1

4th Quarter

LESSON EXEMPLAR
Grade 10-English
Quarter: Fourth
Theme: Rebuilding our Societies
Sub-Theme: Approaching Differences

Content Standard: Performance Standard:

The learner demonstrates The learner skilfully delivers a

understanding of how world literature and otherfor
speech textatypes serveoccasion
special as sources of wisdom in e
through utilizing effective verbal
and non- verbal strategies and ICT
resources.

I- LEARNING COMPETENCY
 EN10LT-IVa-2.2: Explain how the elements specific to a genre contribute
to the theme of a particular literary selection
 EN10LT-IVa-2.2.1: Express appreciation for sensory images used

Objectives:
 Note down important details from the story.
 Explain the theme of the story as suggested by the elements
 Express appreciation for sensory images used by analyzing the
elements of the story.
 Show understanding of the main idea of the story through
differentiated tasks.

II - LEARNING CONTENT
Lesson: The Little Prince by Antoine de Saint-
Exupery Materials:
 Paper
References:
 K to 12 Curriculum Guide (May, 2016) p. 229
 Celebrating Diversity Through World Literature (pp 407-421)

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III - LEARNING TASKS

 Introduction:
TASK 1. QUOTABLE QUOTE
What is your favorite quotation about friendship? Share it in class and
explain it using your personal experience.

http://emilysquotes.com/wp-content/uploads/2014/06/EmilysQuotes.Com-friendship-conversation-
togetherness-relationship-heart-true-friends-inspirational-unknown.jpg

 Preliminary Activity:
TASK 2. ACROSTIC
Write the name of your closest friend on a piece of paper. Think of
adjectives that describe his/her most admirable characteristics and make
an acrostic. You may use the sample below.

https://encrypted-
tbn3.gstatic.com/images?q=tbn:ANd9GcRw6tcXtTEhTLbaWWVBwIblkJJvUh8eOtg6BaySC

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ACTIVITY
TASK 3. LET’S READ

Read the excerpt from the novel “The Little Prince” by Antoine de Saint-
Exupery. Take note of the important details from the story. Use the graphic
organizer below.

CHARACTERS IMPORTANT EVENTS

CONFLICT
THEME

ANALYSIS
TASK 4. LET’S INVESTIGATE
The class will be divided into 3 groups. Each group will analyse the story
and do the following activities by group.

Group 1. COMPARE AND CONTRAST

Compare and contrast the Little Prince and the Fox. Use venn diagram to
show their similarities and differences.

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Group 2. WHAT DID THEY SAY?

List down at least five remarkable lines that struck you the most. Cite
instances that you can associate with the lines. Present your work in
class.

content/uploads/2008/actu2009_gally.jpg

Group 3. TOTS (THEME OF THE STORY)

Determine the theme of the story. Create a poster to show your
interpretation of the theme.

Image from http://minds-in-bloom.com/wp-content/uploads/2012/10/Screen2BShot2B2015-02-

052Bat2B6.30.452BPM.jpg

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ABSTRACTION
TASK 5. USING THE SENSES
What did you observe in the characters? Describe the characters
using words that appeal to the senses. Use the graphic organizer
below.

SIGHT SIGHT

HEARING HEARING

FEELING FEELING
http://www.clipartkid.com/images/711/to-draw-a- http://images.clipartpanda.com/profile-
angry-wolf-face-free-cliparts-that-you-can- clipart-male-face-profile.svg
tp://images.hellokids.com/_uploads/_ti
h

APPLICATION
TASK 6. FANTASTIC FRIENDSHIP
Make a short article about anyone you know whose friendship is
admirable. Be sure to answer the following questions in your work.
 How did their friendship start?
 What is the greatest struggle in their friendship? How did
they resolve that?
 What admirable trait does each of them possess?
 What is their philosophy in friendship?
 What is the secret of lasting friendship?

 Final Task:
TASK 7. DIFFERENTIATED TASKS
Divide the class into four groups. Assign each group with the following
tasks.
Group 1 : The Painters
Illustrate the relationship of the fox and the Little Prince using symbols.
Explain your work in class.
Group 2 : The Singers
Explain the meaning of friendship through a 2 – 3 minute original song
composition. Present the song in class.

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Group 3 : The Speakers

Prepare a chamber theater based on the story. Present it in class.
Group 4 : The Dancers
Prepare a 2-3 minute creative dance interpretation of the characters’
conversation. Present it in class.

 Assessment:
RUBRICS FOR DIFFERENTIATED TASKS
3
4 2 1
Criteria Very
Excellent Good Fair
Good
The group showed strict adherence to
the instruction.

The presentation made the story clear.

The group use their allotted time

properly.
All of the members participated in the
activity.

TOTAL

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4th Quarter

LESSON EXEMPLAR
Grade 10-English
Quarter: Fourth
Theme: Rebuilding Our Societies
Sub-Theme: Responding to Natural Phenomena

Content Standard: Performance Standard:

The learner demonstrates The learner skilfully delivers a

understanding of how world literature and otherfor
speech textatypes serveoccasion
special as sources of wisdom in e
through utilizing effective verbal
and non- verbal strategies and ICT
resources.

I- LEARNING COMPETENCY
 EN10WC-IVa14.1.1: Expand ideas using principles of cohesion and

coherence
 EN10SS-IVh-1.8.1: Point out relationships among statements

Objectives:
1.Elaborate the importance of coherence in a paragraph.
2. Create a short paragraph observing coherence.
3. Express ideas in a logically coherent paragraph.

II - LEARNING CONTENT
Lesson: Coherence in a Paragraph

Materials:
1. Paper and Pen
2. Crayons

References:
 Curriculum Guide (May 2016) pp. 229
 English Learner’s Material for Grade 10 (pp. 299-305)

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III - LEARNING TASKS

 Introduction:
Every writer wishes to make their points clearly to their readers,
with pieces of writing that are easy to read and have logical links between
the various points made. This coherence, this clarity of expression, is created
by grammar and vocabulary (lexis) through cohesion. This is the "glue" that
joins your ideas together to form a cohesive whole.
In this Learning Object we are going to focus on how this is done,
in order to assist you when you come to write your next assignments and in
your reading. In reading, if you understand how the author makes
connections within the text, you gain a better understanding of his or her
message. As regards your writing, after analyzing the texts in this
Learning Object, you should analyze your own writing in the same way. This
will help you to realize which techniques you could use more to benefit
your reader.

 Preliminary Activity:
TASK 1. SPOT THE DIFFERENCE

Read the following paragraphs and compare the structure. What

makes the two different from each other? Which one do you like better?
Justify your answer.

Set A
Paragraph 1 Paragraph 2

For me, the worst thing
about waiting tables is the
uniform. All the waitresses had to
wear this ugly brown striped
jumper. The shirts were polyester.
Sometimes someone you know
comes in. Now I have a job in an
office.
Source: http://writing.colostate.edu/guides/teaching/rhet-terms/pop3d.cfm
For me, the worst thing
about waiting tables was the
uniform. At the last place I worked,
all the waitresses had to wear an
ugly brown striped jumper.
Underneath it we had to wear an
even uglier polyester shirt.
Sometimes someone I knew would
come in and I'd feel embarrassed
by my outfit. Now I have a job in an
office, where I can wear my own
clothes.

Set B
Paragraph 1 Paragraph 2

If you like exotic foods, You like exotic foods, you

then you might enjoy making one might enjoy making one of my
of my banana splits. The only banana splits. The only
ingredients you need are ingredients you need are
bananas, ice cream, all kinds of bananas, ice cream, all kinds of
syrups, and topping s such as syrups, and topping s such as

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chopped nuts, M and M’s, chopped nuts, M and M’s,
jimmies, and shredded coconut. To jimmies, and shredded coconut. To

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make this tasty snack, first, slice
the bananas and put it in a bowl.
Next, you lay out three scoops of
ice creams on the banana slices.
Then you put lots of syrup on top.
After the syrup, you sprinkle
jimmies, chopped nuts, and M
and M’s on your dessert. Now
that you have made your banana
split, you have the thrill of eating
your creation.
make this tasty snack, slice the
bananas put it in a bowl. You lay
out three scoops of ice cream on
the banana slices. Then you put
lots of syrup on top. You sprinkle
jimmies, chopped nuts, and M
and M’s on your dessert. You
have made your banana split, you
have the thrill of making your
creation.

