1st Grading Lesson Plan

ENGLISH 10 Date: June 4, 2018
I. OBJECTIVES: At the end of the class, the learners should be able to:
 Use textual aids in understanding better the text EN10RC-1-0-28.1.2
 Get information from various text types that can be used in everyday life
II. SUBJECT MATTER
a) Materials: Cartolina, Pictures, Activity Sheets
b) References: Celebrating Diversity Through World Literature LM p. 7-8
III. LEARNING ACTIVITIES
A. Routine
 Prayer & Greetings
 Attendance & Classroom Management
B. Motivation
Each image represents a saying or well-known phrase. Identify what is asked in each picture.
Write your answers on the space provided below.
C. Lesson Proper
i. Activity
Answer the following questions based on the images shown to you in the previous
activity.
1. How did you get the answer to each picture?
2. What helps you in understanding and getting the meaning of given image?
3. What is your overall impression about the phrases above?
4. How do they reflect realities in life? Share to the class your experiences?
ii. Analysis
Text aids, also called text features, are visual elements on a page that stand out from the main
text. The reader uses text features to help understand the content. Some examples of text aids are titles,
bold or italic print, diagrams, maps, tables, charts and maps.
Text aids are predominately used in nonfiction text. Text features focus the reader's attention on
specific parts of the text, and help the reader identify important ideas in the reading. Aids in the form of
pictures or graphs give the reader additional information to support that found in the text. Text aids are
also useful for previewing text.
The different forms of writing are often known as text types at school. Factual texts inform,
instruct or persuade by giving facts and information. Literary texts entertain or elicit an emotional
response by using language to create mental images. It is a way of classifying and defining different types
of language interaction both spoken and written. It also refers to the purpose of a text and the way it is
written. Narrative, persuasive, descriptive, explanation, exposition, information reports, recounts,
procedures and poetry are some common types of text.
iii. Abstraction
Remember the time when you were weak and low? Fill out each balloons with your
experiences in life that have to do with your response in your motivation activity.
iv. Application
Answer the following questions based on the activity given:
1. What can you say about the activity?
2. How did you feel when you recalled your experiences?
3. What did you feel while sharing your experiences with the class? Why?
IV. EVALUATION
Let the learners present their work by group. Here’s the criteria:
Criteria Points
Content 10
Presentation 10
Teamwork 5
Total 25
V. ASSIGNMENT
Watch the video clip entitled “Inspiration to Life – Motivational Video of a Young Boy, an Inspiration to
Millions”
MASTERY LEVEL:
10 – OPAL
10 – QUARTZ
10 – AMETHYST
INSTRUCTIONAL LEVEL:
Presented by: JAERAH MAE B. PAJIGAL

Subject Teacher
Checked by: PHOEBE L. CAMPOS

English Dept. Head
 Determine how connected events contribute to the totality of a material viewed EN10VC-Ia-1.4
II. SUBJECT MATTER
a) Materials: Video Clip, Activity Sheets
A. Routine
B. Motivation
Watch the motivational video of a young boy who is considered as an inspiration to millions.
C. Lesson Proper
i. Activity
Supply the spaces below with a particular event from the video clip which correspond the following:
1. Orientation: ____________________________
2. Complication:__________________________
3. Climax:_________________________________
4. Resolution:______________________________
ii. Analysis
Nick Vujicic - is an Australian motivational speaker with a rare congenital disorder called
Tetra-Amelia Syndrome. He was born with an absence of four limbs, which inspired him to found a non-
profit organization called “Life Without Limbs” at the age of 17.
“It's a lie to think you're not good enough. It's a lie to think you're not worth anything.” –Nick Vujicic
Understanding a text depends upon how the events are being connected with one
another. Its logical arrangement contributes a lot to its totality as what a narrative develops its plot. It is
just like our personal challenges in life which help us develop the totality being a person.
iii. Abstraction
Guide Questions:
1. What is the impact of the video clip to you? How does it affect you?
2. What are your realizations after watching the video clip?
iv. Application
Answer the following questions :
1. Who is the main character in the video clip?
2. What is it all about?
3. What are the personal challenges of the character highlighted in the video?
4. In what way the connected events of the video clip contribute to the totality of the
material viewed?
IV. EVALUATION
Criteria Points
Content 10
Presentation 10
Teamwork 5
Total 25
V. ASSIGNMENT
Find the meaning of the following:

1. Formal Definition 2. Informal Definition
MASTERY LEVEL:
10 – OPAL
10 – QUARTZ
10 – AMETHYST

Subject Teacher

English Dept. Head
 Differentiate formal from informal definition of words. EN10V-Ia-13.9
II. SUBJECT MATTER
a) Materials: Visual Materials
b) References: Celebrating Diversity Through World Literature LM p. 12
A. Routine
B. Review
Have a short recap about the previous topic.
C. Motivation
Spelling Bee.
1. Lieu 6. Counterfeit
2. Embellish 7. Apothecary
3. Novice 8. Circumvent
4. Clever 9. Eccentric
5. Amenable 10. Partisan
D. Lesson Proper
i. Activity
Vocabulary Building.
1. Lieu – place 6. Counterfeit – fake
2. Embellish or Adorn – decorate 7. Apothecary – pharmacist
3. Novice – rookie 8. Circumvent – avoid
4. Clever- smart or intelligent 9. Eccentric – abnormal
5. Amenable – agreeable 10. Partisan – biased
ii. Analysis
An informal definition comes in the form of a word or a phrase oftentimes called a
synonym. For example, word seism is defined by giving earthquake as an appositive. The word
compensation and remuneration can be made simpler by writing pay or the word inundation by
mentioning flood.
Formal Definition as its name suggests, is in the form of sentence with these three
elements: species (the term defined), genus (class or kind to which the term belongs), and the differentia
(the distinguishing characteristics that make the term different from other terms of the same class).
Examples:
1. Entomology is the branch of science that is concerned with the study of insects.
2. Ichthyology is the branch of science that deals with the study of fishes.
3. An isocracy is a form of government where all citizens have equal political power.
4. A monarchy is a form of government in which the office of head of state is a King or a
Queen and is usually hereditary or, in some cases, elected and which includes a royal
house.
5. Joule is the SI derived unit used to measure energy or work. (SI - International System )
6. Kelvin is the SI derived unit used to measure temperature. (SI - International System )
7. Amnesia is a condition in which memory is disturbed or lost
8. Dementia a condition that is a serious loss of cognitive ability in a previously unimpaired
person, beyond what might be expected from normal aging
9. Coquina is a sedimentary rock formed by accumulation of abundant shell fossils and
fragments.
10. Lignite is a sedimentary rock composed of organic material.
iii. Abstraction
Do the Task 6 Vocabulary Spinner in P. 12 Celebrating Diversity Through World
Literature.
iv. Application
The following are vocabulary words from the selection – Daedalus and
Icarus. Answer each part of the spinner as instructed.
1. Comfortable 2. Vengeful 3. Labyrinth 4. myth
Use in a sentence Give the definition
Give a synonym Give an antonym
IV. EVALUATION
Criteria Points
Content 10
Presentation 10
Teamwork 5
Total 25
V. ASSIGNMENT
Read in advance the story of Daedalus & Icarus by Nick Pontikis.
MASTERY LEVEL:
10 – OPAL
10 – QUARTZ
10 – AMETHYST

Subject Teacher

English Dept. Head
 Explain how the elements specific to a selection build its theme. EN10LT-Ia-14.2
II. SUBJECT MATTER
a) Materials: Video Clip, Activity Sheet
A. Routine
B. Review
Have a short review about yesterday’s topic by asking the learners about the difference
between formal and informal definition.
C. Motivation
Accomplish the Story Anticipation-Reaction Guide below:
Read the statements in the table on the next page and check the column that corresponds to
your response.
Disagree Agree Statement Were you right?
Daedalus is a famous architect & inventor.
Daedalus created a maze for King Minos so
complex that nobody could escape from it.
To keep Daedalus from revealing secrets of the
maze, Minos imprisoned him and his so Icarus.
Icarus flew close to the sun.
Icarus drowned in the sea.
D. Lesson Proper
i. Activity
Identify the meaning of words using context clues.
1. As Perdix plunged to his death from the hill of the Acropolis, Athena turned Perdix into a partridge
to save him.
2. Vengeful King Minos wasn’t quite done with his desire to punish Daedalus – he then went in pursuit
of Daedalus, hoping to locate and trick Daedalus into showing himself.
3. The labyrinth was so smartly constructed that Daedalus himself could barely find his way out after
constructing it.
a. An intricate structure of interconnecting passages through which it is difficult to find one's
way; a maze.
b. Desiring revenge
c. To dive, jump or throw oneself
ii. Analysis
A myth is a story that can sometimes be rooted in historical fact, but more often deals with
supernatural beings, gods, demigods, and the explanation of natural phenomenon. Stories that explain
religious beliefs are often myths; they explain the cultural and religious views of a society. Many myths
were, at one time or another, believed to be true, but one defining characteristic of a myth is that there is
no way to verify the claims made within it. “Daedalus and Icarus” is a sample of myth. It discusses
adventures and mistakes of heroes or characters.
Like other stories, myth also observes the specific elements which help in the development of
the text. Characterization, Setting, Plot, Theme, Style, Tone and Point of view are the significant elements
of a myth.
iii. Abstraction
Answer the following questions about the story:
1. Who hired Daedalus?
2. What did Daedalus design to hold the Minotaur?
3. What did Daedalus invent to help them escape from the island?
4. What happened to Icarus?
5. Do you think the events of Daedalus and Icarus’ escape from the island prison of Crete
could happen in real life?
iv. Application
Answer Task 11 FACT or NOT in P. 16 of your LM.
IV. EVALUATION
Create a timeline of what happened in the following event that will be assigned to you.
o The palace of Minos
o In prison
o Icarus in the sea
o Sicily
V. ASSIGNMENT
Visualize your favorite part of the story by making a fan-art.
MASTERY LEVEL:
10 – OPAL
10 – QUARTZ
10 – AMETHYST

Subject Teacher

English Dept. Head
 Connect own experiences with facts, characters and situations in the text. EN10LT-Ib-2.2
II. SUBJECT MATTER
a) Materials: Visual Materials, Activity Sheet
A. Routine
B. Review
Have a short recap about yesterday’s topic by checking the assignment of the learners.
C. Motivation
How would personal challenges make you a better person? Relate your answer to the story
of Daedalus & Icarus.
D. Lesson Proper
i. Activity
Let the learners find the hidden words in the puzzle. See the activity sheet.
ii. Analysis
After reading the selection “Daedalus and Icarus” in the Learner’s Material on page 13 to 15, find
out how Daedalus got himself into a difficult situation. As you read this myth, look for what Daedalus did to
escape from the Crete. How did Daedalus overcome his personal challenges?
iii. Abstraction
Digging Deeper.
1. Do you think Daedalus’ plan was a good plan? Explain your answer.
2. Which events in the myth could have happened in real life?
3. If you had access to building resources and materials, how would you design a flying
machine to help you escape from the prison island of Crete?
iv. Application
Tell whether the statement is a FACT or NOT. Draw WINGS before each number if the
statement is a fact and SUN if otherwise.
_________ Daedalus was an inventor.
_________ King Minos wanted to kill the Minotaur.
_________ It would be easy to find your way out of the Labyrinth.
_________ Icarus designed his own wings.
_________ The wings were made of chicken feathers.
IV. EVALUATION
State whether you agree or disagree with the given statements and find evidence from the text to
support your claim.
1. King Minos is cruel.
Evidence: _______________________________
2. Daedalus is talented.
Evidence: _______________________________
3. Icarus is foolish.
Evidence: _______________________________
4. Daedalus & Icarus should have stayed in the island after escaping from the Labyrinth.
Evidence: _______________________________
5. Daedalus is responsible for his son’s death.
Evidence: _______________________________
V. ASSIGNMENT
Answer the following question:
1. How would you compare the similarities of your personal challenges in and those of Daedalus
and Icarus?
2. How would personal challenges make you a better person?
MASTERY LEVEL:
10 – OPAL
10 – QUARTZ
10 – AMETHYST

