St.

Mary's College of Catbalogan

(Formerly Sacred Heart College)
Corner Mabini & Del Rosario St., Catbalogan City
PAASCU Accredited

LEARNING PLAN 1

Subject: English Grade: 10 Section: OLPH Date: June 18, 2019

(8:20-9:20AM)

Transfer Goal/s:
The students/pupils in the long run and on their own will be able to …

apply communicative competence through his/her understanding of literature and other text
types for a deeper appreciation and welfare of the blessings given by our Almighty God.

Essential Understanding
The students/pupils will understand that…

literature is a worldview from another perspective, place, time, or world. Literature is just
kind of a time capsule of information being passed down for years and years, which
makes it understandable today and make point of its relevance.

Essential Questions
The students/pupils will keep considering the following:
1. How does literature help in expressing appreciation and love of one’s culture?
2. How do people use literature as a vehicle to understand the society of the past relevant to
today?

I.PRELIMINARIES:
Focus: Make Inference

Review: Have you decided already what strand to take in senior high school? How did you
come up with that decision?

Acting prior knowledge: Have you ever experienced an embarrassing moment when you
were wrong about what you guessed or expected? How did it happen?

Motivation: The teacher will do some actions, voice variations and facial expressions and let
students observe. Afterwards, the students will be asked to make inferences from all of it.

Scenario One: (Actions)

• Leave the classroom and walk in slamming the door as if you are mad.
• Leave the room and walk in as if you are shy.
• Leave the room and walk in as if you are curious.

Scenario Two: (Voice)

• Say the word, “What” as if you wonder, as if you are angry, as if you don’t know, etc. (No/
Yes; Great; Good-bye)
• Say the sentence, “You are so smart.” in different ways (genuine, sarcastic)
 Scenario Three: (Facial Expressions)
• Have the students infer what you are feeling by your facial expression: happy, sad, shy,
angry, curious, bored, excited, etc.
II.LESSON DEVELOPMENT: B. Broadening of Concept (Meaning)
A. Presentation of Concepts C - How do we know we inferred correctly?
The students/pupils will know…
E - How important is inferring in our opinions about people
- the concept of inferring. and society?
L – Why do we need to infer?
The students/pupils will be able
to… E - How do people use literature as a vehicle to
- make an inference. understand the society of the past relevant to today?
Strategies / Activities
 Drill C. Integration (Meaning and Transfer)
 Story reading C.1 Ignacian Core / Related values:
 Making inference
activity by pair
Core values: Excellence
 Raising of motive
question
 3-2-1 activity Related values: Self-Reliance - Uses confidently one’s
giftedness and training in pursuing goals

C.2 Social Orientation: Common Sense

C.3 Lesson Across Discipline

-SCIENCE (Formulating hypotheses in scientific method)

C.4 Faith/Biblical Reflection

Romans 2:11
“For God does not show favoritism.”

D. EVALUATION/ASSESSMENT (TRANSFER)

Directions: Read each passage and then respond to the questions. Each question will ask you
to make a logical inference based on textual details. Explain your answer by referencing the
text.

Missy looked at her brother Kirk with burning eyes. Her hatred seared through him. Sensing this,
Kirk turned toward her and they met eyes. Kirk knew Missy well, but he had never seen this
particular expression on her face before and it startled him. He said, "Look, there's no use
wasting a bunch of energy fighting. Let's look for it. Where does it go anyway?" Missy fumed at
his nonchalance. She replied, "Look at the puzzle, Kirk. You can't miss it." Kurt looked at the
jigsaw representation of the Statue of Liberty that lay on the table. It was composed of 2,500 tiny
pieces, well, only 2,499 really. The red and yellow piece that went in the center of the torch
flame was mysteriously absent. Missy sneered at him and said in a vitriolic tone, "I told you not
to move the puzzle pieces, but you insisted. You said that you had to have a better seat. Well, I
hope you're happy, Kirk." Kirk ran his index finger along the inside of his shirt collar. "Gee,
Missy… I'm sorry," he murmured.

1. Why is Missy in such a bad mood?

___________________________________________________

How do you know this?

2. Why is Missy specifically mad at Kirk?
________________________________________________

How do you know this?

Pam clutched the steering wheel awkwardly. The man in the passenger seat looked at her from
behind wireframe glasses and then looked back at his clipboard and made some checks. Pam
attempted to pull out from the parking spot slowly, but her foot slipped and she pressed on the
gas too hard. The car jerked back suddenly and she almost crashed into a parked van. The man
scowled at her and made another check on his clipboard. He said dryly, "Turn right here." Sweat
beads gathered on Pam's brow. She timidly exited the parking lot. Now she was on a
thoroughfare and was travelling 15 MPH below the speed limit. Traffic accumulated behind her.
The man made a few more checks on his clipboard and wrote a comment. "Turn left at this stop
sign," he said. Pam slowly turned left, but she did not stop. Several cars honked, and then she
ran over a curb and bumped into a newspaper vending machine. The man hurriedly made
several more checks on his clipboard and said, "OK, we're done here. Please get in the
passenger seat. I will drive back to the facility."

3. What is Pam doing?

_______________________________________________________________

How do you know this?

4. Who is the man with Pam?

__________________________________________________________

How do you know this?

5. What information is the man putting on his clipboard?

____________________________________

How do you know this?

E. SUMMARY/ACTION (TRANSFER)

Summary:
I have learned that to infer is important because _______________________________.
Action:
As a Marian, how am you going to make use of your skill in making inferences to create more
understanding in the school?

F. PURPOSIVE ASSIGNMENT
Make a three-paragraph essay on your opinion whether you agree or not that making inferences
can make the world a better place. Place it on a short bond paper. You will be graded as follows:

Thesis/Opinion - 20
Development - 20
Details - 20
Writing - 30
Grammar – 10
Total - 100
Prepared by: Checked by: Approved by:
Ma. Magdalena A. Bianes Mr. Niño T. Jimenez S. Ma. Jesusita L. Bernate,
Teacher SAC – Date RVM
Principal – Date
Mrs. Vilma T. Cabueñas
Academic Coordinator –
Date
Status of Implementation
_________ Implemented
_________ Partially implemented
_________ Not Implemented
Remarks:
Date Observed: Remarks:
____________________________
_
Observed by:
____________________________