Grade 10 English Lesson Exemplar 1st Quarter PDF

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CITY SCHOOLS DIVISION OF TAYABAS Tayabas City

LESSON EXEMPLAR Grade 10-English Quarter: Theme: Sub-Theme:

First Overcoming Challenges Discovering Personal Challenges

Content Standard: 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 Standard: The learner composes a short but powerful persuasive text using a variety of persuasive techniques and devices.

I - LEARNING COMPETENCY  EN10RC-Ia-2.15.2 : Determine the effect of textual aids like advance organizers, titles, non-linear illustrations, etc. on the understanding of a text  EN10RC-If-21: Compare new insights with previous learning

Objectives: 1. Relate personal experiences to the content/theme of the literary text 2. Defend that trials and challenges make us better persons 3. Make connections between things learned 4. Appreciate trials and challenges as spices of life

II - LEARNING CONTENT Lesson: Daedalus and Icarus by Nick Pontikis

Materials: •

Copy of the reading text

•

Video clip of Daedalus and Icarus form https://www.google.com.ph/?gfe_rd=cr&ei=Q7O3WI3iK6l8we9q6aoBQ#q=daedalus+and+icarus&tbm=vid&*

We are an emerging division where excellence is a habit and allegiance for quality is a pledge.

References: Curriculum Guide (May 2016) pp. 221 English Learner‘s Material for Grade 10 pp. 13-15

III - LEARNING TASKS 

Introduction: “Our personal conflicts make us better persons.” Problems and challenges are part of our humanity. There were times

we felt we were lost, confused, troubled, belittled, forgotten, or frustrated. But these problems are not enough reasons for us to give up on our lives. We have a lot of blessings to count that can outnumber our problems. One of the blessings we have our friends and our classmates who are ready to listen to us.



Preliminary Activity:

TASK 1. LET’S WATCH! Before the video clips are shown, the teacher will orient the students that while they are watching they will have to consider a few questions which they will answer after watching the clips. The questions are the following: 1. What do you see in the video? Describe. 2. Who are the characters and what are they doing? How do they look and what do they say? 3. Have you and your family or your friends ever experienced the problem or a similar problem? 4. What do you think are the causes of the problem/s shown in the clips? 5. What solutions to the problems were done? Were they done individually or collectively? Can solutions to problems be achieved when everybody does his part? How? The video clip from https://www.google.com.ph/?gfe_rd=cr&ei=Q7O3WI3iK6l8we9q6aoBQ#q=daedalus+and+icarus&tbm=vid&* will be shown to the students. After the students have watched the clips, the teacher will encourage the students to share orally their points of view and their positions about the presentations.

We are an emerging division where excellence is a habit and allegiance for quality is a pledge.

ACTIVITY TASK 2. YOU’VE GOT A FRIEND Remember the time when you were weak and low. Fill out the balloons with your experiences that show them. Share your answers with your group mates. belittled

troubled

frustrated

confused

forgotten

lost

TASK 3. READ TO ACHIEVE The teacher will guide the students in understanding the story. The following guide questions may be used: Facts and Details 1. Who hired Daedalus? 2. What did Daedalus design to hold the Minotaur? 3. What did Daedalus invent to help him and Icarus escape from the Labyrinth? 4. What did he warn Icarus not to do? 5. What happened to Icarus? What’s Going On? 1. Why did Minos imprison Daedalus in the Labyrinth? 2. Why did Minos think that, if Daedalus can‘t find his way out, ―so much the better‖? 3. Minos tells Icarus that the plan is dangerous. Why does he want them to take this risk? 4. Why did Daedalus leave his wings on the altar of Apollo? Why wouldn‘t he want to fly some more? Digging Deeper 1. In a short paragraph, describe how Daedalus planned to escape from the island prison of Crete. 2. Do you think Daedalus‘ plan is a good one? Explain your answer. 3. Which events in the myth could have happened in real life? 4. If you had access to building resources and materials , how would you design a flying machine to help you escape from the island prison of Crete?

We are an emerging division where excellence is a habit and allegiance for quality is a pledge.

ANALYSIS TASK 4. MY LEARNINGS, MY ANALYSIS, MY REALIZATIONS! The students will be grouped into five. Differentiated instructions will be given: Group 1 Directions: Complete the following: 1. From the video clips and the activity You’ve Got a Friend, we learned that _________________________________________________________________ _________________________________________________________________ 2. From these activities, we also realized that _________________________________________________________________ _________________________________________________________________ (The activity will first be done individually by the members of the group. Then the leader will consolidate the answers to be reported to the class.)