Ethan Kleinberg
Source: English for a Better World

ACTIVITY
TASK 2: YOUR OWN WORK
Are you aware of the different ways in creating a coherent paragraph?
How do you connect your sentences in writing? Write a short piece of
creative writing about a student. The first time you read it, try to think of a
title for the piece.

ANALYSIS
TASK 3: COLORING ACTIVITY
How do you achieve coherence in your paragraph? One way is by
the use of conjunctions or connectives. Using the paragraph you
have written, color-code the words and phrases that show various
kinds of sentence relationship indicating addition, result,
comparison and contrast, time sequence, logical thinking, or
distance. Use different colors for the different indicators.

ABSTRACTION
TASK 4: COMPLETION
What words did you find? Aside from them, what other examples
can you give? Complete the table below by writing the words that
express the following. Put an asterisk (*) on the words used in the
text.

ADDITION RESULT COMPARISON CONTRAST

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TIME LOGICAL DISTANCE

SEQUENCE THINKING

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Cohesion has a strong connection to coherence (logic and meaning). In

fact, cohesion is the grammatical and lexical realization of coherence at a
profound level within the text. It is what makes a text more than just a
jumbled mixture of sentences.

APPLICATION
TASK 5. WRITING
Prewriting: Think of one situation needing effective thinking. Stock
your brain with ideas about this topic through a pre-writing strategy called
Listing that will make you list down in a column every idea that will come
into your mind about your topic.
Writing: Write a paragraph based on the result of your pre-writing
strategy. Remember to make your sentences coherent with one another
by using correct conjunctions or connectives. Give your work an interesting
title.
Postwriting: Exchange your work with your partner. Proofread each other’s
work, then, revise your composition based on the comments and suggestions
of your partner.

 Assessment:
Essay Rubric
Your essay will be graded using this rubric. Consequently, use this rubric
as a guide when writing your essay and check it again before you submit it.
Traits 4 3 2 1
There is one There is one clear, There is one topic. The topic and
clear, well well focused Main ideas are main ideas are not
focused topic. topic. Main ideas somewhat clear. clear.
Focus &
Details

Main ideas are are clear but are

clear and are not well
well supported supported by
by detailed and detailed
accurate information.
information.
The introduction is The introduction The introduction There is no
inviting, states the states the main states the main clear
main topic, and topic and topic. A introduction,
Organization

provides an provides an conclusion is structure, or

overview of the overview included. conclusion.
paper. Information of the paper. A
is relevant and conclusion is
presented in a included.
logical order. The
conclusion is
strong.

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The author’s The author’s The author’s The author’s

purpose purpose of writing purpose of writing purpose of
of writing is very is somewhat is somewhat clear, writing is
clear, and there is clear, and there is and there is unclear.
strong evidence of some evidence of evidence of
Voice attention to attention to attention to
audience. The audience. The audience. The
author’s extensive author’s author’s
knowledge and/or knowledge knowledge and/or
experience with and/or experience experience with
the topic is/are with the topic the topic is/are
evident. is/are evident. limited.
The author uses The author uses The author uses The writer uses a
vivid words and vivid words and words that limited
Word Choice

phrases. The phrases. The communicate vocabulary.

choice and choice & clearly, but the Jargon or
placement of placement of writing lacks clichés may be
words seems words is variety. present and
accurate, natural, inaccurate at detract from the
and not forced. times and / or meaning.
seems overdone.
All sentences are Most sentences Most sentences Sentences sound
well constructed are well are well awkward, are
and have varied constructed and constructed, but distractingly
structure and have varied they have a repetitive, or are
Structure, Grammar,
Mechanics, & Spelling

length. The author structure and similar structure difficult to

makes no errors length. The author and/or length. understand. The
Sentence

in grammar, makes a few The author makes author makes

mechanics, errors in several errors in numerous errors in
and/or spelling. grammar, grammar, grammar,
mechanics, mechanics, mechanics,
and/or spelling, and/or spelling and/or spelling
but they do not that interfere that interfere with
interfere with with understanding.
understanding. understanding.
COMMENTS

http://www.readwritethink.org/files/resources/printouts/Essay%20Rubric.pdf

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4th Quarter

LESSON EXEMPLAR
Grade 10-English
Quarter: Fourth
Theme: Rebuilding our Societies
Sub-Theme: Bridging Gaps

Content Standard: Performance Standard:

The learner demonstrates The learner skilfully delivers a

understanding of how world literature and otherfor
speech textatypes serveoccasion
special as sources of wisdom in e
through utilizing effective verbal
and non- verbal strategies and ICT
resources.

I- LEARNING COMPETENCY
 EN10LT-IVb-2.2: Explain how the elements specific to a genre contribute
to the theme of a particular literary selection

Objectives:
1. Identify metaphor as a literary device used in the poem
2. Interpret the lines of the poem
3. Appreciate the value of camaraderie and bridging gaps by writing a
pledge
II - LEARNING CONTENT
Lesson: A Martian Sends a Postcard Home by Craig Raine
Materials:
1. Tarpapel of some Filipino riddles
2. Photocopies of the lecture

References:
 English Learner’s Material for Grade 10 (pp. 423-437)
 http://tagaloglang.com/mga-bugtong-at-sagot-tagalog-riddles-answers/
 http://www.encyclopedia.com/article-1G2-2691500021/martian-sends-
postcard- home.html

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III - LEARNING TASKS

 Introduction:
Have you ever experienced being misinterpreted or misunderstood?
Let’s say you were doing one thing (with a sincere
intention/motivation) but people around you would interpret your act
differently. How do you then bridge the gap between you and the
people around you?
Read the poem A Martian sends a postcard home by Craig Raine. It
was written from the point of view of a Martian attempting to describe
what he sees on earth to his fellow Martians; the poem employs a series
of metaphors to explain both natural and man-made phenomena.

 Preliminary Activity:
TASK 1. GUESS WHAT I AM!
You will be given Filipino riddles with English translation. Try to figure
out what is being described and write it on your paper.

Isang balong malalim, punong-puno ng patalim.

A deep well that is full of chisels.
Answer: bibig (mouth)

Dalawang batong maitim, malayo ang dinarating.

Two black stones that reach far.
Answer: mata (eyes)

Dalawang balon, hindi malingon.

Two wells, which you cannot turn to look at.
Answer: iyong tenga (your ears)

Naligo ang kapitan, hindi nabasa ang tiyan.

The captain took a bath without his belly getting wet.
Answer: bangka (canoe)

Naligo ang kapitan, hindi nabasa ang tiyan.

The captain took a bath without his belly getting wet.
Answer: bangka (canoe)

Limang puno ng niyog, isa’y matayog.

Five coconut trees, one stands out
Answer: daliri (fingers)

Nang hatakin ko ang baging, nagkagulo ang mga matsing.

When I tugged on the vine, the monkeys went crazy
Answer: kampana (large bell)

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Source: http://tagaloglang.com/mga-bugtong-at-sagot-tagalog-riddles- answers/

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Note: The teacher should be able to explain how the act of solving the
riddles is related to the poem. The teacher may mention about
strangeness of things and how one’s interpretation of things differ among
people depending on cultural background, family orientation or social
affiliations.

ACTIVITY
TASK 2. LET’S READ
Listen as your teacher reads the poem. Afterwards, everybody in class
reads the poem altogether. Then, some volunteers will also be asked to
read it aloud in class.

TASK 3. DISCUSSION OF THE TEXT

Study the use of metaphors as a literary device of poetry.

Metaphor Definition

bjects is made based on a single or some common characteristics.

he black sheep of the family” is a metaphor because he is not a sheep and is not even black. However, we can use this compariso

arison and not an explicit one.

