PODCAST, JAMBOARD AND KAHOOT APP LESSON EXEMPLAR FOR THE DIVISION

DEMONSTRATION TEACHING FOR GRADE 10 ENGLISH

(INNOVATIVE TEACHING APPROACHES)
DIVISION LEVEL Grade: 10
GRADE TEN Teacher: FLORIE ANNE RIETA GALICIO Subject: ENGLISH
LESSON EXEMPLAR Date: NOVEMBER 18, 2021 Quarter: Second
I- OBJECTIVE

The learner demonstrates understanding of how world literatures and other

text types serve as vehicles of expressing and resolving conflicts among
A. Content Standards: individuals or groups; also how to use strategies in critical reading, listening,
and viewing, and affirmation and negation markers to deliver impromptu
and extemporaneous speeches.

The learner proficiently delivers an argumentative speech emphasizing how

B. Performance Standards:
to resolve conflicts among individuals or groups.

C. Learning Competencies EN10G-IIb-29: Observe correct grammar in making sentences

II- LEARNING RESOURCES https://academicguides.waldenu.edu/

III- MATERIALS

1. Teacher’s Guide: Learning Materials are uploaded at http://lrmds.deped.gov.ph/

2. Learner’s Materials: Second Quarter Modules

3. Textbook: None

4. Additional Learning Deped Portal, Anchor App., Jamboard App

Materials for Learning
Resource (LR) Portal:

5. Other Materials: Module, Podcast

IV- PROCEDURE

A. Review previous lesson or The teacher will open the virtual classroom by showing a video clip on the
presenting new lesson. netiquettes that students should follow during online class.
The teacher will lead the prayer and ask the class secretary to check the
attendance before and after the class discussion.

B. Establishing the purpose of The teacher will introduce the activity “Sing with Taylor Swift” where
the lesson: students will supply the missing word on the songs of Taylor Swift using
Jamboard in collecting responses from students.

Song 1
New money, suit and tie
I can read you like a magazine
Ain't it funny rumors fly
And I know you heard about me
So hey, let's be friends
I'm dying to see how this one ends
Grab your passport and my hand
I can make the bad guys good for a weekend – BLANK SPACE
 Song 2
You're on the phone with your girlfriend, she's upset
She's going off about something that you said
'Cause she doesn't get your humor like I do
I'm in the room, it's a typical Tuesday night
I'm listening to the kind of music she doesn't like
And she'll never know your story like I do – YOU BELONG WITH ME

Song 3
We were both young when I first saw you
I close my eyes and the flashback starts
I'm standin' there
On a balcony in summer air
See the lights, see the party, the ball gowns
See you make your way through the crowd
And say, "Hello"
Little did I know
That you were Romeo, you were throwin' pebbles
And my daddy said, "Stay away from Juliet"
And I was cryin' on the staircase
Beggin' you, "Please don't go, " and I said – LOVE STORY

Song 4
And maybe we got lost in translation
Maybe I asked for too much
But maybe this thing was a masterpiece 'til you tore it all up
Running scared, I was there
I remember it all too well
And you call me up again just to break me like a promise
So casually cruel in the name of being honest
I'm a crumpled up piece of paper lying here
'Cause I remember it all, all, all
Too well – ALL TOO WELL

Song 5
'Cause you got that James Dean daydream look in your eye
And I got that red lip classic thing that you like
And when we go crashing down, we come back every time
'Cause we never go out of style, we never go out of style
You got that long hair, slicked back, white T-shirt
And I got that good girl faith and a tight little skirt (a tight little skirt)
And when we go crashing down, we come back every time
'Cause we never go out of style (we never go), we never go out of style -
STYLES
C. Presenting examples/
instances of the new
lesson The teacher will continue the discussion by letting the students to a podcast
episode recorded by the teacher, herself.
 “Learning is fun, learning is great, tune in to my channel, Ballesteros National
High School Podcast with Teacher Anne…

Best morning my dear Grade 10 Learners, another opportunity to learn,

another opportunity to improve and of course another opportunity to be a
better version of yourselves despite the challenges of the pandemic. So seat
back, focus and grab your headsets, paper, your 2 nd Quarter Modules and
writing materials, find your comfortable place and let’s sail into the world of
Grade 10 English. This your teacher Podcaster Florie Anne Rieta Galicio of
Ballesteros National High School reminding you to learn and enjoy with this
another beautiful experience on Podcast with Teacher Anne.