Subject Teacher

English Dept. Head
Independence Day
(Regular Holiday)
 At least 75% of the learners can answer 75%of the questions in the summative test
II. SUBJECT MATTER
a) Materials: Summative Test Paper
b) References: Please refer to the test plan.
A. Routine
B. Review
Give a short review of the topics discussed for the week.
o Formal & Informal Definition
o Daedalus & Icarus
C. Giving Instruction
Give instruction to the learners for the 1st Summative Test. Please refer to the test plan.
IV. EVALUATION
Checking and recording of scores.
V. MASTERY LEVEL:
10 – OPAL
10 – QUARTZ
10 – AMETHYST

Subject Teacher

English Dept. Head
1st PTA MEETING

FNHS, 1:00 PM
City Charter Anniversary

Eid’l Fitr
(Local Holiday)
 Use & differentiate reflexive pronouns from intensive pronouns to create meaningful discourse.
EN10G-Ia-27
II. SUBJECT MATTER
a) Materials: Visual Materials, Handouts, Activity Sheets
A. Routine
B. Review
Have a short review about last week’s topic by asking the learners what is the lesson in the
story Daedalus and Icarus. -To teach people to not abuse their power. In the story, Icarus has the power
to fly. However, he abuses the power by flying too high. In result of abusing it he drowns to his death.
C. Motivation
Ask the learners the following:
What is a pronoun?
(Expected response: A word that is used in place of a noun is called a pronoun)
· How many types of pronoun do you remember?
(Expected response: Personal, possessive, reflexive, subject, object, interrogative pronoun, intensive
pronoun, indefinite pronoun, demonstrative pronoun, relative pronoun, reciprocal pronoun, and
distributive pronoun)
D. Lesson Proper
i. Activity
Do the task 16 Grammarians for a Day in p.18-19. Let the learners scan the paragraphs given
from the selection “Daedalus & Icarus” and underline all the pronouns used by the author.
ii. Analysis
A reflexive pronoun refers to a noun or another pronoun and indicates that the same person or
thing is involved. An intensive pronoun adds emphasis to a noun or another pronoun. (See handouts
attached.)
He surprised himself by breaking the home-run record. (reflexive)
Leo himself prepared the main course. (intensive)
iii. Abstraction
Pick at least five (5) sentences with pronouns from the Task 16. Rewrite the sentences and
make the pronouns reflexive. Make sure these pronouns reflect the subject of the sentence.
1. _________________________________________
2. _________________________________________
3. _________________________________________
4. _________________________________________
5. _________________________________________
iv. Application
Pick out the personal pronoun in each number, then tell whether the function is Reflexive or
Intensive Pronoun.
1. I myself will give you the signal.
2. Alex, can’t you give yourself more time for this project?
3. They braced themselves for the decision of the board of judges.
4. They have only themselves to blame for their defeat.
5. The children hurt themselves by playing on the flooded streets.
IV. EVALUATION
Circle the reflexive pronoun in each sentence. Draw a line back to the subject it is reflecting.
(see activity sheet attached)
V. ASSIGNMENT
Complete the sentences using reflexive pronouns.
1. I cooked ____________ a meal and then I watched television.
2. I´m sure he will enjoy ____________ on his trip.
3. I cut ____________ while I was preparing the vegetables.
4. We enjoyed ____________ by playing cards while we were waiting for the plane.
5. She put the plates on the table and told them to help ____________ to the food.
6. Tom hurt ____________ when he was playing football.
7. James cooked ____________ a snack when he got home.
8. Did you paint the room ____________? - Yes, it took me two days to do it.
9. If you will not help me, I will have to do it all ____________.
10. She makes her clothes ____________.
MASTERY LEVEL:
10 – OPAL
10 – QUARTZ
10 – AMETHYST

Subject Teacher

English Dept. Head
 Define bullying and identify the types of bullying. EN10WC-Ia-12.1
 Deliver a concise report about cyber-bullying
II. SUBJECT MATTER
a) Materials: Visual Materials, Video Clip
A. Routine
B. Review
Have a short review the topic yesterday by checking their assignments.
C. Motivation
Watch a video clip about a bullying documentary – “'Kapuso Mo, Jessica Soho': No to
bullying!”
D. Lesson Proper
i. Activity
Name Train. One person walks around the group and picks one person. That person then
puts their hands on the leader's shoulders and yells their name in whatever tone they want, and everyone
else has to mimic it. The leader keeps dragging the train around while the last person to join picks
someone else.
ii. Analysis
Republic Act No. 10627 or the Anti-Bullying Act of 2013
“Bullying” refers to any severe, or repeated use by one or more students of a written, verbal, or
electronic expression, or a physical act or gesture or any combination thereof, directed at another student
that has the effect of actually causing or placing the latter in reasonable fear of physical or emotional harm
or damage to his property; creating a hostile environment at school for the other student; infringing on the
rights of another student at school; or materially and substantially disrupting the education process or the
orderly operation of a school; such as, but not limited to, the following:
1. Any unwanted physical contact between the bully and the victim like punching, pushing,
shoving, kicking, slapping, tickling, headlocks, inflicting school pranks, teasing, fighting, and the
use of available objects as weapons;
(see attached handout)
iii. Abstraction
The text is lifted from the Republic Act No. 10627 or the Anti-Bullying Act of 2013. Study the
text carefully and to accomplish the chart below.
What the law says…
What is in my mind…
What is in my heart…
What the text tells…
iv. Application
What would you do to stop or at least minimize the cases of bullying if you would be any of
the following for a day?
 Group 1: A senator
 Group 2: A school janitor
 Group 3: A teacher
 Group 4: A parent
 Group 5: A priest/Nun
IV. EVALUATION
Let the learners present their work by group. Here’s the presentation rubric:
Trait 4 3 2 1
NONVERBAL
SKILLS
EYE CONTACT Holds attention Consistent use of Displays minimal No eye contact
of entire direct eye contact eye contact with with audience, as
audience with with audience but audience, while entire report is
the use of direct still returns to reading mostly read from notes
eye contact, notes from notes
seldom looking
at notes
BODY LANGUAGE Movements Makes Very little No movement or
seem vivid and movements or movement or descriptive
help the gestures that descriptive gestures
audience enhances gestures
visualize articulation
POISE Student is Makes minor Displays mild Tension and
relaxed, displays mistakes, but tension; has nervousness is
self-confidence quickly recovers trouble recovering obvious; has
secure about from them; from mistakes. trouble recovering
self, with no displays little or from mistakes
mistakes no tension
VERBAL SKILLS
ENTHUSIASM Demonstrates a Occasionally Shows some Shows absolutely
strong positive shows positive negativity toward no interest in topic
feeling about feelings about topic presented presented
topic during topic
entire
presentation
ELOCUTION Student uses a Student’s voice is Student’s voice is Student mumbles,
clear voice and clear. Student low. Student incorrectly
precise pronounces most incorrectly pronounces terms,
pronunciation of words correctly. pronounces terms. and speaks too
terms so that all Most audience Audience softly for a majority
audience members can members have of students to hear
members can hear difficulty hearing
hear presentation. presentation
presentation
CONTENT
SUBJECT Student Student is at Student is Student does not
KNOWLEDGE demonstrates full ease with uncomfortable with have grasp of
knowledge by expected information and is information;
answering all answers to all able to answer student cannot
class questions questions without only rudimentary answer questions
with explanations elaboration questions about subject
and elaboration
ORGANIZATION Student presents Students Audience has Audience cannot
information in presents difficulty following understand
logical, information in presentation presentation
interesting logical sequence because student because there is
sequence that that audience can jumps around no sequence of
audience can follow information
follow
MECHANICS Presentation has Presentation has Presentation has Student’s
no misspellings no more than two three misspellings presentation has
or grammatical misspellings and/or four or more
errors and/or grammatical errors misspellings
grammatical and/or
errors grammatical errors
Comments:
V. ASSIGNMENT
Answer the following questions:
1) What do I value most in life?
2) What is my life’s purpose?
3) What legacy do I want to leave?
MASTERY LEVEL:
10 – OPAL
10 – QUARTZ
10 – AMETHYST

Subject Teacher

English Dept. Head
 Get information from various text types that can be used in everyday life. EN10RC-Ib-2.15.2
II. SUBJECT MATTER
b) Materials: Video Clip, Visual Materials, Activity Sheet
c) References: Celebrating Diversity Through World Literature LM p. 31-32
A. Routine
B. Motivation
You must have known people who have succesfully overcome discrimination. Pair-up, and
reflect on the question below:
Think of a person who gave you inspiration in dealing with discrimination. How does he/she
inspire you? Write your answers in the balloon.
C. Lesson Proper
i. Activity
Read each statement carefully, and identify what is suggested by each statement.
1. I am a vitamin you need if you have colds. What am I?
2. I am what you use when it’s raining. What am I?
3. I am what you wear when the sun is at its peak. What am I?
4. I once protected China from invaders, now I am a wonder for visitors. What am I?
Make sense of all your answers together to come up with the answer to this riddle.
What D is built for protection?
ii. Analysis
The most important component of defense is awareness. In the previous lesson, you have
been aware of your personal challenges and that is your initial step into building a defense against life’s
inevitable circumstances.
“How do I build the best defense against challenges to achieve the best quality of life?”
Watch and listen to the song “Reflection” from the movie Mulan.
QUOTES BY MULAN (REFLECTION)
"Now I see, that if I were truly to be myself, I would break my family's heart"
"Why is my reflection someone I don't know?"
iii. Abstraction
Processing Questions:
1. What is the song all about?
2. What type of discrimination was underscored in the song?
3. Does this kind of discrimination against women still exist these days? How or in what way?
4. Pick out your favorite lines from the song and explain why you picked those lines.
iv. Application
Identify what is happening in every images from the video clip shown. (see attached activity
sheet)
IV. EVALUATION
You probably have experienced, observed or learned about a lot of discrimination at home, in
school, among your peers, etc. What are these discriminations? Let the students share their answers or
ideas in the class.
DISCRIMINATION
FAMILY SCHOOL PEERS
V. ASSIGNMENT
Read in advance the story “The Gorgon’s Head” by Anne Terry White and answer the following
questions based on the story:
1. What is the “dreadful oracle” that was delivered to King Acrisius?
2. What adventure does Polydectes suggest that Perseus undertake?
3. List three (3) perilous encounters that Perseus experienced during his adventure?
MASTERY LEVEL:
10 – OPAL
10 – QUARTZ
10 – AMETHYST

