DETAILED LESSON PLAN IN Grade 10 ENGLISH

School Grade Level 10

Teacher Quarter 1
Learning Area English Teaching Dates & Duration M1L6 Day 2,
1hour
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 Evaluate literature as a way of expressing and resolving one’s
personal conflicts (EN10LT-Ii-18:)
Objectives
 Knowledge Evaluate or appraise literature as a way of expressing and resolving
one’s personal conflicts
Recognize denotative and connotative meanings
 Skills Use denotation and connotation to clarify meaning of words
 Attitude Explain the importance of reading works of literature and on how
literature can serve as an instrument for conflict resolution

II. CONTENT Appraising Literatures and Resolving One’s Personal Conflicts

-Denotative and Connotative Meaning of Words
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages Celebrating Diversity through World Literature, pp. 88-93
2. Learner’s Materials pages Celebrating Diversity through World Literature, pp. 94-99
3. Textbook pages N/A
4. Additional Materials from Learning N/A
Resource (LR) portal
-https://spiral.ac/teacher/on
-www.peguinrandomhouse.com The Analects of Confucius by Arthur
Waley
B. Other Learning Resources
-https://www.gradesaver.com/theanalects-of-confucius/study-
guide/major-themes/
-English Expressways IV p. 103
C. Supplies, Equipment, Tools, etc. laptop, projector with screen, copy of the drawing/picture
IV. PROCEDURES
A. Review/Introductory - The teacher asks the students: How do you face struggles or challenges at different
Activity kinds? Perhaps, you have tried a lot of ways to win over them like when you face
( 5 minutes) situations too difficult or too painful to handle, you have to adjust to protect yourself
 from a perceived threat. That’s great!
How do challenges affect you? It’s true that challenges can be frightening, but they
can be turned into opportunities for you to discover more about yourself, others and the
world.
B. Activity/ Motivation  Have you experienced facing a problem which seemed to have no solution at all?
( 10 minutes)  How did you resolve the problem?
 Did someone give you helpful advice?
Read “From the Analects” by Confucius, as translated by Arthur Waley for
you to find out how these questions are to be answered (please refer to pp.95-96).

About Arthur Waley

A renowned translator and critic, Arthur Waley was born in 1889 and educated
at Rugby, King’s College, Cambridge. From 1912-30 he was the assistant keeper of
prints and drawings at the British Museum. He is credited with bringing many classic.
C. Analysis/Presenting
examples of the new Small Group Differentiated Activities for the Stakes
lesson where the concepts Form a small groups of seven (7), and work on your assigned task. Remember
are clarified to share your ideas, thoughts and experiences with the class.
( 10 minutes) (Please refer to English LM pp.96-99 for the group task.)

Group 1 – Meaningful Search

 Look for difficult words from the selection. List all of them and give their
denotative (specific, dictionary) meaning and connotative (suggested idea
and feelings or overtone) meaning for each word. (Refer to p. 96 of the
LM).Choose at least five words in the selection that have a strong connotation.
On your paper, copy the table as shown below and fill it out with appropriate
entries.
Difficult words Denotative meaning Connotative meaning Words with strong
connection

e.g. 1. disgrace dishonor loss of self-respect

2.
3.
4.
etc.

Group 2: Theme Connection – List words/group of words that suggest challenges and
opportunities you have already encountered, then share their effects in your life.

CHALLENGES
OPPORTUNITIES

 Point out which of this challenges and opportunities you have already
encountered, then share their effects on your life.
 Copy the figure as shown and fill it out with entries called for.

Encountered
Challenges and Effects of Challenges
Opportunities and Opportunities

Group 3: Taking a stand – For or Against

 Consider the argument presented in the selection from “The Analects” by
Confucius. Use the questions in p. 97 (LM) as your guide.
1. What is the selection trying to persuade you to think or do?
2. What evidence does Confucius use to support his position?
3. Which passages argue for or against the use of challenges as opportunities?
Write these passages in the following table:

For Against

Group 4: Thinking it Through

 Use the following questions as your guide:
1. What kind of conflict / challenge is reflected in the statement below?
“In the presence of a good man, think all the time how you may learn to
equal him. In the presence of a bad man, turn your gaze within!”
2. Does a good man only think of himself or other people?
3. Consider the stand of the Master regarding practicing moral values. Do
they serve as opportunities for us to prove we can really face and
overcome our challenges?