Today, we are going to discuss what we call the bridge in English language,
conjunctions. I bet you are ready, so let’s start.

A conjunction is the glue that joins words, phrases and clauses, both
D. Discussing new concept dependent and independent, together. There are three different kinds of
and practicing new skills conjunctions, Coordinating, Subordinating and Correlative. I repeat, there are
#1: three different types of conjunctions, Coordinating, Subordinating and
Correlative, each serving its’ own distinct purpose but all are working to bring
words together.

For example:

Peter and Paul are best friends.

(the word “and” is a conjunction. It is joining two entities, which are Peter,
Paul).

I am going to the market and to the grocery store.

(the word “and” in this sentence is joining two ideas, which are going to the
market and to the grocery store).

My mother asked me if I am going to wash my clothes or wash the dishes.

(It is stating that the girl has two choices, to wash her clothes or wash the
dishes)

E. Discussing new Concept

A coordinating conjunction is a word that joins two elements of equal
and practicing new skill #2:
grammatical rank and syntactic importance. They can join two
verbs, two nouns, two adjectives, two phrases, or two independent
clauses. The seven coordinating conjunctions are for, and, nor, but, or,
yet, and so. The best way to remember the 7 coordinating conjunctions
is by using the acronym F-A-N-B-O-Y-S. Which means for, and, nor,
but, or, yet, and so

For example:

You can eat your cake with a spoon or fork.

What is the coordinating conjunction used in the sentence?
Yes, the coordinating conjunction in the sentence is or.
 Let’s have another example.
My dog enjoys being bathed but hates getting his nails trimmed.
The coordinating conjunction in the sentence is … but, yes you are right.

Let’s have another.

Bill refuses to eat peas nor will he touch carrots.
What is the coordinating conjunction used in the sentence?
Very good, it is nor.

A subordinating conjunction is a word or phrase that links a dependent clause

to an independent clause. This word or phrase indicates that a clause has
informative value to add to the sentence’s main idea, signaling a cause-and-
effect relationship or a shift in time and place between the two clauses. A
dependent clause, also known as a subordinate clause, is a clause with two
specific qualities. Firstly, it does not express a complete unit of thought on its
own; it cannot stand as its own sentence. Secondly, it depends upon an
independent clause—one that can stand on its own as a complete sentence
—to form a complete idea. If independent and dependent clauses could be
likened to Batman and Robin, the dependent, or subordinate clause would be
Robin, Batman’s assistant. The independent, main clause would be Batman,
his superhero boss. Other subordinating conjunctions that can show cause-
and-effect relationships and function in the same way are for, as, since,
though, due to, provided that, because of, unless, and so/so that.

For example.
There is a pandemic so we are advised to stay at home.
The subordinating conjunction in the sentence is so.
Here is a handy list of subordinating conjunction after, although, as, as if, as
long as, as much as, as soon as, as though, because, before, by the time, even
if, even though, if, in order that, in case, in the event that, now that, once,
only, only if, provided that, since, so, supposing, that, than, though, till,
unless, until, when, whenever, where, whereas, wherever, whether or not,
while.
Correlative Conjunctions are pairs of words that work together to connect
two parts of a sentence that hold an equal value, or correlate with one
another. Examples of correlative conjunction are either/or, neither/nor, not
only but also.
Either/Or
 I will either go to Costa Rica or Panama for vacation
Neither/Nor
 Neither the dogs nor the wild raccoons would eat the stew he made.
Not only/But also
 My new supervisor not only has exciting new ideas but also helps to
bring them to life.
When working with correlative conjunctions, there are three important rules
to remember: ensure verb agreement, ensure pronoun agreement, and
ensure parallel structure.