Subject Teacher

English Dept. Head
 Interpret and infer the key elements of the text (Gorgon’s Head by Anne Terry White)
EN10VC-Ib-1.4
II. SUBJECT MATTER
a) Materials: Video Clip, Copy of the Story, Activity Sheet
A. Routine
B. Motivation
Vocabulary: Mystery Word. Study the definition and word forms. Rearrange the letters in bold
to form the correct word for each item below. Write the word in the box.
1. To escape or avoid (verb) - eveda EVADE
2. Dangerous (adjective) - erpisulo PERILOUS
3. Poisonous (adjective) - vsmuoneo VENOMOUS VENOMOUS
4. Ashamed (verb) - aeadhbs
5. Satisfy, gratify (verb) - peeapsa
6. Brave (adjective) - vorlsaou
C. Lesson Proper
i. Activity
Story Anticipation Guide. Before reading, mark the checklist with ( / ) if you agree or ( x ) if you
disagree with the statement.
Agree Disagree Page No. Reflection
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.
ii. Analysis
An Oral Tradition is the manner in which information is passed from one generation to the
next in the absence of writing or a receiving medium. In the days before near-universal literary, bards
would sing or chant their people’s stories.
They employed various techniques to aid their own memory and to help their listeners keep
track of the story. This oral tradition was a way to keep the history or culture of the people alive, and since
it was a form of story-telling, it was a popular entertainment.
Background of the Author
Anne Terry White (1896), who was born in Russia, has worked as a teacher, a social
worker, and a translator of Russian Literature. Amongst her most-loved tale is the “Gorgon’s Head”.
Let the learners read the story “Gorgon’s Head” by Anne Terry White.
iii. Abstraction
Dissecting the Text.
1. Explain how the oracle given to King Acrisius was fulfilled.
2. What was Polydectes’ “true motive in sending Perseus to kill Medusa”?
3. Medusa was beheaded by Perseus, yet her head continued to have power. Explain how
the evil Gorgon’s head is beneficial to Perseus.
4. What heroic characteristic does Perseus have?
5. What help does he get on his quest?
6. How did Perseus’ quest enable him to prove himself a hero?
iv. Application
Create a Venn Diagram that compares the characteristics of Perseus and Medusa. Cite
evidences from the text.
PERSEUS MEDUSA
IV. EVALUATION
Create a timeline of events from the story. Tell why are these events significant in the story?
V. ASSIGNMENT
Read the questions below and answer. You should think about why you have your opinions and
what examples in the story support your opinion?
1. If you were King Acrisius and were told the prophecy of being killed by your grandson, what
would you do?
2. If you were Perseus, what would you do to Polydetes, after you got the head of Medusa?
MASTERY LEVEL:
10 – OPAL
10 – QUARTZ
10 – AMETHYST

Subject Teacher

English Dept. Head
 Connect own experiences with facts, characters and situations in the story. EN10RC-Ic-2.15.2
 Determine the effect of textual aids on the understanding the text.
II. SUBJECT MATTER
a) Materials: Visual Materials, Activity Sheets
A. Routine
B. Review
Have a short recap about yesterday’s topic about the story Gorgon’s Head by checking the
assignment of the learners.
C. Motivation
In the story anticipation guide that was given to you, fill in the column with the page number of
the text where you found the correct answer for each statement.
Reflection: Are you correct? If not, what did you learn?
D. Lesson Proper
i. Activity
By pair. Using the Gorgon’s Head as a diagram, point out at least five (5) utterances of
Perseus that strike you the most. Explain why.
ii. Analysis
THE GORGON’S HEAD Translated by: Anne Terry White

Theme: Finding Yourself and Resolving Conflicts
Moral Lesson: Ancient Greeks believed in fate and that people cannot avoid their fate. God will
punish evil people and reward those who are courageous and virtuous.
LINES FROM THE CHARACTERS
 KING ACRICIUS - “I will evade my fate. I will shut Danae up away from the sight of men in a house
of bronze all sunk underground.”
 KING POLYDECTES - “The time has come, Perseus, for you to win glory for yourself in some bold
adventure.” “It would be a good idea for you to cut off the Medusa’s head. That would bring you to
the greatest fame.”
 HERMES - “Perseus, I approved the high adventure you have in mind. But you must be properly
equipped for it.”
 ATHENE - “Of what use will be your sword, my brother,” she said to Hermes, “When none may look
the Gorgons and live?”
 PERSEUS - “Lovely maiden, you should not wear such chains as these,” he stammered out, “but
rather those which bind the hearts of lovers. I pray, you, tell me your name and why you are bound
like this.”
 ANDROMEDA - “It is her beauty that has chained me here for the gods are jealous, and in nothing
may we mortal surpass them. The sea god has sent a serpent to prey upon our people, and my
death alone can appease his anger. So, says the oracle.”
 KING CEPHEUS - “Indeed, indeed, valorous youth, she shall be yours! Only save her from the
monster, and you shall have our Kingdom as well as our daughter.”
 PHINEAS - “Behold, I am here!” he cried. “I have come to avenge the theft of my promised bride.”
iii. Abstraction
The Quest Myth.
The Gorgon’s Head
1. Who is the hero?
2. What is the quest?
3. Who helped him?
4. Who is the villain?
5. What is the crisis to overcome in which he
nearly dies?
6. What is the magical object or weapon that
helped him to achieve his goal?
7. What happens in the end of the story?
iv. Application
Choose the character from the story that best fits the description that is given.
1. The King of Argos, received a dreadful oracle. A. Zeus I. Dictys
2. God of all gods, father of Perseus. B. Andromeda J. Cassiopeia
3. The fishermen who found Danae & Perseus. C. Hermes K. Poseidon
4. Mother of Perseus. D. Gray Sisters L. Phineas
5. King of Seriphos, husband of Danae. E. Athene M. Cepheus
6. Greek goddess of wisdom, battle & warfare. F. Danae
7. Messenger of the gods, gives Perseus advice. G. Polydectes
8. King of Ethiopia. H. King Acrisius
9. Three fearsome sisters with brass hands and serpent like scales.
10. Beautiful maiden whom Perseus rescued.
IV. EVALUATION
To be able to kill the Gorgon, Perseus built a line of defenses. Identify what these defenses are
through the coat of arms diagram. Explain each value of each defenses as Perseus faced his challenges.
V. ASSIGNMENT
Find the meaning of intensive pronoun. Give at least 3 sentence examples using intensive
pronouns.
MASTERY LEVEL:
10 – OPAL
10 – QUARTZ
10 – AMETHYST

Subject Teacher

English Dept. Head
 Use intensive pronouns to create meaningful discourse. EN10G-Ib-27
II. SUBJECT MATTER
A. Routine
B. Review
Have a short review about pronouns and reflexive pronoun by giving the meaning and
sentence examples.
C. Motivation
Circle all the pronouns from the paragraph.
(1-2) But it happened that when they came to Argos, King Acrisius was away from home. (3)
Games were being held in Larissa, and Perseus, hearing of them, decided to go there and take part.
(4) And there at the game it was that the oracle with Acrisius had received at Delphi was strangely
fulfilled. (5) For when it came Perseus’ turn to throw the discus, (6-7) he threw it so that it swerved to
one side. (8) 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.
D. Lesson Proper
i. Activity
Paraphrase at least three sentences by transforming the circled pronouns into reflexive or
intensive pronouns IF APPLICABLE. Write R on the blank before each item if the pronoun is reflexive or I
if intensive.
__________1. ________________________________________________________
__________2. ________________________________________________________
__________3. ________________________________________________________
ii. Analysis
An intensive pronoun uses a reflexive pronoun to add emphasis to the subject of the
sentence. You’ll usually find the intensive pronoun right after the noun or pronoun it’s modifying, but not
necessarily. (See handout attached)
iii. Abstraction
Underline the reflexive or intensive pronoun in each sentence. Then identify it as Reflexive or
Intensive.
1. By fifth grade, Ben Carson considered himself the dumbest kid in his class.
2. His mother was raising Ben and his brother herself.
3. He learned to love reading and then to love learning itself.
4. Ben outdid himself.
5. He himself likes the challenge of difficult surgery.
iv. Application
Fill in the blanks in the following sentences with the appropriate reflexive or intensive
pronouns. On the line to the right, write R for reflexive and I for intensive.
1. Let’s give ______________ a fighting chance to win this game.
2. If left alone, the problem may just solve _____________.
3. I _______________ will testify if it will help your case.
4. Be careful you don’t cut ______________ on that sharp blade.
5. It is we ______________ who must speak out about cheating.
IV. EVALUATION
(see activity sheet attached)
V. ASSIGNMENT
A hero saves the day. Saving people and saving lives could take any form.
Complete the chart below by answering the questions that follow:
List down all the acts of heroism done by List down all the little acts of heroism that you did
Perseus… lately…
What personal challenges does Perseus have to What personal challenges have you overcome to
overcome to fulfill acts of heroism? fulfill acts of heroism?
MASTERY LEVEL:
10 – OPAL
10 – QUARTZ
10 – AMETHYST

Subject Teacher

English Dept. Head
 Connect own experiences with facts, characters and situations in the story. EN10VC-Ib-2.4
II. SUBJECT MATTER
A. Routine
B. Review
Have a short recap about yesterday’s topic about the story Gorgon’s Head by checking the
assignment of the learners.
C. Motivation
Vocabulary: Mystery Word. Study the definition and word forms. Rearrange the letters in bold
to form the correct word for each item below. Write the word in the box.
1. To escape or avoid (verb) - eveda EVADE
2. Dangerous (adjective) - erpisulo PERILOUS
3. Poisonous (adjective) - vsmuoneo VENOMOUS
4. Satisfy, gratify (verb) - peeapsa APPEASE
5. Brave (adjective) - vorlsaou VALOROUS
D. Lesson Proper
i. Activity
Story Anticipation Guide. Before reading, mark the checklist with ( / ) if you agree or ( x ) if you
disagree with the statement.
Reflection: Are you correct? If not, what did you learn?
Agree Disagree Reflection
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.
ii. Analysis
THE GORGON’S HEAD Translated by: Anne Terry White
Theme: Finding Yourself and Resolving Conflicts
Moral Lesson: Ancient Greeks believed in fate and that people cannot avoid their fate. God will
punish evil people and reward those who are courageous and virtuous.
 KING ACRICIUS - “I will evade my fate. I will shut Danae up away from the sight of men
in a house of bronze all sunk underground.”
 KING POLYDECTES - “The time has come, Perseus, for you to win glory for yourself in
some bold adventure.” “It would be a good idea for you to cut off the Medusa’s head. That
would bring you to the greatest fame.”
 HERMES - “Perseus, I approved the high adventure you have in mind. But you must be
properly equipped for it.”
 ATHENE - “Of what use will be your sword, my brother,” she said to Hermes, “When none
may look the Gorgons and live?”
 PERSEUS - “Lovely maiden, you should not wear such chains as these,” he stammered
out, “but rather those which bind the hearts of lovers. I pray, you, tell me your name and
why you are bound like this.”
 ANDROMEDA - “It is her beauty that has chained me here for the gods are jealous, and
in nothing may we mortal surpass them. The sea god has sent a serpent to prey upon our
people, and my death alone can appease his anger. So, says the oracle.”
 KING CEPHEUS - “Indeed, indeed, valorous youth, she shall be yours! Only save her
from the monster, and you shall have our Kingdom as well as our daughter.”
 PHINEAS - “Behold, I am here!” he cried. “I have come to avenge the theft of my
promised bride.”
iii. Abstraction
The Quest Myth.
The Gorgon’s Head
8. Who is the hero?
9. What is the quest?
10. Who helped him?
11. Who is the villain?
12. What is the crisis to overcome in which he
nearly dies?
13. What is the magical object or weapon that
helped him to achieve his goal?
14. What happens in the end of the story?
iv. Application
Choose the character from the story that best fits the description that is given.
1. The King of Argos, received a dreadful oracle. A. Zeus I. Dictys
2. God of all gods, father of Perseus. B. Andromeda J. Cassiopeia
3. The fishermen who found Danae & Perseus. C. Hermes K. Poseidon
4. Mother of Perseus. D. Gray Sisters L. Phineas
5. King of Seriphos, husband of Danae. E. Athene M. Cepheus
6. Greek goddess of wisdom, battle & warfare. F. Danae
7. Messenger of the gods, gives Perseus advice. G. Polydectes
8. King of Ethiopia. H. King Acrisius
9. Three fearsome sisters with brass hands and serpent like scales.
10. Beautiful maiden whom Perseus rescued.
IV. EVALUATION
By pair. Using the Gorgon’s Head as a diagram, point out 1 utterance of your favorite
character from the story that strike you the most. Explain why.
Criteria Points
Content 10
Organization 10
Mechanics 5
Total 25
V. ASSIGNMENT
To be able to kill the Gorgon, Perseus built a line of defenses. Identify what these defenses
are through the coat of arms diagram. Explain each value of each defenses as Perseus faced his
challenges.
MASTERY LEVEL:
10 – OPAL
10 – QUARTZ
10 – AMETHYST

