School San Roque National High School Grade Level 10

DAILY Teacher MS. VERONICA C. ACO Learning Area English

LESSON June 25, 2019
LOG
Teaching Dates 6:10 – 7:10 10-Prudence
Quarter 1
and Time 7:10 – 8:10 10-Love
9:30 – 10:30 10-Diligence

DAY: Tuesday
I. OBJECTIVES

The learner demonstrates understanding of how world literature and other

A. Content Standards
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.

The learner composes a short but powerful persuasive text using a variety
B. Performance Standards of persuasive techniques and devices.

 EN10V-Ia13.9: Differentiate formal from informal definitions of

C. Learning Competencies/ words
Objectives

II. CONTENT
Formal and Informal Definition of Words

III. LEARNING
RESOURCES

A. References

1. Teacher’s Guide pages

2. Learner’s Material
pages
3. Textbook pages
4. Additional Materials
from Learning
Resource (LR) portal

B. Other Learning
Resources

IV. PROCEDURES

A. Reviewing Previous Task 1: Guess the Word

Lesson or Presenting The learners will guess the missing word based on the definition given by
the New Lesson the teacher.

1. _ _ _ _ _
/trəst/
noun
a firm belief in the reliability, truth, ability, or strength of someone or
something

2. _ _ _ _
It expresses a strong feeling of disgust and repulsion toward something
thought of as unworthy, unlucky, or the like.

B. Lesson Proper/Presentation
C. Introduction of the New
Concept
D. Discussion of the New
Concept
E. Developing Mastery
3. _ _ _ _
“It is patient; It is kind and envies no one. It is never boastful, nor
conceited, nor rude; never selfish, not quick to take offence. It keeps no
score of wrongs; does not gloat over another’s sins, but delights in the
truth. There is nothing it cannot face; there is not limit to its faith, its hope,
and its endurance. In a word, there are three things that last forever: faith,
hope, and it; but the greatest of them all is it.” (1 Corinthians 13)
4. _ _ _ _ _ _
Old English frēond, of Germanic origin; related to Dutch vriend and
German Freund, from an Indo-European root meaning ‘to love’
5. _ _ _ _ _ _ _ _ _
coined by Imelda Marcos regarding herself: "They will use [this word] to
mean ostentatious extravagance."
Prompt Questions:
1. What are the characteristics of the definitions presented in each
number?
When writers are trying to explain an unfamiliar idea, they rely on
definitions. All definitions attempt to explain or clarify a term. This lesson
will introduce you to the three different types of definitions: formal, informal,
and extended.
Formal Definitions
A formal definition consists of three parts: the term, the part of speech to
which it belongs, such as a noun or a verb, and all the traits or characteristics
that are specific to that term. The dictionary is filled with formal definitions,
but it is not the only place where you will find them. Writers often include
formal definitions when they are writing about something that may be
unfamiliar to their readers. In textbooks, you may find the formal definition of
terms listed at the beginning, at the end of a chapter, or in the glossary,
which is a minidictionary of terms relevant to that text.
Ex:
Trust
/trəst/
noun
firm belief in the reliability, truth, ability, or strength of someone or
something.
Informal Definitions
In an informal definition, the writer uses known words or examples to explain
an unknown term. These definitions may be synonyms or antonyms
introduced by or , in other words , or like .
Ex.
Hate
It expresses a strong feeling of disgust and repulsion toward something
thought of as unworthy, unlucky, or the like.
Extended Definitions
Extended definitions generally have components of both informal and formal
definitions. However, as the name suggests, the author uses a number of
other techniques to define a word, concept, or phrase, including the
following:
 Etymology: sharing a word's origin.
 Historical references: showing how a word has been defined
throughout history.
 Evoking the senses: using a word that creates a picture in the
reader's mind so that the reader might relate through memory of
sound, sight, touch, hearing, or smell.
 Examples or anecdotes: telling a story or example that illustrates the
term.
 Negation: defining a term by explaining what the concept is not.
The learners will identify what kind of extended definitions are the
following:
1. When my friend Katrice was young, she disobeyed her parents
near Christmas. I don't recall the crime, but I do recall the

F. Discussing New Concepts or
Practicing New Skills
G. Practical Applications
H. Making Generalizations
and Abstractions about the
Lesson
I. Evaluating Learning
J. Additional Activities for
Application or Remediation
V. REMARKS
VI. REFLECTION
consequence. When she woke up on Christmas morning, there
were no presents for her under the tree from "Santa Claus." To
make matters worse, she had to watch her younger siblings open
all their presents in front of her. Santa did not come for Katrice that
year because she was on the "naughty list." While her parents may
well still stand by their decision, Katrice maintains that she was the
victim of cruel and unusual punishment. I tend to agree, as it
seems that the consequences were too drastic for any child, no
matter how naughty she may have been.
2. True freedom is a state where the bars of bondage do not exist.
3. Petrichor is the earthy scent produced when rain falls on dry soil.
4. Rubatosis is the unsettling awareness of your own heartbeat.
5. Exulansis
n. the tendency to give up trying to talk about an experience
because people are unable to relate to it—whether through envy or
pity or simple foreignness—which allows it to drift away from the
rest of your life story, until the memory itself feels out of place,
almost mythical, wandering restlessly in the fog, no longer even
looking for a place to land.
The class will watch the video of The Dictionary of Obscure Sorrows.
It is important for you to be able to understand new terms and ideas that you
encounter both in your college and professional lives. While you may be able
to understand an entire text without knowing what one or two words in the
text are, you could also be easily confused.
For instance, if you read an article about whaling that uses the word
"moratorium" and you think that a "moratorium" is a special type of aquarium,
your understanding of the entire passage will be hindered since
"moratorium" actually refers to the freezing, pausing, or halting of something,
in this case the practice of whaling. Imagine if you then used the word
"aquarium" when you should have used "moratorium." You run the risk of
embarrassment if you use it with someone who knows the actual meaning;
even worse, you could pass on incorrect information to another individual
who would then be equally misinformed. Both situations can be avoided
when you are able to identify the correct definition.
What are the difference between formal, informal, or extended definitions
of words?
Direction: Identify whether the following definitions are formal, informal, or
extended.
1. Hubris: In Greek tragedy, it is an excessive pride toward or defiance
of the gods, leading to nemesis.
2. Catharsis: from Greek katharsis, from kathairein ‘cleanse’, from
katharos ‘pure’.
3. Nighthawk: a recurring thought that only seems to strike you late at
night—an overdue task, a nagging guilt, a looming and shapeless
future—that circles high overhead during the day, that pecks at the
back of your mind while you try to sleep, that you can successfully
ignore for weeks, only to feel its presence hovering outside the
window, waiting for you to finish your coffee, passing the time by
quietly building a nest.
4. Catalyst: /ˈkad(ə)ləst/ noun a substance that increases the rate of a
chemical reaction without itself undergoing any permanent chemical
change.
5. Stan: A crazed and or obsessed fan. The term comes from the song
Stan by eminem. The term Stan is used to describe a fan who goes to
great lengths to obsess over a celebrity.
1. Visit the page of Dictionary of Obscure Sorrows on the internet.
2. Bring a dictionary
3. Bring a Manila paper and marker per group
 SECTIONS
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 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?