SAMPLE METAPHORS
 My brother was boiling mad. (This implies he was too angry.)
The assignment
 where
We are an emerging division was
excellence is a breeze.
a habit (This implies
and allegiance that theisassignment
for quality a pledge. was
not difficult.)
 It is going to be clear skies from now on. (This implies that clear skies
are not a threat and life is going to be without hardships)
 The skies of his future began to darken. (Darkness is a threat; therefore,
this implies that the coming times are going to be hard for him.)
 Her voice is music to his ears. (This implies that her voice makes him
feel happy)

Source: http://literarydevices.net/metaphor/
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After the lecture on metaphors, an activity will be answered to lead them in

understanding the poem.

TASK 4. MATCH US
Match the lines of the poem with the mechanical object being referred
to. Write only the letter of the correct answers.
1. Television A. Lines 1-6
2. Automobile/Car B. Lines 7-10
3. Mist/Fog C. Lines 11-12
4. Books D. Lines 13-16

ANALYSIS

TASK 5. LET US COMPARE

Based from your answers in MATCH US!, make the comparisons between what
the Martian thought of and the actual mechanical object he found on
earth. Divided into 4, each group will be assigned specific lines to explain.
Common guide questions will be given to each group.

GROUP GROUP GROUP GROUP

1 2 3 4
Lines 1 - 6 Lines 7 -10 Lines 11-12 Lines 13-16

Guide Questions:
1. What two objects are compared in the lines assigned to you?
2. What characteristics do the two objects have in common?
3. What words in the lines make you think that that is the object
being referred to by the Martian?
4. Is the object referred to in the line natural or man-made?
5. If you happened to meet the Martian, what will you tell him to
convince him not to leave the Earth anymore and not to go back
to Mars? What positive things about the Earth will you tell him?
6. How will you convince him to also spend some time to stay in Tayabas
City?
7. What if the Martian were your age, how will you convince him to study
in Luis Palad National High School?
The answers will be reported orally by the representative of each
group. After each group has reported, the following may or may not be
given by the teacher depending on how substantial the report of each
group has been.

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Lines 1-6
Based on the first six lines, we understand that the poem will be a
description of human culture seen through the eyes of a Martian. The
speaker uses the word “Caxtons” to refer to books. Englishman William
Caxton, who lived during the fifteenth century, was the first person to print
books in English. In these lines, the Martian compares books to birds. Like
birds, books have wings (pages), and, like birds, they are marked in ways
that give them value. Birds can be distinguished by their color(s), books by
the words they contain. Because the speaker does not know the words for
“cry” or “laugh,” he says that books can “cause the eyes to melt / or the
body to shriek without pain,” referring to humans’ emotional response
when they read books. In lines 5 and 6, the speaker returns again to the
comparison of books to birds, focusing on the way in which humans
frequently hold books. To the Martian, a book in a person’s hands looks
like a bird perching.

Lines 7-10
Again, a comparison is made between a manufactured item and a
natural thing. By saying that “Mist is when the sky is tired of flight,” the
speaker is suggesting that the sky is like a vessel of some sort, presumably a
flying saucer or a spaceship. It is often difficult to see the sky when the
ground is shrouded in fog, hence the idea that the sky is resting itself on the
ground. In lines 9 and 10, the speaker returns to the image of the book. We
can understand this comparison if we see the outlines of things in the world
—e.g., buildings, trees, mountains, etc.—as looking like words, or
“engravings under tissue paper.” This is a complicated image to visualize,
but it deepens our own understanding of how mysterious the earth could be
to someone who has never experienced it before. Combined with some of
the other descriptions of the natural world, this image, in effect, “de-
naturalizes” nature for the reader.

Lines 11-12
There are several ways to read these lines. One way is to think of
rain as being like a machine, in this case television. Like television, rain
makes “colours darker” by shrouding our view of what is really there. This
reading also raises the question of what “is” really there, suggesting that
reality itself.

Lines 13-16
A Model T is an automobile. Not knowing the words for the parts of
a car, the speaker instead refers to it as “a room” (the seats and the space
inside the car) “with the lock inside” (the ignition into which the key fits).
After the car is started, it moves. The Martian compares the experience of
seeing things go by, to “free[ing] the world / for movement ...” The “film”
is the rear view mirror. We can see what we missed by looking at it, and in

ABSTRACTION
TASK 6. DECODE THE QUOTE
With your group mates, prepare a short explanation of the following
quotation by Thomas Dexter Jakes. You may use your own experiences to
justify your answer.

“I like to see myself as a bridge builder; that is me building bridges

between people, between races, between cultures, between

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APPLICATION
TASK 7. A PLEDGE OF LOVE
Recall Republic Act No. 10627 also known as the Anti-Bullying Act of 2013.
Based on what you remember about it, write a Pledge of Love expressing
your promise not to bully anyone and to support the bullied, and to be
cordial to everyone.
The Pledge of Love shall serve as an assessment of students’ learning. The
following rubrics may be used:
Good (33 pts.) Fair (25 pts) Poor (20 pts.)
Promises  The group  The group  The group
gives 3 gives 2 gives 1
promises of promises of promise of
love love love
 Clear plans  Clear plans  Clear plans
how to fulfil how to fulfil how to fulfil
the promises the promises the promise
Use of  Appropriate  Only a few  Most words are
Vocabulary word choice in words are inappropriate
making inappropriate
promises or
expressing a
pledge
Spelling and  The pledge  The pledge of  The pledge
grammar of commitment of
commitment has more than commitment
has a few a few spelling has many
spelling and and spelling and
grammatical grammatical grammatical
errors errors errors

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4th Quarter

LESSON EXEMPLAR
Grade 10-English
Quarter: Fourth
Theme: Rebuilding our Societies
Sub-Theme: Learning in the 21st Century

Content Standard: Performance Standard:

The learner demonstrates The learner skilfully delivers a

understanding of how world literature and otherfor
speech textatypes serveoccasion
special as sources of wisdom in e
through utilizing effective verbal
and non- verbal strategies and ICT
resources.

I- LEARNING COMPETENCY
 EN10G-IVa-32: Observe the language of research, campaigns and
advocacies

Objectives:
1. Explain the basic techniques in writing campaigns and advocacies
2. Create a specific campaign or advocacy
3.Value their role as advocates of good will by creating an advocacy plan

II - LEARNING CONTENT
Lesson: Writing a Campaign and Advocacy

Materials:
1.Photocopies of activities
2.Photocopies of the lecture

References:
 Curriculum Guide (May 2016) pp. 226-228
 English Learner’s Material for Grade 10 (pp. 467-468)

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 http://ctb.ku.edu/en/table-of-contents/advocacy/advocacy-
principles/overview/main
 http://www.making-prsp-inclusive.org/8-advocacy-and-lobbying-
influencing-policies/81-advocacy-lobbying-and-campaigning-some-
definitions.html
 http://acosa.org/syllabi_johnson3.pdf

III - LEARNING TASKS

 Introduction:
Look into or investigate some school and social issues.
Try to play ambassadors of good will.

 Preliminary Activity:
TASK 1. MY WRITING DISPOSITION
A. Before you set out to write your draft, answer the writing disposition
survey found below. Place a check mark on the response that best
describes how you generally feel towards writing. To what extent do you
agree or disagree with the following statements.
1 – Strongly Disagree
2 – Disagree
3 – Neither agree or disagree
4 – Agree
5 – Strongly Agree
My Writing Disposition
STATEMENTS 1 2 3 4 5
1. I write well in English
2. Being a proficient writer will help me
succeed academically and professionally
3. Good writers know the rules of grammar
and mechanics.
4. I don’t bother rewriting my written output
especially when I am busy.
5. I don’t usually pay attention to the purpose
why I’m writing an output or to whom it is
addressed.
6. It is important to reread, revise, and edit my
written outputs.
7. I am nervous about writing in English.

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8. I find it helpful to show my written output to

others and get feedback.
9. I find it difficult to express my ideas
accurately.
10. I write it hard to write fluidly.
11. I always consider the intended purpose
when I write.
12. It is important to consider my audience
when I write.
13. Writing is a social activity.
14. I need not engage others in my writing
process.
15. Engaging in the writing process helps me
become a better writer.