Subject Teacher

English Dept. Head
 Create a quality brochure that would feature the students own defenses against discrimination.
EN10VC-Ic-1.4
II. SUBJECT MATTER
A. Routine
B. Review
Have a short recap about intensive pronoun by giving the meaning and sentence examples.
C. Motivation
Let the learners examine the editorial cartoon shown to them and ask them what do they
notice about the image.
D. Lesson Proper
i. Activity
Answer the questions based on the cartoon shown to you.
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?
ii. Analysis
Discrimination is the unequal treatment provided to one or more parties on the basis of a
mutual accord or some other logical or illogical reasons.
A brochure is a magazine or thin book with pictures that gives you information about a product
or service. It is an informative paper document (often also used for advertising) that can be folded into a
flyer or pamphlet. One example of this is a travel brochure. You can now start crafting your brochure that
would feature your own defences against discrimination.
iii. Abstraction
Do the Task 17. Different and Singled Out in page 47 of your LM
In this task, let the learners identify specific scenarios where discrimination is present or
evident.
Discrimination Examples How do we build a defense?
1. Age
2. Gender
3. Marital Status
4. Physical Appearance
5. Religious Affiliation
6. Nationality
iv. Application
Do Task 18 CAPS LOCKED in page 48.
Each cap represents a characteristics the learners need to use in deciding how to go about
the situation described in the task context. Let the learners examine the situation and complete the
colored caps chart given.
IV. EVALUATION
You can now start crafting your brochure that would feature your own defenses against
discrimination. You can make use of internet sources for important information to make your work
substantial. Your brochure will be graded using the following rubric.
Brochure Rubric
4 3 2 1
The brochure has The brochure has The brochure has The brochure’s
Organization excellent formatting appropriate some organized format and
and very well formatting and well- information with organization of
organized organized random formatting. material are
information. information. confusing to the
reader.
The brochure The brochure The brochure The brochure
Ideas communicates communicates communicates communicates
relevant information relevant information irrelevant irrelevant
appropriately and appropriately to the information, or information, and
effectively to the intended audience. communicates communicates
intended audience. inappropriately to inappropriately to
the intended the intended
audience. audience.
All of the writing is Most of the writing is Some of the writing Most of the writing
done in complete done in complete is done in complete is not done in
Conventions sentences. sentences. Most of sentences. Some of complete
Capitalization and the capitalization the capitalization sentences. Most of
punctuations are and punctuation are and punctuation are the capitalizations
correct throughout correct throughout correct throughout are not correct
the brochure. the brochure. the brochure. throughout the
brochure.
The graphics go The graphics go well The graphics go well The graphics do not
Graphics well with the text, with the text, but with the text, but go with the
and there is a good there are so many there are too few. accompanying text
mix of text that they distract or appear to be
graphics. from the text. randomly chosen.
V. ASSIGNMENT
Read in advance the story Orpheus by Alice Low.
MASTERY LEVEL:
10 – OPAL
10 – QUARTZ
10 – AMETHYST
Subject Teacher

English Dept. Head
 Determine Explicit and Implicit Ideas – verbal and non-verbal – used to highlight significant
points EN10V-Ic-13.9
 Distinguish the individual strengths of a boy and a girl.
II. SUBJECT MATTER: EXPLICIT & IMPLICIT IDEAS
a) Materials: Video Clip, Visual Materials, Handouts, Activity Sheets
A. Routine
B. Review
Have a short recap about the topic last week about the brochure they’ve made and show them
the best brochure you’ve personally hand-picked based on the rubric.
C. Motivation
Joaquin and Cristina were trapped in the magic box. Using the chart below, identify the
individual strengths of Joaquin (as a boy) and Cristina (as a girl) could use to free themselves from the
box.
JOAQUIN CRISTINA
D. Lesson Proper
i. Activity
Answer the questions based on the scenario given to you.
1. What qualities of Joaquin have you identified? How about Cristina? Write the answers
in the columns.
2. In what way could these qualities help them escape from the box?
3. Do you think we could interchange the qualities of Joaquin and Cristina? What would
interchanging their qualities imply?
ii. Analysis
Implicit Signal (non-verbal) - not directly stated; but understood in what it is expressed.
Automatically provides appropriate handshaking signals and logic for each method of an interface. Implicit
is implied, rather than directly stated. A facial expression can be an implicit signal. But, any hint you give
indirectly is an implicit signal.
Example: wink, handshake, hand waving, any body movement, ready signals
Explicit Signal (verbal) - are clear and direct. Basically anything someone tells you in clear
language is explicit.
Example: Traffic light
Verbal Signal - refers to the words we use to communicate a message
face-to-face, telephone, radio or television and other media
Examples: Understood spoken words, as well as ensuring that the enunciation, stress and tone of voice
with which the words are expressed is appropriate meeting &workshops
Nonverbal Signal - communicate emotion, establish relationships among members,
supplement and clarify verbal expressions, substitute for words, and regulate the flow of talk.
Examples: appearance; spatial relations, seating arrangements, and distances; eye contact; facial
expressions; body movements and gestures; vocal cues; time; and touch.
iii. Abstraction
Listen to the song entitled “Let It Go” from the movie Frozen. Determine implicit and explicit
signals from the lyrics that are used by the composer to highlight significant points.
iv. Application
Answer the following questions based on the song that you have listened to.
1. What is the song all about?
2. What explicit and implicit signals were used by the singer to highlight significant
points?
3. How do these signals add value to the lyrics and overall meaning of the song?
IV. EVALUATION
Answer the given activity sheet based on the given information. (see attached activity sheet)
V. ASSIGNMENT
What is a Myth?
Read the myth entitle “Orpheus” by Alice Low and answer the following questions based on the myth.
1. What was the greatest strength of Orpheus? What was his weakness?
2. What effect did Orpheus’ music have on people and gods? Cite two examples.
MASTERY LEVEL:
10 – OPAL
10 – QUARTZ
10 – AMETHYST

Subject Teacher

English Dept. Head
II. SUBJECT MATTER
A. Routine
B. Review
o Intensive & Reflexive Pronouns
o Anti-Bullying Act
o Gorgon’s Head
o Explicit & Implicit
IV. EVALUATION
MASTERY LEVEL:
10 – OPAL
10 – QUARTZ
10 – AMETHYST

Subject Teacher

English Dept. Head
ENGLISH 10 Date: July 2, 2018
I. OBJECTIVE: At the end of the class, the learners should be able to:
 To identify the plot of the story Orpheus by Alice Low. EN10RC-Id-2.15.2
II. SUBJECT MATTER: ORPHEUS by Alice Low
A. Routine
B. Review
Have a short review about the topic yesterday.
C. Motivation
To what extent would you use your strengths to save the person you love?
D. Lesson Proper
i. Activity
Make a vocabulary map using the following terms:
a. nymph
b. Thrace
c. lyre
d. grief
e. hell
f. Hades
ii. Analysis
Myths are stories about gods, goddesses, and heroes passed from one generation to another.
Many Greek myths have a great deal of influence on our culture. For ages, writers, artists, and musicians
have used mythological characters as their inspiration. “Orpheus,” whose story shall be discussed today,
is one of the mythological characters around the world.
ORPHEUS by Alice Low
 THEME: Finding Yourself and What Matters
- Why do you think Orpheus turns to see Eurydice even though he knows he might lose her? He
can’t wait to see her; his happiness in getting her back overcomes his fear of losing her forever.
- What does this myth show about the power of music as exemplified by Orpheus’ playing the lyre
and singing? It shows that music can be a powerful force, moving even beast and the hardest of
human hearts.
 CHARACTERS
1. Muses- nine goddesses
2. Mnemosyne- Titan
3. Calliope- one of the goddess; mother of Orpheus; inspiration of poets and musician
4. Eurydice- Orpheus wife
5. Persephone- Goddess of Underworld
6. Hades- God of Underworld
7. Cerberus- Three-Headed dog who guarded the underworld gates
8. Sisyphus- condemned to roll uphill forever
9. Tantalus- to stand in a pool of receding water
10. Ixion- tied in a wheel
iii. Abstraction
1. Why did Orpheus decide to rescue his wife from the underworld?
2. Why did Orpheus look back to see if Eurydice was following him?
3. What reasons might the gods have for allowing Orpheus and Eurydice to be reunited?
4. To whom does Orpheus owe his talent? Why was he able to win the sympathy of the gods?
iv. Application
Think-Pair-Share. Let the learners work by pair and determine the tone, mood and purpose of
the author in writing the text.
IV. EVALUATION
Study the bulb puzzle below. Supply each part of the puzzle given the plot of the story
“Orpheus”.
EXPOSITION
FALLING ACTION
CLIMAX
RISING ACTION
RESOLUTION
V. ASSIGNMENT
Answer the following questions:
1. How do the elements help you understand the flow of the story?
2. What is the theme of the story?
MASTERY LEVEL:
10 – OPAL
10 – QUARTZ
10 – AMETHYST

Subject Teacher

English Dept. Head
 Review and reflect on the Orpheus myth through reading and verbal questions EN10LT-Ic-2.2.
 Examine comprehension of vocabulary words from the work through a visual presentation.
II. SUBJECT MATTER: ORPHEUS by Alice Low
a. Materials: Visual Materials, Handouts, Activity Sheets
b. References: Celebrating Diversity Through World Literature LM p. 55-58
A. Routine
B. Review
Have a short review about the topic yesterday.
C. Motivation
Show the learners a video clip about “hugot lines” in love from romantic movies. Call some
students who will explain each line.
D. Lesson Proper
i. Activity
Mystery Words. Knowing the following words will help you as you read the myth “Orpheus”.
Remember how these words are identified.
1. Inspiration a. something that brings on creative activity
b. motivation
2. Lyre a. a small stringed musical instrument
b. similar to sharp
3. Entranced a. to put somebody into a trance
b. charmed
4. Condemned a. to express an unfavorable or adverse judgement
b. doomed
5. Summoned a. sent for
b. called forth
ii. Analysis
Myths are stories about gods, goddesses, and heroes passed from one generation to another.
Many Greek myths have a great deal of influence on our culture. For ages, writers, artists, and musicians
have used mythological characters as their inspiration. “Orpheus,” whose story shall be discussed today,
is one of the mythological characters around the world.
ORPHEUS by Alice Low
 THEME: Finding Yourself and What Matters
- Why do you think Orpheus turns to see Eurydice even though he knows he might lose her? He
can’t wait to see her; his happiness in getting her back overcomes his fear of losing her forever.
- What does this myth show about the power of music as exemplified by Orpheus’ playing the lyre
and singing? It shows that music can be a powerful force, moving even beast and the hardest of
human hearts.
iii. Abstraction
Let the students answer the following processing questions:
1. What is this story about?
2. Who are the main characters?
3. What was Orpheus’ great gift?
4. Where does Orpheus travel to in order to get Eurydice back?
5. How did Eurydice die?
6. How did Hades respond to Orpheus’ request?
7. Why can’t he get back to the underworld?
8. How does the story end?
iv. Application
Let the learners answer activity and the crossword puzzle with the suitable words found on
the video clip.
IV. EVALUATION
Think-Pair-Share. Let the learners fill in the element chart. See activity sheet.
V. ASSIGNMENT
Write on your journal the story of love of your parents.
MASTERY LEVEL:
10 – OPAL
10 – QUARTZ
10 – AMETHYST

