DETAILED LESSON PLAN IN ENGLISH 10

School Grade Level 10

Teacher Quarter FIRST QUARTER
Learning Area English Teaching Dates & Duration
I. LEARNING OBJECTIVES
Content Standards The learner demonstrates understanding of how world literature and other
text types serve as ways of expressing and resolving personal conflicts, also
how to use strategies in linking textual information, repairing, enhancing
communication public speaking, emphasis markers in persuasive texts,
different forms of modals, reflexive and intensive pronouns.
Performance Standards The learner composes a short but powerful persuasive text using a variety of
persuasive techniques and devices.
Learning Competencies/Code Determine how connected events contribute to the totality of a
material viewed (EN10VC-Ic1.4/2.4)

Express insights based on the ideas presented in the material viewed

(EN10VC-Id-25)
Objectives

 Knowledge Identify the details in the materials viewed

 Skills Determine how connected events contribute to the totality of a

material viewed.
 Attitude Display appreciation of the material viewed through connecting of
events

II. CONTENT Capitalizing on Strengths and Recognizing our Weaknesses:

Contribution of Events to a Material’s Totality; and Difference
Between Formal & Informal Definitions of Words
III. LEARNING RESOURCES
I. References
1. Teacher’s Guide pages P43-45
2. Learner’s Materials pages Celebrating Diversity through World Literature (P53-54)
3. Textbook pages ( P54-56)
4. Additional Materials from Learning na
Resource (LR) portal
II. Other Learning Resources
III. Supplies, Equipment, Tools, etc. Copy of the film or a summary/movie review of “Life of Pi” movie
IV. PROCEDURES

A. Review/Introductory Present the necessary information about the movie, “Life of Pi”
 Activity

(5 minutes)

B. Activity (10 minutes) Have the students mull over the following question: “How did the connected events contribute
to the totality of the movie?”
C. Analysis/Presenting
examples of the new The teacher lets the class view the movie, “Life of Pi” (Optional). He/she may opt to present
lesson where the the summary or the movie review of the film, “Life of Pi”
concepts are clarified
(5 minutes)
D. Abstraction Have the students discuss their answers to the processing questions on pages 59-60 of the LM
(20 minutes) in a small group.

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. Pondicherry is described as an anomaly, the former capital of what was once French India.
In terms of storytelling, what makes this town an appropriate choice for Pi’s upbringing?

3. Yann Martel recalls that many Pondicherry residents provided him with stories, but he was
most intrigued by this tale because Mr. Adirubasamy said it would make him believe in God.
Did Pi’s tale alter your beliefs about God? In what way?

4. Early in the novel, we discover that the narrator majored in religious studies and zoology,
with particular interests in a sixteenth-century Kabbalist and the admirable three-toed sloth. In
subsequent chapters, he explains the ways in which religions and zoos are both steeped in
illusion. Discuss some of the other ways in which these two fields find unlikely compatibility.

5. 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 form refers to the ratio of a circle’s
circumference divided by its diameter. What is the significance of Pi’s unusual name?

6. How would the novel’s flavor be different if Pi’s sole surviving animal was the zebra or
orange juice? (We assume that if the hyena had been the only surviving animal, Pi would not
have lived to tell us his story.)

7. Pi sparks a lively debate when all three of his spiritual advisors try to claim him. At the
heart of this confrontation is Pi’s insistence that he cannot accept an exclusively Hindu,
Christian, or Muslim faith; he can only be content with all three. What is Pi seeking that can
solely be attained by this apparent contradiction?

8. What do you make of Pi’s assertion that we are all “in limbo, without religion, until some
figure introduces us to God”? Do you believe that Pi’s piousness was a response to his
father’s atheism?

9. Among Yann Martel’s gifts is a rich descriptive palette. Regarding religion, he observes the
green elements that represent Islam and the orange tones of Hinduism. What color would
Christianity be, according to Pi’s perspective?

10. How do the human beings in your world reflect the animal behaviour observed by Pi?
What do Pi’s strategies in dealing with Richard Parker teach us about confronting the
 fearsome creatures in our lives?

11. Besides the loss of his family and possessions, what else did Pi lose when the Tsimtsum
sank? What did he gain?

12. Nearly everyone experiences a turning point that represents the transition from youth to
adulthood, albeit seldom as traumatic as Pi’s. What event marks your coming of age?

The teacher elaborates/explains the answers on the processing questions on page 55 of the
LM.
E. Valuing: Finding Let the students correlate the events and totality of the movie to their own experiences and
Practical Applications their contribution to life.
of Concepts and Skills
in Daily Living Encourage sharing of experiences from the students.
(5 minutes)

F. Generalization Let the students answer the following:

(5 minutes) “What insights have you learned from the movie adaptation/summary?”
G. Assessment Instruct students to answer the following questions based from the movie, “Life of Pi.”
(10 minutes)
1. Piscine Molitor Patel is named after:
a. His father b. A Hindu God c. A swimming pool d. A tiger from the zoo
2. Where does Pi Grow up?
a. Toronto b. Pondicherry c. Paris d. Munnar
3. The Tsimtsum is:
a. Pi's nickname b. A ship c. A famous Indian dish d. None of the above
4. Pi's family is moving to:
a. U.S.A b. Philippines c. Canada d. France
5. Pi shares the boat with the following except:
a. Hyena b. Zebra c. Donkey d. Orangutan
6. Richard Parker is:
a. A tiger b. Pi's brother c. Pi's favourite teacher d.The ship's captain
7. What does Pi use to train the tiger with?
a. A whip b.A whistle c. A megaphone d. None of the above
8. Pi leaves the strange island because:
a. There is no food b.It contains wild animals c. It is carnivorous d. He wants to find his
family

H. Additional Activities Encourage students to watch the film, “Life of Pi” with their family at their own leisure time.
for Application or
Remediation if Needed

V. REMARKS
VI. REFLECTIONS
A. No. of learners
who earned 80% on the
formative assessment
B. No. of learners
who require additional
activities for
remediation.
C. Did the remedial
lessons work? No. of
learners who have
 caught up with the
lesson.
D. No. of learners
who continue to require
remediation
E. Which of my teaching
strategies worked
well? Why did these
work?
F. What difficulties did I
encounter which my
principal or supervisor
can help me solve?
G. What innovation
or localized materials
did I use/discover which
I wish to share with
other teachers?

Prepared by:

Evely C. Amante
Jenny Rose S. Sumagaysay
Ropilyn D. Silva