School Imus National High School Grade 10

Teacher Michael Vincent R. Galestre Learning Area English

Teaching Dates and Time Quarter First
Monday Tuesday Wednesday Thursday Friday
I. Objectives: Objectives must be over the week and connected to the curriculum standards. To meet the objectives, necessary procedures must be followed and if needed, additional
lessons, exercises and remedial activities may be done for developing content knowledge and competencies. These are assessed using Formative Assessment strategies.
Valuing objectives support the learning of content and competencies and enable children to find significance and joy in learning the lessons. Weekly objectives shall be
derived from the curriculum guides.
A. Content 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
Standard in linking textual information, repairing, enhancing, communication, public speaking, emphasis markers in persuasive texts, different forms of modals, reflexive and
intensive pronouns.
B. Performance The learner composes a short but powerful persuasive text using a variety of persuasive techniques and devices.
Standard
C. Learning  Express insights based on  Determine the tone, mood,  Use graphic organizer to  Use modals correctly based on  Employ modals in the
Competencies/ ideas presented in the technique and purpose of further understand the reading the context of a sentence. dialogues of a role play about
Objectives material viewed. the author in writing the text  Participate actively in the Filipino superstitious beliefs.
 Determine the implicit and text.  Write a letter to yourself activities.  Participate actively in the
explicit signals verbal and  Explain how the elements  Show appreciation of the activities.
non-verbal used by the of specific to a genre theme by creating a TV Ad
speaker to highlight contribute to the theme of a
significant points. particular literary selection.
II. Content Content is what the lesson is all about. It pertains to the subject matter that the teacher teach. In the CG, the content can be tackled in a week or two.
Study Skills: Study Skills: Study Skills: Study Skills: Study Skills:
Orpheus by Alice Low Orpheus by Alice Low Orpheus by Alice Low The Gorgon’s Head by Anne The Gorgon’s Head by Anne
Terry White Terry White
III. Learning
Resources
A. References
1. Teacher’s Guide/ pp. 221 - 222 pp. 221 - 222 pp. 221 - 222 pp. 221 pp. 221
Curriculum
Guide
2. Learner’s pp. 54 – 66 pp. 54 – 66 pp. 54 – 66 pp. 61 – 63 pp. 61 – 63
Materials pages
3. Textbook pages
4. Additional From Grammar to Fluency in 30 From Grammar to Fluency in 30
Materials from Days pp. 74-90 Days pp. 74-90
Learning (LR)
Portal
B. Other Learning Audio file of the song Let It Copy of the reading text Audio file of the song Audio file of the song
Resources Go "ShouldaWouldaCoulda" "ShouldaWouldaCoulda"
Beverley Knight Beverley Knight
IV.PROCEDURES These steps should be done across the week. Spread out the activities an appropriately so that the students will learn well. Always be guided by demonstration of learning
by the students which you can infer from assessment activities. Sustain learning by providing students with multiple ways to learn new things. practice their learning,
 question their learning processes, and draw conclusions about what they learned in relation to their life experiences and previous knowledge. Indicate the time allotment
for each step.
A. Reviewing Introduction: TASK 3. READ TO TASK 5. ALICE LOW Introduction: TASK 4: Lights, Camera,
previous lesson or Myths are stories about ACHIEVE To what extent Directions: Read the story In English grammar, a modal is Action!
presenting new gods, goddesses, and heroes would you use your strengths Orpheus once again. Determine a verb that combines with
lesson passed from one generation to to save the person you love? the tone, mood, technique, and another verb to indicate mood or Role Play: Filipino Superstitious
another. Many Greek myths Read the story and find out purpose of the author in writing tense. A modal (also known as a Beliefs
have a great deal of influence what Orpheus did to save his the text. Use the graphic modal auxiliary or modal verb)
on our culture. For ages, only love. organizer below to show your expresses necessity, uncertainty, Directions: Form ten groups.
writers, artists, and musicians While reading, be guided by answer. ability, or permission. Each group corresponds to a
have used mythological the questions below. Most linguists agree that superstitious belief and you
characters as their inspiration. there are 10 core or central must use the different modals in
―Orpheus, whose story shall modals in English: can, could, your dialogue. Be guided by the
be discussed today, is one of the may, might, must, ought, shall, rubric below.
mythological characters around should, will, and would. Other
the world.
B. Establishing a TASK 1. LET IT GO! 1. What words can be used to TASK 6. A LETTER LATER verbs—including need, had G1- Marriage
purpose for the Directions: Listen to the song describe Orpheus’ gift? Directions: Write a letter to better and invariant be—may G2- Pregnancy