Subject Teacher

English Dept. Head
 Express insights based on the ideas presented in the movie adaptation Life of Pi
EN10VC-Id-25
 To construct sentences using modals expressing possibility, ability and probability
II. SUBJECT MATTER: MODALS
a) Materials: Timeline of the Movie, Visual Materials, Handouts, Activity Sheets
A. Routine
B. Review
Have a short recap about yesterday’s topic by checking the learner’s assignments.
C. Motivation
The learners were assigned to watch in advance the 2012 film adaptation Life of Pie by Yann
Martel. They were assigned to take note important details in the movie.
D. Lesson Proper
i. Activity
Create a timeline of events for the movie Life of Pi. How did the connected events contribute
to the totality of the movie? (see attached sample of a timeline based on the movie)
ii. Analysis
Movie Adaptations — This is the transfer of written work, in whole or in part, to a feature film.
It is a type of derivative work. The movie “Life of Pi” by Yann Martel, is an example of a film adapted from
a novel.
“LIFE OF PI” by Yann Martel
- A story within a story
- Fictional
- a story about struggling to survive
 THEME: The will to live
 SYMBOLISM: Orange - Symbolizes hope and survival; Pi - 3.14 - allegorical figure with multiple
layers of meaning
Modals are auxiliary verbs which are positioned before the main verb performs specific functions like:
(see handout attached)
• Might – shows possibility
• Can – shows ability
• May – shows permission
iii. Abstraction
1. In his introductory note Yann Martel says, “This book was born as I was hungry.” What sort of
emotional nourishment might Life of Pi have given to its author?
2. Pi’s full name, Piscine Molitor Patel, was inspired by a Parisian swimming pool that “the gods
would have delighted to swim in”. The shortened refers to a ratio of a circle’s circumference
divided by its diameter. What is the significance of Pi’s unusual name?
3. How do the human beings in your world reflect the animal behavior observed by Pi? What do
Pi’s strategies in dealing with Richard Parker teach us about confronting the fearsome
creatures in our lives?
iv. Application
Below are selected scenes from the movie. Create a sentence using modals that express
probability.
IV. EVALUATION
Answer the activity. (see attached activity sheet)
V. ASSIGNMENT
The Patels are basically business people. In exploring the possibility of selling the zoo, the
following marketing concepts will help them sell such a property with ease. Establish the relationship of
each of the paired marketing concepts below. Use the modals expressing probability in your answers.
1. Packaging and Purchasing ________________________________________
2. Pricing and Shopping Behavior ________________________________________
3. Advertising and Patronizing Products ________________________________________
MASTERY LEVEL:
10 – OPAL
10 – QUARTZ
10 – AMETHYST

Subject Teacher

English Dept. Head
 Ask YES/NO and WH/H questions;
 Write a biography of any of the students who shared their personal information in the class.
II. SUBJECT MATTER Grammar: PERSONAL INFORMATION
a) Materials: Visual Materials, Activity Sheet
b) References: http://lessonplanspage.com/a-biography-of-myself-activity/
A. Routine
B. Motivation
Ask some personal questions to the learners randomly.
o What is your name?
o Where do you live?
o How long have you been studying here?
o Do you have sisters or brothers?
o Do you live with your parents?
o What is your favourite sport?
o What is your favourite subject?
o Have you ever been to other countries? Where?
o What time do you usually wake up on weekdays?
C. Lesson Proper
i. Activity
Review with the students how to ask YES/NO and WH/H questions.
Are you…? Do you…? Does your…? Did you…?
Can you…? Will you…? Have you ever…? Is your…?
Who…? What…? When…? Where…?
Which…? Why…? How…?
ii. Analysis
There are mainly two types of questions – Wh-questions and Yes/No questions.
When we report a Wh-question, we use a reporting verb like asked or enquired.
Ex: Direct: He said to me, ‘Where do you live?’
Indirect: He asked me where I lived.
When we report a Yes/No question, we use whether or if.
Ex: Direct: James said to me, ‘Are you interested in this offer?’
Indirect: James asked me if I was interested in that offer.
iii. Abstraction
Group the students and challenge them to ask YES/NO questions using the words written on
the board. They must make it sure that their questions will make you answer YES to get one point. If not,
it is considered invalid.
Example: – Are you 24 years old? – Yes – 1 point
– Do you like mango? – No – 0 point
The students may also ask WH/H questions that will lead you to answer one of those words on the board.
Example: – How old are you? – 24 – 1 point
– What subject do you teach? – English – 1 point
When all of the words are used up, ask one member from each group to share in the class what they
came to know about you.
Example: Teacher ________ is from the Philippines. She’s 24 years old. She’s single. Her religion is
Catholic. She goes to church regularly…….
iv. Application
Call one student from each group to write words on the board as many as they can in one
minute. Ask the rest of the class to ask one of them (those who wrote the words on the board) at a time
with YES/NO and WH/H questions for one minute.
Give points to the group that asks valid questions.
IV. EVALUATION
Ask the leaners to write a biography of any of the students who shared their personal
information in the class. They may also write about their teacher.
V. ASSIGNMENT
Ask the learners to fill out a biodata. (see attached biodata form)
MASTERY LEVEL:
10 – OPAL
10 – QUARTZ
10 – AMETHYST

Subject Teacher

English Dept. Head
II. SUBJECT MATTER
A. Routine
B. Review
o Gorgon’s Head
o Life of Pi
o WH/Yes&No Questions
IV. EVALUATION
MASTERY LEVEL:
10 – OPAL
10 – QUARTZ
10 – AMETHYST

Subject Teacher

English Dept. Head
 Explain how tone and mood contribute to the theme of the myth “Arachne” retold by Olivia
Coolidge EN10LT-Id-2.2
II. SUBJECT MATTER TONE & MOOD
a) Materials: Visual Materials, Copy of the Myth, Activity Sheet
- http://califtreasures.com/pdf-project/Exemplar-alignment.pdf
A. Routine
B. Review
Have a short review about last week’s topic by checking the assignment of the learners.
C. Motivation
Ask the learners the following questions: What is a myth? Have you ever heard a myth? What
is it all about?
D. Lesson Proper
i. Activity
1. Obscure- difficult to understand
2. Indignant- feeling , expressing strong displeasure at something considered unjust and
insulting
3. Descend- originate
4. Obstinacy- stubbornness
5. Gorgeous- beautiful
6. Skeins – a length of thread or yarn wound in a loose long coil
ii. Analysis
Myths highlight significant truths about human experiences you can rely on for you to understand
yourself better. They start from the examples of human desires, intuitions, and motives that make them as
reliable, self-tested guides for people who are following their destiny and searching for meaning in life.
Tone - refers to the attitude of the writer towards his subject.
Mood - is the feeling created in the reader by a literary work.
Arachne was a very talented spinner and weaver but also arrogant, so arrogant she challenged the
goddess Athene to a contest. Read the story and find out what happened when the goddess accepted the
challenge.
iii. Abstraction
Discuss the answers to these questions:
1. What is the nature of the conflict in Arachne?
2. What does Arachne do that make it difficult for her to solve her problem?
3. What happens to her as she lives through her experience?
4. What character trait is clearly shown by Arachne?
5. What are some details in the story that will prove that Arachne‘s pride is the reason of her
downfall?
6. What is your opinion of the characteristics of the following based on their words and
actions, especially in dealing with challenges?
b. Arachne b. the old woman (Athene)
iv. Application
1. What is the effect of Arachne’s skill as a weave?
2. What causes Athene to visit Arachne?
3. Complete the chart to show cause & effects in the myth “Arachne”.
Causes Effects
Arachne challenges Athene.
Arachne’s design shows unworthy actions of the
gods.
Athene touches the rope and touches Arachne.
IV. EVALUATION
Think – Pair – Share. Find a partner and answer the following questions based from the myth.
1. Did Arachne deserve what happened to her at the end?
2. Is the use of poetic justice (a happy ending where a virtue is rewarded and the vice/wrongdoing is
punished) as a literary device effective in Arachne? Explain.
3. If Arachne changed her attitude, do you think the old woman would have punished her? Explain.
4. Does the story help you understand the value of dealing with challenges? Explain.
5. What generalization or statement about human experience (theme) does the story make?
V. ASSIGNMENT
Describe Arachne’s personality in your own words. What do you think was the greatest fault in her
character?
MASTERY LEVEL:
10 – OPAL
10 – QUARTZ
10 – AMETHYST

Subject Teacher

English Dept. Head
 Discuss the myth, “Arachne” translated by Olivia Coolidge relating it to literary terms previously
learned (theme, characterization, symbolism); EN10LT-Id-2.2.2
 Relate theme to their own experiences.
II. SUBJECT MATTER TONE & MOOD
a) Materials: Visual Materials, Copy of the Myth, Activity Sheet
- https://greekmythvirtues.wordpress.com/2015/02/23/lesson-2-athena-and-arachne/
A. Routine
B. Review
Have a short review about yesterday’s topic by checking the assignment of the learners.
C. Motivation
Word Finder. Find difficult/unfamiliar words in the selection, and look up the meaning of each through
the use of a dictionary or context clues.
D. Lesson Proper
i. Activity
Use the vocabulary words to rewrite each sentence so that it has the opposite meaning.
a. obscure b. mortal c. humble d. indignantly e. obstinacy f. strive
1. The movie’s main character had superhuman qualities.
2. Everyone in the class had heard of the famous novel.
3. Her agreeable nature makes her easy to get along with.
4. Mr. Vallone was a rich and famous tailor.
5. “No, thank you.” she said in a cheerful way.
6. The two brothers always tried to help each other.
ii. Analysis
ARACHNE Translated by: Olivia Coolidge
Moral Lesson: Shouldn’t think of yourself as better than others. That no matter how good you may
be, never make fun of the gods because the gods will then punish you with bad deeds, bad luck, bad
fortune, etc.
Characters:
o Arachne- a maiden famous in Greece; best weaver - arrogant - challenge authority - changes
at the end
o Her father- a humble dyer of wool
o Athene or Athena- Goddess of war, wisdom, skills; threatens Arachne, morphs Arachne into a
spider
iii. Abstraction
Discuss the answers to these questions:
1. What caused Arachne’s fears and failures?
2. How did Arachne try to fight her fear and carry out the conditions of the challenge?
3. How does she feel about her weaving skill?
4. What prevailing mood is conveyed in Arachne?
iv. Application
Complete the crossword puzzle. (see activity sheet attached)
IV. EVALUATION
Character Sketch. Write a character sketch of Arachne or of another character from the myth.
First, identify the character. Then name the character’s outstanding traits or qualities. Finally, tell how an
event in the myth shows one or more of those traits in an action.
V. ASSIGNMENT
Give meaning & sentence examples of the following:
a. Conjunction
b. Parenthetical Expression
c. Conjunctive Adverb
MASTERY LEVEL:
10 – OPAL
10 – QUARTZ
10 – AMETHYST