Questions to answer:
1. Based on your responses, what is your view of the writing process?
2. Is writing a solitary or social affair?
3. Why should you consider your intended audience or readers when you
write?

B. Review what you have learned about academic honesty. Read the
statements below and write A if the act shows academic honesty or P if
otherwise.
A or P STATEMENTS
A student…
1. submits the same paper to two teachers without the
knowledge of both
2. copies a paragraph from a source, uses quotation marks,
and neglects to cite the source
3. changes the structure of copied sentences from a source,
and cites the source of the sentences.
4. forgets the original source of the copied material and
creates a fictional author’s name.
5. copies the passage verbatim, encloses it in a quotation
marks, and cites the source
6. grabs a photo from the internet, includes it in a
submitted
work, and fails to cite the source.

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7. uses another concept from a source, rephrases the idea,

and provides proper citation.
8. purchases an essay from the internet, and submits it to the
professor.
9. paraphrases a passage completely and claims it as her
or
his.
10. asks a family member to write her or his class requirement,
and submits it to the professor.

ACTIVITY
TASK 2. ADVOCACY
Note to the Teachers: This entails further researches from our part.
References are indicated here, anyways!

Several ingredients make for effective advocacy, including:

• The rightness of the cause
• The power of the advocates (i.e., more of them is much better than
less)
• The thoroughness with which the advocates researched the issues,
the opposition, and the climate of opinion about the issue in the
community
• Their skill in using the advocacy tools available (including
the media)
• Above all, the selection of effective strategies and tactics

For some people, advocacy is a new role. It may be

uncomfortable-- particularly if confrontation and conflict are involved.
But, for others, advocacy is more attractive than setting up and
running service programs in the community.
Advocacy can be glamorous: the David vs. Goliath image, manning
the barricades, making waves. But the decision to put major resources
into advocacy is not one to be taken lightly. If it doesn't work--if you stick
your necks way out and don't succeed--not only will you fail, but you may
do so in public, discrediting your cause, perhaps making conditions worse
for the people you set out to help.

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UNDERSTANDING THE ISSUE

You probably already have a pretty good idea of what the issue or
problem is.
For example:
• You are aware of a growing problem of homelessness,
particularly among people with small children
• You feel that not nearly enough is being done in your community to
prevent youth smoking
• Your group is afraid that a new industrial park up river will
pollute the water
However, it is important to develop a deeper understanding of
the issue, including research to analyze of who has power. Remember,
advocacy is about power--who can influence things that matter. You
will need to know where the power of your opponents lies, and how
you can most effectively influence or confront it.

DEVELOPING A PLAN FOR ADVOCACY

Planning for advocacy is often a complex program because we
have to deal with power and opposition. As you know by now, an
advocate will usually have to overcome obstacles much greater than
"mere" inertia, or lack of funds, which are often the main barriers
where other types of community development projects are concerned.
In advocacy situations, there are likely to be well-prepared opponents
waiting in the tall grass. And they will need to be out-planned.
You will need to develop a plan based on your knowledge of who
those opponents are; and knowledge of who can help you.
For a useful analogy, we'll invite you to think of the overall campaign as
a building project:
• Your vision and mission is to provide a place to live that is warm
and safe
• Your objective is to build a house
• Your strategy will take the form of blueprints for the house
• Your action plan will include the specifics: who will pour the
concrete for the foundation, put up a frame, add the roof, et cetera,
and when will they do it
And all will go together as part of one big action plan.

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IN SUMMARY
Advocacy is exciting work. You get the pleasure of fighting the
good fight, and sometimes, the thrill of victory. In order to have that,
though, you need to get through all of the day-to-day details and
specifics. You'll need to keep an eye on the forest while working on the
trees individually. By going through this chapter carefully, we think you
will be better prepared to bring about the changes that matter to your
community.
Source: http://ctb.ku.edu/en/table-of-contents/advocacy/advocacy-principles/overview/main

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ANALYSIS
TASK 3. WHAT DO YOU KNOW? IS IT A YES OR A NO?
A. Analyze which are TRUE about an advocacy campaign. Write Yes or
No before each statement.
Advocacy:
1.is an active promotion of a cause or principle.
2. involves actions that lead to a selected goal.
3. is one of many possible strategies or ways to approach a
problem.
4. can be used as part of a community initiative, nested
in with other components.
5. is a direct service.
6. Needs to involve confrontation or conflict.

B. Let’s clarify further, write Yes if the sample is an advocacy, if not, write
No.
7. You join a group that cleans Alitao River twice a year.
8. You organize a group of students to appeal to the
school principal that classes be held from 8:00 a.m.
to 4:00 p.m. instead of 7:15-3:15 to give considerations
to those living far from school.
9. You spend time on Saturdays to hold tutorial classes
to street children of Lucena City for free.
10. Your family and your neighbourhood has a problem
with water distribution scheme given by LUPATA
(Lucena-Pagbilao-Tayabas) Waterworks, you and your
friends in the neighbourhood sit down to plan
writing to the waterworks administrators.
Note: For numbers 7-10, the number not identified as an advocacy,
is service.

ABSTRACTION
Ask the students to come up with an explanation of the following
quotation by William Faulkner:
“Never be afraid to raise your voice for honesty and truth and
compassion against injustice and lying and greed. If people all over the
world...would do this, it would change the earth.”
Explain the quotation in writing; choose a few volunteers to share it
orally to the class.

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APPLICATION
TASK 4. MY V-O-S-A (VISION, OBJECTIVE, STRATEGIES, ACTION PLAN)
The students will be grouped with five members. They will be tasked
to create an advocacy plan using the following template:
• Your vision and mission is to provide a place to live that is warm
and safe
• Your objective is to build a house
• Your strategy will take the form of blueprints for the house
• Your action plan will include the specifics: who will pour the
concrete for the foundation, put up a frame, add the roof, et cetera,
and when will they do it and all will go together as part of one big
action plan.

The members of the group will first do the brainstorming about the
issues or problems in their own school, community, or region.

Then they will accomplish the following:

VISION-MISSION

OBJECTIVES

STRATEGY

ACTION PLAN

 Assessment:

The advocacy plan shall serve as an assessment of students’

learning. The following rubric may be used.
Public Awareness Campaign Project
Enter rubric description
Poor OK Good Excellent
1 pts 2 pts 3 pts 4 pts
RESEARCH Information is Information is Information is Information is
Outlines current, sparse, inadequate; adequate and abundant,
interesting and inadequate, Few images current; Some current and
important incorrect or are used and images are interesting; All
information into outdated; No are helpful and images are
text and images. images are disconnected used in relation helpful and
used from the topic to the text used in relation
and the text to the
text

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RESEARCH All websites and Some websites Most websites All websties and
Internet sources internet sources and internet and internet internet sources
used for used are sources used sources contain contain
research (at outdated, are outdated, adequate and adequate,
least 5) are contain contain current current and
current, incorrect incorrect information; The interesting
professional, information or information or minimum information; The

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trustworthy and are not are not requirement for minimum

verifable. verifiable by verifiable by sources was requirement for
professional professional met sources was met
source, author source, author or exceeded
or research; The or research; The
minimum minimum
requirement for requirement for
internet sources internet sources
was not met was not met
RESEARCH Credit Credit is not Credit is rarely Credit is given Credit is given
was properly given properly given properly properly to properly to
given to sources. to sources; to sources; sources; sources;
Annotated Annotated Annotated Annotated Annotated
bibliography bibliography is bibliography bibliography is bibliography is
was complete. incomplete partially minimally complete and
complete complete detailed
PROJECT PowerPoint or PowerPoint or PowerPoint or PowerPoint or
PowerPoint or poster-board is poster-board is poster-board is poster-board is
poster-board is incomplete unorganized, complete, complete,
complete. unorganized, not visually organized, creative,
not visually appealing and visually organized,
appealing and contains few appealing, and visually
does not images contains some appealing and
contain images; images contains several
The audience is useful images
not informed
or
persuaded
PRESENTATIONPr Presentation is Presentation is Presentation is Presentation is
esentation of dull and dull and informative and interesting,
public uninformative; somewhat persuasive; helpful,
awareness Presentation informative; Presentation informative and
campaign does not meet Presentation does meet the persuasive;
using the minimum does not meet minimum time Presentation
PowerPoint or time the minimum requirement does meet the
poster-board requirement time minimum time
was informative requirement requirement
and/or
persuasive.