Group 5: Taking Challenges as Opportunities

 Look for interesting words or group of words that express the possibility of
turning challenges to opportunities. Use the questions in p.98 (LM) as guide.
1. Which passages reveal something about turning challenges into
opportunities?
2. Which of the passages provide the most valuable insight?
3. How do you feel about these passages?
4. Considering today’s context, what can we possibly do to turn these
challenges into opportunities?
 Cite a true-to-life situation that exemplifies the possibility of turning a
challenge to opportunity. Plot your responses in the table.

Passages from “The Analects” that reveal

Turning Feelings Evoked The Most Feelings Evoked Turning a
Challenges into Valuable Insight Challenge into
opportunities an Opportunity

Group 6: Enduring experiences

 Discussing the answers to the questions found in p. 99 (LM)
1. What have you learned from Confucius’ “The Analects” that made you
see yourself in another light?
2. How would you react to the situation described by the Master if you were
one of these persons (gentlemen, young man, good man, worrier, ruler)?
Group 7: Making Personal adjustments
 Focus on the entries in the box, and discuss the answer to the questions after it.
Maintain flexibility
Take stock of oneself periodically
Discuss about yourself with a friend
Confide to an older person Note: (refer to box
View yourself objectively found in p. 99 (LM)
Make an inventory of yourself (positive, negative
emotional traits and habits)
Understand your basic skills
Capitalize on your strengths or good points

1. Which of the suggested ways to turn challenges into opportunities in the box
are found in the selection?
2. Do all of these ways stay the same over a period of time?
D. Abstraction
( 15 minutes) The teacher solicits ideas from students and discusses shortly the following key points:
 Analects are literary extracts or selected passages from literary or
philosophical works especially from a published collection. They share a lot of
qualities with other meaningful pieces of writing, so expect to find words that
are rich in meaning.
 The Analects of Confucius is an anthology of brief passages that present the
words of Confucius and his disciples, describe Confucius as a man, and
recount some of the events of his life. The Analects includes twenty books,
each generally featuring a series of chapters that encompass quotes from
Confucius, which were compiled by his disciples after his death.

 What was the purpose of The Analects?

 The Analects have greatly influenced the moral and philosophical values of
China and other countries in Eastern Asia. The text has remained a
fundamental course of study for any would-be Chinese scholar for over two
thousand years. During the Sui Dynasty, an imperial examination was initiated
to test a candidate’s ability to apply Confucian philosophy and logic
 The way a word is used affects the meaning. The associations people make
with a particular word can be positive or negative.
 Connotative or social/ emotional meaning is very important in persuasive
writing. Connotation or shades of meaning can be positive or negative.
 Denotative is the literal/ dictionary meaning .
 Additional inputs through a video clip on Vocabulary – Connotative vs.
Denotative Meaning (from youtube)

E. Valuing: Finding
Practical Applications of -The teacher asks: What values are highlighted in the selection? Why is it important to
Concepts and Skills in learn how to practice them? Do you think humility would help in solving today’s
Daily Living problems? Explain how it can be an effective solution to each problem. Do you think
( 5 minutes) literature can serve as an instrument for conflict resolution? How?
 Reading works of literature enable readers to evaluate conflicts, learn about
equality, and be exposed to different ways of thinking and ways of life. It gives
readers a broader view of the world and enables them to understand more
about life. These all help in evaluating, understanding, and eventually,
resolving conflict.
F. Generalization
( 5 minutes) The teacher asks the students to share what they have learned from the day’s session.
They will be asked to answer the essential question: How do I turn challenges into
opportunities?
Inputs:
 One of the most influential books of all time, The Analects of Confucius
collects the sayings and wisdom of the Chinese philosopher and his followers.
Still as relevant today as they were over two thousand years ago, these
teachings together present a moral code that values virtue above all, and make
up the core values of the Confucian tradition.

 The structure of The Analects can make it a difficult work to comprehend. On

first reading, the passages can appear to be quite haphazard in their
arrangement. From an academic standpoint there is more disagreement than
agreement over how best to translate and represent the text for a modern
reading audience.

 The Analects of Confucius has shaped generations readers around the world.
G. Assessment  Read this short parable and answer the questions after it.
(10 minutes)
From Zen Parables: The Thief Who Became a Disciple
translated by Paul Reps

One evening as Shichiri Kojun was reciting sutras, a thief with a sharp sword
entered, demanding either his money or his life.

Shichiri told him, “ Don’t disturb me. You may find the money in that drawer.”
Then he resumed his recitation.