Subject Teacher

English Dept. Head
I. OBJECTIVE:
 Determine the oral reading comprehension skill of the learners.
II. SUBJECT MATTER: “NO PROBLEM”
a) Materials: Copy of the text
b) Reference: Please refer to the oral reading sheet
A. Routine
 Prayer - Greetings - Attendance
B. Review
Have a short preview about the text that the learners will read individually.
Give the learners the instructions on how they will undergo the oral reading test.
IV. EVALUATION
Rate the learners through the oral reading sheet. (see attached sheet)
INSTRUCTIONAL LEVEL: Continue with the oral reading test tomorrow

Subject Teacher

English Dept. Head

I. OBJECTIVE:
A. Routine
 Prayer – Greetings – Attendance
B. Review
IV. EVALUATION
INSTRUCTIONAL LEVEL: Continue with the oral reading test tomorrow

Subject Teacher

English Dept. Head
I. OBJECTIVE:
A. Routine
 Prayer – Greetings – Attendance – Classroom Management
B. Review
IV. EVALUATION
INSTRUCTIONAL LEVEL: Continue with the oral reading test next week

Subject Teacher

English Dept. Head

I. OBJECTIVE:
 Determine oral reading comprehension skill of the learners.
A. Routine
B. Review
IV. EVALUATION

Subject Teacher

English Dept. Head
I. OBJECTIVE:
 Determine oral reading comprehension skill of the learners.
A. Routine
B. Review
IV. EVALUATION

Subject Teacher

English Dept. Head
 Develop confidence to take up the roles and perform the play.
 Develop the ability to use intonation, gestures and facial expressions while delivering the
dialogues.
II. SUBJECT MATTER: ROLE-PLAY “The Gorgon’s Head”
a) Materials: Copy of the Story, Costumes, Props
A. Routine
B. Motivation
Have you ever been a part of a role-play?
C. Lesson Proper
i. Analysis
What is role-play?
Role-play is any speaking activity when you either put yourself into somebody else's shoes, or when you
stay in your own shoes but put yourself into an imaginary situation!
Imaginary people - The joy of role-play is that students can 'become' anyone they like for a short time!
The President, the Queen, a millionaire, a pop star …….. the choice is endless! Students can also take on
the opinions of someone else. 'For and Against' debates can be used and the class can be split into those
who are expressing views in favor and those who are against the theme.
Imaginary situations - Functional language for a multitude of scenarios can be activated and practiced
through role-play. 'At the restaurant', 'Checking in at the airport', 'Looking for lost property' are all possible
role-plays.
ii. Abstraction
Discuss the mechanics and criteria for judging to the learners. (see attached criteria)
iv. Application
Facilitate the learners during rehearsals.
MASTERY LEVEL:
10 – OPAL
10 – QUARTZ
10 – AMETHYST

Subject Teacher

English Dept. Head
Celebration of Kalton Festival

(Local Holiday)
1st Grading Mastery Test

(Day 1)
1st Grading Mastery Test

(Day 2)

dialogues.
II. SUBJECT MATTER: ROLE-PLAY
A. Routine
B. Facilitate the learners during rehearsals.
C. Proof-Read the script of the learners
MASTERY LEVEL:
10 – OPAL
10 – QUARTZ
10 – AMETHYST

Subject Teacher

English Dept. Head
 To construct sentences using modals expressing possibility, ability and probabilityEN10G-If-3.6
II. SUBJECT MATTER: MODALS
a) Materials: Timeline of the Movie, Visual Materials, Handouts, Activity Sheets
A. Routine
B. Review
Have a short recap about yesterday’s topic by checking the learner’s assignments.
C. Motivation
Have students view the music video (https://www.youtube.com/watch?v=BughnPxFaY) and
ask them the following questions.
1. How did the writer of the song define shouldawouldacoulda?
2. What did the singer put aside for her ambition? Did she regret her decision?
3. 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. Lesson Proper
i. Activity
Write O if the pair of words are opposite in meaning, S if it is similar in meaning.
1. S Possible Probable
2. S Obligation Necessity
3. O Giving Permission Requesting Permission
4. S Recommended Advised
5. O Advisability Thoughtfulness
ii. Analysis
MODALS are special kind of auxiliary or helping verbs. It is a verb that cannot
work without another verb. These include can, will, must, ought to, may, might,
would, could, should and shall.
A. May, can, and could are used in polite expressions that request
permission.
In a polite request, could may have a present or future meaning, not past. Can is
used in informal conversation. Can also expresses ability or capability while may
and could expresses possibility.
Examples: Responses:
1. May I borrow your pencil? 1. Yes, you may. Certainly.
2. Could I borrow your pencil? 2. Of course.
3. Can I borrow your pencil? 3. Sure. (Informal)
B. Must, have to, and have got to are used to express stronger necessity. The
expression have got to is informal English.
Examples:
1. If you want to study in college, you must take a college admission test.
2. If you want to study in college, you have to take a college admission test.
3. If you want to study in college, you have got to take a college admission test.
C. “Don’t have to”, and “need not” express lack of necessity. “Must not”
expresses prohibition.
Examples:
1. Next week is called Integration Period. We don’t have to go to school for we
are expected to spend the period in reviewing for the final exam.
2. You need not worry about the exam. It is usually easy.
3. We must notwaste time during Integration Period.
D. Modals should, should not, ought, and ought not express a range of
advisability form mere suggestions to a statement of responsibility or obligation.
Examples:
1. You should save more for the rainy days.
2. You should not spend on trivialities.
3. You ought to respect your parents.
4. You ought notdisrespect your parents.
5. You shouldn’t eat much before going to bed.
iii. Abstraction
Dialogue Comic Strip. Have students analyze the comic strip and find the right answer to the
questions below.
Questions Choices Answer Key
4. Where do they go? To the theatre To the restaurant
To the cinema
To the restaurant
5. How many are they? a. 5 b. 2 c. 3 2
6. When do they go out? In the afternoon In the evening
In the evening
At midday
7. Will they have lunch no they won't no they won't
we don’t know
yes they will
8. What will they eat Fish Chicken
Hamburger
Chicken
9. What will they drink Wine Beer
Water
Beer
10. What kind of beer will they have? Lager Draft
Light
Draft
11. Did they like the restaurant we don’t know Yes they did
yes they did
no they didn’t
12. Had they made a reservation we don’t know No they hadn’t
no they hadn’t
yes they did
13. Who pays for the meal? She does He does
Both do
He does
iv. Application
Have students select the endings from Column B and match them to the beginnings Column A.
Column A Column B
I've got another meeting at 11am, I may be late.
It's -15ºC outside You must be frozen
Talk to Miriam in Human Resources. She should be able to help
He works every weekend, you know. That can't be healthy
Mark's starting a new school on Monday It can be very difficult at first.
I am thinking again about what Alison said. She may be right.
The roads were very bad this evening. They could have been stuck in the snow.
I can't see your train on the board It may have been cancelled.
It was a pretty vicious dog. He must have been terrified.
There were no delays. They should have landed by now.
IV. EVALUATION
Have the learners answer some activities to find out their understanding of MODAL VERBS.
1. Which one of the pair expresses an ability?
a. Can I lift that for you? b. I can lift that easily.
2. Which one of the pair expresses an obligation?
a. I must go to the dentist. b. I can’t go to the dentist.
3. Which one of the pair expresses a request?
a. Could we meet on Thursday? b. We could meet on Thursday.
4. Which one of the pair expresses a request for permission?
a. Could I go now? b. I could go now.
5. Which one of the pair expresses a suggestion?
a. Could we meet on Thursday? b. We could meet on Thursday.
6. Which one of the pair expresses ability?
a. He could speak several languages. b. He could speak to the boss.
7. Which one of the pair expresses an offer?
a. Can you give me a hand? b. I can give you a hand.
8. Which one of the pair expresses an invitation?
a. We must go out for a drink. b. We must get out of the building.
V. ASSIGNMENT
(see attached act sheet)
MASTERY LEVEL:
10 – OPAL
10 – QUARTZ
10 – AMETHYST

Subject Teacher

English Dept. Head
 Use words and expressions that emphasize a point using conjunctions. EN10G-Ic-26
II. SUBJECT MATTER: CONJUNCTION
a) Materials: Visual Materials, Handouts, Activity Sheet
- http://www.baldwinesl.net/uploads/3/0/9/4/30941237/_conjunctions_-_exercises_2.pdf
- http://www.chompchomp.com/terms/conjunctiveadverb.pdf
A. Routine
B. Review
Have a short review about modals by checking the learner’s assignment.
C. Motivation
Play a game of hangman on atransparency. Only one student cananswer at a time. The
word to be guessed is “Conjunctions”.
D. Lesson Proper
i. Activity
Ask the students about what they still Remember from their previous years about
conjunctions. Present the transparency of “Snow” by Garrison Keillor and have them read it out loud. Ask
the students to identify which words in the piece are conjunctions.
ii. Analysis
A conjunction is a part of speech that connects words, phrases, clauses and sentences.
(see attached fact sheet)
iii. Abstraction
Give an individual practice drill to measure understanding. Use a conjunction to connect
sentences. (see attached activity sheet)
iv. Application
Identify which is the conjunction and what type of conjunction it is. (refer to activity sheet)
IV. EVALUATION
Answer the activity sheet.
V. ASSIGNMENT
What is a conjunctive adverb?
MASTERY LEVEL:
10 – OPAL
10 – QUARTZ
10 – AMETHYST

Subject Teacher

English Dept. Head
 Use words and expressions that emphasize a point using conjunctive adverbs. EN10G-Id-26
II. SUBJECT MATTER: CONJUNCTIVE ADVERBS
- http://amonizportfolio.weebly.com/uploads/1/3/3/1/13312817/amoniz_conjunctiveadverblesson.pdf
- http://www.englishcurrent.com/games/conjunctive-adverb-board-game/
A. Routine
B. Review
Have a short review about conjunctions.
C. Motivation
Have the following Tagxedo on the board for the class to use for the opening questions:
o When do you find yourself using these words?
o What do these words normally do to a sentence?
o How do these words effect the main ideas of a phrase?
D. Lesson Proper
i. Activity
 Hand out one folder to each table with the already cut out pieces for the activity.
 Each folder includes 20 independent clauses, 10 semicolons, 10 commas, and 10
conjunctive adverbs.
 Give the students the directions of working together as a team to create sentences
that contain the proper use of a conjunctive adverb.
 Have one person from each group write a sentence form one of the examples on the
board. (Worksheet located at the end of the lesson plan)
ii. Analysis
A conjunctive adverb is an adverb that connects two independent clauses. Conjunctive adverbs
show cause and effect, sequence, contrast, comparison, or other relationships. The adverbs and
adverbial phrases that fit the criteria for a conjunctive adverb are always modifiers of the predicate in the
first independent clause.
iii. Abstraction
Use the conjunctive adverbs below to fill in the blanks and complete the sentences.
(see attached activity sheet)
iv. Application
Conjunctive Adverb (Transition Signals)
Board Game Instructions
Basic idea: Students read a sentence. Afterwards, they roll the dice to move on the board. They then
have to use the transition word on the square to ‘transition’ from the previous sentence into a new idea.
 Give each student five or so blank slips of paper. On each slip, students should write a
sentence. Give them ideas for sentences, for example, a sentence about
1. one thing they did yesterday.
2. one thing they want to do in life.
3. their opinion of [your current city].
4. something people should know about their home town/country.
5. The most important thing in life.
 Again, these should be written in full sentences. Put students in groups of 3 or 4, and have
them mix their sentences. Let them roll to see how goes first. The first player then rolls and
lands on a square with a transition word (e.g. ‘Furthermore’).
 The student to their right then picks a sentence from the pile of slips and reads it, (e.g.
“Next year, I want to visit New York”).
 The current player then adds a transition and a sentence (“Furthermore, I want to visit Los
Angeles to see Hollywood.”).
 If the sentence makes sense, the student can stay in the square s/he landed on
(‘Furthermore’). Otherwise, they have to return to where they were.
 The game then goes on until someone finishes.
Notes: There are two tongue twisters and a question about FANBOYS on the board. Change these as
needed.
IV. EVALUATION
Answer the activity sheet.
V. ASSIGNMENT
Research about the parts of an essay.
MASTERY LEVEL:
10 – OPAL
10 – QUARTZ
10 – AMETHYST

