LESSON PLAN IN ENGLISH 10

Date:
Quarter 4: Week
I. OBJECTIVE
A. Content Standard The learner demonstrates understanding of how world literature
and other text types serve as instruments to resolve social
conflicts, also how to use the language of research, campaigns
and advocacies.
B. Performance Standard The learner competently presents a research report on a relevant
socio-cultural issue.
C. Learning Competency Observe correct grammar in making definitions (EN10G-
IIa-29)
II. CONTENT OBSERVE CORRECT GRAMMAR IN MAKING
DEFINITIONS
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide Pages
2. Learner’s Material Quarter 4: Module 4: pages 4-7
Pages
3. Textbook Pages
4. Additional Materials Self-Learning Modules, activity sheets, PowerPoint
from Learning presentations, laptop. Cartolina, paper strips
Resources
B. Other Learning Printed Module, PDF-type Module
Resources
IV. PROCEDURES
A. Reviewing previous SEARCH ME.
lesson/Presenting New
Lesson Search the words in the box and match it in their given
definitions below.

Compare and Contrast, Negation, Etymology or

Origin, Historical References, Cause and Effect,
Example, Expanded Definition

1. It defines and explains single term, concept or subject; it gets

deeper than a simple dictionary definition
2. A pattern that analyzes “WHY” something happened.
3. A pattern that provides a concrete example of a term to make it
easier to understand.
4. A pattern that shows how a word has been defined throughout
history.
5. A pattern that shares the origin of the word.
6. A pattern that describes what is NOT about the concept.
7. It describes the similarities and differences of two ideas or
concepts.
B. Establishing a purpose GRAMMAR RACES!
for the lesson
You will be divided into three groups. Each group should have
a writer and a runner. A word will be flashed on screen. The
writer has to make a simple sentence out of that word while the
 runner will go to the board and paste the work.
The first group who gets the correct sentence earns the point. If
the group commits error on grammar, the teacher will ask other
groups if they can correct it. Once correct, they earn the point.
C. Presenting DESCRIBE ME, PLEASE
examples/instance of the Take a look at the pictures. Describe each part using a complete
new lesson sentence. Write your answer on the board.

1. 2.

3.

D. Discussing new PICK A NUMBER

concepts/practicing new Pick a number from 1 to 10. Each number has a corresponding
skills #1 sentence. Read the sentence clearly and answer what is being
asked orally.

1 2 3 4 5 6 7 8 9 10

1. Social distancing (means, mean) keeping space between

yourself and other people outside of your home.
2. Social distancing (is also called, are also called) physical
distancing).
3. Quarantine (refers, refer) to keeping someone who might
have been exposed to COVID-19 away from others.
4. Research (establish, establishes) facts and new finding
through a systematic investigation.
5. Survey (is, are) a statistical analysis of answers to a poll of a
sample of population, to determine opinion, preferences or
knowledge.
6. In-text citation (is, are) used when you refer to, summarize,
paraphrase, or quote from another source.
7. Argumentative essay (presents and explains, present and
explain) the issues or case, gives reasons and supports these
reasons prove its points and refutes opposing ideas.
8. Informative essay (intends, intend) to inform or explain the
topic to the reader.
9. Critiques (evaluates and analyzes, evaluate and analyze) a
wide variety of things (texts, images, performances, etc.) based
on reasons or criteria.
10. In persuasive essay, the author (states, state) his opinion and
attempts to influence the reader.
E. Discussing new SPOT THE FAULT
concepts/practicing new Read an excerpt from an informative essay. Focusing on the
skills #2 bolded and underlined words, provide corrections if necessary.

How to Email your Teachers

The new normal has limited face-to-face interactions, which is why people
shifted to sending emails and chats to transact business. This also have
become the set-up even in the educational setting; teachers, learners, and
parents communicated with one another through chat or email.

However, while this medium are more efficient, this could disrupt the
communication process especially if the message is not clearly and
coherently. The learner may not be aware that emails and chats are also
formal correspondence and end up sending friendly and informal messages to
his teachers. The result? Seen-zoned messages, without reply. To avoid
miscommunication, follow this email tips, rules and examples outline by
educator Katie Azevedo.

First, enter a subject lines (for email). This tells the receiver if the message is
important, urgent, work-related and whatnot. Secondly, used a proper
greeting or salutation just like you do in business letters. Next, introduce
yourself by stating your name and your class or section. This are necessary
since teachers has hundreds of students to attend to.

After these preliminaries states your concern, preferably by starting with an

overview sentence. Keep it short and simple, and remind yourself to use
appropriate language; jokes, sarcasm, and emojis is not necessary.

Lastly, thank your teacher and close out the email or chat. Remember not to
demand an immediate replies.

F. Developing mastery COMPARE AND CONTRAST

(leads to formative
assessment) Read the following definitions and try to identify the words
which are given definition and the correct verb used in giving
definitions.

Fill in the table below with the correct answers

1. Denotation means direct, literal meaning of the word.

2. Connotation refers to the idea associated with the word.
3. In research, the abstract summarizes all sections and helps
readers decide whether or not to read the entire report.
4. Quarantine is used to keep someone who might have been
exposed to COVID-19 away from others.
5. In a research paper, an appendix contains related information
such as graphs, charts, tables, lists.

Definitions Word Defined Verb/Verb Phrase Using

in Giving Definitions
1
2
3
4
5
G. Finding practical SPHERE OF INTERESTS
applications of concepts Choose your area of interest in the sphere. Provide five words
& skills in daily living which are related to your chosen area and define each in your
 own words.

ENVIRONMEN
T
EDUCATION
ANIMALS
TECHNOLOGY

FASHION

H. Making generalizations Q&A PORTION

& abstractions about the You will be asked some questions to test if you really
lesson understand the lesson.
1. How can definition help us in making a research?
2. What is the essence of studying grammar?
3. Give some examples of helping/linking verbs that are usually
used in constructing definitions and explain their usage.
I. Evaluating Learning SPOT THE RIGHT ANSWER
Underline the correct verb or verb phrase that will make each
definition grammatically correct.

1. The literary term refutation (refer, refers) to the part of an

argument where a speaker or a writer encounters contradicting
points of view.
2. Assessor (mean, means) evaluator or advisor.
3. The conclusion (provides, provide) the summary of the
research.
4. A questionnaire (is, are) a set of questions used to gather
information in a survey.
5. Methodology (explain, explains) how the research was
conducted.
J. Additional activities for HEAL THE WORLD
application or What will you do to make a change?
remediation
Using the theme “Heal the World”, list down (5) words which
you think will make a change. Give a simple definition of these
words following correct grammatical structure.
V. REMARKS
VI. REFLECTION

Prepared by:

MIKO SANTIAGO M. RAMOS

Pre-Service Teacher
Checked by:

RONALYN M. PUPA
Master Teacher I

Noted:
WINONA E. SANQUE
Principal IV