A little while afterward, he stopped and called: “Don’t take it all. I will need
some to pay the taxes with tomorrow.”

The intruder gathered up most of the money and started to leave.

“Thank a person when you receive a gift.” Shichiri added. The man thanked him
and made off.

A few days afterward, the fellow was caught and confessed, among others, the
offense against Shichiri. When Shichiri was called as witness, he said, “This man is no
thief, at least as far as I’m concerned, I gave him the money and he thanked me for
it.”

After he had finished his prison term, the man went to Shichiri and became his
disciple.

1. Who faced the challenge?

a. Shichiri Kojun c. the thief and Shichiri
b. the thief d. the cops

2. What was the challenge?

a. to be grateful to Shichiri and follow his footsteps
b. to treat the thief/intruder well in spite of what the thief had done to Shichiri
c. to make the thief confess of his wrong doing
d. to make the thief his disciple

3. How did the character win over his challenge?

a. The thief became good and turned from the crooked or evil path to a straight one
following Shichiri.
b. The intruder became unstoppable.
c. Shichiri got mad on the thief foe he had lost almost everything.
d. Shichiri condemned the thief.

4. What did the thief learn from the experience?

a. Wrong doing is punished.
b. Good triumphs over evil.
c. Forgiveness is for everyone.
d. Stealing other’s property is punishable by law.

5. What do you find surprising in these two responses of Shichiri to the thief?

“Don’t disturb me. You may find the money in that drawer.”
“Don’t take it all. I will need some to pay the taxes with tomorrow.”

a. Both are observable at the present time.

b. Both express command or request.
c. Both are seldom practice nowadays.
d. Bothe are the usual dialog of a person in trouble.

6. Do they exemplify the importance of taking challenges as opportunities?

7. The passage is an example of a __________.
a. myth c. parable
b. legend d. folktale
H. Additional Activities for
Application or Remediation
if Needed
V. REMARKS
VI. REFLECTIONS
A. No.of learners who learned
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 M. Cacaldo-Amante
Jenny Rose S. Sumagaysay
Ropilyn P. Dequito-Silva
ATTACHMENT:
From the Analects
by Confucius
translated by Arthur Waley

The Master said, “To learn and at due times to repeat what one has learnt, is that not after all a pleasure? Those friends
should come to one from afar, is this not after all delightful? To remain unsoured even though one’s merits are
unrecognized by others is that not after all what is expected of a gentleman?”

The Master said, “A young man’s duty is to behave well to his parents at home and to his elders abroad, to be cautious
in giving promises and punctual in giving them, to have kindly feelings towards everyone, but seek the intimacy of good.
If, when all that is done, he has any energy to spare, and then let him study the polite arts.”

The Master said, “The good man does not grieve that other people do not recognize his merits. His only anxiety is lest
he should fail to recognize theirs.”

The Master said, “He who rules by moral force is like the Pole star, which remains in its place where all the lesser stars
do homage to it.”

The Master said, “If out of three hundred songs I had to take one phrase to cover all my teaching, I would say, Let there
be no evil in your thoughts.”

The Master said, “Govern the people by regulations, keep order among them by chastisements, and they will flee from
you, and lose all self-respect. Govern them by moral force, keep order among them by ritual, they will keep their self-
respect and come to you of their own accord.”

Meng Wu Po asked about the treatment of parents. The Master said, “Behave in such a way that your father and
mother have no anxiety about you, except concerning your health.”

The Master said, “A gentleman can see a question from all sides without bias.
The small man is biased and can see a question only from one side.”

The Master said, “You, shall I teach you what knowledge is? When you know a thing, to recognize that you know it, and
when you do not know a thing, to recognize that you do not know it. That is knowledge.”

The Master said, “High office filled by men of narrow views, ritual performed without reverence, the forms of mourning
observed without grief—these are things I cannot bear to see!”

The Master said, “In the presence of a good man, think all the time how you may learn to equal him. In the presence of
a bad man, turn your gaze within!”

The Master said, “In old days, a man kept hold on his words, fearing the disgrace that would ensue should he himself fail
to keep pace with them.”

The Master said, “A gentleman covets the reputation of being slow in word but prompt in deed.”

The Master said, “In old days, men studied for the sake of self-improvement; nowadays men study to impress other
people.”

The Master said, “A gentleman is ashamed to let his words outrun his deeds.”

The Master said, “He who will not worry about what is far off will soon find something worse than worry close at hand.”

The Master said, “To demand much from oneself and little from others is the way (for a ruler) to banish discontent.”