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4th Quarter

LESSON EXEMPLAR
Grade 10-English
Quarter: Fourth
Theme: Rebuilding our Societies
Sub-Theme: Learning in the 21st Century

Content Standard: Performance Standard:

The learner demonstrates The learner skilfully delivers a

understanding of how world literature and otherfor
speech textatypes serveoccasion
special as sources of wisdom in e
through utilizing effective verbal
and non- verbal strategies and ICT
resources.

I- LEARNING COMPETENCY
 EN10LT-IVg-3: Evaluate literature as an instrument to express and resolve conflicts
within, between and among societies
 EN10LC-IVa-16: Listen to simplify, reorganize or synthesize and evaluate
information to expand, review, or update knowledge

Objectives:
1. Develop familiarity with African culture and education.
2.Create a doll representing an educated and successful man
or woman.
3.Value the importance of education.

II - LEARNING CONTENT
Lesson: Excerpt from The Kaffir Boy
Materials:
 Paper and Pen

References:
 Curriculum Guide (May 2016) pp. 230
 English Learner’s Material for Grade 10 (pp. 459-462)

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III - LEARNING TASKS

 Introduction:
Education is the most powerful tool you can use to change the world – -
Nelson Mandela.

 Preliminary Activity:
TASK 1. MY LEARNING CURVE
Use the following illustration to assess and graph your learning progress in
the different subject areas. Based on these assigned numerical values, (0-
100%), determine your level of proficiency. Use the guide below the
graph. Afterward, answer the questions that follow.

My Learning Curve
100
95
90
85
80
75
70
65
60

MathEnglishFilipinoSocialScienceMAPEHValues TLE
StudiesEducation

Levels of Proficiency
(Source: Deped Order No. 73, s. 2012)
Level of Proficiency Equivalent Numerical Value
Beginning 74% and below
Developing 75% - 79 %
Approaching Proficiency 80% - 84 %
Proficient 85% - 89 %
Advanced 90% and above

What is your level of proficiency in each subject?

Subjects Level of Proficiency
Math
English
Filipino
Social Studies
Science
MAPEH
Values Education
TLE

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In what subject areas are you doing well? How can you sustain this?

I am good at…

I can sustain this by…

What areas need improvement? How can you address this?

I need help with…

I can improve in this/these area/areas by…

TASK 2. LEARNING IN THE 21st CENTURY

Being a 21st century learner means capturing the essential
knowledge, skills and the right attitude to navigate the world. One of
the most important skills that will enable you to achieve this is your skill in
doing research.
In what way can research help you achieve 21st century skills?

_ _
_ _
_ _
_ _
_ _
_ _
_ _
_ _
_ _
_ _
_ _
_ _
_ _

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ACTIVITY
TASK 3. LET’S READ!
Read the two texts, Excerpt from Kaffir Boy (Mark Matahbane) and
What is a Liberal Education? (Sir Richard Livingstone) and think about the
importance of education. Think about the relevance of the story to 21 st
century education.

ANALYSIS
TASK 4. OPPOSING VIEWS
Determine the different views toward schooling as seen in the excerpt
from Kaffir Boy. Use Venn Diagram to note the contrast in these views.
Summarize your notes in three sentences by completing the phrase,
“They say…”. Forward your own views by completing the phrase “I say…”.

They say..

__
__
__
__

I say…..

__
__
__
____

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ABSTRACTION
TASK 5. PORTRAIT OF 21st CENTURY LEARNERS
Use the graphic organizer below to indicate what you have learned about
the knowledge, skills and attitude that 21st century learners must possess.

Skills

21st century
Learners

Knowledge Attitude

APPLICATION
TASK 6. LET ME EXPLAIN!
After gaining insights regarding the characteristics of a 21st century
learner, answer the question that follow and explain your answer.

How can liberal education help the learners acquire 21st century
skills?

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 Final Task:
TASK 7. DIFFERENTIATED TASKS FOR DIFFERENT TYPES OF LEARNERS
Group yourselves into five.
Group 1: OPPOSING VIEWS!
The students will map their views about what people say and
what their’s about education, using a Venn Diagram.

Group 2: PLAY ME YOUR ROLE!

The students will present a scene that shows how parents
try to persuade their children to go to school.

Group 3: LETTER FROM THE HEART!

The students will create a short letter addressed to their
parents expressing how grateful they are that they have the
chance to go schooling.

Group 4: SING ME A SONG!

The students will perform a song related to the importance
of education in one’s life.

Group 5: DRESS ME UP!

The students will dress up dolls that show an educated and
successful man or woman.

 Assessment:
RUBRICS FOR DIFFERENTIATED TASKS
4 3 2 1
Criteria Excellent Very Good Fair
Good
The group showed strict adherence
to the instruction.
The presentation made the story
clear.
The group use their allotted time
properly.
All of the members participated in
the activity.

TOTAL

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4th Quarter

LESSON EXEMPLAR
Grade 10-English
Quarter: Fourth
Theme: Rebuilding Our Societies
Sub-Theme: Moving Towards Convergence

Content Standard: Performance Standard:

The learner demonstrates The learner skilfully delivers a

understanding of how world literature and otherfor
speech textatypes serveoccasion
special as sources of wisdom in e
through utilizing effective verbal
and non- verbal strategies and ICT
resources.

I- LEARNING COMPETENCY
 EN10SS-IVa-1.5: Use locational skills to gather information from primary
and secondary sources of information
 EN10SS-IVi-2.3: Compose a research report on a relevant social issue

Objectives:
1. Explain the Importance of Related Literature in a study.
2. Use locational skills to gather information from primary and
secondary sources of information
3. Compose a research report on a relevant social issue
4. Participate in the activity by performing the tasks diligently

II - LEARNING CONTENT
Lesson: Qualities of a Good Literature Review Matrix

Materials:
1. Swivel chair
2. Blindfold
3.Paper and Pen
4. Emoticon Boards

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References:
 Curriculum Guide (May 2016) pp. 226-228
 English Learner’s Material for Grade 10 (pp. 299-305)

III - LEARNING TASKS

 Introduction:
A well-written research report is partly founded on the presentation
and discussion of existing bodies of literature related to the study at hand. It
is always helpful to be able to clearly see how the topic builds upon
previous works. Researchers must explicitly connect the existing body of
knowledge to the study that they want to complete.
A literature review or review of related literature, is the part of the
research at discusses published information in a particular subject area. Some
might think that it is simply a summary sources, but it is actually more
than that. It provides the recap and a reorganization of information, or it
might also trace the intellectual progress on the subject at hand.
Furthermore, the literature review evaluates the sources and advises the
reader on the most pertinent or relevant evaluation.
The task of writing a literature review becomes complicated when
there are plenty of authors that have researched about the subject
matter. When faced with this situation, how will you keep track of the
information? One way to do so is to create a graphic organizer that allows
you to see the different author’s ideas conveniently. One of the kind of
graphic organizer for this Literature Review Matrix.

 Preliminary Activity:
TASK 1. GUESSING GAME
Divide the class into four groups. Drawing of lots will be used to determine
the turns of each group. A representative from the group shall pick one
mystery word. The category is references. The remaining members will be
given 5 chances to give the answer one by one for 30 seconds. For every
answer given, the representative shall raise the following icons.

If the answer is wrong

If the answer is if the answer is
correct almost correct

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They will get 1point for every correct answer. The group who gets the
highest point will be declared as the winner.
Topic: REFERENCES
Mystery Words: NEWSPAPER ENCYCLOPEDIA
(The word shall be MAGAZINE JOURNAL
returned) BOOK THESIS
INTERNET ARTICLE PERIODICAL

ACTIVITY
TASK 2. QUALITIES OF A GOOD LITERATURE REVIEW MATRIX
Divide the class to 7 groups. Assign each group with one quality of a good
literature review matrix and explain it. After listening from the explanations,
write your own interpretation in your notebook. Use the graphic organizer
below to show your answer.

