CABRERA
Principal

Lesson Plan Q 4 - Week 2

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Lesson Plan in English 10

III. Learning Tasks

11. "A Perfect Day for

A. Below are sentences with direct quotations. Rewrite each

Add quotations & other punctuation as needed. Some

Date: January 12-13, 2016

III. Learning Tasks

Task 1- More Fun in the Philippines

Ask the students to

othersthat is, second hand.

Task 2.2 Questions and Answers

1. What is a primary source? (multiple choice)

D. Magazine article (published at the current time)

(See attached Quiz)

(See attached assignment)

Date: January 14, 2016

II. Subject Matter

III. Learning Tasks

1. What is the clip about?

(Post Reading Tasks)

C. Background of the Author

Task 2. Small Group Differentiated Work)

(See attached quiz)

Date: January 15, 2016

II. Subject Matter

III. Learning Tasks

(See attached organizer)

being talked about in

Explain with the

Task 1. (9) Project Runaway

Three interesting facts:

See attached quiz.

Date: January 18, 2016

II. Subject Matter

III. Learning Tasks

Simple recall on how to

YOUR DISCOVERY TASK

Topic: Expanding ideas using cohesion and

See attached quiz

Date: January 19, 2016

Day 10- Tuesday

III. Learning Tasks

Date: January 20, 2016

Day 12- Wednesday

III. Learning Tasks

B 1. Activating Prior Knowledge

Date: January 21, 2016

Day 14- Thursday

III. Learning Tasks

B 1. Activating Prior Knowledge

Date: January 22, 2016

Day 15- Friday

III. Learning Tasks

B 1. Activating Prior Knowledge

No. of learners needing reinforcement/remediation_______

Date: January 25, 2016

III. Learning Tasks

Ask them to share insights

YOUR INITIAL TASKS

Ask the students to do Task

beings, places, and concepts. It is

Task 2. Making Strange Guess

1. She is a snow queen wearing her golden-brown