Subject Teacher

English Dept. Head
II. SUBJECT MATTER
a. Routine
b. Review
o Modals
o Conjunctions
o Conjunctive Adverbs
c. Giving Instruction
Give instruction to the learners for the 3rd Summative Test. Please refer to the test plan.
b. EVALUATION
MASTERY LEVEL:
10 – OPAL
10 – QUARTZ
10 – AMETHYST

Subject Teacher

English Dept. Head
 Use words and expressions that emphasize a point. EN10G-Ie-26
II. SUBJECT MATTER: SPECIAL EXPRESSIONS EMPHASIZING A POINT
- http://www.baldwinesl.net/uploads/3/0/9/4/30941237/_conjunctions_-_exercises_2.pdf
- http://www.chompchomp.com/terms/conjunctiveadverb.pdf
A. Routine
B. Review
Have a short review about the story of Arachne.
C. Motivation
Play a game on a transparency, only one student can answer at a time. The word to be
guessed are: (1) CONJUNCTION (2) CONJUNCTIVE ADVERB (3) PARENTHETICAL EXPRESSION
D. Lesson Proper
i. Activity
Let the learners read the sentences lifted from the story “Arachne” and ask them to focus
on the italic word/phrases. Let them find out how each expressions is used.
ii. Analysis
A conjunction is a part of speech that connects words, phrases, clauses and sentences.
A conjunctive adverb is an adverb that connects two independent clauses. Conjunctive adverbs
show cause and effect, sequence, contrast, comparison, or other relationships. The adverbs and
adverbial phrases that fit the criteria for a conjunctive adverb are always modifiers of the predicate in the
first independent clause.
Parenthetical expression is a phrase or clause that is inserted within – in effect, it interrupts-
another phrase or clause. The larger the structure is complete without the smaller structure, which could
be an adverb clause as in the following examples. Note that the expressions are enclosed in pairs of
punctuation marks: commas or parentheses or dashes.
iii. Abstraction
Classify the words inside the box and tell which of them is a conjunction, parenthetical
expression, or adverb/conjunctive adverb.
Exactly To illustrate Most importantly
Still In most cases In like manner
On the contrary To reiterate Supposing
In my opinion On the condition that Differently
Provided that As such For example
As long as Such that Furthermore
Apparently However So far
iv. Application
Read the following sentences from “Arachne” and think about the italicized words/phrases.
1. “I have challenged her to a contest, but she, of course, will not come.”
2. They were terribly afraid as they realized that they stood in the presence of Athene.
3. “Surely, Athene herself must have taught her.”
4. “Therefore, when she heard them murmur, she would stop her work and turn around
indignantly.”
5. Arachne was immensely proud of her skill.
E. EVALUATION
Answer the activity sheet. ( see attached activity)
F. ASSIGNMENT
Research about the parts of an essay.
MASTERY LEVEL:
10 – OPAL
10 – QUARTZ
10 – AMETHYST

Subject Teacher

English Dept. Head

 Use factual and opinion-based statements as supports in persuasive writing EN10WC-Ig-12.3
II. SUBJECT MATTER: PERSUASIVE WRITING
a) Materials: Images, Visual Materials, Handouts, Activity Sheet
A. Routine
B. Motivation
Show images of famous personalities and ask the learners to tell a fact and an opinion in
every image shown.
C. Lesson Proper
i. Activity
Invite the learners to form four groups and draw lots for a task to work on. Remind them
to share their ideas, thoughts and experiences with the whole class.
ii. Analysis
In persuasive writing, a writer takes a position FOR or AGAINST an issue and writes to convince the
reader to believe or do something Persuasive writing, also known as the argument essay, utilizes logic
and reason to show that one idea is more legitimate than another idea. It attempts to persuade a reader to
adopt a certain point of view or to take a particular action. The argument must always use sound
reasoning and solid evidence by stating facts, giving logical reasons, using examples, and quoting
experts.
iii. Abstraction
Write F if the given statement is a fact and O if it is an opinion.
1. Spelling is something that you study in school.
2. Bees help pollinate apple flowers and blossoms.
3. Recycling is as easy as throwing something away.
4. Pandas are cuter than koalas.
5. Aluminum cans can be recycled.
iv. Application
Imagine you are living in a world where there are lots of challenges that you’re constantly
learning to cope with. Write a reflective journal about the challenges you are facing now and clarify the
effects. Present them with factual recounts of incidents to support your ideas. Explain what challenges
you will expect to find and will try to resolve successfully. Share and consolidate your ideas.
IV. EVALUATION
Answer the activity sheet. ( see attached activity)
V. ASSIGNMENT
What is a photo essay?
Bring the following materials for tomorrows activity: scissors, construction paper, glue
MASTERY LEVEL:
10 – OPAL
10 – QUARTZ
10 – AMETHYST

Subject Teacher

English Dept. Head
ENGLISH 10 Date: August 1, 2018
 Organize and produce visuals to complement and extend the meaning of photo-essay.
EN10WC-Ih.12.3
II. SUBJECT MATTER: PHOTO-ESSAY
a) Materials: Images, Photos, Cartolina, Construction Papers
A. Routine
B. Review
Have a short review about yesterday’s activity to refresh the learning of the students.
C. Motivation
Show images and let the learners arrange the given images into their proper sequence.
D. Lesson Proper
i. Activity
Form small groups of five and think about the top five strategies you would do when dealing
with personal challenges. Let the learners make a ranked list of their ideas, and the reasons for ranking.
Let them discuss their choice and decide on the top three.
ii. Analysis
Photo-Essay (photographic essay) – is a set of series of photographs that are intended to
tell a story or evoke a series of emotions in the viewer. It often shows pictures in deep emotional stages. It
ranges from purely photographic works to photographs with captions or small notes to full text essays with
a few or many accompanying photographs. It can be sequential in nature, intended to be viewed in a
particular order or may consist of non-ordered photographs.
iii. Abstraction
Choose one character from the text who have made a great impression on the learners
about resolving personal conflicts or who have influenced their outlook on life. Let the learners’ picture out
in their minds and draw their chosen character.
iv. Application
Group Work. Let the learners work by group to come-up with a very impressive photo-
essay, a concept that uses comic book format to present information in new ways.
a) Choose one incident from the text “Arachne” that interests the majority of the group
members.
b) Decide which selection is the best for the core or the main idea for your photo-essay.
 Which is most liked?
 Which do you feel a close connection with you?
 Which do you want to read more and enjoy reading in public?
IV. EVALUATION
Create a very impressive photo-essay. Use photos, pictures from magazines, newspapers, print-
ads, journals or illustrations that relate to the text.
Make a stand on which of the ways of dealing with challenges you will use as your photo-essays
main controlling idea.
Criteria 1 2 3 4 5 Total
Creativity (presents original or unique style to make it
interesting)
Visual Graphics (uses sound, color, content of photos and
graphics that represent the argument and convey
persuasive messages)
Text Representation Captions (uses words and phrases that
call up strong feeling; uses logical and emotional appeal;
examples, statistics to prove one’s stand)
Organization (has logically organized arguments, facts and
reasons around a particular point)
Impact (convinces the audience to accept the ideas and
moves them to action)
Total
Legend:
Rating Description
5 – Excellent
4 – Very Impressive
3 – Impressive
2 – Needs Revision
1 – Inadequate
V. ASSIGNMENT
Read the story “How Odin Lost His Eye” retold by Catherin Sellew.
MASTERY LEVEL:
10 – OPAL
10 – QUARTZ
10 – AMETHYST

Subject Teacher

English Dept. Head
dialogues.
A. Routine
B. Motivation
Have you ever been a part of a role-play?
C. Lesson Proper
i. Analysis
What is role-play?
Role-play is any speaking activity when you either put yourself into somebody else's shoes, or when you
stay in your own shoes but put yourself into an imaginary situation!
Imaginary people - The joy of role-play is that students can 'become' anyone they like for a short time!
The President, the Queen, a millionaire, a pop star …….. the choice is endless! Students can also take on
the opinions of someone else. 'For and Against' debates can be used and the class can be split into those
who are expressing views in favor and those who are against the theme.
Imaginary situations - Functional language for a multitude of scenarios can be activated and practiced
through role-play. 'At the restaurant', 'Checking in at the airport', 'Looking for lost property' are all possible
role-plays.
ii. Abstraction
Discuss the mechanics and criteria for judging to the learners. (see attached criteria)
iii. Application
Facilitate the learners during rehearsals.
MASTERY LEVEL:
10 – OPAL
10 – QUARTZ
10 – AMETHYST

Subject Teacher

English Dept. Head
Celebration of Nutrition Month

(Culmination Day)

dialogues.
A. Facilitate the learners during rehearsals.
B. Proof-Read the script of the learners.
C. Facilitate the learners in making their props for the role-play.
MASTERY LEVEL:
10 – OPAL
10 – QUARTZ
10 – AMETHYST

Subject Teacher

English Dept. Head
Gorgon’s Head Final Play Presentation

(1st Grading Performance Task)
 Identify ways to win over challenges through the text. EN10RC-Ie-2.15.2
II. SUBJECT MATTER:
a) Materials: Copy of the Story, Worksheets, Handouts
A. Routine
B. Review
Have a short review about last week’s activity by giving an award to the best photo-essay
output from the class.
C. Motivation
Listen to “Roar” by Katy Perry and let the learners find out what it says about challenges. Ask
them to list down words and expressions that relate to ways they deal with challenges and share with a
partner what the invitation of the song is all about.
D. Lesson Proper
i. Activity
1. Snarl – dirty look
2. Forge – to shape metal by heating it and pounding it on a hammer
3. Roar – yell
4. Raven – black bird
5. Sacrifice – to give up something highly valuable for the sake of something or someone
more valued
ii. Analysis
HOW ODIN LOST HIS EYE Retold by Catherine F. Sellew
 SYMBOL: Selflessness because Odin sacrifices his own eye in order for him to drank
out the water of the truth as an exchange. He wants to see the future happenings just
to save his children.
 THEME: By helping someone, you will be remembered
 INTERNAL AND EXTERNAL CONFLICT
- External: Odin wants to save his children
- Internal: But to do so, he has to give up his eye in return so that he can see the future
happenings
iii. Abstraction
Pair-work. Let the learners answer the guide questions about the story:
1. What behavior (admired or condemned by gods) has been illustrated or featured in the
text?
2. Which of the characters do you like best? Did he promote an enduring virtue that is
applicable even today?
3. Do you think Odin’s attitude would be helpful to win over our personal challenges?
Why?
iv. Application
Group Work. Divide the class into four groups. Each group should be able to present their
answers in front of the class.
a) What details from the story made a powerful or lasting impression on you about
winning over challenges? How can they make you a better person?
b) What lessons did you learn about overcoming challenges? Cite from the story.
c) How does the story help you understand your world? Will your life change from what
you’ve learned?
d) How did the last part of the story surprise you? Explain.
IV. EVALUATION
With the same group, answer the following questions.
 Which of the following ways will you adopt to win over your challenges in life? Why?
Having strong Determination Doing HARD WORK
Defending your beliefs Jumping Over Limitations
Making personal adjustments Using struggles as Opportunities
Standing your Ground Using Temporary Solutions BEING STRONG
V. ASSIGNMENT
Determine which of the characters in the story do you think you learn the most valuable lesson?
Why?
MASTERY LEVEL:
10 – OPAL
10 – QUARTZ
10 – AMETHYST