lesson entitled Let It Go! from the 2. If you were Orpheus, yourself which you will only also function as modals (or G3- Money
movie Frozen. would you have looked back open 20 years from now. semi-modals). G4- Building Houses
Determine implicit and to see if Highlight in your letter how you Unlike other auxiliaries, G5- Taking Care of Infants
explicit signals from the lyrics Eurydice was following? were able to capitalize on your modals have no -s, -ing, -en, or G6- Festival
that are used by the composer to 3. Why or why not? strengths and recognize your infinitive forms. (Because ought G7- First Menstrual Cycle
highlight significant points. weaknesses to become a better requires a to-infinitive G8- New Year
complement, some linguists G9- Night Time
regard it as a marginal modal.) G10- Circumcision
C. Presenting Processing Questions: TASK 4. person. Use statements TASK 1: MTV Reflection
examples/instances 1. What is the song all about? MY UNDERSTANDING expressing opinions or strong Directions: Have students view
of the new lesson 2. What explicit and implicit OF THE TEXT assertions in your letter. the music video and ask them
signals were used by the singer After reading the text, the following questions. Group Presentations
to highlight significant points? answer the following Process Questions: (Please see attached rubrics for
3. How do these signals add questions in your 1. How did the writer of the grading)
value to the lyrics and overall notebook. Then, be ready to song define
meaning of the song? share your answer in class. shouldawouldacoulda?
D. Discussing new TASK 2. MYSTERY 1. What was the greatest TASK 7. THANKS FOR THE 2. What did the singer put aside
concepts and WORDS strength of Orpheus? What AD! for her ambition? Did she regret
practicing new skills Knowing the following was his weakness? Directions: Draw inspiration her decision?
#1 words will help you as you read 2. What effect did Orpheus’ from the theme of the story. 3. Were there instances in your
Orpheus. Remember how these music have on people and Make your own Information Ad life when you regret your
words are defined. gods? Cite two examples of (TV, radio, or print) that would decision? How do you move on
this. after regretting a decision that
you made. Relate them to the
class.
E. Discussing new 1. Inspiration 3. Why did Orpheus decide campaign on capitalizing on TASK 2: Vocabulary: Word 1.How do modals help convey
concepts and 2. Lyre to rescue his wife from the strengths and recognizing your Charge your message in terms of asking
practicing new skills 3. Entranced underworld? weaknesses. The rubric shall be Directions: Write O if the pair for permission?
#2 4. Condemned 4. Why did Orpheus look used for evaluating your work. of words are opposite in 2. How about giving an advice,
5. Summoned back to see if Eurydice was meaning, S if it is similar in and predicting probability?
following him? meaning.
5. What reasons might the 1 S Possible Probable
2 S Obligation Necessity
gods have for allowing
3 O Giving permission Requesting
Orpheus and Eurydice to be permission
reunited? 4 S Recommended Advised
5 O Advisability Thoughtlessness
F. Developing 6. Explain why the gods gave TASK 3: Dialogue-Comic
mastery (Leads to a condition to Orpheus and to strip
Formative his bride to return to earth. Directions: Have students
Assessment 3) 7. What main characteristic analyse the comic strip and find
of this text makes it a myth? the right answer to the questions
8. To whom does Orpheus
owe his talent? Why was he
able to win the sympathy of
the gods?
G. Finding Practical 9. In what situations were the
applications of gods willing to help humans?
concepts and skills 10. Does the story reveal
in daily living certain realities about
Greeks? What are these?

H. Making Processing Questions:
generalizations and 1. What did you notice in the
abstractions about way these words are defined?
the lesson 2. How do you differentiate
definition A from B?
3. Which is a better way to
define a word?
I. Evaluating
Learning
below.
Question: 1. Where do they go? 1. How do modals help convey
2. How many are they? your message in terms of asking
What does the story reveal 3. When do they go out? for permission?
about the concept of gods in 4. Will they have lunch? 2. How about giving an advice,
Greek Mythology? 5. What will they eat? and predicting probability?
6. What will they drink?
7. What kind of beer will they
have?
8. Did they like that restaurant?
9. Had they made a reservation?
10. Who pays for the meal?

J. Additional
activities for
application or
remediation

V. REMARKS
VI. REFLECTION Reflect on your teaching and assess your as a teacher. Think about your students' progress this week. What works? What else needs to done to help the students learn?
Identify what help your instructional supervisors can provide for you so when you meet them, you can ask them relevant questions.
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?
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: Checked by: Noted by:

MICHAEL VINCENT R. GALESTRE GINA D. BELARMA ARTURO P. ROSAROSO

Teacher III Officer-in-Charge Principal IV

Date:___________________ Date:___________________ Date:___________________