SCHOOL Manuel Araullo High School

DETAILED LESSON PLAN TEACHER Sally B. Caballero

I. OBJECTIVES
A. Content Standards
B. Performance Standards
C. Learning Competencies/
Objectives
2. Learner's Materials pages
A. Content/Topic/Skills
B. Reference/s
1. Teacher's Guide pages
TEACHING DATES & TIME February 6, 2020/11:10 A.M.
BDA (Focus on Text Content)
The learner demonstrates understanding of how informational text serves as
conflicts among individuals or groups, also how to use strategies in critical re
The learner transfers learning by organizing ideas for an argumentative essay
A. Determine the effects of textual aids like advance organizers, non-linear ill
(EN10RC-Ia-2.15.2).
* Respond appropriately to literal and critical level questions.
*Identify the m
paragraph.
B. Transcode information from linear and non-linear texts and vic
Informational Text:
Cl
NASA's Jet Propulsion Laboratory | California Institu
(https://climate.nasa.gov/evidence/

2. Learner's Materials pages

3. Textbook pages

4. Additional Materials from Powerpoint Presentation

Learning Resource (LR) portal

C. Other Learning Resources

IV. PROCEDURE
A. Reviewing previous lesson The teacher shows pictures of diffrent climate change to the students. What a
or presenting new lesson
as shown in the pictures? How have these evidences affected the environmen

B. Establishing a purpose for

the lesson
C. Presenting 1. Jigsaw Reading
examples/instances of the
new lesson The cla
group will be assigned a specific part to read and they will be called as the "e
an "expert group" they will be tasked to fill out the Details Chart and report t
afterwards and share key ideas and details taken from the section of the text
 afterwards and share key ideas and details taken from the section of the text

D. Discussing new concepts

and practicing new skills #1

E. Discussing new concepts

and practicing new skills #2

F. Developing mastery (leads 2. Discussion What does the graph show about the direct effect of Industria
to Formative Assessment 3)
How do the climate scientists conclude that the earth's climate has changed
proofs or evidences of rapid climate change? Where do climate scientists attr

G. Finding practical
application of concepts and
skills in daily living
H. Making generalizations
and abstractions about the 3. Clarifying Thoughts
lesson
The teacher allows the students to clarify their thou
I. Evaluating learning
which seem unclear or vague to help clarify dull ide
J. Additional activities for Engagement Activities:
application or remediation Have the students do the following activ

Group 2: Talk Show Panel

Group 3: Advocacy Campaign
Group 4: Circle of

V. REMARKS
VI. REFLECTION
A. No. of learners who earned 80% in the
evaluation
B. No. of learners who require additional
activities for remediation
C. Did the remedial lessons work? No. of
learners who have caught up with thelesson

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 to share with other lteachers?
 GRADE LEVEL 10
LEARNING AREA English (Reading)
QUARTER Fourth
tent)

mational text serves as a vehicle in expressing and resolving

e strategies in critical reading.
an argumentative essay.
rganizers, non-linear illustrations on the understanding of a text

questions.
*Identify the main idea and supporting details in a

non-linear texts and vice-versa(EN10RC-IIa-11).

Climate Change: How Do We Know?

atory | California Institute of Technology
ate.nasa.gov/evidence/)

point Presentation

to the students. What are the evidences of rapid climate change

ffected the environment and human lives?

The class will be divided into four groups. Each

y will be called as the "expert group" for that particular part. As
etails Chart and report to their respective "home group"
the section of the text assigned to them.
direct effect of Industrial Revolution to the climate change?
s climate has changed throughout history? What are the specific
do climate scientists attribute the climate-warming trend?

clarify their thoughts about certain ideas

p clarify dull ideas in the text.
nts do the following activities with their group.
Group 1: Collage Making

y Campaign
Group 4: Circle of Voices