LIMITATION LOCATION

COMPARISON LABELING

DISCOVERY NOTE-TAKING

EXPANDING

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ANALYSIS
TASK 3. TELL ME
What is the importance of a literature review? Write a short essay to
explain your answer.

_
_
_
_
_
_
_
___
_
_
_
_

ABSTRACTION
TASK 4. LET’S RECALL
What are the qualities of a good review of literature matrix? Without
looking at your notes, complete the graphic organizer below.

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APPLICATION
TASK 5. A DAY IN THE LIBRARY
You will spend your time in the library. The class will be divided into 5
groups, but each member in the group will work individually. Look for at least
three related literatures about the topic assigned to you. Use the table below
to write your research. Use the table for your answer.
TOPICS: Group 1 Factors Affecting Drug Addiction
Group 2 Risks of Early teenage
pregnancy
Group 3 Extra Judicial Killings and its effects to young
minds Group 4 Common Reasons of Absenteeism Among G10

students Group 5 Factors Influencing Teenagers to join

Fraternity
SOURCE / AUTHOR/S OR NOTES and
TITLE YEAR
TYPE PROPONENT/S FINDING

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4th Quarter

LESSON EXEMPLAR
Grade 10-English
Quarter: Fourth
Theme: Rebuilding Our Societies
Sub-Theme: Moving Towards Convergence

Content Standard: Performance Standard:

The learner demonstrates The learner skilfully delivers a

understanding of how world literature and otherfor
speech textatypes serveoccasion
special as sources of wisdom in e
through utilizing effective verbal
and non- verbal strategies and ICT
resources.

I- LEARNING COMPETENCY
 EN10LT-IVg-3: Explain how a selection may be influenced by culture,
history, environment, or other factors
 EN10LT-IVg-3: Evaluate literature as an instrument to express and resolve conflicts
within, between and among societies

Objectives:
1. Explain how the history of Latin America influenced the message of the poem
2. Evaluate literature as an instrument to express and resolve conflicts within,
between and among societies using “I think, I feel, I do” graphic organizer
3. Express appreciation of the poem through rap, poster slogan, interpretative
dance, speech choir and tableau.

II - LEARNING CONTENT
Lesson: The United Fruit Co. by Pablo Neruda

Materials:
1.Paper and Pen
2.Manila paper and Marker
3.Drawing Materials
4.Music / MP3

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References:
 Curriculum Guide (May 2016) pp. 226-228
 English Learner’s Material for Grade 10 (pp. 477-479)

III - LEARNING TASKS

 Introduction:
You will not understand the status of your nation unless you will look back on its
history.

 Preliminary Activity:
TASK 1. MIND YOUR OWN BUSINESS
Form 9 groups. Assign topics using drawing of lots. The topics are divided
into two major categories, the Businesses and the Dictators.
Using the semantic web below, write 6 shocking or unusual
information about the topics given to you. Make sure to include an image
(in long bond paper) at the center of the graphic organizer. Each group
will be tasked to report their work in class. You will be graded based on the
following criteria.
Content – 10
points Defense – 10
points Visual – 10
points
The Businesses - Coca-Cola, Anaconda, Ford Motors, The Fruit Company,
The Dictators - Rafael Trujillo, Anastacio Somoza, Tiburcio Carias Andino,
Maximiliano Hernández Martínez, Jorge Ubico

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Note: This activity should be given one or two days before the lesson.

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ACTIVITY
TASK 2. A SALUTE TO THE AUTHOR
You will be given individual metacards, approximately 6”x 2”. On your
metacard, write any information about Pablo Neruda. Your teacher will post
the tarpapel of the picure of Pablo Neruda. Around his pictures, post the
metacard while elaborating it in class. Let everyone take note of the important
information being discussed. As an output, required everyone to create an
infographics of Pablo Neruda.

TASK 3. READ TO ACHIEVE

You will be given 15 minutes to read the selection entitled “The United
Fruit Co.” by Pablo Neruda, LM, pp. 477-479

ANALYSIS
TASK 4. POINTS TO PONDER
 What is referred to in the first five lines of the poem?
 Which company seems to be in the most advantageous position?
 What does the line, “The Fruit Company, reserved for itself the most
succulent, the central coast of my land, the delicate waist of America.”
mean?
 What name does it give its territories and what is the significance
behind the name?
 What does the Fruit Company do as stated in stanza 2?
 Who suffers the most as described in stanza 3?
 What do the line, “a body rolls, a thing that has no name…” imply?
 What are possible historical and social realities that have influenced
the writing of this poem?
 What prevents convergence or connectedness from happening in this
situation?
 Does the poem continue to reflect how the world is today?

ABSTRACTION
TASK 5. I THINK, I FEEL, I DO
After being exposed to these injustices or discrimination as conveyed
powerfully by literature, fill out the diagram to deepen your understanding of the
poem. (Note: The groupings used in preliminary activity will also be applied on
this part.)
What do you think How do you feel about this? Is the What do you intend
about how the poem effective in making you realize to do about a
“Indians” are treated that such situations existed and situation such as
as depicted in the continue to exist in the Philippines? this?
poem? Give a specific example and explain.

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APPLICATION
TASK 6. DIFFERENTIATED TASKS
Using the poem “The United Fruit Co.” by Pablo Neruda, choose which
activity you prefer to do.
1. Poster Slogan - (individual output)
Make a poster depicting the message of “The United Fruit Co.” with
embedded slogan. The slogan itself should touch the theme of the poem, should
contain rhyme scheme and should not exceed to 25 words.

2. Interpretative Dance – (must be composed of at least 7 members)

One member of the group would be the narrator and the remaining 3
pairs would be the dancers. Insertion of background music is aloud.

3. Speech Choir – (10-15 members)

4. Tableau – (maximum of 12 members)

Tableau is a depiction of a scene usually presented on a stage by silent
and motionless costumed participants. Make a tableau out of the poem.
Appropriate costume and make up is highly recommended to portray a realistic
outcome.

5. Rap or Song – (maximum of 4 members)

Choose a song (any genre) that can be anchored to the poem.
The poem will serve as the lyrics of their chosen song. To add excitement to
their performance, you may remix the music if you wish.

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4th Quarter

LESSON EXEMPLAR
Grade 10-English
Quarter: Fourth
Theme: Rebuilding Our Societies
Sub-Theme: Responding to Natural Phenomena

Content Standard: Performance Standard:

The learner demonstrates The learner skilfully delivers a

understanding of how world literature and otherfor
speech textatypes serveoccasion
special as sources of wisdom in e
through utilizing effective verbal
and non- verbal strategies and ICT
resources.

I- LEARNING COMPETENCY
 EN10RC-IVg-2.12: Draw conclusions from the set of details
 EN10VC-IVc-29: Appraise the unity of plot, setting and
characterization in a material viewed to achieve the writer’s
purpose

Objectives:
1. Explain the meaning of conclusion
2. Identify the strategies in drawing conclusions.
3. Show respect of others’ opinions.

II - LEARNING CONTENT
Lesson: Drawing Conclusions

Materials:
1.Paper and Pen
2. Trash bins / paper bags
3.Garbage(choose dry and clean garbage)

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References:
 Curriculum Guide (May 2016) pp. 226-228
 English Learner’s Material for Grade 10 (pp. 299-305)

III - LEARNING TASKS

 Introduction:
For with what judgment you judge, you shall be judged: and what
measure you mete, it shall be measured to you again.
Matthew 7:2

 Preliminary Activity:
TASK 1. INVESTIGATE
Form groups of three. Each group will inspect each thrash bin (suggested
materials are listed in the bins). Write your findings in the sheets below.

compact disc,
plastic cups, laces, spools, brown
crumpled papers,
disposable fork and paper, pages of
empty bottle of ink,
spoon, plastics, fashion magazine,
pieces of cardboard,
broken toys, candy remnants of cloth
old newspaper,
wrapper, gift (retaso), zipper waste,
pictures, pieces of
wrapper, empty milk candy wrappers,
crayons
carton, notebook, cardboard

BIN 1 BIN 2
What items did you find? What items did you find?