Group 2 A. Directions: The text Daedalus and Icarus uses sensory images. Identify sentences that appeal to the different senses. Use the following diagrams.

DAEDALUS AND ICARUS

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Group 3 A. Analyze the sentences used in Daedalus and Icarus. Find sentences that use reflexive and intensive pronouns. Write as many sentences as you can. Sentences that use Reflexive

Sentences that use Intensive

Pronouns

Pronouns

1.

1.

2.

2.

3.

3.

4.

4.

5.

5.

B. Answer the following: 1. In your own words how do you define a reflexive pronoun? How does it function in the sentence? 2. In your own words how do you define a reflexive pronoun? How does it function in the sentence?

Group 4 Make a puzzle similar to ―Help Mother Hen Find His Chicks‖. Use your parents as the hen while you as the chicks. At the back of the puzzle, complete the following: 1. I feel secure when I am with my parents because ____________________ ____________________________________________________________________. 2. Sometimes, when I disobey my parents, I experience _________________ ____________________________________________________________________.

Group 5 Think of a song that can best define a parent-child relation. Your group will perform the song. Criteria

15 Points

10 Points

5 Points

Theme

A clear theme was presented and followed throughout the entire song.

A clear theme was established, however, sometimes unclear or not followed throughout the entire song.

A clear theme was not illustrated throughout the song.

Lyrics

All lyrics were

Most of the lyrics were

None of the lyrics were

appropriate to the theme, time period, and current events.

appropriate to the theme, time period, and current events.

appropriate to the theme, time period, and/or current events.

The song is performed

The performance had

There was nothing

Creativity

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Effort

creatively and with originality

touches of originality and creativity.

really original or creative about the performance.

Everyone in the group participated in the task, always giving 100% effort.

Most of the group members were involved and showed effort most of the time when completing the

The group presented little effort in completing the task. The group did not work as a group.

task. Audience Appeal

The audience was completely engaged in the group's song, i.e., they applauded, stood up, clapped along, would be able to hum the song later on, etc.

The audience was entertained most of the time. The audience gave a nice applause and seemed to be listening to the entire song.

The audience was completely disengaged in the group's song. A polite applause occurred but most audience members were not paying attention the performance. Rubric adapted from:

http://ted.coe.wayne.edu/sse/wq/LoDuca/GroupRubric.html

ABSTRACTION TASK 5. MY PRAYER The teacher will make the students realize that negative experiences can make us even better persons, only if we are able to overcome them. The teacher will call on some students for them to share what they do to overcome challenges. She will also mention about the main characters of Daedalus and Icarus who themselves experienced trials and difficulties in their lives. Then, a hanging question will be left: How do you relate your experiences with those of Daedalus and Icarus. The students will have the same grouping for their abstraction. They will write what they learned through a prayer.

Sample prayer: Father in Heaven, We do admit we sometimes disobey our parents, and in doing so, we do offend you, too. Help us be more docile to your promptings, and in doing so, we may show our love for them, too. Amen. (Original prayer by LES)

We are an emerging division where excellence is a habit and allegiance for quality is a pledge.

APPLICATION TASK 5. CARD FOR YOU Each members of the group will make a card for their parents expressing their love and commitment for them.

TASK 7, ROLE PLAYING The following rubrics will be used in the application as an assessment of learning.

Good (33 pts.)

Fair (25 pts)

Poor (20 pts.)

The student gives 3

The student gives 2

The student gives 1

promises to their

promises to their

promise to their

parents; Clear

parents; Clear

parents; Clear

plans how to keep

plans how to keep

plans how to keep

their promises

their promises

their promises

Use of

Appropriate word

Only a few words

Most words are

Vocabulary

choice in making

are inappropriate

inappropriate

The card

The card

expressing love has

expressing love has

expressing love has

a few spelling and

more than a few

many spelling and

grammatical errors

spelling and

grammatical errors

Promises

promises or expressing love Spelling and The card grammar

grammatical errors

We are an emerging division where excellence is a habit and allegiance for quality is a pledge.

CITY SCHOOLS DIVISION OF TAYABAS Tayabas City

LESSON EXEMPLAR Grade 10-English Quarter: Theme: Sub-Theme:

First Overcoming Challenges Discovering Personal Challenges

Content Standard: 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 Standard: The learner composes a short but powerful persuasive text using a variety of persuasive techniques and devices.