Now that you know the 3 types of conjunctions and how they are used in
sentences. Let us try to identify the conjunctions used in the sentences.
F. Developing Mastery Sophie is clearly exhausted, yet she insists on dancing till dawn.- yet
(Leading to formative Jeeze didn’t have much money but she survived. – but
Assessment): I can stay out until the clock strikes 12. – until
 Before he leaves, make sure his room is clean. – before
• ANALYSIS I work quickly and carefully. – and

I hope you understood well our discussion and be prepared for this additional
activity. Bring out a clean sheet of paper and answer the following. Identify
G. Finding practical the conjunction used in the given sentences. Choose the letter of the correct
application of concepts
answer.
and skills in daily living:
1. Neither one of them even helped out the old woman cross the street.
a. Neither b. But C. Both d. Nor
2. Both, James and Andrew were playing their gadgets while the teacher is
talking.
a. And b. Both c. nor d. Or
3. My best friend and I went to the beach to play with the sand.

a. Both b. Also c. And d. Either

4. Monica does not know about Michael and Bobby, nor about Jessica and
Susan.

a. Nor b. Yet c. But d. For

5. So far, he hasn't told her the truth.
a. Yet b. So c. Hasn't d. The
I bet all of you got 5/5 and for that congratulations.

H. Making generalization and A conjunction is a part of speech that connects two words, phrases,
abstraction about the sentences or clauses. Conjunctions help add variety to your writing because
lesson: they can be used in creating sentences with different styles and meanings. I
● ABSTRACTION hope that you have mastered well your lesson, please standby for additional
activities. This has been your teacher Podcaster Florie Anne Rieta Galicio
from Ballesteros National High School wishing you good day, keep safe and
stay hydrated, enjoy learning in the new normal. Godbless.”

After the podcast discussion the teacher will give additional examples on the
use of conjunctions.

I. Evaluating Learning
Outcomes: The teacher will give a 15-item quiz in Kahoot App.
● APPLICATION 1. The results were undeniably intriguing ______ ultimately inconclusive.
a. yet b. or c. and d. if
2. Data was gathered through questionnaires ____ interviews.
a. or b. if c. and d. so
3. She usually studies in the library ______ at a café.
a. or b. because c. when d. before
4. I can't remember his name __________ I know his face from somewhere.
A. And B. But C. Or D. So
5. Is it a new house __________ an old house?
A. And B. But C. Or D. So
6. Andy plays the violin well, _____ the trumpet is his favorite instrument.
a. so b. yet c. but d. for
7. Ryan forgot his backpack at school, ___ he couldn’t do his homework.
a. and b. for c. but d. yet
8. You will not succeed ________ you work hard.
a. unless b. because c. but d. yet
 9. He is _______ loving _______ devoted to his wife.
a. neither/or b. not only/but also c. but d. yet
10. She was unhappy, _________ she is rich.
a. because b. though c. for d. yet
11. Quinn is intelligent _____ lazy.
a. unless b. because c. but d. yet
12. Veda is ______ kind and humble.
a. unless b. both c. but d. yet
13. I like him very much, ________ he is my best friend.
a. unless b. both c. but d. yet
14. We'll be ready ___ the time you get back.
a. unless b. both c. but d. by
15. We'll leave ____ we're ready.
a. unless b. because c. as soon as d. yet

J. Additional Activities for

application or remediation Construct 10 sentences using any of the conjunctions that we have discussed.
Pass your answers in this link https://forms.gle/aAZ4Tr2hBWyJADSi9.

V- REMARKS

VI- REFLECTION

A. Number of learners earned 80%

in the evaluation:

B. Number of learners who are

require additional activities for
remediation who scored below
80%:

C. Did the remedial lesson work?

Number of learners who have
caught up with the lesson:

D. Number of learners who

continue to require remediation:

E. Which of my teaching strategies

worked well? Why did it work?

F. What difficulties did I encounter

which my principal or supervisor
could help me with?

G. What teaching material I could

share to my colleagues?

Prepared and Demonstrated by:

FLORIE ANNE RIETA-GALICIO

Demonstrator

Checked:

LOLITA CABALZA-UNIDA, PHD

Secondary School Principal IV