Who owns the Who owns the

trash bin? trash bin?

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ACTIVITY
TASK 2: LET’S WATCH
Watch the short film “Lutang” (Float). (“Lutang” is the official entry
of the Division of Tayabas City in the Regional Festival of Talents 2015
which won 3rd place.)

ANALYSIS
A. After watching, answer the following questions.
1. Who is Boyet?
2. Narrate how Boyet helped the following
a. his mother
b. the vendor
c. the storekeeper
d. the dog
e. the teacher
3. How do Boyet’s classmates treat him in school? How did he react?
4. What do you think happened to Boyet in the end?
5. What happened to the other characters in the end?
7. Why do you think it was entitled “Lutang”?
8. How can you relate with the characters in the story?
B.How did you come up with your answers for the last three questions?

ABSTRACTION
TASK 3. WRAPPING
UP
What strategies can be used in drawing conclusions? Use the graphic
organizer below to show your answers. You may add more shapes if
necessary.

DRAWING CONCLUSIONS

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Conclusions
A conclusion is a judgment or opinion formed after a careful
consideration of presented information.
Drawing Conclusions
Drawing a conclusion is an important skill in reading. It involves
analysis and requires you to anticipate events and predict outcomes from
what you read in the text. When we read a passage or text, we use our
inferencing skills to make conclusions from the given context. Context
clues or hints from the passage help us create logical conclusions.
https://link.quipper.com/en/classes/57a0cfd2a3db627a640000ea/courses
APPLICATION
TASK 4. PAPER AND PENCIL TEST
What Conclusion Can You Make? Answer each question below. Be
prepared to explain your answer.
1. The horse reared up on its hind legs, pawing the air and neighing
loudly. What conclusion can you draw from the sentence above?
A. The horse was white. C. The horse was sleepy.
B.The horse was excited. D. The horse was calm.

2. As his mother honked the horn outside, Tom ran down the stairs,
buttoning his shirt.
What conclusion can you draw from the sentence above?
A. Tom liked to run. C. Tom was hurrying.
B.Tom was hungry. D. It was raining.

3. As she sat on the front porch, Loisa wiped the sweat from her face and
took another drink of water.
What conclusion can you draw from the sentence above?
A. It was cold. C. A storm was coming.
B.Loisa lives is Tagaytay. D. It was hot.

4. The line of voters at the voting place grew larger, but no one wanted to
leave, although the wait would be very long.
What conclusion can you draw from the sentence above?
A. The voters were interested in the election.
B.The election workers were gone.
C. There was going to be a riot.
D. The voters were being paid.

5. At the end of each school day, Miss Rubia would sweep the floor,
empty the trash, arrange the desks and clean the board in her
classroom.
What conclusion can you draw from the sentence above?
A. The school was too poor to hire a janitor.
B.Miss Rubia had nothing else to do.
C. Miss Rubia likes to have her room clean.
D. The students were messy.
http://www.k12reader.com/worksheet/what-conclusion-can-you-make/view/

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 Final Task:
TASK 5. WHAT’S THE ENDING?
Based on the title, what do you think is the story all about?
Listen to your teacher as he reads the story below. Give a 4-6 sentence
paragraph that tells the ending of the story.

The Power of Prayer

Amy and Val are best friends. Both of them are grade 10
students in the same public school. They treat each other more than
family. Living in the same subdivision, their families never had any
problem with each other. Physically, both of them have a lot of
resemblance. There is only one thing noticeable between the two, Val is
paler than her.
One night, Amy’s father went to their house and talked to her
parents. She did not intend to listen to the conversation but she heard
that they are talking about Val. She could not understand the whole thing
so she decided to lock up herself in her bedroom. Feeling confused, she
tried to call Val but there was no answer. She tried it again but still Val
was not picking was up her phone. Suddenly, she heard her mother
exclaimed. She called Val again. Someone spoke on the other line.

What happened next?

 Assessment:
Very
Excellent Good Fair
Good
5 4 3 2
Cohesion and Coherence
Logical organization
Grammar, Usage, Mechanics (GUM)
Correct format
Neatness
TOTAL

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LESSON EXEMPLAR
Grade 10-English
Quarter: Fourth
Theme: Rebuilding Our Societies
Sub-Theme: Advocating Global Citizenship

Content Standard: Performance Standard:

The learner demonstrates The learner skilfully delivers a

understanding of how world literature and otherfor
speech textatypes serveoccasion
special as sources of wisdom in e
through utilizing effective verbal
and non- verbal strategies and ICT
resources.

I- LEARNING COMPETENCY
 EN10SS-IVh-1.8.1: Point out relationships among statements
 EN10SS-IVc-1.8: Synthesize essential information about a chosen issue

Objectives:
1. Distinguish the connection of statements in forming the message
2.Create an infographic depicting the message of the reading text
3. Internalize the reading text by creating an ICT presentation

II - LEARNING CONTENT
Lesson: What Does it Mean to be a Global Citizen?

Materials:
1.Paper and pen
2. Oslo Paper / Illustration Board
3. Computer / Laptop

References:
 Curriculum Guide (May 2016) pp. 231
 English Learner’s Material for Grade 10 (pp. 485 - 499)

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III - LEARNING TASKS

 Introduction:
We all have different inspirations, but one goal: A BETTER WORLD.
-Ernesto Arguello
 Preliminary Activity:
TASK 1. LET’S FILL THE WORLD WITH POSITIVITY
What are the characteristics of a positive world? Create a collage
inside the picture that shows a positive world.

TASK 2. THINK GLOBALLY, ACT LOCALLY

What does it mean to be a global citizen? Assess your global
citizenship competencies by using the checklist below. Place a
on the left column to signify that you possess the indicated competency.
As a global citizen, I….
am aware of current global issues and trends
embody universal values (peace and human rights,
diversity, justice, democracy, tolerance, and non-
discrimination)
have cognitive skills for critical creative and innovative
thinking, problem solving and decision making.
have cognitive skills such as empathy, openness to
experiences and other perspectives, interpersonal /
communicative skills and aptitude for networking and
interacting with people of different backgrounds and
origins.
have behavioural capacities to launch and engage
proactive actions.

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ACTIVITY
TASK 3. LET’S READ
Read the texts entitled What does it mean to be a Global
Citizen? by Ronald C. Israel and the short write up about Severn
Suzuki and her speech.

ANALYSIS
TASK 4. ALL ABOUT WHAT YOU READ
Answer the following questions after reading.

A. What does it Mean to be a Global Citizen?

1. What does global citizenship mean?
2. What are its basic consumption?
3. What is the foremost challenge that we face in the new
millennium?
4. What have the world leaders been advocating for the past 70
years?
5. What does global citizenship entail?
6. How can you play your goal as a global citizen?

B. Write-up about Severn Suzuki

1. What organizations does Severn Suzuki belong to? What is
the goal of her group?
2. What comparison does the speaker make in the second
paragraph? What does she mean by this comparison?
3. What environmental phenomenon is Suzuki referring to in
paragraph 4?
4. What are the 4 points that she posits concerning the inability
of the adults to address the problems of the world?
5. What appeal does she make?
6. What fault does she articulate concerning her country?
7. Describe her encounter with the street children in Brazil.
8. What is her comment concerning the money spent in war?
9. What message does she want to emphasize when she
recounts all the lessons taught to her in kindergarten?
10.What challenge does she pose at the end of her speech?
What can you say about this?

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ABSTRACTION
TASK 5. THINK, SHARE, ACT
Create an infographic containing the message of the reading texts that
you read. You may include pictures of activities in your school or in your
community. Use an oslo paper for this activity. You may refer to the
sample infographic on page 491 of your learning material.