I - LEARNING COMPETENCY  EN10VC-Ie25: Express insights based on the ideas presented in the material viewed  EN10VC-Ib1.4/2.4:Determine how connected events contribute to the totality of a material viewed Objectives: 1. Express insights based on the ideas presented in the material viewed 2. Write a persuasive letter 3. Realize the importance of challenges in one‘s life

II - LEARNING CONTENT Lesson: Republic Act No.10627 or the “Anti-bullying Act of 2013” Materials: •

Copy of the reading text

•

Laptop / TV (if not available, the teacher may use audio instead)

•

Copy of the video clip

•

Paper and Pen

References: Curriculum Guide (May 2016) pp. 221 English Learner‘s Material for Grade 10 pp. 27 - 30

We are an emerging division where excellence is a habit and allegiance for quality is a pledge.

III - LEARNING TASKS 

Introduction: ―Personal challenges help one become a better person. Recognizing

these challenges would help one become better prepared for life.‖



Preliminary Activity:

TASK 1. LET’S WATCH Watch the music video of Gloc-9‘s song entitled Anting-anting. After watching, share your idea regarding your understanding of its message.

https://www.youtube.com/watch?v=W3_v7Jey-dE

ACTIVITY TASK 2. READ TO ACHIEVE Read the following article. Republic Act No. 10627 or the Anti-Bullying Act of 2013

a. ―Act‖ refers to Republic Act No. 10627, otherwise known as ―Anti-Bullying Act of 2013‖, b. ―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,

We are an emerging division where excellence is a habit and allegiance for quality is a pledge.

headlocks, inflicting school pranks, teasing, fighting, and the use of available objects as weapons; 2. Any act that causes damage to a victim‘s psyche and/or emotional well-being; 3. Any slanderous statement or accusation that causes the victim undue emotional distress like directing foul language or profanity at the target, name-calling, tormenting, and commenting negatively on the victim‘s looks, clothes, and body; 4. ―Cyberbullying‖ or any bullying done through the use of technology or any electronic means. The term shall also include any conduct resulting to harassment, intimidation, or humiliation, through the use of other forms of technology, such as, but not limited to texting, email, instant messaging, chatting, internet, social media, online games, or other platforms or formats as defined in DepEd Order No. 40, s. 2012; and 5. Any other form of bullying as may be provided in the school‘s child protection or antibullying policy, consistent with the Act and this IRR. c. 1. The term ―bullying‖ shall also include 1. Social bullying – refers to any deliberate, repetitive, and aggressive social behavior intended to hurt others or to belittle another individual or group. 2. Gender-based bullying – refers to any act that humiliates or excludes a person on the basis of perceived or actual sexual orientation and gender identity (SOGI). d. Bully – refers to any student who commits acts of bullying as defined by the Act or this IRR. e. Bullied or Victim – refers to any student who experiences the acts of bullying or retaliation as defined by the Act or this IRR. Source: The Official Gazette of the Republic of the Philippines Source: www.gov.ph/2013/12/13/implementing-rules-and-regulatios-of-republic-act-no-10627/

ANALYSIS TASK 3. BULL AND BULLY The text above is lifted from 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...

We are an emerging division where excellence is a habit and allegiance for quality is a pledge.

What is in my mind...

What is in my heart...

What does the text tell...

ABSTRACTION The teacher will make the students realize that negative experiences can make us even better persons, only if we are able to overcome them. The teacher will call on some students for them to share what they do to overcome challenges. The following template may be used for the abstraction of the students:

When challenges and trials come to my life, I ________________ __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ __________________________________________________________________

APPLICATION TASK 4. A DAY IN A LIFE 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

We are an emerging division where excellence is a habit and allegiance for quality is a pledge.



Final Task

TASK 5. LETTER WRITING Write a letter addressed to yourself. Express your thoughts and feelings at the moment. Include an assurance to yourself that you will not lose hope despite problems.



Assessment The following rubric will be used to assess your work. RUBRIC FOR LETTER-WRITING

We are an emerging division where excellence is a habit and allegiance for quality is a pledge.

CITY SCHOOLS DIVISION OF TAYABAS Tayabas City

LESSON EXEMPLAR Grade 10-English Quarter: Theme: Sub-Theme:

First Overcoming Challenges Building Up Defenses

Content Standard: 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 Standard: The learner composes a short but powerful persuasive text using a variety of persuasive techniques and devices.

I - LEARNING COMPETENCY  EN10VC-IIIb-23: Determine the effect of textual aids on understanding a literary text  EN10VC-IIIg-10: Explain how the elements specific to a genre contribute to a theme of a particular literary selection

Objectives: 1. Decipher the theme of the story 2. Use different kinds of graphic organizer in presenting details of the selection 3. Report orally the details of the story based on the graphic organizers they created 4. Determine the effect of textual aids on understanding a literary text

II - LEARNING CONTENT Lesson: The Gorgon’s Head by Anne Terry White
...