Subject Teacher

English Dept. Head
1st Quarter Examination

(Day 1)
1st Quarter Examination

(Day 2)
 Show how characterization contribute to the effective development of the theme.
EN10VC-Ie-25
II. SUBJECT MATTER:
a) Materials: Copy of the Story, Worksheets, Crayons, Markers
A. Routine
B. Review
Have a short review about the previous lesson by checking the learner’s homework.
C. Motivation
What do you like most about the character of Odin?
D. Lesson Proper
i. Activity
Group Work. Show an image of Odin and let the learners make a web diagram by choosing
words that best describes the character of Odin.
ii. Analysis
CHARACTERS
 Odin- King of the world (God) He wore: A helmet like an eagle, on his shoulder perched
two black ravens called memory and thought, at his feet crouched two snarling wolves
 Asgard - palace where he sat
 Balder - Odin’s son
 Mimir - old man sat beside the well
 Elves - Tiny people who lived between heaven and earth, painted flowers and made
the beds for streams, took care of all bees and butterflies and brought the gentle rain
and sun shine to earth
 Ugly Dwarfs - lived in the heart of mountains, forged iron and metals, made tools and
weapons, dug gold and silver and jewels, out grain and ground flour for farmers
 ODIN - “You who hold the knowledge of the past and the future in your magic waters, let me have
but one sip. Then, I can know enough to protect the men and women of the earth from the hate of
the giants.”
 MIMIR - “The price of one drink from this well is not cheap,” “And once you have drunk and gazed
into the mirror of life, you may wish you had not. For sorrow and death as well as joy are pictured
there so you should think again before you ask to drink.”
- “You have worked hard to make the world. Only those who know hard work may drink from my
well. However, that is not enough. What have you given up that is very dear to you? What have
you sacrificed? The price of a drink must be a great sacrifice. Are you still willing to pay the
price?”
- “Drink deeply, brave king, so you may see all that you wish in the mirror of life.”
iii. Abstraction
Pair-work. Let the learners answer the guide following questions and discuss it with their
partners.
a) How did the character succeed over his challenges? What did he learn from the
experience?
b) Was there a change in Odin’s actions, thoughts, feelings and attitude? Or did he
remain the same till the end?
iv. Application
What internal conflict has Odin experienced as he faced Mimir?
Look for phrases and sentences that express his duty to his family particularly to his son
and duty to his people.
CONFLICT ON HOW ODIN LOST HIS EYE
Duty to his Family (son) Duty to his People
IV. EVALUATION
Criteria Points
Content 10
Presentation 10
Teamwork 5
Total 25
V. ASSIGNMENT
Determine which of the characters in the story do you think you learn the most valuable lesson?
Why?
MASTERY LEVEL:
10 – OPAL
10 – QUARTZ
10 – AMETHYST

Subject Teacher

English Dept. Head
 Use modals indicating obligation and necessity. EN10G-Ig-3.6
II. SUBJECT MATTER:
a) Materials: Copy of the Story, Visual Materials
A. Routine
B. Review
Have a short review about the previous lesson by checking the learners’ homework.
C. Motivation
Listen to the song “sk8ter boy” by Avril Lavigne. Tell the learners to keep their eyes on the lyrics
on the copy given.
D. Lesson Proper
i. Activity
Group Work. Each group must at least write their reaction of the message or story of the song.
Here’s the criteria: (7 minutes)
CRITERIA
 Sentences should be well-constructed with strong and varied structure which adheres to accepted
format, usage, spelling, punctuation and capitalization in the developmental level.
 Minimum of three sentences.
 Each group is ought to demonstrate cooperation and display maximum effort in doing the activity.
 Time consciousness must be present.
 Exceptional discipline should be achieved:
5 : Excellent
3-4 : Satisfactory
2-1: Needs Improvement
ii. Analysis
MODALS (Obligation, Necessity and Prohibition)
Modals are auxiliary verbs performing specific functions like:
o Must – expresses obligation
o Need to – indicates necessity
o Should and ought to – express sense of obligation to do or to become something
o Shouldn’t or should not have or ought not – indicate prohibition, or disapproval of
something that was done in the past
iii. Abstraction
Read the following sentences from the story “How Odin Lost His Eye” and answer the
following questions.
a) “Odin, the king of the gods, need to have more wisdom.”
b) “He ought to know more about his enemies.”
c) “The price of a drink must be a great sacrifice.”
d) “You should think again before you ask to drink.”
o What do the underlined words have in common?
o How are they positioned in the sentence?
o Which of them indicates a sense of obligation? A necessity? A prohibition, disapproval of
something that was done in the past?
iv. Application
Construct a sentence using the following modals:
1. Must - ___________________________________________
2. Need to - ___________________________________________
3. Should not have - ___________________________________
4. Ought to - __________________________________________
IV. EVALUATION
Underline the appropriate modal in the following sentences.
1. I don’t know why Stephanie isn’t eating with us. She (might be, might not be, isn't, couldn’t
be) hungry.
2. Bob usually drives his car to work, but today he got on the bus. Something (Is, must be,
might be, couldn't be) wrong with his car.
3. You just ate five large slices of pizza, two pieces of chocolate cake and some ice cream.
You ______________ still be hungry. (couldn't, must, mustn't, can't)
4. Alex wanted to get the promotion very much, but he didn't. He _____________________
disappointed. (could be, must be, maybe, might be)
5. You went to bed at 9:30 last night and got up at 11:00 this morning. You
_________________ still be tired. (couldn't be, can't, must, might)
V. ASSIGNMENT
Fill in the blanks with the correct modals given in the brackets.
God is great and we (1) ___________ (should/would) be grateful to him. We (2)__________
(might/should) do our duty and leave the reward in the hands of God. Ultimately, God (3) __________
(might/will) help us. We (4) _____________ (might/should/may) leave everything to God.
MASTERY LEVEL:
10 – OPAL
10 – QUARTZ
10 – AMETHYST

Subject Teacher

English Dept. Head
1st LAC Session

 Select and produce visuals to complement and extend the meaning of a photo-essay
EN10WC-If-12.3
II. SUBJECT MATTER: PHOTO-ESSAY
a) Materials: graphics, pictures, construction paper, glue
A. Routine
B. Review
Have a short review about modals by checking the learners’ homework.
C. Motivation
Show photos and let the learners arrange the given images into their proper sequence.
D. Lesson Proper
i. Activity
Form small groups of five and think about the five top strategies you would do when dealing
with personal challenges. Let the learners make a ranked list of their ideas, and the reasons for their
ranking. Let them discuss their choices and decide on the top three.
ii. Analysis
PHOTO-ESSAY (photographic essay) – a set of series of photographs that are intended to tell
a story or evoke a series of emotions in the viewer. It often shows pictures in deep emotional stages, it
ranges from purely photographic works to photographs with captions or small notes to full text essays with
a few or many accompanying photographs. It can be sequential in nature, intended to be viewed in a
particular order or may consist of non-ordered photographs.
iii. Abstraction
Choose one character from the text who have made a great impression on the learners about
resolving personal conflicts or who have influenced their outlook in life. Let the learners’ picture out in their
minds and draw their chosen character.
iv. Application
Make a very impressive photo-essay. Use photos, pictures from magazines, newspapers, print-
ads, journals or illustrations that relate to the text.
IV. EVALUATION
Make a stand on which of the ways of dealing with challenges you will use as your photo-essay’s main
controlling idea.
Criteria 1 2 3 4 5 Total
Creativity (presents original or unique style to make it interesting)
Visual Graphics (uses sound, color, content of photos and graphics that represent the argument and
convey persuasive messages)
Text Representation Captions (uses words and phrases that call up strong feeling; uses logical and
emotional appeal; examples, statistics to prove one’s stand)
Organization (has logically organized arguments, facts and reasons around a particular point)
Impact (convinces the audience to accept the ideas and moves them to action)
Total
Legend: Rating Description
5 – Excellent 2 – Needs Revision
4 – Very Impressive 1- Inadequate
3 – Impressive
V. ASSIGNMENT
Read the story “How Odin Lost His Eye” retold by Catherine Sellew.
MASTERY LEVEL:
10 – OPAL
10 – QUARTZ
10 – AMETHYST

Subject Teacher

English Dept. Head

II. SUBJECT MATTER
A. Routine
B. Review
o How Odin Lost His Eye
o Modals
o Photo Essay
Give instruction to the learners for the 3rd Summative Test. Please refer to the test plan.
IV. EVALUATION
MASTERY LEVEL:
10 – OPAL
10 – QUARTZ
10 – AMETHYST

Subject Teacher

English Dept. Head

1st Grading Lesson Plan

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Presented by: JAERAH MAE B. PAJIGAL

Checked by: PHOEBE L. CAMPOS

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Presented by: JAERAH MAE B. PAJIGAL

Checked by: PHOEBE L. CAMPOS

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Give a synonym Give an antonym

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Presented by: JAERAH MAE B. PAJIGAL

Checked by: PHOEBE L. CAMPOS

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1st PTA MEETING

ENGLISH 10 Date: June 15, 2017

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Presented by: JAERAH MAE B. PAJIGAL

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Presented by: JAERAH MAE B. PAJIGAL

Checked by: PHOEBE L. CAMPOS

Presented by: JAERAH MAE B. PAJIGAL

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Presented by: JAERAH MAE B. PAJIGAL

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Presented by: JAERAH MAE B. PAJIGAL

Checked by: PHOEBE L. CAMPOS

Presented by: JAERAH MAE B. PAJIGAL

Checked by: PHOEBE L. CAMPOS

Presented by: JAERAH MAE B. PAJIGAL

Checked by: PHOEBE L. CAMPOS

Presented by: JAERAH MAE B. PAJIGAL

Checked by: PHOEBE L. CAMPOS

Presented by: JAERAH MAE B. PAJIGAL

Checked by: PHOEBE L. CAMPOS

Presented by: JAERAH MAE B. PAJIGAL

Checked by: PHOEBE L. CAMPOS

Presented by: JAERAH MAE B. PAJIGAL

Checked by: PHOEBE L. CAMPOS

Presented by: JAERAH MAE B. PAJIGAL

Checked by: PHOEBE L. CAMPOS

Presented by: JAERAH MAE B. PAJIGAL

Checked by: PHOEBE L. CAMPOS

Presented by: JAERAH MAE B. PAJIGAL

Checked by: PHOEBE L. CAMPOS

ENGLISH 10 Date: July 12, 2018

Presented by: JAERAH MAE B. PAJIGAL

Checked by: PHOEBE L. CAMPOS