APPLICATION
TASK 6. ADVOCACY THROUGH ICT
What is your advocacy as a global citizen? Form groups composed of
8- 10 members. Create 3-5 slides in your presentation showing your
advocacy as a global citizen. Be guided by the rubric below.
RESEARCH REPORT PRESENTATION
CRITERIA 4 3 2 1
Excellent Satisfactory Developing Beginning
Preparedness Presenter is Presenter seems The presenter is The presenter
completely pretty prepared somewhat does not seem
prepared and has but might have prepared but it at all prepared
obviously needed a is clear that to present.
rehearsed. Report couple more rehearsal was
is well organized rehearsals. lacking.
Visual Visuals are Visuals are Visuals are used Visuals are at
Support comprehensively adequately but do not seem a minimum or
utilized to utilized to to showcase the not used at all.
showcase the showcase the product or
product or service. product or service
service. adequately.
Effective Speaks clearly and Speaks clearly Speaks clearly Often mumbles
Verbal distinctly all (95- and distinctly and distinctly or cannot be
Strategies 100%) the time, all (95-100%) most (85-94%) of understood, or
and the the time, and mispronounces
mispronounces no time, and mispronounces more than one
words. mispronounces no more word.
one word. than one
word.
Effective Presenter looks Presenter Presenter Presenter
Non-Verbal relaxed and slouches but slouches slouches all the
Strategies confident. Eye quickly self- occasionally. time and fails
contact with corrects. Eye contact to establish eye
everyone in the Occasional loss with the contact with
room is established of eye contact is audience is the audience.
and maintained. observed. intermittent.

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4th Quarter

LESSON EXEMPLAR
Grade 10-English
Quarter: Fourth
Theme: Rebuilding Our Societies
Sub-Theme: Advocating Global Citizenhip

Content Standard: Performance Standard:

The learner demonstrates The learner skilfully delivers a

understanding of how world literature and otherfor
speech textatypes serveoccasion
special as sources of wisdom in e
through utilizing effective verbal
and non- verbal strategies and ICT
resources.

I- LEARNING COMPETENCY
 EN10SS-IVe-2.3: Compose a research report on a relevant social issue

Objectives:
1.Formulate a thesis statement
2. Apply the guidelines on how to select and limit a research topic
3.Write a research title with corresponding statement of the problem
4.Show perseverance in doing the task by submitting it on time

II - LEARNING CONTENT
Lesson: How to Select and Limit a Research Topic

Materials:
1. Paper and Pen

References:
 English Learner’s Material for Grade 10 (pp. 417-421)
 https://www.youtube.com/watch?v=yt6XXDF7xaQ

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III - LEARNING TASKS

 Introduction:

 Preliminary Activity:
TASK 1. ANAGRAM
In 1 minute, form words out of the word RESEARCH.
Possible answers:
ARE SEE SEA ACE SHE
CAR RAD RED ARC EAR
HER HAS EARS ARCH ACHE
ACES RACE HEAR REAR CASE
CARE CARS CASH HARE HARES
CARES CRASH RACES RACERS HEARS
CHASE ARCHS ACHES ERASE CAREER
SHEAR ERASER SEARCHER

ACTIVITY
TASK 2. LET’S RECALL
Research is a systematic inquiry that investigates hypotheses,
suggests new interpretations of data or texts, and poses new questions for
future research to explore.
Recall the characteristics of a research. Write at least three
characteristics in the graphic organizer below.

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TASK 3. LET’S WATCH

Students will watch a video clip that explains what research is all
about.

https://www.youtube.com/watch?v=yt6XXDF7xaQ
1. How is research defined based on the video?
2. Are gathering information, rearranging of facts, and combining a
paragraph from encyclopedia with couple of paragraphs
from the web considered as a research? Why? Why not?

TASK 4. PARTS OF A RESEARCH

Complete the graphic organizer below by describing the following:

Introduction

Background of the Study

Statement of the Problem

ANALYSIS
TASK 5. LET’S DIG DEEPER
A. What is the difference between Introduction and Background of the
Study? Use the graphic organizer below to show the answer.

Background
Introduction
of the Study

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2. What pattern is provided for you to form an Introduction and

Background of the Study?
3. What kind of questions are you going to include in Statement of the
Problem?

ABSTRACTION
TASK 6. E=mc2 (ELABORATE = my comprehension, my concept)
Explain the following based on your understanding on How to Select and
Limit a Research Topic. Write your answer on the provided space.

Brainstorm for Ideas

Identify the Sources of General Background Information

Focus on your Topic

Make a List of Useful Keywords

Be Flexible

Define Your Topic as a Focused Research Question

Formulate a Thesis Statement

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APPLICATION
TASK 7: THESIS STATEMENT
Divide the class into 10 groups with 5 members each and
accomplish the following:
A. Think of academic or behavioral problems that students of Luis
Palad National High School are facing today. The problem that
you would choose would serve as your thesis title.
B. After you have chosen two specific problems, write 3 questions
for each that would solve and determine the factors of your
chosen thesis title.

Guide Sample:

Title: Text Messaging Assessment for Phonological Skills

This study attempted to determine the relationship between the

level of performance on the text messaging assessment used to measure
the spelling and phonological skills and the academic standing in English
of selected fourth year students in Luis Palad National High School A.Y.
2016-2017.

Specifically, this study sought to answer the following questions:

1. What is the academic standing in English of the selected fourth

year students in Luis Palad National High School A.Y. 2016-
2017?
2. What is the performance in the text messaging assessment used
to measure the phonological and spelling skills of the selected
fourth year students in Luis Palad National High School A.Y. 2016-
2017:
2.1 Transcription
2.2 Word and Phrase Recognition
2.3 Spelling
3. Is there a significant relationship between the academic
standing in English and the performance in the text messaging
items used to measure the spelling and phonological skills of
selected fourth year students in Luis Palad National High School
A.Y. 2016-2017?

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 Final Task:
TASK 8. WRITE WITH YOUR HEART

Using what you have learned in research report, and the

 Assessment:
notes that you have gathered in the previous learning segments,
Read closely the scoring rubric below. Underline the key words on the
you can now write the draft of your research. Remember that
Proficient
writing iscolumn. Compare the standards under Excellent column. Take
a recursive process. Do not be discouraged if you have
note of what you need to accomplish in order to achieve your target
to gather more information to support the claims that you have
score.
stated in your thesis statement. Also, you may be encountering
writer’s 4 3 2 1
Criteriablock; do not fell frustrated if words evade you. Refer to the
Excellent Proficient Developing Beginning
notes and outline
Catchy you made
Exceptional earlier. These
Proficient Basictools will Weak
help or
youno
Introduction introduction introduction introduction introduction of
organize thoughts. Use the
that grabs
guide belowthat
that grabs
in states
writing thetopic
draft of
interest
your research of
report. interest of topic but lacks
reader and reader and interest
I.Introduction
states topic states topic
Credible Exceptionally Information Information Information
A. Background information
researched; relates to relates to the has little or
detailed
B. Objectives ofthe
and theman
study main topic, nothing to do
accurate topic / thesis few details with the thesis;
C. Significance /ofobjectives;
information; the study and / or in formation
information well- examples has weak or
D. Related Literature
clearly relates researched in are given; no connection
II. to the thesis or
Body detail and uses limited to the thesis
the research from a resources
statement variety of
questions / sources
objectives
Well- Exceptionally Consistent Some Limited or
explained critical, connections connections no
relevant and made made connectios
consistent between between made
between

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connections evidence and evidence and evidence and

made thesis; good theiss; some thesis; lacks
between analysis analysis analysis
evidence and
thesis;
excellent
analysis
Well- Exceptionally Clear Somewhat Lacks
organized clear, logical, andlogical clear an development
mature and order that logical of ideas with
thorough supports the development weak or no
development topic with with basic transitions
of the topic good transitions between and
with excellent transitions between and within
transitions between and within paragraphs
between and within paragraphs
within paragraphs
paragraphs
Compelling Excellent Good Basic summary Lacks summary
Conclusion summary and summary of of topic with of topic
topic with topic with some final
concluding clear concluding
ideas that concluding ideas;
impact ideas; introduces no
reader; introduces no new
introduces no new information
new information
information
Well-written Control of Contains few Contains So many
grammar, spelling, several spelling,
usage, and punctuation, spelling, punctuation,
mechanics; and punctuation and
almost entirely grammatical and grammatical
free of errors. grammatical errors that
spelling, errors that the paper
punctuation, which detract cannot be
and from the understood
grammatical papers
errors readability

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